CSC ACADEMIC UPGRADING NEWS WINTER 2018 …CSC ACADEMIC UPGRADING NEWS WINTER 2018 INNOVATIVE, precise, insightful, creative, collaborative, proactive and kind were just some of the

CSC ACADEMIC UPGRADING NEWS WINTER 2018

INNOVATIVE, precise, insightful, creative, collaborative, proactive and kind were just some of the accolades heaped on Wanda Jacobs at the President’s Distinguished Achievement Award Ceremony at Fanshawe College.

Wanda, the Manager of Employment and Support Services at Fanshawe’s Simcoe Norfolk Regional Campus, was celebrated for her career achievements in both employ-ment services and upgrading as well as her commitment to quality programming in her community, her college and her province.

“We could not be more proud of this amazingly strong and talented woman,” says her colleague, Tracey Gaskin-McIntyre.

Wanda’s winning ways

IN THIS ISSUE 1 A WORD FROM THE EXECUTIVE DIRECTOR 2 UPGRADE @ THE MALL

Seneca’s unique Yorkgate campus PAGE 2

3 MENTORING MENNONITES IN ST. THOMAS Sue Gales’ remarkable experience with this often reclusive community PAGE 3-4 4 ACELINKS @ ALGONQUIN Partnering with the John Howard Society to support and empower PAGE 5-6 5 “I THOUGHT I WOULD DIE AN ADDICT”

Meagan’s moving story of growth and

recovery PAGE 7-8 6 NEW FEATURE: PROFESSIONAL PROFILE

Carolyn Hepburn, Dean of Indigenous Studies & Academic Upgrading, Sault College PAGE 9

7 COMMUNITY COLLABORATION @ CONFEDERATION COLLEGE

Teaming up with Ontario Works to make education more accessible PAGE 10

8 FIRED @ 50 TO FIRED UP

How Seneca’s Employment Services and Academic Upgrading teams supported Lorne’s new start PAGE 11-12

9 A BLESSING TO THE ENTIRE COMMUNITY

Integrating Niagara College’s upgrading program in the Fort Erie Native Friendship Centre PAGE 13-14

10 CSC CONFERENCE 2018

The focus is on teaching, learning and supporting as the conference returns to George Brown College on June 4, 5 & 6

WANDA JACOBS, MANAGER, EMPLOYMENT AND SUPPORT SERVICES SIMCOE NORFOLK REGIONAL CAMPUS, FANSHAWE COLLEGE

”

CollegeMatters is a publication of the College Sector Committee for Adult Upgrading

(CSC), a not-for-profit support organization representing academic upgrading pro-

grams and staff in Ontario’s 24 public colleges. The CSC administers the Academic

and Career Entrance program (ACE), a recognized grade 12 equivalent certificate

program provided on campus and online.

LATELY, I have been reflecting a great deal on the history and longevity of our college adult upgrading programs. Although our names and funding sources have changed over the years, Ontario’s public colleges have been delivering academic upgrading programs to adults since the birth of Ontario’s “Colleges of Applied Arts and Technology” in 1967.

I would venture to say that college academic upgrading is the longest-running, system-wide program that exists in our public college system.

Recently, we’ve been seeing an extraordinary interest in adult upgrading/retraining both from the Ministry of Education (MEDU), through their Adult Education Strategy, and also from our own Ministry of Advanced Education and Skills Development (MAESD) where a broad, tri-ministry review of adult education in Ontario is centred. This review includes adult education programming and pathways not only in MEDU and

MAESD; but also in the Ministry of Citizenship and Immigration.

The CSC is pleased to be involved in these consultations around MAESD’s adult education review and more specifically, the recently-announced LBS Expan-sion and Improvement Initiative.

This renewed interest by govern-ment in improving pathways and access to adult education is welcome.

As Premier Kathleen Wynne has been quoted as saying (when she was the Minister of Educa-tion), “Ontario’s adult education system is like an archipelago with a bad ferry system.” There are many great opportunities for adults to upgrade their knowledge and skills in Ontario, but navigating the adult ed system can be exceptionally challenging.

How often have we (in the college sector) acknowledged that college academic upgrad-ing is one of the best-kept secrets in the province?

So few adults know that they can attend a college AU pro-gram at no cost, complete grade 12 equivalent courses through our ACE program, use those courses to access college postsecondary studies or apprenticeship and, in some cases, direct employment. What an opportunity!

This edition of CollegeMatters exemplifies so much of the innovation and commitment that has always been a corner-stone of college adult upgrading programs.

