Lena Century

Helping first year students to have a successful transition to Mount Royal University and connect them with campus services, events, and social spheres, and fun, collaborative, team-building, activities. Fostering community and belonging at Mount Royal University. Under the guidance of Mentorship Coordinator for the Office of Student Experience Services Sarah Dunnet.

• Supported new students in navigating campus resources and services.
• Facilitated group discussions to foster community among first-year students.
• Assisted in organizing orientation events, enhancing student engagement and participation.
• Provided one-on-one mentorship, addressing individual concerns and promoting academic success.
• Collaborated with faculty to align support services with student needs and expectations.
• Conducted follow-up meetings to ensure ongoing support for mentees' academic progress.
• Coordinated feedback sessions to improve mentorship effectiveness and program structure.
• Established strong relationships with students, building trust and open communication channels for ongoing support.
• Assisted mentees in setting realistic short-term goals that align with long-term ambitions increasing accountability in goal achievement.
• Improved student satisfaction by providing personalized academic support and guidance.
• Monitored student academic progress, communicating with each student frequently and intervening to assist students experiencing difficulties.
• Assisted in the development of effective study habits, leading to increased test scores and higher grades.
• Promoted a positive college experience by connecting students to campus resources such as tutoring services, career centers, or counseling services.
• Fostered a supportive learning environment by proactively addressing students'' concerns and challenges.
• Helped mentees gain confidence by providing a supportive environment and open communication.
• Enhanced overall student performance through consistent monitoring of progress and tailored improvement strategies.
• Provided constructive feedback on assignments, helping students improve writing skills and critical thinking abilities.
• Developed academic action plans by evaluating students learning styles, deficiencies and goals.
• Contributed to the ongoing improvement of the mentorship program by providing feedback on mentoring strategies, resources, and overall outcomes.
• Connected struggling students with appropriate accommodations or support services when necessary for optimal learning outcomes.
• Partook in extensive training and workshopping to become a student mentor.
• Counseled students to help promote personal and educational motivation.
• Fostered supportive learning environment, contributing to positive campus culture.
• Assisted students in navigating university resources and services, maximizing their academic success.
• Encouraged feedback for mentees, continuously improving mentoring program.
• Enhanced academic success of students by initiating study groups for difficult subjects.
• Monitored student progress through regular check-ins, adjusting mentoring strategies as needed.
• Tailored mentoring techniques to suit individual student needs, promoting personalized learning experience.
• Encouraged student participation in extracurricular activities, broadening their university experience.
• Supported transition of first-year students into university life, easing their adaptation process.
• Improved learning outcomes with creation of customized learning plans for mentees.

A learning peer (tutor) for Mount Royal University's Peer Learning Program (PLP). Helping students engage critically with their course material and achieve mastery of it. Tutoring specifically in the content for SPAN 1101: Beginner's Spanish, teaching language learning skills and strategies. With collaboration and team effort, fostering skills such as generation, calibration, reflection, mnemonic devices, and elaboration. Under the guidance of Senior Leaning Peers, Carina Hickey, Salma Hajiani, and Emily Peden, and Student Learning Services.

