Research and teaching
My scholarship focuses on the development and evaluation of effective instructional strategies and curriculum that promote student learning, engagement and advancement of foundational skills. There is a growing body of evidence suggesting that instructional strategies that actively engage students with the course content, in both lecture and laboratory, allow them to develop a deeper understanding of the subject material, to retain knowledge for longer periods of time and to apply knowledge when faced with novel situations. Research also suggests that students exposed to learning environments that foster a conceptual understanding of scientific facts and principles rather than those focused on information delivery are more likely to remain in, and graduate from, science programs. For the last two years, we have been completing a detailed study of student learning in first year biology classes following a major curriculum revision. Within both the Natural Sciences Program and the Department of Biological Sciences, I work to incorporate effective evidence-based teaching strategies in my classes. I work with colleagues to develop assignments, in-class activities and laboratories that actively engage students and encourage the development of foundational skills.
- Comparot SM, Graham CM, Reid DM. 2002. Methyl Jasmonate Elicits an Antioxidant Response in both Light- and Dark-Grown Canola (Brassica napus) Seedlings. Plant Growth Regulation 38 (1): 21-30.
- Graham CM, Ehrenshaft M, Reid DM. 2004. A highly conserved gene for vitamin B6 biosynthesis may have consequences for stress and hormone responses in plants. Physiologia Plantarum 121:8-14.