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Karalyn’s role at the CTL is focused on supporting the professional development of early career educators; from graduate teaching assistants and teaching fellows, adjuncts and early career faculty. She works to develop and facilitate programming and events for educators across all levels of experience and disciplines. Karalyn also mentors and coordinates the work of the graduate students that work in the CTL as part of the Educational Development Associates (EDA) program. Karalyn has an interest in supporting educators in areas of active learning, lab-based learning, assessment and the Scholarship of Teaching and Learning (SoTL).

Karalyn is happy to support all instructors at Queen’s in:

• Course design and instructional strategies
• Leveraging the strengths of your teaching assistant team
• Developing ideas for using the physical space and teaching technology in the active learning classrooms
• Integrating elements of active learning in online, blended, and face-to-face courses
• Scholarship of Teaching and Learning (SoTL)
• Developing and strengthening your teaching dossier

Education:

Ph.D. (Anatomy and Cell Biology), Queen’s University
M.Sc. (Anatomical Sciences), Queen’s University
B.Sc. (Honours Biochemistry), University of Ottawa

Research Interests:

Areas of research interest include active learning and the use of active learning spaces, inquiry and peer teaching in laboratory environments, and enhancement of graduate student teaching development through mentorship opportunities.

Publications:

Murphy, M.P.A., Phillipson, A., McRae, K.E., and Leger, A.B., (2024). The Experience of Teaching in an Active Learning Classroom: A Positive/Negative Perception Study. Learning Environments
Research

Leger, A.B., McRae, K.E., and Murphy, M.P.A., (2023). A Committee to Manage Innovative Learning Spaces: Balancing Committee Size, Cross-Campus Representation, and Decision-Making Power. Journal of Learning Spaces 12(1)

Attas, R., Anstey, L., Brant, L., and McRae, K., (2023). Infusion rather than isolation: Integrating principles of equity, diversity, inclusion, decolonization and Indigenization in toolkits for remote instruction during the COVID-19 pandemic, To Improve the Academy: A Journal of Educational Development 42(1): 4 doi:

McRae, K. E., Pudwell, J., Peterson, N., & Smith, G. N. (2019). Inhaled carbon monoxide increases vasodilation in the microvascular circulation. Microvascular Research, 123, 92-98

McRae, K. E., Peterson, N., Dickson, M. A., & Smith, G. N. (2018). CORM-A1 treatment leads to increased carbon monoxide in pregnant mice. Pregnancy Hypertension, 14, 97-104

McRae, K. E., & Smith, G. N. (2017) Using Carbon Monoxide Releasing Molecules in Models of Preeclampsia: When Should We Be Monitoring Vascular Effects?. American Journal of Hypertension, 30(10), e10-e10.

McRae, K. E., Davies, G. A.L., Easteal, R. A., & Smith, G. N. (2015). Creation of plastinated placentas as a novel teaching resource for medical education in obstetrics and gynaecology. Placenta, 36(9), 1045-1051