• Encouraged language learning strategies for memorization, writing fluidity, and oral pronunciation.
• Assisted peers in understanding complex academic concepts through tailored tutoring sessions.
• Developed customized lesson plans to enhance student engagement and understanding of Spanish language fundamentals.
• Utilized interactive tools and resources to reinforce vocabulary and grammar concepts effectively.
• Facilitated one-on-one tutoring sessions, tailoring instruction to individual learning styles and needs.
• Monitored student progress, providing constructive feedback to encourage continuous improvement in language skills.
• Assisted students in preparing for exams through targeted review sessions and practice exercises.
• Implemented assessments to evaluate language proficiency and adjust teaching strategies accordingly.
• Developed and implemented personalized study plans to enhance student learning outcomes.
• Facilitated group study sessions, promoting collaborative learning among students.
• Utilized educational resources and tools to support diverse learning styles effectively.
• Adapted tutoring approaches based on individual student needs and progress assessments.
• Used multimedia materials to engage students and encourage active learning.
• Supported faculty by communicating student challenges and suggesting improvements for course materials.
• Encouraged self-directed learning strategies, fostering independence among peers in their studies.
• Helped fellow students prepare for quizzes and examinations.
• Promoted development of good study habits and learning skills.
• Supported students with helpful study habits and exam strategies.
• Assisted students in improving their grades by offering personalized learning strategies tailored to individual needs.
• Clarified difficult concepts through the use of visual aids, diagrams, and step-by-step explanations, leading to increased understanding for learners.
• Developed student confidence through positive reinforcement strategies.
• Helped peers build self-confidence and motivation by providing positive reinforcement and feedback.
• Managed a flexible schedule to accommodate student needs, often providing additional support during peak examination periods.
• Strengthened academic confidence of peers by providing supportive learning environment.
• Enhanced student comprehension by incorporating real-life examples and analogies during tutoring sessions.
• Advised learners/tutees on proper study habits and organizational skills needed for maintaining consistent academic performance levels.
• Used flashcards and other techniques to test and improve memory through practiced information retrieval.
• Conducted mock examinations to build student confidence in testing situations.
• Organized group study sessions for complex subjects, enabling collaborative problem-solving and peer-led learning opportunities.
• Encouraged peers to take ownership of learning by taking responsibility for own progress.
• Partook in an extensive training program to become a learning peer/tutor.
• Developed a rapport with learners, fostering strong relationships that facilitated open communication and improved learning outcomes.
• Offered test-taking strategies to help students reduce anxiety and perform better under pressure during exams.
• Contributed to significant increase in student retention rates by offering timely academic support.
• Promoted academic integrity and honesty through example and discussion.
• Increased student engagement with interactive tutoring techniques, making learning more accessible.

Publicist and student interviewer for the 3rd Edition of the African and Black Writings in Canada Speaker Series, in which I promoted the event via social media and in-person, and interviewed Dr. Yvonne Shorter Brown and discussed trauma, the colonization of Jamaica, and her memoir "Dead Woman Pickney." Under the guidance of Dr. Ademola Adesola and the Faculty of Arts.

• Helped to organize the event months in advance
• Partook in individual in-person publicity (handing out flyers) and social media publicity to encourage people to join and partake in the event
• Recruited students and faculty to join and partake in the event
• Encouraged collaboration amongst faculty and students in preparation for the event.
• Collaborated with faculty to brainstorm innovative PR strategies for the event.
• Conducted research on Jamaica and the colonization of Jamaica in preparation for the event
• Partook in deep literary analysis of Yvonne Shorter Brown's memoir and the trauma of colonization.
• Engaged in deep background research on Yvonne Shorter Brown's life and history in preparation for the interview.
• Brainstormed and planned interview questions that relate to trauma, colonization, and racism.
• Engaged in time-management and organizational skills to prepare for the event.
• Encouraged school participation in the event to foster a sense of community and belonging.
• Brainstormed strategies to combat racism and oppression.
• Recruited at least ten to fifteen students and faculty to attend the event.

Helping students to have a successful transition to their first semester at Mount Royal University by guiding them through campus and engaging in fun, and collaborative, team-building activities. Fostering community and belonging at Mount Royal University. Under the guidance of Orientation and Transition Team supervisors, Kaylene McTavish, Kohe Tom, and Lenore Oler.

