Dr. Steven G. Newmaster
Botanical Director, Centre for Biodiversity Genomics, Biodiversity Institute of Ontario (BIO)
Chief Curator, OAC Herbarium
Office: 208, Centre for Biodiversity Genomics (CBG)
Phone: (519)824-4120 ext. 56002
Dr. Newmaster is a botany professor specializing in plant diversity, medicinal plants and DNA identification systems. He has more than 100 publications including numerous scientific journal articles, floristic treatments and books. He has supervised over 220 HQP including visiting scientists from around the globe and he lectures to over 2000 university students every year. His research program has generated over $7 million dollars in research, funded by NSERC, SSHRC, CIDA, Genome Canada, OMAFRA, CFI, OCE, CIDA-IDRC, MEDI, NRC and more. His research lab is situated within the Centre for Biodiversity Genomics (CBG) at the Biodiversity Institute of Ontario. Currently he is conducting leading international research on biodiversity, genomic diversity and the development of molecular diagnostic tools for plant identification. His R&D has impacted Canadian policy on biodiversity, and international trade of herbal products including product authentication and certification standards within the food and natural product industry within Canada, USA, E.U. and Asia.
PDF Multidimensional Matrix Mathematics & Multivariate analysis, CSIRO & OFRI, 2000-2002
Ph.D. Botany, Systematics and Taxonomy, University of Alberta, Canada, 1999
B.Sc. Botany, University of Guelph, Canada, 1992
Please see my research publications, profile and web sites at:
Teaching Portfolio/Dossier BIOL*1070 Discovering Biodiversity IBIO*3100/4100 Interpreting Biodiversity
I am engaged in the scholarship of teaching and learning (SoTL) and have published peer-reviewed pedagogical research. My past research has investigated the mechanisms of engagement in student centred learning. My recent SoTL research investigates 1) learning objects as mechanisms of engagement, 2) active learning within large first year biology classes, and 3) ancient pedagogies from some of the most remote cultures on the planet. This later objective bridges some of our ethnobiological research with basic theory on how different cultures assemble and share knowledge. This research underpins and builds on experiential constructivism theory stating that effective learning is entrenched in experiences between the learner and educational objectives, which assemble knowledge in an iterative process. This also supports some of our current research in the ancient pedagogy of ayurvedic medicine where the repeated use of experiential learning objects is at the core of sustaining traditional knowledge systems since 4500BC.