New Faculty Profile: Dr. Krystal Nunes

The Department of Chemistry and Biology welcomes Krystal Nunes, its first professor specializing in pedagogy. Nunes joins Ryerson from a postdoctoral research position at University of Toronto, Mississauga. She brings expertise in ecology, and is now focused on research in student resilience.

In terms of fundamental science, what was your specialization in biology?
My PhD was entirely in biology. My concentration was in ecology — specifically, invasive plants. I studied below-ground soil interactions of microbes and how they influence the performance of invasive plants, compared to above-ground organisms.

Your research program at Ryerson is in pedagogy. That seems quite rare?
Yes, I had not encountered a research-oriented opportunity quite like this one before, which was the appeal in coming to Ryerson. My overarching goal is to study how students can develop the skill of resilience, specifically the ability to bounce back from failure. This skill is particularly important in science, where experiments fail frequently, hypotheses need revision, research topics are redirected.

However, I don’t see my research as limited to biology contexts. I’m planning to work collaboratively and interdisciplinarily to develop open resources — tangible materials and classroom interventions that professors can implement in class to help students learn resilience. I’m researching ways to help students become self-regulated and to take the initiative to problem-solve their failures — to view them as learning opportunities rather than something gone terribly wrong. In short, how to reflect on failures, modify one’s habits, remain engaged, and continue learning.

How has your pedagogy focus influenced your teaching?
I approach teaching in the same way that I approach science. I read the pedagogy literature and pull from evidence-based approaches. I implement Universal Design for Learning guidelines, which can help make courses more accessible and equitable to all students. For example, having multiple ways for students to participate or providing choice in the topics they explore. One student recently told me that they loved how my courses have a nice balance between the ‘need to know’ and the ‘fun of knowing’. I like helping students connect to the topic in ways that are interesting and relevant to their lives and experiences.

What advice would you give to students?
Don't pressure yourself to have an entire career path decided. If you have a clear goal, great. But if you don’t and feel scared, lost or behind, that’s ok. I felt the same during undergrad. I originally thought I’d become a meteorologist, but soon realized that atmospheric science is not for me. Then, I considered geology. Then, biology courses caught my interest. I didn't even consider grad school at first. Only late into my PhD did I start thinking about becoming a prof. So, don't put that kind of pressure on yourself. Let your interests guide you.

Give us a few fast favourites?

• Favourite food: Basically, anything with chocolate.
• Favourite hobby: Reading for leisure.
• Favourite vacation: I love summer camping and sitting by the fireside at nightfall.
• Most unusual interest: Teaching my cat to do tricks (yes, it is possible). He knows how to play fetch, jump through a hoop and exchange fist pumps. This is possibly my most challenging teaching endeavour to date, but my cat is very food motivated!