• Facilitated campus tours, highlighting key resources and services available to students.
• Assisted new students in transitioning to university, addressing questions and concerns.
• Collaborated with team members to develop informative materials for incoming students.
• Supported orientation programming logistics, ensuring smooth event execution and participant engagement.
• Engaged in training sessions, enhancing knowledge of university policies and procedures.
• Provided feedback on orientation processes, contributing to improved student experiences.
• Promoted social events, encouraging student participation and fostering community connections.
• Monitored participant interactions during events, ensuring a welcoming atmosphere for all attendees.
• Enhanced student orientation experience by organizing interactive activities and icebreakers.
• Ensured student success by providing resources, guidance, and support throughout the orientation process.
• Developed strong connections with students through active listening and empathetic communication skills.
• Demonstrated excellent interpersonal skills by fostering a sense of community and camaraderie among new students.
• Sustained collaborative relationships with faculty, staff and administration.
• Addressed variety of visitor questions and concerns, offering additional resources and references for more detailed information.
• Facilitated group activities among assigned students and promoted community bonds through engaging events.
• Served as a positive role model for incoming students, promoting a welcoming and inclusive campus environment.
• Assisted with transition to college life by providing one-on-one support.
• Facilitated group discussions to address common concerns among new students and provide solutions.
• Collaborated with fellow Orientation Leaders for seamless event planning and execution.
• Managed time effectively to balance responsibilities as an Orientation Leader with personal academic commitments.
• Implemented creative strategies for engaging diverse groups of students in meaningful conversations about college life.
• Participated in comprehensive training programs to develop exceptional leadership skills applicable to the role of an Orientation Leader.

Completed a literary research project with oversight from Professor Ademola Adesola and the Faculty of Arts English Department for Research and Scholarship Days at Mount Royal University. Contender for the 2025 Library Award for Research Excellence. The project was based on deep literary analysis of the novel "Brother" by David Chariandy and thorough research of police brutality and racism in law enforcement and the criminal justice system in Canada and the United States.

• Assisted in data collection and analysis for research project.
• Collaborated with faculty and peers to develop research presentations for university event.
• Promoted research methodologies among undergraduate students.
• Utilized qualitative and quantitative research tools to enhance project outcomes.
• Contributed to the preparation of research project by drafting sections and formatting documents.
• Engaged in discussions about project progress, providing feedback for continuous improvement.
• Maintained accurate records of research activities and findings for future reference.
• Enhanced research quality by diligently reviewing and analyzing relevant literature sources.
• Engaged in deep literary analysis of the novel "Brother" to understand its themes and connection to real-world instances of police brutality.
• Engaged in qualitative and quantitative research on cases on police brutality in Canada and the United States.
• Partook in thorough research of the systemic oppression and abuse of African-Americans by the criminal justice system and law enforcement.
• Combined literary analysis and close reading with qualitative and quantitative data.
• Compared and contrasted instances of police brutality in the United States versus Canada.
• Collaborated closely with faculty advisor, incorporating constructive feedback into ongoing research efforts.
• Demonstrated strong attention to detail when recording observations and measuring experimental variables for accurate data reporting.
• Presented research findings at university event, effectively communicating complex concepts to diverse audiences.
• Contributed to the publication of an academic paper by assisting with data collection and analysis.
• Showcased strong time management capabilities by balancing coursework demands with substantial involvement in the research project.
• Developed valuable problem-solving skills while troubleshooting unexpected challenges during research.
• Interpreted and analyzed research data to draw conclusions on outcomes.

Interviewer for Office of Equity, Diversity, and Inclusion, Sociology and Anthropology Anti Racism Working Group, and the Faculty of Arts during the Black History Month event. Dr. Lawrence Hill was the interviewee and we discussed his works such as "The Book of Negroes," "Dear Sir, I Intend to Burn Your Book: An Anatomy of a Book Burning," "Black Berry, Sweet Juice: On Being Black and White in Canada," etc and analyzed systemic racism and the process of the book-banning. Under the guidance of Equity, Diversity, and Inclusion Services, the Sociology and Anthropology Anti-Racism Working Group, the Faculty of Arts, and Dr. Ademola Adesola.

• Conducted interview to gather diverse perspectives on equity and inclusion initiatives.
• Assisted in developing interview questions aligned with anti-racism goals.
• Adapted quickly to various interviewing techniques based on participant needs and preferences.
• Engaged in continuous learning about best practices in equity and anti-racism frameworks.
• Deep literary analysis of Lawrence's Hill's works in preparation for the interview
• Deep research about Lawrence's Hill's life and background in preparation for the interview
• Promoted and brainstormed strategies to combat racism on campus and support inclusiveness and diversity.
• Partook in thorough research about anti-black racism, oppression, and Negrophobia.
• Partook in thorough research about book-banning, its history, its causes, and the politics behind it.

