CSC 2016 CONF EDITION NEWS_May 23_PRINT

academic upgrading news from Ontario’s colleges
2016
CONFERENCE
EDITION
FEATURES
MAKING IT WORK
ON THE RIGHT PATHWAY
RESPECT AND HUMOUR
HONOURING THAT
FIRST, BRAVE STEP
STRONG RELATIONSHIPS
UPGRADING OFFERS
APPRENTICES A WORKPLACE ADVANTAGE
UPGRADING/ES
PARTNERSHIP
MAKING IT WORK-RELATED
ALGONQUIN’S
ACHIEVEMENT AWARDS
EO PROGRAMS
WORKING TOGETHER
KEEPING IT REAL
TRIBUTE TO LYNNE WALLACE
STUDENT SUCCESS STORIES:
HEATHER HARTSELL
CHRIS BATCHELOR
DAVID PENNINGTON
ELHAM AKHOUNDZADEH
KEVIN SLATTER
NELSON VIVEIROS
OMAR JACKSON
SARAH YOUNG
JOSHUA GUTHRIE
SHEENA GANTH
MAXINE GRATTON
ONTARIO COLLEGES
Skills are
the secret
to success
Keynote speaker Craig Alexander
Vice President, Economic Analysis
C.D. Howe Institute
Canada’s labour markets are being transformed by huge structural forces
of globalization, technological change, urbanization and aging demographics.
This is fundamentally changing the nature of demand for labour.
An ever-greater premium is being placed on higher skills.
Because products can be made anywhere in the world and transported
cheaply to markets, it is a losing proposition for Canada to compete on the
basis of labour costs – in other words, China will always be cheaper. To prosper, Canada must build the better product, the more sophisticated product
or the niche special product. Moreover, growth in services is increasingly
becoming the greater driver of economic growth and jobs.
All of this means that Canada needs a well-educated, highly-trained, and
very skilled work force. This means that Canadians need strong essential
skills, a good education and must be prepared for life-long learning, with
support from businesses and governments.
Policymakers also need to help remove barriers to opportunity and success
facing many vulnerable groups, including youths, immigrants, the disabled,
Aboriginals and those facing discrimination in all of its forms.
One needs to be mindful that the Canadian economy is also struggling at the
moment to adjust to the reality of sustained lower commodity prices and this
is leading to weak economic prospects.
A clear priority is to help displaced workers and new entrants to become
engaged in the labour force and to have acceptable outcomes. This support
can take many forms; but a key theme again is about developing the skills
that unlock the potential for success.
Ultimately, the Canadian economy will only be as successful as its workers.
That’s why getting skills development right is so foundational to a rising
standard of living in this country. —Craig Alexander
Why Making it work?
Because that’s what you do.
No matter what challenges you and your students
face, you make it work. Sometimes, in the inimitable
words of Doug and the Slugs, “making it work takes
a little longer.”
But you do it.
Making it work also highlights the importance
of the ultimate goal of all your students — to find
meaningful, well-paying work that can sustain them,
their families, and, ultimately, our province.
”
Because that’s
what you do.
In our conference sessions and keynotes, the focus
is on making it work for everyone. You’ll notice
special emphasis on the challenges that marginalized
groups may face and the challenges that we all face
in an ever-changing economic climate.
In this conference edition of the newsletter, you’ll
find informative and inspirational stories from
colleges all over Ontario — stories that show how
your colleagues, and your students, are making it
work.
All these stories demonstrate the unique, indomitable
spirit and dedication that drives academic upgrading
programs across the province.
The annual conference is a time to learn, to share,
to connect and reconnect, to review and recharge.
It is also a time for all of you to celebrate.
Because the fact that you make it work, day in and
day out, is worthy of celebration.
Thank you for all you do. We hope we have created
a conference that will work for you.
—Robin MacKenzie, Director of Communications, CSC
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On the right Pathway
Georgian College program helps build skills for work, school and life
At Georgian College’s Academic and Career
Preparation program (ACP), job seekers can take
part in Pathways to work on their communication, math, computer, and self-management skills.
Local business leader
Billy Wagg at Pathways
Pathways is a short-term, part-time program
that can be customized to various applications.
Originally developed in Owen Sound, Pathways
is spreading across the college. Most recently,
students in Owen Sound participated in Pathways
to Trades while the Orillia campus was excited to
offer their first-ever Pathways to Employment.
Typically, Pathways attracts between 10 and
15 students each intake with a retention rate
of between 70 and 100 percent. The Orillia
Pathways to Employment saw all 11 students
complete the course, which is extremely rare
for these programs. While students have a variety
of reasons for choosing the program, a common
theme is feeling better about themselves before
tackling their job search.
Amber Harris chose to register in Pathways to
“develop new skills, refresh old skills and to feel
more confident in stepping out into the workforce.”
Pathways to Employment helps make it work
for participants, community partners and local
employers. In addition to brushing up their
academic skills, participants get assistance with
education and work planning.
The program is an ideal stepping stone
to further educational, employment
and apprenticeship opportunities.
Service coordination with other Employment
Ontario service providers and community
partners, along with exposure to local employers,
is an added bonus. Ryan Lay, Employer and
Community Liaison for Career and Employment
Community Services at the Orillia campus,
arranged for local employer Billy Wagg, President
of Wagg’s Ltd., to address the group (see photo).
He offered tips on cold-calling and discussed
what employers are looking for when screening
applicants.
Participant Erin Teachout says that Pathways
“gave me the tools to be job-ready and more
confident.”
Upon completing Pathways to Employment,
learners earn certificates such as Service
Excellence, Smart Serve, First Aid and Safe Food
Handling. Participants typically complete WHMIS
training and gain personal insight through a
Personality Dimensions workshop. Everyone
leaves with a well-developed resume and cover
letter. In Owen Sound, learners in Pathways
to Trades also received some tools at the end of
the program.
