Carol Berenson

Educational Development Consultant

Carol brings a background in sociology, philosophy, and women’s studies to her role in educational development. She has taught in postsecondary institutions for the past 13 years and completed her PhD dissertation in 2014, supported by a SSHRC Doctoral Fellowship. Carol collaborates with colleagues across various levels of the UCalgary campus and beyond to enhance and enrich postsecondary teaching and learning. Her projects and activities include: developing Graduate Student and Postdoctoral Scholar Certificates in University Teaching and Learning; leading the Instructional Skills and Facilitator Development programs across campus; facilitating workshops on Developing a Teaching Dossier, Teaching Controversial Issues, and the Impact of Instructor Identity in the Classroom; supporting University Teaching Awards and Grants programs. Carol has conducted collaborative research exploring the impact of flipped learning in a large enrollment STEM course, and examining the design and implementation of an online faculty development program. Her research interests also include issues related to equity, diversity, and inclusion in the classroom and in the context of educational development.

Publications 
  • Kalu, F., Dyjur, P., Berenson, C., Grant, K., Jeffs, C, Kenny, J., Mueller, R. (2018). Seven voices, seven developers, seven one things that guide our practice. To Improve the Academy, 37 (1), 111-127.
  • Berenson, C. (in press). Identifying a tradition of inquiry: Articulating research assumptions. In N. Chick (ed.), Doing SoTL: Thin slices of the scholarship of teaching and learning in action. Stylus Publishing.
  • Berenson, C. (2017). “Teaching squares: Observe and reflect on teaching and learning.” Taylor Institute for Teaching and Learning Guide Series, Calgary, AB: Taylor Institute for Teaching and Learning at the University of Calgary.
  • Braun, R., Carter, J., & Groenhof, I. (2017). Graduate Student Guide for Teaching Development (3rd ed.). Berenson, C. (Ed.). Calgary, AB: Taylor Institute for Teaching and Learning.
  • Berenson, C. (2012). Menstruation by choice: The framing of a controversial issue. In L. Tepperman & A. Kalyta (Eds.), Reading Sociology: Canadian Perspectives (2nd Edition). Don Mills, ON.: Oxford University Press, pp. 197-201.
  • Berenson, C., Miller, L. J., & Findlay, D. A. (2009). Through medical eyes: The medicalization of women's bodies and women's lives. In B. S. Bolaria, & H. D. Dickinson (Eds.), Health, illness, and health care in Canada (4th Edition). Toronto: Nelson Education Ltd., pp. 239-258.
  • Berenson, C. (2002). What’s in a name? Bisexual women define their terms. Journal of Bisexuality, 2(2/3), pp. 11-21.
  • Meadows, L.M., Thurston, W.E., Berenson, C.A. (2001). Health promotion and preventive measures: Interpreting messages at midlife. Qualitative Health Research, 11(4), pp. 450-463.
Presentations 
  • Berenson, C. & Barrette-Ng, I. (October 2017). Findings and learnings from a collaborative mixed-methods project on flipped learning: A case study. International Society for the Study of Teaching and Learning Conference, Calgary, Alberta.
  • Kenny, N., Berenson, C., Chick, N., Johnson, C., Keegan, D., Read, E. & Reid, L. (October 2017). A framework for developing teaching expertise in postsecondary education. Poster presented at the International Society for the Study of Teaching and Learning Conference, Calgary, Alberta.
  • Berenson, C., Pruegger, V. (June 2017). Identity in the classroom: Exploring instructor impact. Conference of the Society for Teaching and Learning in Higher Education, Halifax, Nova Scotia.
  • Kenny, N., Berenson, C. (June 2017). Preparing an educational leadership philosophy statement. Conference of the Society for Teaching and Learning in Higher Education, Halifax, Nova Scotia.
  • Berenson, C. (November 2016). Supporting faculty to teach controversial issues: Fosstering deep learning. Professional and Organizational Development Network Conference, Louisville, Kentucky.