Bachelor of Arts- BA, English Language and English Literature Major. Creative Writing Minor.

Honors, Accolades, and GPA.

• [4.0] GPA.

• Final Grade for the 2024-2025 School Year: [A].

• Final Grade for the 2024-2025 School Year: [94]%

• Ranked GPA [98th Percentile] in the Faculty of Arts English Department.

• Top Contender for the English Honors Stream within the Faculty of Arts English Department for Fall 2026.

• Completed Coursework:

• [ ENGL 1152: Introduction to Literature- Identity and Invention- Dr. Ademola Adesola ], [2024-2025] (Grade: A: 93%)

• [ CRWT 1118: Introduction to Writing Fiction- Dr. Mark Giles ], [2024-2025] (Grade: A: 93%)

• [ GNED 1303: Conflict in the Social Context- Dr. Stasha Huntingford ], [2024-2025] (Grade: A+: 98%)

• [ GNED 1404: Writing About Images- Dr. Tania Mehta ], [2024-2025] (Grade: A: 94%)

• [ GNED 1202: Text and Ideas- Dr. Tania Mehta ], [2024-2025] (Grade: A: 94%)

• [ HIST 1117: America to 1865- Dr. Scott Dumonceaux ], [2024-2025] (Grade: A: 90%)

• [ SPAN 1101: Beginner's Spanish I- Professor Gabriela True ], [2024-2025] (Grade: A: 90%)

• [ ENGL 2291: Postcolonial Literature I- Dr. Ademola Adesola ], [2024-2025] (Grade: A: 93%)

• [ UGST 1001: Effective Learning (Undergraduate Studies- Dr. Christopher Moxham ], [2024-2025] (Grade A: 93%)

• [ UGST 1002: Change, Challenge, Choice Undergraduate Studies- Dr. Elizabeth McNeily ], [2024-2025] (Grade: A: 93%)

• [ ENGL 2207: Intermediate Writing- Dr. Jill Boettger ], [2025-2026]

• [ ENGL 2202: Theory in English Studies- Dr. Randy Schroeder ], [2025-2026]
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• [ ENGL 2210: English Literature to the Restoration- Dr. Jenna Stook ], [2025-2026]

• [ ENGL 2248: American Literature from 1865 to 1945- Dr. Andrew Connolly ], [2025-2025]

• [ ENGL 3390: African Writing in English- Dr. Ademola Adesola ], [2025-2026]

• [CRWT 2268: Creative Non-Fiction and Travel Writing- Dr. Jill Boettger], [2025-2026]

• [ENGL 2211: English from the Restoration to the Present- Professor Sharon Ramraj-Thompson], [2025-2026]

• [ENGL 2249: American Literature from 1945 to the Present- Dr. Andrew Connolly], [2025-2026]

• [ENGL 3353: North American Indigenous Literatures- Dr. Christopher Grignard], [2025-2026]

• [ENGL 3308: The Novel from 1900 to Now- Dr. Jenna Stook], [2025-2026]

Study Abroad

• Field School to Ireland: [Creative Writing and Theatre] - [Mount Royal University Faculty of Arts English and Creative Writing Programs], [Dublin, Ireland]: Participant in the upcoming Spring 2026 Field School to Dublin, Ireland in which students will spend in the Spring semester abroad, visiting in the Dublin Castle, the Abbey Theatre, and Trinity College Dublin. Students will attend and analyze Irish plays and Irish theatre history whilst writing and workshopping their own plays. The courses ENGL 3390: Topics in Travel Studies: Words and Ideas and CRWT 3305: Advanced Script Writing will be completed under the supervision of professors Dr. Natalie Meisner and Dr. Aida Patient.