Christine Bell
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Assistant Professor BSc McMaster University, Department of Biology Office: Medical Sciences Building, 203 |
Why Science?
My love of science started early, with a children’s book of simple experiments in biology, chemistry, and physics. I was captivated by the way science could explain both everyday life and hidden wonders, from optical illusions to how the body works. In high school, when asked if I wanted to study the whole world or just the human body, I knew my answer immediately: I wanted to understand the body. That passion, first sparked in the classroom, grew into a lifelong curiosity about how we function, how we develop, and how we can share that knowledge with others.
Research Goals
My work now focuses on the Scholarship of Teaching and Learning (SoTL), feedback literacy, and the integration of generative AI in higher education. At the heart of my research is the question: How can we empower students to find their voices as learners and as future professionals? I explore how students develop agency, particularly in relation to global health issues like reproductive health and the Developmental Origins of Health and Disease (DOHaD). I also study how feedback, curriculum design, and innovative technologies can help students grow more confident, connected, and capable in their learning journeys.
Specific Research Moments
Some of the most formative moments in my career have come through research experiences that blended science and discovery. As an undergraduate, I worked in a lab in England studying hydrocephalus with a neurosurgeon, focusing on aquaporins in the brain. Later, in Toronto, I studied embryo development and preimplantation biology, exploring how life begins at its earliest stages. During my PhD, I discovered my love of teaching by mentoring fourth-year thesis students, helping them design and run experiments. These experiences shaped not just my knowledge of physiology and development, but my dedication to teaching and mentoring the next generation of learners.
Most Rewarding Moments
My most memorable achievement is not a single experiment or paper, but the past four years of working closely with my research team. Together, we’ve built projects that explore how feedback, mindfulness, and innovative teaching can support student well-being and learning. The joy of discovery has been magnified by the collaboration, creativity, and shared purpose of the team. For me, science is most powerful when it is done together—when ideas spark, grow, and take shape in the hands of many.
| 2025-2027 | SSHRC:Exploring GenAI as a Complementary Tool for Supporting Student Academic Feedback Literacy |
| 2025-2027 | SSMD: Supporting Student Agency and Civic Responsibility through Embedding Real-World Context Research into a Fourth-Year Physiology Course |
| 2024-2026 | Parr Family Centre for Thriving: Well-being Support for Students upon Receipt of Feedback: Including Student Voice to Create an Accessible, Asynchronous Resource During the “Silent” 24 Hours |
| 2023-2024 | Western Strategic Support for SSHRC Success Seed Research Grant:mpact of Mindfulness and Feedback Literacy on Student Wellness and Learning Skills |
| 2022-2023 | Western University Interdisciplinary Development Initiative:Focus and Feedback: An Interdisciplinary Approach to Supporting Student Wellness through Mindfulness and Feedback Literacy |
Publications:
- Bell, C. E. (2025). Educators’ experience and guide to scaffolding generative AI applications throughout a physiology and pharmacology undergraduate laboratory course. Advances in Physiology Education. https://doi.org/10.1152/advan.00130.2024
- Bell, C. E. (2024, October 8). Addressing the “Silent 24-hours” post feedback: Developing guidance for students and faculty. Conference abstract.
- Bell, C. E. (2024). Feedback and focus: Exploring post-secondary students’ perceptions of feedback, mindfulness, and stress. Cogent Education. https://doi.org/10.1080/2331186X.2024.2316920
