This role incorporate a great emphasis on supporting diversity and inclusivity within the organization. I collaborate with Taylor Institute for Teaching and Learning to promote Universal Design for Leaning to meet the needs of diverse learners. I reviewed testing software, both proposed and existing, to identify any barriers for the students with disabilities – including virtual proctoring, adaptive testing, web-based testing platforms.I continue to ensured the on-going operations of… Show more This role incorporate a great emphasis on supporting diversity and inclusivity within the organization. I collaborate with Taylor Institute for Teaching and Learning to promote Universal Design for Leaning to meet the needs of diverse learners. I reviewed testing software, both proposed and existing, to identify any barriers for the students with disabilities – including virtual proctoring, adaptive testing, web-based testing platforms.I continue to ensured the on-going operations of the Exam Centre, through staff management and EDI informed policies and procedures. I create a safe and inclusive learning space, through training part-time staff on inclusive language and promoting difference. Show less

At the University of Calgary, I have been instructor of record for several course, mainly third and fourth year courses on media studies. In these courses, I introduce students to theoretical literature on various aspects of the media, including public policy questions. I provide a historical background to the development of communication in Canada, particularly emphasizing their impact for current policy decisions. In the capstone course, I created assignments that integrated students’… Show more At the University of Calgary, I have been instructor of record for several course, mainly third and fourth year courses on media studies. In these courses, I introduce students to theoretical literature on various aspects of the media, including public policy questions. I provide a historical background to the development of communication in Canada, particularly emphasizing their impact for current policy decisions. In the capstone course, I created assignments that integrated students’ previous understanding of communication theory, history, and methodology by exploring how franchise and corporate practices communicate social and cultural values. In the research methods course, I introduce students to quantitative and qualitative research methodologies, including construction of surveys and drafting ethics documents. Show less

Booking, processing and supervising over 17,000 exam a year, the SAS exam centre is busy and growing part of the University of Calgary. As supervisor, I lead a team of full-time and part-time staff, who balance highly-detailed and administrative tasks with student-support interactions. Along with staff management, I work with faculty members and support staff across the university to confirm exam requirements and coordinate resources.

During an intensive 5 day course, I ensure students can bridge academic research with writing for a non-academic audience. In particular, this course introduces students to professional genres associated with public policy, particularly press releases and policy briefs. To support students' long-term development, I promote productive writing habits based on best practices and effective technology use.

In this online course, I use a variety of instructional approaches to support students' understanding of academic advising approach and the theoretical and historical contexts that produced them. The course features video, case studies, and synchronous sessions to engage students and help them reflect on their own professional practices

As the coordinator, I have increased the profile of writing support on campus amongst students and faculty by increasing in-class workshops. In 2013-2014 alone, 79 workshops were run in several disciplines for undergraduate and graduate students. To do this, I consult with faculty about writing needs, including promoting support services, arranging specialized workshops, and preventing plagiarism. I manage a changing team of writing tutors who offer approx. 150 appointments or drop-in… Show more As the coordinator, I have increased the profile of writing support on campus amongst students and faculty by increasing in-class workshops. In 2013-2014 alone, 79 workshops were run in several disciplines for undergraduate and graduate students. To do this, I consult with faculty about writing needs, including promoting support services, arranging specialized workshops, and preventing plagiarism. I manage a changing team of writing tutors who offer approx. 150 appointments or drop-in consultations a week. I am responsible to the hiring and training of all staff, including arrange on-going professional development opportunities. I train them in new and innovative approaches to both assist and excite students about academic writing, including connecting academic writing tasks to other forms of communication. I ensure the quality of tutoring and workshop programming through tutor manuals, training protocols, and other materials based on current composition and writing research. As the services is increasing popular, we try new initiatives to meet student demand during assignment heavy times of semester, such as Double the Drop-in. Show less

Project Engage was multi-year program aimed to increased the learning experiences of students in first-year courses. The project focused on both a training component for faculty and the pre and post in-class observations. As a research assistant, I was responsible for observing and composing field notes for each class, focusing on instructor-student interactions. I used a series of measures to rate each classes in terms of student-driven learning, student-student interaction, and the… Show more Project Engage was multi-year program aimed to increased the learning experiences of students in first-year courses. The project focused on both a training component for faculty and the pre and post in-class observations. As a research assistant, I was responsible for observing and composing field notes for each class, focusing on instructor-student interactions. I used a series of measures to rate each classes in terms of student-driven learning, student-student interaction, and the instructor’s contextualization of topics. I composed a final report including purpose, methodology, results, discussion, and recommendations. For more information about the program, please see this link: www.ucalgary.ca/provost/activities/project-engage Show less

Working largely with part-time students in the management program, I used genre theory to teach students the conventions of the scholarly writing. As students developed critical skills and research skills, I highlighted similarities between academic and business writing. I ensure students understood and worked towards specific language use and overall clarity in their assignments. I highlighted how to transfer skills from this courses to the drafting of e-mails, memos and other workplace… Show more Working largely with part-time students in the management program, I used genre theory to teach students the conventions of the scholarly writing. As students developed critical skills and research skills, I highlighted similarities between academic and business writing. I ensure students understood and worked towards specific language use and overall clarity in their assignments. I highlighted how to transfer skills from this courses to the drafting of e-mails, memos and other workplace documents. Show less

As part of a SSHRC-funded research project, I participate in various aspects of two projects that studies the marketing of food to children. I aids in the organization and moderation focus groups with children of various ages and socio-economic backgrounds. I use quantitative software (SPSS) to analyze packaging claims and nutritional content of the various child-targeted foods. I participated in the development of the qualitative framework used to analyze the focus groups’… Show more As part of a SSHRC-funded research project, I participate in various aspects of two projects that studies the marketing of food to children. I aids in the organization and moderation focus groups with children of various ages and socio-economic backgrounds. I use quantitative software (SPSS) to analyze packaging claims and nutritional content of the various child-targeted foods. I participated in the development of the qualitative framework used to analyze the focus groups’ responses.The results of the project are available in the following publications:Elliott, Charlene. "It's junk food and chicken nuggets": Children's perspectives on 'kids' food' and the question of food classification". Journal of Consumer Behaviour 10.3 (2011): 133-140. Print.Elliott, Charlene. "Sweet & Salty: Nutritional content and analysis of baby and toddler foods". Journal of Public Health 33.1 (2011): 63-70. Print. Show less