Congratulations to all of you who continue to inspire our students from so many cultures and walks of life. I leave you with a quote from the German social psycholo-gist, Erich Fromm:

“Why should society

feel responsible only

for the education of

children, and not for

the education of all

adults of every age?”

A word from Barb Glass, CSC Executive Director

This Employment Ontario service is funded in part by the Government of Canada and the Government of Ontario through The Canada-Ontario Job Fund Agreement.

COLLEGEMATTERS WINTER 2018 PAGE 1

”

FOR over 20 years, Seneca College has offered an Aca-demic Upgrading program in the “community campus” at the corner of Jane and Finch, one of Toronto’s best-known “priority” neighbourhoods.

The campus, shared with York University’s TD Community En-gagement Centre, is inside one of the two local shopping malls, called Yorkgate Mall. We are co-located with over 60 other stores and services, including No Frills, LCBO, IDA Drugs and the ever-popular Dollarama.

Currently, the Yorkgate Campus has ten classrooms, a nursing lab, a Computer Commons and a Test Centre.

Academic Upgrading shares the space with Seneca’s postsecond-ary programs: Personal Support Worker; Practical Nursing; and Social Service Worker. The intro-duction of postsecondary pro-gramming has brought with it better technological resources in the classrooms at Yorkgate and a new source of referrals.

When the campus was estab-lished in 1994, Jane and Finch had the unenviable reputation as a troubled community marked by violence and lack of opportunity. Dozens of community programs designed to help residents, primar-ily newcomers living in the neigh-bouring apartment towers, came

and went. But Leolyn Hendricks, in her role as campus principal, involved Seneca’s Yorkgate cam-pus as the educational partner of choice in many collaborative community development efforts. Outside class times, many com-munity and faith groups met in our classrooms; and community activ-ists offered one-on-one support using office space in our facility.

Now, Leolyn has retired; but Academic Upgrading at Yorkgate is alive and well. The neighbour-hood is on the verge of becoming even more attractive and accessi-ble. The extension of the subway to Vaughan is open and the mall is renovating vacant store space at street level to create storefronts for Toronto Social Services and Service Canada.

Seneca has been part of a trans-formation led by city and provin-cial governments, as well as com-munity-based organizations, to help local residents overcome many of the barriers they face.

Academic Upgrading and our partner programs with Toronto District School board served over 450 students last year — and we expect to increase that number in 2018.

We currently offer four daytime sections of upgrading and two evening sections, including Biology and Chemistry. We also offer a program for youth at risk

who need an academic bridge to college called Y2P (Youth to Post-secondary). We hope to expand our part-time program in the near future.

Yorkgate Campus has seen many changes over its more than 20 -year lifespan – most of them for the better. It will be exciting to see what the future brings.

Upgrade @ the mall Seneca’s Yorkgate campus

ELIZABETH CHARTERS, SENECA COLLEGE


I AM an LBS Practitioner in the small town of Aylmer, Ontario. I work for the St. Thomas Regional Campus of Fanshawe College, London.

Aylmer is a small town southeast of London and east of St. Thomas with a small manufacturing base of primarily agricultural product. Some of these businesses are owned and operated by Men-nonite families.

There are jobs in this area; but most of them are seasonal. Many of these jobs do not require an OSSD or a GED as the Mennonites are deemed very hard workers and are often hired based on this characteristic.

The population of this area is largely Dutch, Amish, and more recently Low-German speaking Mennonites. The latter are mostly immigrants from Mexico and South America. There is a lot of movement back and forth, to and from Mexico.

One of my students, when asked how many sects of Mennonites there were, told me 26 — though she thought there were only about six in this area. The Mennon-ites here break down into three basic groups: traditional, con-servative, and second generation (who are usually the children of Low-German speaking Mennon-ites). These groups include Amish, German, and Church of God Mennonites. The clothing of the traditional and the conservative

groups is very distinctive. Some of the second generation dress very conservatively and often wear head scarves.

The Mennonites in this area arrived here with many of the customs developed from their origins in Eastern Europe and further influenced by Mexico.

Secular education was never a priority with this demographic; survival of their persons and their religion took precedence.

Formal education in state-run schools was one of the primary reasons the Mennonites as a group left Russia: it was the same reason my own grandmother was sent to Canada (though she was not Mennonite). The fear was that their children would be assimilated into the broader Russian culture.

This is still a fear that is prevalent and has led to private Mennonite schools being established.