The social aspect of Pathways should definitely
not be overlooked. Participants bond with each
other as shared by Margaret Ryan: “I am enjoying
the program because it has given me an opportunity to get out and meet new people.”
Crystal Charbonneau summed up the benefits
by saying that the program “strengthen[ed] my
weaknesses to give me the confidence to pursue
goals that I never dreamt I could achieve.” All in
all, Pathways is making it work in more ways
than one.
”
—Patricia Whittington, Academic and Career
Preparation, Georgian College
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Respect and humour make it work
roles and boundaries,
establishing how to approach
areas of overlapping responsibility.
Acknowledging that there
would sometimes be grey
areas led them to develop a
“no wrong door” policy and
a collaborative and inclusive
approach to problem-solving.
Jim Donald and Patricia Whittington, Academic and Career Preparation
Georgian College
Jim Donald and Patricia
Whittington first met in a job
interview at Georgian College.
Jim was on the panel and Pat
was on the hot seat.
After seven years, they have
forged a strong, collaborative
partnership in the leadership
of the Academic and Career
Preparation program at
Georgian.
Academic and administrative
leadership partners are not
uncommon in the college
sector, especially for upgrading,
but they can be fraught with
challenges.
Before becoming a leadership
team, Jim and Pat had already
worked together for a number
of years in upgrading.
“Jim was the only full-time
faculty and so became a sounding board for me when I first
started at the college. He had
already been a coordinator in
years past and had managed a
campus so had a wealth of
knowledge,” says Pat. “That
helped smooth the transition
when Jim became Coordinator
and took on a more official
leadership role.”
The trust and mutual
respect that was built
in those first four years
laid a strong foundation
for the partnership.
The duo spent time together
identifying their respective
This blend of academic and
administrative expertise is
particularly helpful in complex
situations.
“Pat tends to look at problems
in terms of how they fit into
existing structures and processes. This is really helpful when
we’re trying to figure out next
steps. We also debrief afterwards to see how our approach
worked and whether we should
do anything differently next
time,” says Jim.
That doesn’t mean that they
don’t occasionally have
different points of view. Jim and
Pat don’t hesitate to share their
perspectives on issues and will
challenge each other when
necessary. However, these
situations are handled with
respect, patience, and humour.
They always agree that the
student comes first. They also
agree that they have found
a formula that works.
The College Sector Committee for Academic Upgrading (CSC)
is the support organization which represents college Academic
Upgrading Programs and staff at the provincial level. We monitor
and support the needs of managers, faculty and support staff on
the front lines in Ontario’s 24 Community Colleges and provide
informed advice at the provincial level, both to Colleges Ontario
and to the Ministry of Training, Colleges and Universities (MTCU).
3
This Employment Ontario service
is funded by the Ontario government.
Honouring that first, brave step
For an adult learner, often one of the hardest
aspects of returning to school is taking the first
step. We recognize and honour the strength that
it takes to walk through our doors for the very
first time.
For some, the journey through the door starts
long before they arrive at the campus for the
first time; the thought that perhaps there is
something more out there....
The first contact may take the form of an initial
phone call and then a period of reflection. It may
start out by driving by the building a few times
or by speaking with friends and family to gauge
their thoughts and feelings on a whether or not
they should proceed to returning to an educational environment. It may be a referral from another
agency as part of service coordination and wrap
around approach.
Whatever the journey is that
brings a new learner to our door,
it is valued, appreciated and
recognized for the triumph that it is;
and it is each person’s individual
journey.
We encourage each learner with open and
honest communication, effort and energy,
that we can make it work!
Our Literacy and Basic Skills Program at
Fanshawe College, Simcoe/Norfolk Regional
Campus is often the perfect stepping stone for
people who are interested in returning to or
advancing in the workplace or attending college
or seeking an apprenticeship. We allow learners
the time and space to enhance their skills in a
manner that is appropriate to their needs and
wants.
We start the process with a consultation to
discuss a learner’s needs followed up by an
assessment that also reflects their needs and
goals. Together, we will develop a learning plan
that takes into account life commitments as well
as their newfound commitment to upgrading
their skills.
Tracey McIntyre
Academic Upgrading Consultant
Fanshawe College
Our program is an integral part of the campus
as are our learners and this is reiterated over
and over again by our learners. They truly feel
part of the student body here.
There are so many wonderful things about our
campus, but one of the best is the warmth and
respect with which each LBS learner will be
treated by everyone.
It makes my heart smile to see our learner’s
sitting at lunch with one another and sharing
their stories, or to see them speaking with the
post-secondary students. It is often these
unplanned, seemingly normal interactions that
can be a significant part of their experience in
upgrading. The skill enhancement is always at
the forefront; but the rest of the experience is
also rewarding and enriching.
Taking the first step is always the hardest,
but is necessary for personal growth and so
rewarding to those who have the strength and
commitment to take it. It is not always easy
making it work, as it takes tremendous dedication
and commitment on everyone’s part, but it is so
worth it in the end .
”
—Tracey McIntyre, Fanshawe College
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Strong relationships make it work
By fostering those key relationships, you can
ensure that Academic Upgrading is seen as an
integral part of the college, and garner support
to keep pounding that ‘square peg’ into the
round hole.
Teamwork is critical, both at the college level,
and also within your Academic Upgrading
team. From the beginning of the transition to
EOIS-CaMS, I have shared our statistics and data
at every monthly staff meeting.
As a team, we have focused in on those areas
where we were below target, and celebrated our
progress as we met and surpassed those targets
(well, not all of them… yet).
Janice Clarke
Chair, General Studies
Cambrian College
In my role as Chair of General Studies, Academic
Upgrading is only a portion of a relatively large
portfolio that consists of, mostly, postsecondary
programs.
Academic Upgrading is challenging to
manage, in many ways, because it is
so different and ‘outside the box.’
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There is too much work for a manager to take on
alone. By adopting a team approach to our monthly statistics, every member of the team is able to
see how he or she can contribute.
