Faculty: Dr. Jasna Twynstra

Associate Professor, School of Food and Nutritional Sciences
Office: Ursuline Hall, Room 344
Telephone: 519 432 8353 ext 20107
Email: jasna.twynstra@uwo.ca

Academic Background

  • BSc (Biological Sciences), University of Guelph
  • PhD (Human Health and Nutritional Sciences), University of Guelph

Research and Scholarly Interests

My research fits under the umbrella of nutrition knowledge and education. It can be split into two main branches:

  1. Nutrition education and knowledge of health care professionals related to pregnancy. Specifically, I am interested in health care providers’ experience with nutrition within their practice and how it compares to current trends.
  2. Student educational experiences and ways to improve student learning, academic performance, and/or success.

Courses Taught

  • Food and Nutrition FN4471A/B Nutrition and Metabolic Processes
  • Human Ecology HE4411F/G Research Methodology
  • Foods and Nutrition FN9711A Nutritional Epidemiology and Statistics

Professional Memberships

  • Allied member of the Canadian Association of Midwives
  • Dietitians of Canada
  • Canadian Nutrition Society
  • Society of Teaching and Learning in Higher Education
  • Microcirculatory Society

Representative Publications and Presentations

  • Jackson D.N., Novielli N.M. and Twynstra J. Neurological Regulation of the Circulation. 2018. In: Vasan R., Sawyer, D.(eds.) The Encyclopedia of Cardiovascular Research and Medicine. Vol.[3], pp. 477-491. Oxford: Elsevier. © 2018 Elsevier Inc. All rights reserved.
  • Killey C, Cleary S, Orr J, Frisbee J, Jackson D, J. Twynstra. (2018). The contribution of muscarinic receptor mediated responses to epineurial vascular diameter at the sciatic nerve. Canadian Journal of Physiology and Pharmacology. 96(8):855-858.
  • Dakkak, R. Brown, J. Twynstra, K. Charbonneau, J.A. Seabrook. (2018). The effects of pre and post-natal marijuana exposure on health outcomes: A content analysis of Twitter messages. Journal of Neonatal-perinatal Medicine. 11(4):409-415.
  • Twynstra, P. Dworatzek. (2015). Use of an experiential learning assignment to prepare future health professionals to utilize social media for nutrition communications. Canadian Journal of Dietetic Practice and Research. 77(1):30-34.
  • Dylan Olver, Louis Mattar, Kenneth N. Grisé, Jasna Twynstra, Earl G. Noble, James C. Lacefield, J. Kevin Shoemaker. (2013). Glucose-Stimulated Insulin Secretion Causes an Insulin-Dependent Nitric Oxide-Mediated Vasodilation in the Blood Supply of the Rat Sciatic. American Journal of Physiology: Regulatory, Integrative and Comparative Physiology. 305(2):R157-63.
  • Twynstra J, Medeiros PJ, Lacefield JC, Jackson DN, Shoemaker JK. (2012). Y1R Control of Sciatic Nerve Blood Flow in the Wistar Kyoto Rat. Microvascular Research. 84(2):133-9.
  • Mair Z, Twynstra J, Vercnocke A, Welch I, Jorgensen S, Ritman E, Holdsworth D, Shoemaker JK. (2012) Intrinsic Microvasculature of the Sciatic Nerve in the Rat. Journal of the Peripheral Nervous System. In press.
  • Twynstra J, Ruiz DA, Murrant CL. (2012) Functional coordination of the spread of vasodilations through skeletal muscle microvasculature: implications for blood flow control. Acta Physiologica. DOI: 10.1111/j.1748-1716.2012.02465.x
  • Twynstra J, MedeirosPJ, Lacefield JC, Jackson DN, Shoemaker JK. (2012) Y1R Control of Sciatic Nerve Blood Flow in the Wistar Kyoto Rat. Microvascualr Research. DOI: 10.1016/j.mvr.2012.06.005
  • Charlotte W. Usselman, Louis Mattar, Jasna Twynstra, Ian Welch, and J. Kevin Shoemaker. (2011) Rodent cardiovascular responses to baroreceptor unloading: Effect of plane of anaesthesia. Applied Physiology, Nutrition, and Metabolism. 36(3):376-81.

Teaching Philosophy

I believe that in order to teach the students and to get the message across to them, the students must first be excited about the topic. Once stimulated, they increase their curiosity and develop thoughtful questions. As a professor, I strive to fulfill the student’s curiosity by answering their questions in a classroom environment that encourages student’s thinking, participation, involvement, and creativity.

I believe that teaching is a constantly evolving process, and even after years of experience, I always look for ways to improve my next lecture and to create a better learning environment for the new students.