Lindsey Fiddes joined the Institute of Biomedical Engineering (BME) in January 2026 as an assistant professor in the teaching stream. She brings more than a decade of expertise in microfabrication, microfluidics, microscopy and training of highly qualified personnel at the University of Toronto. Fiddes develops hands‑on, research‑focused curricula that build strong practical lab skills. Her pedagogical research explores data integrity and biases in bioimaging. 

Can you tell us a bit about yourself? 

I’ve always wanted to be a scientist, in large part due to growing up watching Gillian Anderson on The X-Files. Unfortunately, I haven’t yet been given the chance to perform an alien autopsy.  

I went to Western University for my BSc in Chemistry. I chose to major in chemistry because I found those labs the most enjoyable. As a bonus, I got to learn with a smaller cohort of students who were very motivated, smart and thrived on working collaboratively. 

I came to U of T as a direct-entry PhD student. When interviewing thesis advisors, I chose a project jointly supervised by Professors Eugenia Kumacheva and Aaron Wheeler (BME, Chemistry). They were so passionate about their research that it was an easy choice to make. They’re both really inspiring to work for.  

For the past 13 years, I was dedicated to training highly qualified personnel in the technical intricacies of microfabrication, microfluidics and microscopy here at U of T.  

In my new role with BME, I plan to spearhead the development of new curricula designed to give students a complete resume of lab skills, ensuring the next generation of biomedical engineers are equipped with relevant and cutting-edge skills. My current pedagogical research focuses on modern challenges in data integrity, specifically investigating biases in bioimaging and image processing techniques.  

You’ve had a long history with the BME. Would you mind talking about some of your previous engagements with the institute?  

For me, BME has always been an exciting, inspirational and team-focused community and learning environment.  

As a graduate student in the late 2000s, I benefited from all the fun activities organized by the Biomedical Engineering Students’ Association. 

While working at the Centre for Research and Application in Fluidic Technologies, I worked closely with BME research groups, training their students to make microfluidic devices for lab-on-a-chip research.  

I had the opportunity to oversee undergraduate labs and work with the BME graduate students who were teaching assistants for courses at the BME Teaching Lab. I now get to see the students I previously trained working as teachers.  

I moved to the Faculty of Medicine to work in the Light and Electron Microscopy Core Facility where I’ve continued to work with BME research groups. 

What unique experiences do students gain in the teaching lab you’ve been running?  

The teaching lab has always been a space where student engagement is highest. We prioritize offering students the opportunity to design their own research questions and conduct their own experiments.  

The lab is stocked with a wealth of equipment from fluorescent microscopes to thermal cyclers. We also keep a large inventory of bacteria and mammalian cells, as well as chemicals and plasticware for students to conduct experiments. Because of my history with U of T, I’m able to tell students how to access equipment or resources outside of the teaching lab. The result is all students graduate with research experienceand have work they can call their own.  

What kind of topics will you be teaching?  

I will be designing courses that have a heavy emphasis on the practical component offered in the lab. My focus will be instrumentation for cellular and molecular biology. I love teaching microscopy, so I will develop a light microscopy course that is centered around cell staining and assessing cell health; and an electron microscopy course that goes into the complex preparation needed for electron microscopy as well as what we call the ultrastructure of the cell.

I also want to give students research experience that is low risk with high rewards. I will be designing a microfabrication course to teach students rapid prototyping techniques, so they can build a prototype that integrates with existing lab equipment. It’s a way for students to start lab work but focus on design rather than results.  

What do you hope your students take away from your classes?  

I encounter a variety of students. Some will take a course I teach because it’s a mandatory credit for their major, while others join my courses because they sounded interesting or had a lab component they were excited to try out. Others still will take these courses because they fit into their timetables. Whatever the motivation, I hope students are engaged and feel compelled to share what they learn with someone else whether that be their parents, friends or a stranger they meet on the bus.