Faculty members know that the progress statistics
depend on ensuring that Milestones are getting
done in a timely manner; and our support staff
know that capturing all of our referrals is critical
to our service coordination numbers.
When numbers dip, or stubbornly refuse to rise
to the target, then we are able to strategize as a
team. If something doesn’t work, then we
re-evaluate and try something else.
All of the other programs operate on a semester
basis, so our continuous intake format is challenging for the college to accommodate, at times.
Making it work, in my opinion, has
much to do with the team you are able
to build, and the relationships that you
are able to develop.
This holds true for our processes around grade
entry, ACE certificate ‘graduation’, specific
reporting requirements, and activity within the
Student Management System (Banner).
And I have been fortunate to work with an
amazing team of dedicated professionals, both
within my Academic Upgrading program and at
the larger college level.
To be successful in this position, I think that
it is critical to develop and maintain key
relationships throughout the college.
—Janice Clarke
Upgrading offers apprentices
a workplace advantage
Apprentices need to find an employer willing to
train them – someone who sees both the attitude
and aptitude required to stick with the program.
Apprentices will spend 80 – 85% of their
time learning with certified journeyperson
in the workplace, with the remaining 15–20%
in technical training.
Many apprentices experience gaps in employment based on economic or seasonal cycles, so
they must be prepared to sell themselves to a
new employer from time to time.
While employers have a strong preference
for apprentices with previous hands-on work
experience, many point to deficiencies related
to essential skills. Educators can help students
to articulate both formal and informal work
experiences, preparing them to showcase their
skills and motivation.
By letting employers know that they have pursued
academic upgrading, apprentices can also mitigate
the risk of hitting roadblocks as they advance in
their technical training.
With the average age of a newly-registering
apprentice in the mid-20s, apprentices have
often been out of school for some time before
they embark on this learning path. While manual,
mechanical and technical skills are essential, the
most successful apprentices also have the ability
to problem-solve, use documents effectively and
apply mathematical concepts.
Together, apprentice and adult upgrading
educator build a foundation for success in the
skilled trades.
—Sarah Watts-Rynard, Executive Director
Canadian Apprenticeship Forum
They are good communicators who understand
how to work as part of a collaborative team.
Understanding how upgrading can support
success can be a huge motivator for apprentices
and a green flag for employers who want to
hire them.
6
Making the upgrading/Employment
Services partnership work
At Confederation College, we have an excellent
working relationship with the employment
services on campus (NEW), but this has not
always been the case. At times in the past, we
knew each other existed—vaguely—but not
what each other really did, or, more meaningfully,
how we could work together.
As Jeff Sampson, Director of Northwest Employment
Works, notes: “We know that education and quality
of employment achieved are closely linked and our
partnership is a natural fit to help people gain a
higher level of employment and start a career in
order build future success into their lives.”
Over the last five years, the partnership has really
evolved, and we are hopeful that it will only get
stronger. We have learned that the benefits are
many. We can better serve the community, reduce
workload, maximize each other’s strengths and
expertise, share resources, and reach targets. All
of these are good things!
We have developed a number of initiatives:
 NEW staff facilitate workshops to AU students
on Career Cruising as part of Orientation,
Resume writing as part of Self-Management/
Self-Direction, and Personality Dimensions
as part of Personal and Career Development;
 Academic Upgrading staff facilitate a workshop
on the employment benefits of upgrading
essential skills;
 We have streamlined the referral process so
that we are both capturing referrals in and out
in CaMS; and
 We have produced co-marketing materials.
In the future, we are hoping to “hotel” more
often in their location, or maybe work towards
a co-location agreement at their site. We also will
have a regular meeting with a steering committee
as well as additional meetings with the whole staff
of both programs to evaluate how things are
working and to brainstorm new ways to build the
interdependence.
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“The partnership between LBS and
ES is essential to providing a clientcentered service that ensures that
every individual is able to work toward
achieving his or her goals.”
—Carol Cline, Manager of Academic Upgrading,
Confederation College
Making it work-related:
job-specific learning tools
help develop workplace skills
The Northern College Timmins upgrading
program is piloting a tool that is helping learners
develop specific communication, math, science,
document use, and problem-solving skills related
to the workplace.
The Learning Assessment Programs (LAPs) tool
is a vocational proficiency program created by
NAS Software Inc. LAPs provides skill activities
for over 35 different careers including Nursing,
Automotive Technology, Veterinary Tech, Police
Officer, Customer Service Representative and
Welder, just to name a few.
LAPs consists of 3 individual assessments with
numerous activities which build in difficulty.
Measured competencies include reading comprehension, document use, numeracy, and science
skills according to specific workplace goals.
Student feedback has been very positive as
learners are able to visualize how literacy skills
are incorporated into their future career paths.
Upon completion of LAPs, students realize the
importance of numeracy and document use tasks
in the many occupations they are considering.
According to Meagan, who is preparing for
a career in social work, “LAPs required me to
complete detailed math and comprehension
questions. I learned that a social service worker
has duties that require logical thinking and more
math skills than I expected.”
The LAPs tool is being implemented as part
of the evaluation of a learner’s readiness to exit
upgrading and transition to post-secondary or
employment.
There is a one-time fee of approximately $145 per
LAPs program purchased.
—Barb Charbonneau, Coordinator, Academic
Upgrading, Northern College
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Recognizing student success:
Algonquin College’s Achievement
Awards Ceremony
Faculty and students are proud of many aspects of
the Academic Upgrading (AU) program at Algonquin
College in Ottawa — particularly the number of
students that were prepared to start postsecondary
last year and the Achievement Awards Ceremony
held bi-annually.
The Academic Access Centre prepared 625 students
for the leap to postsecondary in 2014-2015 to programs including Practical Nursing, Paramedics,
Business, Architectural Technology and Construction
Engineering Technology.
Chantal Cadieux, Lea Marte and Muriel Debroy
Algonquin College upgrading students
“I am so grateful that I had
the chance to be a student in
the upgrading program.