  • Barrette-Ng, I. & Berenson, C. (November 2016). Using flipped design for learning in a large- enrollment course to help students appreciate the role of creativity in scientific inquiry. Symposium on the Scholoship of Teaching and Learning, Banff, Alberta.
  • Chick, N., Berenson, C., Mueller, R. (October 2016). Representing complexity well: Qualitative research in SoTL. Preconference session at the International Society for the Study of Teaching and Learning Conference, Los Angeles, California.
  • Barrette-Ng, I. & Berenson, C. (July, 2016). Using a flipped design for learning in a large- enrollment biochemistry course to help students appreciate the role of creativity in scientific inquiry. Roundtable session at the Society for the Advancement of Biology Education Research Conference, Minneapolis, Minnesota.
  • Gulbrandson, C., Fulton, A., Perrault, E., Ayala, J., & Berenson, C. (May, 2016). Fostering Instructional Skill Development: Experiences with Moving a Face2Face Instructional Skills Course to an Online Format. Roundtable session at the Conference on Postsecondary Learning and Teaching, University of Calgary.
  • Kenny, N. & Berenson, C. (May, 2016). Teaching Philosophy Statements: Using the SOAR framework to creatively explore what, why and how we support student learning in postsecondary education. Conference on Postsecondary Learning and Teaching, University of Calgary.
  • Barrette-Ng, I. & Berenson, C. (May, 2016). Flipped design for learning: Structuring space for creativity. Conference on Postsecondary Learning and Teaching, University of Calgary.
  • Berenson, C. (February, 2016). Developing academic performance and tenure guidelines: Making our work visible. Educational Developers Caucus Conference, Windsor, Ontario.
  • Berenson, C. (November, 2015). Making the most of mixed methods: Investigating scientific inquiry in a flipped-classroom. Symposium on Scholarship of Teaching and Learning,Banff, Alberta.
  • Barrette-Ng, I. & Berenson, C. (July, 2015). Flipped design for learning: Deepening scientific inquiry in a large-enrollment class – preliminary research findings. Poster presented at the Western Conference on Science Education, London, Ontario.
  • Berenson, C. (June, 2015). Teaching controversial issues: A pilot workshop. Conference of the Society for the Study of Teaching and Learning in Higher Education, Vancouver, B.C.
  • Berenson, C. & Pruegger, V. (May, 2015). Teaching controversial issues: Deepening engagement and critical thinking. Conference on Postsecondary Learning and Teaching, University of Calgary.
  • Barrette-Ng, I. & Berenson, C. (May, 2015). Flipped design for learning: Deepening scientific inquiry in a large-enrollment class. Conference on Postsecondary Learning and Teaching, University of Calgary.
  • Berenson, C. (February, 2015). Building sustainable teaching and learning leadership capacity across campus: Instructional skills and facilitator development workshops. Roundtable session at the Educational Developers Caucus Conference, Winnipeg, Manitoba.
  • Berenson, C. & Barrette-Ng, I. (November, 2014). Using a flipped-classroom approach to foster understanding the process of scientific inquiry in a large-enrollment biochemistry course: Preliminary research activities and findings. Symposium on Scholarship of Teaching and Learning, Banff, Alberta.
  • Dyjur, P. & Berenson, C. (May, 2014). Using rubrics to grade an online discussion board. Conference on Postsecondary Learning and Teaching, University of Calgary.
  • Berenson, C. (2010). “It’s one thing to add to the list of things to do when you’re a girl”: Mapping the practices of menstrual management. University of Calgary Sociology Graduate Student Research Conference, Calgary, AB.
  • Berenson, C. (2009). Menstruation by choice: The framing of a controversial issue. Canadian Sociological Association, Congress of the Humanities and Social Sciences, Concordia University, Montreal, QC.
  • Berenson, C. (2008). Menstruation as optional: Gendered practice; contested terrain. Canadian Sociological Association, Congress of the Humanities and Social Sciences, Carleton University, Ottawa, ON.