As we move into the summer months of 2025, we have continued to check in with our graduate students about their achievements and celebrations. Anna Galang has just been awarded the BIPOC TA Teaching Award, and has taken the time to tell us about her work, her teaching, and her work as part of the UTSC Nanobootcamp. Here’s what she had to say.
Anna Galang
Anna is a third-year PhD student in the Sullan group, where she designs bioinspired nanoparticles for antibacterial applications.
Campus: UTSC
Research Group: The Sullan Group
Tell us a little about you and your research in The Sullan Group.
My current research focuses on developing polydopamine-based nanoparticle systems to target and inhibit the growth of both Gram-positive (Staphylococcus epidermidis) and Gram-negative (Escherichia coli) bacteria. My research is especially exciting because it contributes to the urgent global effort to combat antimicrobial resistance.
On top of that, you are a TA. What courses or labs are you active in at the moment?
I’ve been a TA for several courses at UTSC, including Bio-organic Chemistry (CHMC47) and Organic Chemistry (CHMB42). It’s been especially rewarding to support courses I once took and enjoyed during my undergraduate studies here. I’ve had the opportunity to work with excellent instructors like Dr. Lana Mikhaylichenko, which has further enriched my teaching experience.
Beyond my role as a lab demonstrator, I’m also actively involved in pedagogical initiatives within the UTSC Department of Physical and Environmental Sciences. I’m currently collaborating with Professor Marco Zimmer-De Iuliis on the development of an open educational resource (OER) textbook for first-year chemistry students, aimed at providing a free and accessible learning platform.
I’ve also been a part of the UTSC Nanobootcamp since its inaugural year in 2023. In this week-long bootcamp, 1st and 2nd year undergraduate students are introduced to nanochemistry via laboratory experiments with instruments such as the DLS, TEM, Spincoater. They participate in invited talks from Chemistry faculty, alumni and industry speakers, as well as a graduate student panel. Additionally, I’ve been engaged in Scholarship of Teaching and Learning (SoTL) work with Dr. Kris Kim and Dr. Maria Assif, exploring the ethics and dynamics of Students as Partners (SaP) approaches in research-based projects.
Our lab also participates in UTSC’s experiential research courses—PSCB90 and CHMD90/91—which attract many enthusiastic undergraduate students. Through these courses, I’ve had the opportunity to mentor students on their research projects and support their growth as young scientists.
You also participated in the CTFP, developing and introducing six experiments for the CHMA12 2025 Winter Lab Manual. How did that come about?
The goal of this CTFP was to create a library of experiments that highlighted practical applications and real-world connections of chemical principles to include to the current experimental repertoire of CHMA12. CHMA12 is first-year introductory general chemistry course that has a lab-intensive component versus its general course, CHMA11. Here students are highly motivated individuals who are introduced to more chemistry concepts, often explored in upper year chemistry courses (ie. Organic, Analytical, Polymer chemistry). Therefore, we wanted to create experiments that introduced them to these advanced concepts, while building the foundation required in a first-year chemistry course.
Throughout this work, Prof. Mikhaylichenko, and I worked on analyzing the current experimental handbook, selecting experiments to keep, and identifying new experiments to add to the manual. I'd also like to highlight that the success of these new experiments would not have been possible without three PSCB90 (Summer) undergraduate students: Vicky Kim, Hailey Kim, and Archee Khamar.
Examples of these experiments created were:
- Aspirin Quantification using Ultraviolet-Visible Spectroscopy
- No Longer Zesty: Investigation Ascorbic Acid Denaturation
- 3 cooking-based labs in partnership with UTSC’s Culinaria Kitchen lab.
What unique perspectives do you bring to your teaching as a recipient of TATP BIPOC TA Teaching Excellence Award?
I grew up in the Philippines and immigrated to Canada with my family in 2009. Learning has always been a source of joy and curiosity for me—from a young age, I loved teaching, even if it was just to my stuffed animals using a chalkboard under our staircase.
As a first-generation Filipino Canadian, my journey as both a student and educator has been shaped by the challenges of adapting to a new educational system and cultural environment. As a woman in STEM, I have faced stereotypes and doubts that made it difficult to fully envision myself in these roles. However, this underrepresentation only strengthened my determination to succeed and to support others pursuing science. These experiences have deepened my commitment to fostering representation in the classroom. I understand firsthand how powerful it is to feel seen, and how transformative it can be when someone believes in your potential.
As an educator, I am committed to fostering inclusive, supportive learning environments where all students, especially those from marginalized backgrounds, feel heard, valued, and empowered to succeed. My goal is to offer more than just being a TA or teaching content. I strive to provide the encouragement, validation, and mentorship that once helped me find my own place in STEM.
What was the most surprising discovery when you stepped to the front of the classroom and took on the teaching role?
One of the most surprising discoveries I made when stepping to the front of the classroom was how much I continued to learn alongside my students. Teaching is not just about delivering content but it’s about connecting with diverse perspectives, responding to unexpected questions, and constantly refining how I communicate complex ideas. It has also pushed me to think beyond what works for me personally which has challenged me to be creative in designing lessons that are inclusive and engaging for all students, and to encourage curiosity in the labs by asking “why?”, in hopes of deepening their own personal connection with their experiments.
As an educator, I want to be adaptable, dependable, and supportive, aiming to make a meaningful impact on my students' lives. Just as reactions in science require the right conditions to proceed effectively, I believe that learning flourishes in an environment of encouragement, inclusivity, and curiosity.
As a woman in STEM, I have faced stereotypes and doubts that made it difficult to fully envision myself in these roles. However, this underrepresentation only strengthened my determination to succeed and to support others pursuing science. Anna Galang