It has changed me as a person and
the path I have taken in my life.
I know, without a doubt, if it were not
for this program, I would not be this
confident woman standing before
you today.”
—Chantal Cadieux, 2013 Graduate,
Social Service Worker Program,
Algonquin College
These students not only motivated themselves,
but were motivated by seeing the success of their
classmates at the Achievement Awards Ceremony.
In the Spring and Fall, Algonquin College holds
the Achievement Awards Ceremony at which the
President or Senior Vice President Academic is
invited to speak.
Award recipients are nominated by their teachers
for their progress, motivation, participation and
attendance in their individual subject areas. In
addition to this, 30 Academic and Career Entrance
Certificate (ACE) recipients are recognized.
One of the highlights of the Achievement Awards
Ceremony is that several past graduates are invited
to share their success stories with current students.
This Fall, we were joined by three inspirational guest
speakers: Chantal Cadieux; Lea Marte; and Muriel
Debroy (see photo).
Algonquin is proud of the success of their AU
students; and faculty and students are looking
forward to the next Awards Ceremony at which our
president, Cheryl Jensen, will be speaking.
—Karen Carr, Coordinator and Professor,
Academic Upgrading, Algonquin College
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Academic Upgrading Advisor Nancy Hutchison with Charles Hiemstra
Employment Ontario
programs working together
I attended a resume workshop at Lambton College
Community Employment Services in Petrolia for
some help updating my resume.
During that visit I was introduced to the services
offered and decided to register with Community
Employment Services to receive additional support in finding employment.
I met with an Employment Consultant to discuss
job search strategies and to complete a career
assessment. Based on my Career Assessment, we
decided that I would need to complete my Grade
12 math credit to become more marketable in the
work force.
The Employment Consultant referred me to the
Lambton College Academic Upgrading program
to meet with Academic Upgrading Advisor, Nancy
Hutchison. Nancy discussed the math program
with me and introduced me to the faculty. She
checked up on me throughout the course to make
sure everything was going smoothly.
With the help of the two
Employment Ontario programs
at Lambton College working
together, I was able to complete
my Grade 12 math credit.
I received the support and tools needed
to improve potential job prospects which made
me more marketable in my job search.
I would recommend Lambton College
Community Employment Services and the
Academic Upgrading program to anyone looking
to explore and improve their career and academic
potential. The staff and faculty at Lambton College
were friendly, knowledge-able and supportive
every step of the way!
—Charles Hiemstra, Academic Upgrading
Student, Lambton College
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Keeping it real:
ticking hearts,
not boxes
‘Making it work’ in our Academic Upgrading
Program at Humber means taking a holistic
approach in supporting our unique student
population.
Many of the students in our program bring
with them needs that far exceed our mandated
academic provisions, and their success in accessing post-secondary education depends largely
on how we respond to these ‘non-academic’
needs. Thirteen years of working in this program,
both in my role as a teacher and an academic
advisor, has convinced me that at the core of our
delivery should be an approach that uses caring
and compassion as pedagogy.
Some of our students are intimidated by
institutions such as ours and are therefore afraid
to trust us. As such, it becomes important that we
balance these perceptions by bringing a strong
‘human’ component into our relationships with
them.
We work actively at building trust by listening
to their concerns and providing referrals to
relevant support services within the college and
the community. In this way, they begin to see us
as individuals who are not solely interested in
imparting our topic areas, or whose primary
concern is meeting government requirements
for funding [read: ticking check-boxes], but
rather as individuals who care.
‘Making it work’ is understanding that in order
for them to succeed, we have to step beyond only
supporting them academically.
We need to listen to their stories and provide
appropriate accommodations and referrals to
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Amrita Persaud, Professor,
Academic Upgrading, Humber College
school and community resources that would
support them in minimizing their stress levels
so they can function optimally [read: ticking
hearts]. This provides them with the necessary
room they need to begin seeing new possibilities
for themselves.
The demographics of our location in North
Etobicoke in some part lend to the ‘uniqueness’
of the students who access our program. We have
a significant number of older students of colour;
several of them returning to school after their own
children are grown, or are old enough to be placed
in daycare.
We have new immigrants learning to assimilate
into a new and often overwhelming society, and
who face barriers beyond language. We have
young students who have ‘slipped between the
cracks’ in high school, and who no longer believe
in their own ability to succeed.
These students face an intersectionality of
concerns as they try to negotiate other issues such
as racism, sexism, homophobia, and mental health
issues, to name a few.
In fostering relationships of trust, they are often
able to move beyond their vulnerabilities and
share these concerns— which allows for the
opportunity to make appropriate referrals to
services that can assist them.
Referrals within the community may include
services that evaluate degree accreditations,
food banks, shelters, community centers and
counselling resources for people experiencing
abuse of any kind. (continued on next page…)
Students who may have been silenced or feel
silenced, begin to hear their own voices and are
empowered to make changes in their lives.
An inclusive academic environment allows for the
formation of a ‘student identity,’ and students who
may have once seen institutions of higher learning
as inaccessible, begin to challenge ‘old ways’ of
thinking.
The excellent student services at Humber which
include extensive counselling services, peer tutoring, health services and a Math and Writing
Center, support their needs within the college.
We also work with them in getting comfortable
with filling out ‘intimidating forms’ such as
applications to Ontario Works (OW), Ontario
Disability Support Program (ODSP), Ontario
College Application Services (OCAS) and Ontario
Student Assistance Plan (OSAP).
We have witnessed endless transformations
where students with self-esteem issues later
graduate from their programs as confident
individuals who excel academically, and who
sometimes make it onto the Dean’s Honour List
in postsecondary.
‘Making it work’ for us is encouraging people and
making space for people to start believing in
themselves so that they can break the cycles that
keep them in places where there is a loss of hope.
Our biggest reward is when students complete
their post-secondary programs and return to visit
and thank us for our critical part in their journeys
— and when they tell us that this would never
have been possible without our belief in them.
We foster relationships with our
students that last well beyond
graduating from our program.
