THERESA KENNEY

Education 760 – Self-Directed Study (Spring 2024)

• Organized, coordinated, and led routine meetings with students to discuss SOTL and their research or applied focus projects.
• Evaluated student assessments throughout the term to identify areas of growth and improvement.
• Participated in professional development opportunities to stay current on educational trends and enhance teaching effectiveness.

• Supported Educational Developers at the MacPherson Institute with their projects including: re-writing the Institute’s Teaching Portfolio guide, researching participatory classroom models for the Business program, compiling resources on Queer and Trans Pedagogies, co-conducting teaching observations, managing focus groups for IQAP reviews, and more.
• Consulted with and supported faculty as they modified curriculum materials, ensuring accessibility for all learners in an inclusive setting.
• Networked and built strong presence with peers to facilitate professional relationships.
• Led workshops and reading circles to engage with SOTL to contribute in sustaining a collaborative work environment

• Proposed and designed curriculum for English 3GF3 - Studies in Popular Genres: Zine and Zine-Making (Summer 2024), including course syllabus, assessments, and learning outcomes for virtual classroom format over Zoom
• Proposed, designed, and implemented curriculum for English 3A03: Critical Race Studies (Winter 2023), including course syllabus, assessments, and learning outcomes rooted in anti-colonial and anti-racist pedagogies
• Proposed, designed, and implemented curriculum for English 4AW3: Asian American Writing (Winter 2022), including course syllabus, assessments, and learning outcomes for upper-year seminar course
• Assessed student assignments, provided feedback on skills, and completed grade assessments
• Approached courses through universal design while also attending to student performance by providing individualized support and targeted feedback

English 3AA3 – Theories of Gender and Sexuality (Fall 2022), Art History 1AA3 – World Art and Cultural Heritage (Winter 2017. Virtual), Humanities 3LM3 – The Art of Leadership: Mentorship (Fall 2016)

• Assisted teachers with classroom management and document coordination to maintain positive learning environment.
• Supported classroom activities, tutoring, and reviewing work.
• Collaborated with fellow teaching assistants to create a consistent and supportive learning environment for students.
• Evaluated student performance through regular assessments, tracking progress and adjusting instructional strategies as needed.

• Wrote all copy for the Department of English website.
• Provided support in electronic media technologies to create and update website content and develop website elements.
• Collaborated with editors and page designers to create polished, attractive new website.
• Developed visually appealing graphics for website elements, enhancing overall user experience.
• Enhanced website content quality by meticulously proofreading and editing various revisions of webpage.
• Performed the analysis and reporting of web data for various departmental functions.

• Collaborated with fellow scholars for interdisciplinary research projects, resulting in high-quality publications and presentations with a focus on digital pedagogy and graduate training
• Presented findings at national and international conferences, showcasing the significance of the research to a broader audience.
• Organized workshops and seminars to facilitate knowledge exchange among scholars from diverse backgrounds and disciplines.

Women Studies 1AA3 – Feminism, Activism, Social Justice (Winter 2021), English 1CS3 – Studying Culture: A Critical Introduction (Fall 2019 / Winter 2019), Women’s Studies 1A03 – Women, Culture, Power (Fall 2018)

• Utilized various assessment methods to track student progress throughout the term, guiding adjustments in instruction as needed and requested by students.
• Assessed student assignments, provided feedback on skills, and completed grade assessments.
• Participated in ongoing professional development training and opportunities to stay current on educational trends and expectations.
• Served as a mentor for new teaching assistants, offering guidance on best practices and support during their transition into the role.
• Designed engaging homework assignments that reinforced class material while encouraging independent study habits among students.
• Enhanced classroom learning environment by creating interactive, hands-on projects for students to complete in pairs or small groups.

• Created the “Intersections in Diversity” facilitator guide and student manual.
• Consulted with focus groups and collaborators on creating an eight workshop co-curricular project.
• Enhanced course content by incorporating multimedia elements and interactive activities.
• Created visually appealing presentations and program material, enhancing students understanding of complex topics.
• Hosted preliminary workshops and provided feedback on facilitator efficacy

The Project Manager of the SSHRC Insight Development Grant-funded Augmented Criticism Lab (ACL) in the Department of English, a digital humanities project.

• Successfully managed multiple projects simultaneously by prioritizing tasks according to urgency, resource availability, and alignment with research goals.
• Planned, designed, and scheduled phases for large projects.
• Established effective communication among team members for enhanced collaboration and successful project completion.
• Assisted in creating a gamification layer for the course English 205: Shakespeare in Winter Semester 2015, manage the gamification layer, interact with student submissions, and gather (assess) participation assignments.
• Presented at several conferences on teaching and learning methods implemented including the 2015 University of Calgary Conference on Postsecondary Learning and Teaching
• Worked alongside graduate students and staff of the Taylor Institute for Teaching and Learning