Hi Melinda! Can you tell us a bit more about your study and teaching background?

I completed my BA in English Literature at UBC and my MA in Gender Studies at UNBC and taught English composition at UNBC before starting at CNC. In my almost 25 years with the College, I have taught English Language, university English composition and literature, and women’s studies. 

Since 2010, I have mostly taught English in CNC’s Academic Upgrading program. I have taught all levels from Fundamental (pre-Grade 10) to Provincial (Grade 12 equivalent). I also support students with placement assessments to help them find their appropriate starting level of Math, English, or other upgrading courses. 

What got you interested in Academic Upgrading (ACDU)?

It’s so nice to see the progress that students make. They come with a variety of strengths and skill levels, and we are there to help them get to the skill level they need for further education, work or personal reasons. Some want to be able to read to their kids or help them with their homework. Others want to apply for another college, university, or professional program, or complete their Grade 12 graduation to get a job. 

Both my parents were teachers, and for me teaching has really been a calling in life. I consider my job to be more than employment. I’m so fortunate to do something meaningful where I can help people. 

"It makes me really happy to see where my students end up and that I’ve been able to help them meet their goals." 

How would you describe your teaching style?

Throughout everything I do, I try to include the First Peoples Principles of Learning. Many of the ACDU students are Indigenous and I want to make sure that they feel welcomed and that what we teach is relevant, demonstrates cultural respect, and honours where students are coming from. This is important in relation to CNC’s commitment to Truth & Reconciliation and the 94 Calls to Action. 

These teaching and learning principles hold truths that can benefit all learners. Some that have deeply influenced my way of teaching:

• Learning supports the well-being of the self, the family, the community, the lands, the spirits and the ancestors. One of the things that our ACDU program does well is taking a community-oriented approach and giving students autonomy as adults. I look at my students as whole people and take into consideration that they have a life outside of school. At CNC, we’re very fortunate to have smaller class sizes so students can have a lot of one-on-one time with their instructors to get the help they need to thrive.
  
  
• Learning recognizes the role of Indigenous knowledge. We try to include Indigenous content and work by Indigenous authors in our English courses as much as we can. We get recommendations through students, colleagues and peers at other institutions. I also do my fair share of research and learning.
  
  
• Learning involves patience and time. As an adult, you have more and different life responsibilities than when you were a K-12 student. This means you may have to fit your learning around other responsibilities, such as work and caregiving. In K-12, you get a full school year for one level of English; in the college environment you generally must finish it within 3.5 months. That’s why I’m glad that CNC offers a “continuing status” grade for certain academic upgrading levels if students show commitment but may require more time to finish a course.
  
  

What advice do you have for people who are considering enrolling in the Academic Upgrading program at CNC?

It’s never too late to go back to school and learn. We have students of all ages at CNC. Studying takes time, especially if you have other adult responsibilities, and that is okay. There’s nothing wrong if you need more time to complete your courses. The people in the Academic Upgrading department are more than happy to help you with whatever you need to get started or get going through the program.