In this entire process, students are able to
acknowledge their own strengths as selfdirected learners, and are able to measure
their own growth, which is significant in
boosting their self-esteem.
I can truly say that continuing to be a part of
this transformative process allows for me to
approach each day with ‘new job enthusiasm.’
—Amrita Persaud, Professor, Academic Upgrading
Humber College
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Lynne Wallace
Leading lady
of learning
Lynne Wallace Stewart, College Sector Committee
founder and Executive Director from 1990 – 2013,
peacefully passed May 7th, 2016 at Health Sciences North, Sudbury with loving family at her side.
Amrita Persaud, Professor,
Academic Upgrading, Humber College
Lynne was the driving force behind the creation
of the College Sector Committee for Adult Upgrading (CSC), well before collaboration was a government initiative. She became a leader in the world
of adult education in Ontario, and her leadership
continued for decades.
In her understated way, she never
cared if she received recognition.
She just wanted to help move the
cause forward.
Though she started her career as a teacher at
Lockerbie Composite School in Sudbury, by the
1980’s Lynne was well into her teaching career
at Cambrian College in the Women in Trades
and Adult Upgrading programs.
She quickly saw the need to bring her counterparts from other colleges together. So, on a volunteer basis, Lynne created a college-wide network of AU managers to share ideas and innovations; this was one of the first examples of Lynne’s
innate ability to anticipate what needed to be
done. It was no small task getting all 24 colleges
working together!
In the mid-90’s, the Ontario government began
funding the CSC as an LBS support organization,
and Lynne became the founding Executive
Director of the CSC while she continued parttime in her faculty/management responsibilities
at Cambrian College.
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Within a few years, she retired from Cambrian
and made the CSC her full time passion.
Lynne encouraged collaboration and communication among college LBS managers and staff,
as well as with other LBS support organizations.
In addition to founding the CSC,
Lynne's greatest achievement as
the Executive Director was leading
the provincial development, approval,
and implementation of the Academic
and Career Entrance (ACE) Program
in 2002-04, closely followed by the
ACE Distance program.
ACE was another prime example of Lynne’s
ability to anticipate what learners required to
be successful. Thousands of students have
completed ACE courses on their path to fulfilling
their career and personal goals.
Lynne was inspired by the success of LBS
students and by the efforts of those working to
support and teach adult students in colleges
across the province. She developed “College
Matters” as a publication to showcase this
success.
Lynne's family has established a bursary with
the Cambrian Foundation, ensuring that Lynne's
legacy of helping adult learners will continue.
Many of Lynne’s colleagues from across the
province have commented on her love of having
a THEME at every college-related event.
This was especially true at the CSC provincial
conferences she organized, and the theme, which
was always a light-hearted way to connect with
a more serious issue that was going on in the
Ontario adult education landscape, pervaded
every single detail of the event.
One year it was the Transformers… and some of
the participants still have the stickers and erasers
to show for it. Another year it was Holstein cows.
Lynne had the organizing committee wear
Holstein cow masks, but of course she was the
first to put hers on.
Working with Lynne didn’t really seem like
work. Her positive outlook and never-ending
light-heartedness just made it seem easy.
Lynne's dedication
to adult learners had
a major impact on the
college system and
particularly on the
students we all serve.
She had a remarkable capacity and zest for life,
and this was clearly evident in her interests, her
work and the relationships she cultivated.
She mentored and supported many, many
individuals in her lengthy and notable career.
She was creative, animated and fun loving.
She will be missed.
14
Heather Hartsell, Niagara College upgrading student
Heather Hartsell’s route to post
secondary education has not
been smooth. She grew up with
an alcoholic and left home as
a teenager.
She is forthright about her
narcotics addiction in her young
adult years. Working with an
addictions counselor, Heather
developed a strong relapse
prevention plan that included
an education component to help
her reach her career goal.
“Talking to my counselor,
I realized my true path in
life: to be an addictions
counselor. My main goal
is to turn the negative
from my past into a
positive for my future.”
Heather is a single mother with
a young son. “When I became
pregnant,” she says, “I was
introduced to Community
Addiction Services of Niagara
(CASON) and they helped me
for a while. Later, as a new
mother, I knew I needed more
15
Turning a past
negative into
a positive future
help. So I made a phone call to
ask for help again. I have been
sober ever since.”
“When I started the ACE
Program, I didn’t intend on
going to college in September.
However, when I found out
with hard work and dedication
that it might be possible, I had
to try.”
Heather persisted. She worked
hard over the holiday break to
complete her required courses
in time to apply for fall 2016
admission.
Heather was able to access
Academic Upgrading/ACE at
a local multi-service community
agency, Port Cares, in Port
Colborne. Niagara College
maintains a location with Port
Cares to improve access to
postsecondary programs for
residents who face barriers to
college entry.
“I have compassion, understanding and experience. I just
need the knowledge to put my
experiences to good use. I have
done volunteer work with low
income families, made meals
for the poor and I have my own
experience with counselors to
get an understanding of how
they work.” Heather credits the
support of her Academic
Upgrading teachers in helping
her get this far along her path.
Her teachers credit her clear
goals, willingness to ask for
help, determination and
persistence for her success.
Heather’s long term goal is to
work for CASON. “I want to be
a drug counselor, to educate
those who don’t understand
addiction and help the ones
who are currently battling with
it. I have a lot to learn though,
which is why I’m going to
attend Niagara College.
Everything that I have been
through in my youth and everything that I am working on right
now says this is what I’m
supposed to do with my life.
Given the chance, I know that I
can and will achieve my
dreams.”
—Barb Glass, Associate Dean,
Academic Upgrading, Niagara
College
From LBS to college faculty:
how Georgian’s Chris Batchelor
made it work
Chris Batchelor dropped out of high school at the
age of 17 and immediately entered the workforce.
When the economy slowed in 2008, Chris found
himself unemployed and under qualified, with
a wife and four young children to support.
