2015 – Present
Liaises and collaborates with senior administration and department heads as required for program planning, development and project delivery, often under time-sensitive circumstances with limited supervision.
Provides high level project and coordination support for TRU’s application for institutional accreditation: evaluates and reviews the accuracy of submissions and data, coordinates and plans committee meetings, organizes peer evaluation visits and relevant reports.
Ensures the policy relating to new courses and programs works smoothly and reviews final version of Ministry submissions.
Assists Deans and Faculty members in meeting institutional and legislative standards for quality, including: planning learning outcomes, surveying student demand and investigating accreditation requirements.
Advises APPC/EPC/GSC on quality control measures, clarifying standards.
Reviews and analyzes the writing and cohesion of project content and quality in accordance with TRU’s Academic Plan, Strategic Plan, Accreditation and Ministry guidelines.
Determines efficiencies and improvements, resolves problems, and monitors and reports on the progress of projects to the Provost’s Office.
Researches, recommends and produces reports, statistics, spreadsheets and charts, and participates in the development of project policies and procedures.
Sets up and maintains a variety of records and files including files containing confidential and/or sensitive material such as personnel matters and contract/grant issues.
Prepares and circulates agendas and agenda packages for meetings.
Takes minutes and distributes to relevant parties.
Plans and coordinates special functions, including the on-site peer evaluation accreditation visit – this consists of creating the project management schedule of meetings, presentations and activities; booking facilities, equipment and transportation; and all other details related to the event.
Admissions / Records Officer, Admissions & Registration
Responding to student enquiries relating to admissions, registration, proof of enrolment, and refunds
Registering students, grade submissions, updating credentials, processing transfer credits and preparing transcripts
Trouble shooting and redirecting student enquiries
Registering students, grade submission, updating student GPAs and preparing transcripts both on the front end and behind the scenes
Responding to student enquiries regarding registration and courses
Organizing and distributing Grad 45 Years convocation credentials and commemorative certificates
Data mining, trouble shooting and updating student credentials into modern tracking systems (1990s, 1980s, and 1970s)
Continuing Education Coordinator, Centre for Student Engagement and Learning Innovation
2014 – 2015
Facilitated Serving it Right course
Responsible for Centre grant writing and research
Chaired special projects and completed a variety of associated tasks including but not limited to: scheduling meetings and conferences, managing budgets and tracking records, time management and problem solving, assisting in curriculum development, purchasing materials, and maintaining sensitive information
Marketing and social media representative
Completed student registrations and employed excellent customer service
Adept at using a variety of university systems
In depth knowledge of keyboarding and computers
Effectively communicated with associates, faculty and university departments, vendors and clients
Job-specific training received while acting as Extension Services Coordinator: WordPress, ePortfolios, Banner, Argos, Fast, HR Smart, ACM, Grant writing, social media marketing (including Facebook, Twitter, LinkedIn, Instagram, and Flickr), Student Registrations, Contract Writing, and Excel Spreadsheets.
Standard Typing Test, Excel and Word (TRU Assessment Centre; 04/22/2015): 78 wpm; “Excellent”
Sessional Lecturer & Work Experience Coordinator, Education & Skills Training Program (ESTr)
2013 – 2014
Provided work related instruction and training to students engaged in the practical component of the ESTr Program; provided in-class instruction; and secured practica placements for ESTr Students.
Instructor of Workplace Communication. This course focused on interpersonal communication for students in retail, kitchen or automotive service.
Instructor of Computer Literacy. This course introduced basic skills necessary for using and communicating using a computer, including keyboarding, word processing, and navigating searches for jobs.
Instructor of Workplace Employability. This course highlighted on effective and reliable employee traits, including hygiene, honesty, job relationships, punctuality, following directions, motivation and productivity.
Instructor, TRU World Short-term Contract Training
Instructional Assistant – (TESL) in partnership with TOYO University.
Instructed 16 Japanese university students and supported the Instructor with English listening, speaking, grammar and pronunciation activities. Provided instruction and support during Canadian cultural activities including such activities as gold panning, horseback riding, and line dancing. Provided opportunities for students to meet with and converse with people in the community. Responsible for budgeting and organizing Canadian cultural activities.
Seminar Leader – Literacy Strategies in partnership with CREDU Korean Teacher Training Program.
Lead weekly discussion groups with 5 Korean elementary school teachers and 5 Korean high school teachers. Met with the teachers for one-on-one tutoring sessions on a weekly basis. Provided resources for developing English in the elementary and high school ESL classroom. Shared information regarding Canadian culture and education in Canada. Lead weekly discussions with local teachers and administrators for thirty Korean elementary school teachers.
Elementary School Teacher, SD 58
2008 – 2012
Special Education Teacher – Grades K – 3
Administered the Gates-MacGinitie Reading Test to select students. Administered the Gray Oral Reading Test (GORT-4) to select students. Used Words Their Way with a small group of primary students to develop phonemic awareness. Used Talking Tables with a small group of primary students to develop phonological awareness in oral language.
Grade 6 Teacher
Used a variety of teaching strategies to supplement the classroom teacher’s French lessons including: chants, flashcards, role-play, scavenger hunts, collages, relay races, and PWIM. Taught a unit on drumming. The first part focused on the Yaruba style of hand drumming from West Africa. The second part focused on First Nations drumming including the Iroquoian Water Drum, rattles and aerophones. Taught a unit on Canadian government following the Global Citizens 6 text. I supplemented the text with a research project on governments around the world. The course followed the 2011 Federal election and debates.
Grade 5 & 6 English and Fine Arts Teacher
Administered the School Wide Write and marked it using the BC Performance Standards. Used the 6+1 Writing Traits program to develop essential writing skills (ideas, organization, and sentence fluency). Used Expressive Writing to develop essential writing skills (punctuation, capitalization, and sentence structure). Used Reading Power to improve reading comprehension. Used a variety of teaching strategies to integrate Fine Arts and English including Readers Theater, script writing, having the students write and illustrate children’s books, interviews and presentations.
Special Education Teacher – Grades 4 – 6
Responsible for writing Individual Education Plans (IEPs) for 17 students with levels of disability including students who fit in the following categories: Level 2 Moderate Intellectual Disabled (C) and Autism Spectrum Disorder (G) and Level 3 Intensive Behaviour Interventions (H). Administered the Gates-MacGinitie reading test using the PM Benchmarks. Instructed in the subjects of English and Math using a variety of teaching strategies. Used Six Minute Solution to develop reading fluency. Used Precision Reading to develop reading fluency and comprehension.
Grade 6 Home-bound Teacher
Responsible for the instruction of a Level 3 Intensive Behaviour Intervention (H) student who had been expelled from his elementary school. Administered weekly math and spelling tests. Checked homework and comprehension. Kept a daily behavior log and reported to the principal on the progress of the student.