Meet our Faculty

DR. Rebecca Feldman

Assistant Professor
Department of Computer Science, Mathematics, Physics and Statistics
Irving K. Barber Faculty of Science

Tell us your story.

I started out in undergrad intending to be an aerospace engineer. I loved the math and physics involved in orbital mechanics and rocket design and was sure that that was what I was going to do. Then I took an elective in medical imaging in my final year and was introduced to the math and physics of magnetic resonance imaging (MRI); that course changed the trajectory of my career. An interesting thing about MRI is that although you are technically dealing with ‘spins’ in the nucleus of an atom (technically quantum mechanics), once you look at the signal from all a very small volume of tissue, you’ve started to sum over so many ‘spins’ that the math has moved back into a classical physics domain. The linear algebra that I learned for orbital mechanics was exactly what I needed to understand this system. So then what is the difference between outerspace and innerspace? Besides all the obvious answers, I’m able to interact with physicians and clinicians to help people use imaging to better understand what’s wrong with them and how to get better.

Please briefly summarize your research area or educational leadership activities.

My research focuses on MRI technical development and its translation to clinical research. This means that I do two things. I investigate tools (hardware and software) that push the limits on the data we can collect non-invasively from the human body just by using changing magnetic fields. Then, I take these discoveries and play an active part in helping clinical researchers use them to investigate human disorders and diseases.

What excites you the most about teaching?

When students finally draw the connection between the equations and the physical things they see in the world around them. It’s one thing to be able to combine a few equations and produce a number. It’s a whole other thing when the students actually learn enough to be able to recognize and appreciate the theory in the world around them. For example, the beating sound you get when tuning a guitar is a result of coupled oscillations, the bright colours you see on a soap bubble are constructive interference, etc.

It’s one thing to be able to combine a few equations and produce a number. It’s a whole other thing when the students actually learn enough to be able to recognize and appreciate the theory in the world around them

How do you involve or partner with students in your teaching and research?

All of my research projects include students in one way or another. My lab hosts undergraduate, graduate and PhD students.

What do you love about UBC Okanagan?

The lake, swimming in the summer, and being able to safely bike to work along the rail trail. Snowshoeing in the winter, and being able to see the stars at night.