Chris Batchelor, Georgian College
He started to look at retraining for a career that
was in demand and offered a decent wage. Within
days, he had his goal defined (Power Engineering)
and his action plan (meet the admission requirements of grade 12 equivalency).
It wasn’t an easy ride for Chris. He struggled to
balance his academic obligations with his family
life. But he completed the required ACE upgrading
subjects of communications, math, Keys to
Success, physics and chemistry.
Chris talks about the benefits of mastering these
critical subjects in preparation for the challenges
of Power Engineering, highlighting the skills he
learned in essay writing, APA formatting, technical math concepts and the advanced level
sciences that make up the ACE program. He feels
these set him up for success in his post-secondary
studies.
In the fall of 2011, Chris entered the full-time
Power Engineering program. The workload was
heavy and the demands of a postsecondary
program, along with family commitments, were
challenging; but Chris attributes his success on
the supports available to Georgian Students.
He stresses that all students should be aware
of the help that is available to them and use it.
Student Success staff will help with learning
challenges, organizational strategies, time
management, and more. Georgian also offers
communication and math help and tutoring, all
free of charge.
Many of these resources were invaluable to Chris
during his program and, in the spring of 2013, he
completed the academic portion of his studies.
“It was tough!” says Chris. “Four kids, a wife, a
home, dance and hockey parent responsibilities.
But I did it and others can too.
If you want it badly enough, success
is worth working for. Take the first
step—talk to the staff in upgrading.
Make a plan and set your goals. And don’t ever
forget to ask for help; it’s free and it’s there but
you have to be willing to ask.”
Chris is now the Chief Engineer at Knights of
Meaford with four others reporting to him,
including two Georgian Power Engineering grads.
He was offered the opportunity to teach in the
Power Engineering Program at Georgian this
winter and is excited to share his knowledge in
his role as Instructor, Power Engineering Prime
Mover Lab.
—Patricia Whittington, Manager, Access Programs,
Georgian College
16
David Pennington, Humber College upgrading student
In March of 2014, David
Pennington was laid off from
his job as a forklift operator.
He expected to be re-hired a
short time later. But as the
months passed, that call never
came.
As he explored other work
possibilities, he thought about
doing something other than
manual labour that would be
easier on his body. Tackling a
new career direction wouldn’t
be easy, and he knew he would
need more education.
At a workshop, David discovered the upgrading program
at Humber College.
At that point, he had been out
of school for 35 years. He had
dropped out of high school part
way through Grade 10.
However, he had always liked
math; and after taking the initial
assessment at Humber College’s
Academic Upgrading program,
he decided to enroll so that he
would be better prepared for
postsecondary studies.
17
Building
confidence —
and a brighter
future
David started in Academic
Upgrading in May 2015 and
finished at the end of that year.
This time, his experience in
education was much more
positive. Engaging in a program
of studies boosted his selfesteem.
Best of all, as a mature student,
he discovered that he enjoyed
learning. In fact, his final grade
in ACE Math was 100% and he
received his ACE certificate in
December.
Initially, he thought the Supply
Chain Management program
would be interesting; but he
set his goal to apply for the
accounting diploma program.
The accounting field offers
many possible directions,
including pathways towards
a business degree.
While he is waiting for his
Second Career application to
get approved, David is making
good use of his time by taking a
biology course — just for the
fun of learning.
Although there are times when
David has moments of doubt,
he is very proud of being part
of Humber College and knows
he is moving forward in a
positive direction.
“If you feel good about yourself and your choices, you feel
better, and you are happier
than sitting at home accomplishing very little,” he says.
David did well in his accounting
placement test and he credits
his AU classes for preparing him
well and helping him to become
comfortable in the college
environment.
He has been accepted into
Humber’s accounting program
and is now confident that he is
capable of completing the postsecondary material, graduating,
and finding a more rewarding
career.
—Therese Gormley Hirmer,
Manager, Academic Upgrading,
Humber College ITAL
A new Canadian’s new beginning
through academic upgrading
In July of 2013, Elham Akhoundzadeh and her
family immigrated to Canada. Elham chose
Toronto because of its reputation as a safe city
with friendly, multicultural people. The first few
months were a time of acclimatizing to the new
surroundings and the Canadian culture, as well
as the weather.
Elham wondered how to speak to people she met:
should she look at their eyes or not? The cold
weather was another challenge. Back home, when
the weather turned cold, everyone stayed indoors;
but here, people go about their daily activities and
keep smiling. This created an encouraging
atmosphere for Elham to attend LINC classes
to improve her English.
Elham thought her bachelor’s degree in psychology would be a good background for a new career
direction involving helping people. She attended
an open house at Humber College and was very
impressed by the bridging opportunity that Academic Upgrading (AU) would provide.
At first, Elham had misgivings
about returning to academic studies
as a mature student; but attending
Humber’s AU program opened doors
for her. The other students were
interesting, the professors were teambuilders, and Elham felt like she had
found a new family. Every morning,
she looked forward to seeing her new
friends in class.
Since the AU program loaned her the textbooks,
the professors were passionate about teaching,
and many student support services were
accessible, taking this step was easier than
she anticipated.
Elham Akhoundzadeh
Humber College
upgrading student
She began her AU studies in January 2014 and,
exactly one year later, Elham was accepted into
Humber’s Fitness and Health Promotion diploma
program.
During the past four semesters, Elham has been
working part-time as a personal trainer, attending
classes, doing her internship, completing her
homework, and spending time with her husband
and daughter. She says that in both the AU and
the Fitness and Health promotion programs, she
has had more assignments to complete than for
her undergraduate degree!
Despite her very busy days, Elham is thankful
for the opportunity that Academic Upgrading
provided for her to start anew. She says,
“As long as you know your goals,
you can manage anything.”
She feels she has become more open-minded,
positive, and ambitious. She graduates this
spring and is applying for full-time jobs but has
plans to purse a master’s degree in a few years
and possibly a PhD after that.
