Elizabeth McNeilly

Education:
University of Calgary (PhD)
Loyola University, Baltimore (MA)
University of Maryland, University of Ottawa (BEd, BA)

Office: T185
Phone: 403.440.8645
E-mail: emcneilly@mtroyal.ca

Scholarly Interests:

Teacher preparation, transformative learning, social justice, English language arts, diversity education, teacher wellness, curriculum development, classroom culture, classroom flow, higher education teaching & learning, design-based thinking, online instructional design.

Teaching Statement:

I envision the art and science of teaching as intentional, creative design. It begins with the student. I see the teacher's role as a guide, a facilitator, and an invigorator. In my classes, I facilitate deep conversations, play devil's advocate, and lay the foundation for consciousness-raising experiences that allow my students to see, to question, and to want to make a difference. It is important that students express themselves, not only for me to assess their understanding but to develop confidence in sharing opinions, challenging those opinions, and thinking critically. My current research lies in this area of classroom culture; students need a safe professional space that is voiced through the language we use, the examples we choose, and the accommodations available. This ensures dignity for all and the foundation upon which deep learning is cultivated.

Relevant Publications and/or Presentations:

McNeilly, E., Bene, R., Crawford, K., & Danyluk, P. (in press). Rethinking Classroom Management from a Student-Centered Perspective: An Online Module Approach. The Canadian Journal for the Scholarship of Teaching and Learning.

McNeilly, E. (2023, December). Parenting the Phoenix: Navigating the Transition of Transgender and Non-binary Children. Canadian Journal for the Study of Adult Education, 35(2). https://doi.org/10.56105/cjsae.v35i02.5658

McNeilly, E., Nickel, J., Burns, A., Danyluk, P., Kapoyannis, T., & Kendrick, A. (2022). The Canadian preservice teacher education practicum: An examination of the literature on fostering collaboration, mentor teacher guidance, and recentring the practicum. Interchange. https://doi.org/10.1007/s10780-022-09455-7

Burns, A., Danyluk, P., Nickel, J., Kendrick, A., Kapoyannis, T., & McNeilly, E. (2022, Spring) Aligning goals for certification and professional growth: Building cooperation among Bachelor of Education programs in Alberta. Alberta Journal of Educational Research, 68(1), 103-118.

McNeilly. (2021). Reframing families: Transforming meaning in families with transgender and gender non-binary members. [Dissertation, University of Calgary]. PRISM.