FEATURES

MAKING IT WORK

ON THE RIGHT PATHWAY

RESPECT AND HUMOUR

HONOURING THAT FIRST, BRAVE STEP

STRONG RELATIONSHIPS

UPGRADING OFFERS

APPRENTICES A WORK-PLACE 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

2016 CONFERENCE

EDITION

Skills are the secret to success

academic upgrading news from Ontario’s colleges

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 pros-per, 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

Keynote speaker Craig Alexander Vice President, Economic Analysis C.D. Howe Institute

”

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. 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

1

Because that’s what you do.

”

At Georgian College’s Academic and Career Preparation program (ACP), job seekers can take part in Pathways to work on their communica-tion, math, computer, and self-management skills. 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 work-force.” 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 oppor-tunity 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

2

On the right Pathway Georgian College program helps build skills for work, school and life

Local business leader Billy Wagg at Pathways

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 sound-ing 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

roles and boundaries, establishing how to approach areas of overlapping responsi-bility.

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. 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 process-es. This is really helpful when we’re trying to figure out next steps. We also debrief after-wards 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.

3

Respect and humour make it work

This Employment Ontario service is funded by the Ontario government.

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).

Jim Donald and Patricia Whittington, Academic and Career Preparation Georgian College

”

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 education-al 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.

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

4

Honouring that first, brave step

Tracey McIntyre Academic Upgrading Consultant

Fanshawe College

Strong relationships make it work

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.’ All of the other programs operate on a semester basis, so our continuous intake format is challeng-ing for the college to accommodate, at times.

This holds true for our processes around grade entry, ACE certificate ‘graduation’, specific reporting requirements, and activity within the Student Management System (Banner).

To be successful in this position, I think that it is critical to develop and maintain key relationships throughout the college.

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).

There is too much work for a manager to take on alone. By adopting a team approach to our month-ly 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.

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. 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.

—Janice Clarke

5

Janice Clarke Chair, General Studies

Cambrian College

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.

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.

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 employ-ment 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.

Together, apprentice and adult upgrading educator build a foundation for success in the skilled trades.

—Sarah Watts-Rynard, Executive Director Canadian Apprenticeship Forum

Upgrading offers apprentices a workplace advantage

6

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.

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.

Making the upgrading/Employment Services partnership work

7

“The partnership between LBS and ES is essential to providing a client-centered service that ensures that every individual is able to work toward achieving his or her goals.”

—Carol Cline, Manager of Academic Upgrading, Confederation College

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.”

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 compre-hension, 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

Making it work-related: job-specific learning tools help develop workplace skills

8

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 pro-grams including Practical Nursing, Paramedics, Business, Architectural Technology and Construction Engineering Technology.

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

9

Recognizing student success: Algonquin College’s Achievement Awards Ceremony

“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

Chantal Cadieux, Lea Marte and Muriel Debroy Algonquin College upgrading students

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 sup-port 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.

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

Employment Ontario programs working together

10

Academic Upgrading Advisor Nancy Hutchison with Charles Hiemstra

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.

‘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 access-ing 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

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…)

Keeping it real: ticking hearts, not boxes

Amrita Persaud, Professor, Academic Upgrading, Humber College

11

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 tutor-ing, 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 self- directed 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

12

Lynne Wallace Stewart, College Sector Committee founder and Executive Director from 1990 – 2013, peacefully passed May 7th, 2016 at Health Scienc-es North, Sudbury with loving family at her side.

Lynne was the driving force behind the creation of the College Sector Committee for Adult Upgrad-ing (CSC), well before collaboration was a govern-ment 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 counter-parts from other colleges together. So, on a vol-unteer basis, Lynne created a college-wide net-work of AU managers to share ideas and innova-tions; 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 part- time in her faculty/management responsibilities at Cambrian College.

Within a few years, she retired from Cambrian and made the CSC her full time passion.

Lynne encouraged collaboration and commun-ication 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 Wallace Leading lady of learning

Amrita Persaud, Professor, Academic Upgrading, Humber College

13

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.

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

Lynne's dedication to adult learners had a major impact on the college system and particularly on the students we all serve.

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

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, under-standing 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 every-thing 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

Turning a past negative into a positive future

Heather Hartsell, Niagara College upgrading student

15

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.

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 require-ments 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, tech-nical 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

From LBS to college faculty: how Georgian’s Chris Batchelor made it work

Chris Batchelor, Georgian College

16

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 discov-ered 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.

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 self-esteem.

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 your- self and your choices, you feel better, and you are happier than sitting at home accom-plishing 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 post-secondary material, graduating, and finding a more rewarding career.

—Therese Gormley Hirmer, Manager, Academic Upgrading, Humber College ITAL

Building confidence — and a brighter future

David Pennington, Humber College upgrading student

17

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 psycholo-gy 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 Aca-demic 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 team-builders, 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.

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

A new Canadian’s new beginning through academic upgrading

Elham Akhoundzadeh Humber College

upgrading student

18

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

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 Manage-ment 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 partici-pated in a “Case Competition” for St. Clair College at the Human Resources Case Com-petition 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 accomplish-ments that St. Clair College has given me an opportunity to achieve.

“They told me I would not amount to anything.”

—Kevin Slatter

Kevin Slatter, St. Clair College upgrading student

19

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 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 experi-ence, 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

Nelson Viveiros: getting ahead by starting over

Nelson Viveiros, Humber College upgrading student

20

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.

“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 compa-ny in the veterinary field.”

Better together: simultaneous upgrading

Omar Jackson, Northern College upgrading student

— Kate Glover, Northern College

21

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

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 academ-ic 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.

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 support-ive, 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 self-improvement to contact their local college about upgrading options. It was one of the best decisions I could have made.

—Sarah Young

Upgrading from jobs to a career

Sarah Young, Canadore College upgrading student

22

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.

“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

The importance of upgrading on Joshua’s path to recovery

Joshua Guthrie, Confederation College upgrading student

23

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

It starts with someone believing in you

Sheena Ganth, Confederation College upgrading student

24

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.

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

“Anything is possible if you set your mind to it”

25

Maxine Gratton, Canadore College upgrading student

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.

1

26

251 Consumers Road Suite 1200 North York, ON M2J 4R3 www.cscau.com

June 6 to 8, 2016

College Sector Committee for Academic Upgrading