—Therese Gormley Hirmer
18
Kevin Slatter, St. Clair College
upgrading student
It started long ago when I was
still in high school. They told me
I would not amount to anything.
My teachers told me that I
would never be able to go to
college. They told me I had
no future.
For many years after high
school, I had mediocre jobs
with temporary employment
agencies. I never had a dream.
While my personal life was
getting better with the addition
of my boys, I was still unsure
about myself.
When I went to St. Clair College
to try to apply to programs
there, it was identified that my
high school diploma was not
sufficient to get me into the
programs that I wanted. It was
suggested that I could enter
the CEP/ACE program.
I decided to move forward and
register in the CEP program.
The class work was not easy
but I came every day. I felt that
I was back in high school again,
surrounded by high school age
students. One student asked me
why I was even there.
I kept pushing along, thanks to
the help of two St. Clair College
19
“They told me
I would not amount
to anything.”
teachers. I could not have
successfully completed the
CEP program without their
encouragement, guidance
and assistance.
Ultimately, I enrolled in the
Culinary Management Diploma
Program. If not for the Culinary
staff there, I would have quit;
but they kept pushing me to go
further and finally I passed
everything. As I look back,
I believe that this was my St.
Clair College turning point!
Since then I have completed
the Hospitality Hotel Management Certificate Program and
am now in the 2nd and final year
of the Business Administration
Human Resources Program
here, achieving Academic
Honours.
Earlier this semester, I participated in a “Case Competition”
for St. Clair College at the
Human Resources Case Competition that was held at the
University of Windsor. My
team was awarded the first
place prize.
I have also been working in our
Student Representative Council
office while attending school.
My job in the SRC office is
a source of pride for me.
When the students come into
the SCR office I always tell
them, “Keep focused,” “you will
get there,” “never give up”
and “you just have to believe
in yourself.”
Being able to balance my
schoolwork and my family
responsibilities has remained
among the hardest things I ever
have had to do. The passing of
my son, Oliver, last year while
trying to maintain my studies
and work was probably the
most challenging part of my
life so far.
What motivates me is knowing
that my sons, and my fellow
students that I help, look up to
me as a role model and I need
to be worthy of their trust.
Reflecting on this, St Clair
College has done so much for
me in the last 7 years. It started
in the CEP program. Now,
I have earned 3 diplomas and
certificate and I have a portfolio
full of pictures and accomplishments that St. Clair College has
given me an opportunity to
achieve. —Kevin Slatter
Nelson Viveiros:
getting ahead
by starting over
In grade nine, Nelson Viveiros was unhappy with
high school. He dropped out at the age of fourteen
and took a grocery store job wrangling carts.
Later, he tried enrolling in an alternative high
school; but he never completed his OSSD.
He did, however, do well at his job. He worked his
way up to cashier, then provided customer service
and finally was supervising 40 cashiers.
When he turned 18, an opportunity arose for
him to become an administrative assistant at an
Employment Ontario service provider. With some
trepidation, he accepted the offer and wondered
if he would pass the six-week probation period.
Indeed, he did.
He stayed on for seven years and was promoted
three times, lastly supervising the centralized
department call centre.
However, Nelson realized that
without a high school diploma,
he had reached the ceiling for
any further advancement.
In addition, he thought that getting an OSSD
would boost his self-confidence and self-esteem.
At 26, Nelson decided to quit his job and return
to school. He applied to one of Humber College’s
Hospitality programs but was not accepted.
Nelson turned to the Academic Upgrading
program in January 2015.
Although initially disappointed that he would
have to upgrade, he found the experience truly
amazing since the professors genuinely wanted
the students to succeed. His math professors gave
him a different perspective on math applications
in real life, making him want to take his studies
seriously.
Nelson Viveiros, Humber College upgrading student
Nelson found it interesting to be in the AU
classes comprised of diverse students, all with
the same goal of attaining postsecondary program
admission. He excelled and received the Merit
Award when he finished his AU studies.
He applied to the hospitality program again and,
this time, he was accepted.
Of course, Nelson has some regrets about leaving
a well-paying job; but getting an education has
made a huge difference in his life. He feels much
better about himself and he is very proud to be
only the second member of his family to go to
college.
Nelson realizes that to get ahead in his new career,
he will have to start at the bottom again and work
his way up. But based on his prior work experience, he is confident he can be successful and will
progress rapidly.
Nelson’s advice to others is:
although it may be a challenge
to return to school as an adult
learner, “Academic Upgrading
can provide a solid foundation
to a future career.”
—Therese Gormley Hirmer
20
Omar Jackson, Northern College upgrading student
Omar Jackson came to the Academic Upgrading
program at Northern College in 2008, while
enrolled in the Veterinary Assistant / Grooming
programs. Although he had the courses and
grades to enroll in these two programs, he was
lacking the grades in Math to allow him entrance
into the Veterinary Technician program —
his ultimate educational goal while at Northern.
“The program was delivered in a way
where I didn’t feel ‘stupid’ for having
to do upgrading. I was supported, but
at the same time I had to do some
learning on my own.”
Luckily, Omar was informed by one of his
college campus advisors that he could, in fact,
take the math course he required, right at the
Northern College campus, simultaneously with
his other programs.
With the Upgrading program situated within
the college environment, students like Omar
have the freedom to upgrade their marks or
access prerequisite courses, in an adult learning
environment, while enrolled in other programs.
21
Better together:
simultaneous
upgrading
“Upgrading was accessible and convenient, being
on campus,” he says. “It allowed me to pursue
higher education.”
Omar can now confidently say that his drive,
determination and hard work has paid off, as
he has been working as a Registered Veterinary
Technician for five years.
“Without upgrading, I wouldn’t
have qualified to be in the Veterinary
Sciences program. And if I hadn’t
completed my vet tech diploma,
I wouldn’t have been able to do what
I’m currently doing — making a
difference in the lives of animals.”
This go-getter, however, is far from finished.
Omar has set his sights on yet another rung on
his ladder. He plans to attend University next, to
attain a Bachelor of Science, majoring in biology.
“With this degree,” he says, “I hope to venture
into the world of dentistry, or work for a company in the veterinary field.”
— Kate Glover, Northern College
Upgrading from jobs to a career
truly concerned me. Would I remember enough
from all those years ago in school to even pass
a basic test? I began looking online for ways to
refresh my knowledge and develop some academic skills again.
The more I learned about the college upgrading
route, the more my interest grew. I made the call
to Canadore on the first day they were open in
January 2014, right after the Christmas break.
I contacted the Academic Upgrading department.
They were quick to respond and set up a meeting.
I held my breath, took the evaluations and started
on my way. I ended up taking two levels of math
and English to prepare me for the Environmental
Technician program.
Sarah Young, Canadore College upgrading student
Since leaving high school, I had never had a
problem finding employment, even when I had
to give up a position and relocate my family when
my husband was transferred within his company.
The problem was, these were jobs and not careers.
To build a career, I turned to upgrading at
Canadore College. It was an amazing experience,
and I have nothing but positive things to say
about it.
Anyone considering going back to school
has reservations.
I know that I certainly did. Questions about my
age (being older than most other students) and
the fact that I had been out of school for so long
I am now very happy to report that
I have completed my first year of the
Environmental Technician program
with a 3.88 GPA, and am looking forward
to finishing the second and final year
and obtaining my diploma.
What is very important to me is that I also
overcame each and every reservation I had about
returning to school as an older student. I have met
great people in my program – both professors and
my fellow classmates. Everyone is very supportive, and I look forward to seeing them again in
a few months when classes begin again. I learned
so much this past year that I am amazed!
I even decided to complete a couple of additional
online courses through the ACE Distance learning
option and I earned an ACE Certificate as well.
I would highly recommend to all who are thinking
about a new career, a career change or even selfimprovement to contact their local college about
upgrading options. It was one of the best decisions
I could have made.
—Sarah Young
22
The importance of upgrading
on Joshua’s path to recovery
Joshua Guthrie is a graduate of our Personal
and Career Development (PCD) Program, a
program that, as he says, “quite simply helps
you find yourself.”
After 20 years in the hospitality industry,
he had fallen into a very particular lifestyle —
late nights, lots of drinking, and steady drug use.
After time, it took its toll and he realized he was
“quite far down the rabbit hole and needed help.”
After detox, he found himself at 3C’s residential
reintroduction centre and counsellors there
recommended PCD.
During the 12 weeks of the PCD Program,
he learned life skills, worked on job readiness,
fine-tuned his math and communication skills,
and did a placement at an agency that does the
kind of work he thought he might like to do in
the future.
Through this experience, Josh realized that
he wanted to be a social service worker. He
applied for the program and was accepted, and
now is a proud member of the School of Social
Work 2017 class, with an 85% average in his
first semester.
Josh finds it remarkable that his life went so
quickly from “spiralling out of control, to
stability, to positively moving forward.”
“Without the PCD program, I would
not have felt confident enough to even
apply to college, let alone to commit
myself to two years of school and a
whole new way of life,” says Joshua.
23
Joshua Guthrie, Confederation College upgrading student
“This program was a crucial stepping
stone on my path of recovery —
and recreating myself into the man
I knew I was meant to be.”
—Judy Barton, Coordinator, Academic Upgrading
and Personal Career Development, Confederation
College
Sheena Ganth, Confederation College upgrading student
It starts with someone believing in you
Sheena Ganth is a mother of two, who had tried
in the past to return to school . But in 2014,
something was different and this time it worked!
She started in Academic Upgrading thinking she
wanted to go into fashion or design of some kind,
or possibly marketing, since she had a passion
for making beautiful clothes for her kids.
But when a friend convinced her to take ACE
Chemistry, everything changed.
She realized that health was the direction she
actually wanted to take, and that she was really,
really good at science. So she finished what she
needed in Academic Upgrading, applied to the
Pre-Health program, and was accepted.
Now, two semesters later, she has done extremely
well and has been accepted into the Medical
Laboratory Assistant Program for 2016.
She is very excited about everything that is
happening in her life and is seeing the results of
her hard work and perseverance.
“As it turns out, it all starts with
someone believing in you to start
the wheels to turn,” Sheena says.
“But to make them turn completely,
you have to believe in yourself as well.”
—Judy Barton, Coordinator, Academic
Upgrading and Personal Career Development,
Confederation College
24
Maxine Gratton, Canadore College upgrading student
It’s hard to believe that after all this time I am
now a Canadore College student in the second
semester of the Office Administration program.
My hard work and persistence, along with
Canadore’s upgrading program, are the reasons
why my goal to graduate from college is now
in sight.
I dropped out of high school in the middle of
grade eleven. Without any doubt, dropping out
was the worst mistake I could have made.
Over the years I attempted to return to school
many times. In fact, I tried different alternative
programs in several high schools and none of
them seemed to keep me motivated enough to
achieve my goal of attending college.
As it turned out, the atmosphere of a high school
is not quite right for a twenty-seven year old, so I
was always unsuccessful in reaching my goal.
25
“Anything is
possible if you
set your mind
to it”
Even though dropping out was the
worst decision of my life, I now know
that I made the best choice in 2015
when I decided to attend the ACE
program at Canadore.
I was able to complete the requirements for the
Office Administration program, and I was guided
along the way by amazing professors and staff.
I completed the program in only a few months
due to my dedication and newly-found work
ethic. This just goes to prove that anything is
possible if you set your mind to it, so never give
up on your goals.
—Maxine Gratton
Serving more than 200,000 full-time and 300,000 part-time students and clients
in 200 communities across the province, providing access to people in rural
and remote areas, and to people from all walks of life.
26
June 6 to 8, 2016
College Sector Committee for Academic Upgrading
251 Consumers Road
Suite 1200
North York, ON
M2J 4R3
www.cscau.com