When I first started as a practition-er in Aylmer, a very nice gentle-man came to my class to work on the GED process — not to get the GED, but to learn the require-ments necessary so that the students from his school could successfully write it at the end of grade 12.

He was up front about his inten-tions, and I was up-front about the skills he needed to improve for his students. Because the school was not accredited, I used to get

young adults who had graduated from there. Their math skills were dismal as were their essays. Both have since improved.

My classes are almost always 50% Mennonite and, currently, most of my students are.

There are a few challenges that these students bring to the class-room. The biggest and I think most important challenge is the lack of previous schooling in the people who were educated in Mexico. Many only have minimal school-ing and the women even less.

The average in my class in this population has only had 5 to 7 years of formal schooling. I have graduated a student who had only 2 years of formal education.

There are many programs in the area for these immigrants ranging from ESL to Grade 12; but many people fall through the cracks. Some programs teach English, some help adjusting to Canadian culture, some help to get jobs.

But a lot of the education pro-grams are for younger people (alternative education program at the local high school) or those who don’t have jobs. Our students are often the ones who can’t ac-cess these programs.

Because of the lack of previous education, it is hard to determine the levels they can achieve through the standard skills testing. One of the students that I had in St. Thomas, who was German

Mentoring Mennonites in St. Thomas SUE GALES, FANSHAWE COLLEGE


”

Mennonite, tested at a level one; but before he was through the GED program, he extrapolated the basic premise of trigonometry on his own while studying similar triangles, astounding me.

Accurately pre-testing these cli-ents is still a problem. I know they are capable; but the initial tests don’t reflect it. Even when they test at a higher level, the holes in their education slow them down so that it is very hard (almost impossible) to achieve the mile-stones required by the govern-ment as quickly as they should. So our numbers aren’t as good as they should be.

The other challenge to our stu-dents’ further education is the strong emphasis on work in their culture. This interferes with any consideration for post-secondary courses — also further reflecting badly in our numbers.

The men occasionally will do an apprenticeship; and I have had the odd one go into welding. But most believe they need to get to work. And, if they work hard, they will be able to support who they need to support. I have seen this ideal reflected in several of my students’ essays, almost word for word.

Because this is an agricultural community, some students can only attend class when the grow-ing season and harvest are done. We also have students who go back to Mexico for family emer-gencies or celebrations and stay for a while. Some have contacts and/or family in Alberta and sud-denly go there for work. This again interferes with their success.

There are more men now seeking an education here in Canada — possibly because the cost of buy-ing a farm and the number of children for which a family must provide puts ownership out of reach. They can’t all have their own farm here in Canada as they were able to do in Mexico. They need to work in manufacturing

which usually requires an OSSD or a GED.

The young women, although they usually have even less edu-cation before they come to Canada than the men, tend to consider more education. They are expected to work at least until marriage and usually be-yond. Some of them teach in the local private Mennonite school. I have had three students who are teaching or have taught there in my class recently.

Some work in manufacturing or in businesses here in Aylmer. Many of those business are restau-rants, food preservation facilities, or bakeries. And two of my stu-dents run very successful cleaning businesses. The ACE computer course is becoming useful to them.

We seldom have Amish Mennon-ites or those from the Church of God. When I have had Amish students, they are usually accom-panied by chaperones. Their community does not seem to support them in pursuing outside education.

We had one member of the Church of God who came to us for the ACE courses required to go into nursing. Her family was quite resistant to her ambition; but, as I understand it, her church was supportive. The Mennonites belonging to the Church Of God do tend to embrace some tech-nology. She now works as a nurse at a hospital in the area in the emergency department. It is a blessing to Low-German speaking patients because, when in dis-tress, it is even harder to speak or understand a second (or third) language.

I have had to make a few adap-tations in Aylmer — most notably discussing evolution. I don’t. If I have to, the concepts are discussed in the terms of animal husbandry. I also take care with the subject of geology — time-lines again.

I don’t allow anyone to use the word stupid about themselves because they will; their lack of previous academic experience leaves them open to self-doubt about their potential in the class-room. I try to teach tolerance for everyone.

I have shared food and recipes with my students, celebrated ba-bies and accomplishments. I have also been asked to attend visita-tions by family members. One of my worst days was going to the visitation of one of my students who drowned, evidently saving the life of his cousin. It was a very sad day; but the family seemed happy I came.

Trust in our program is reflected in the students we get. I have a family who has thirteen children. So far, I have had seven of them in my night class.

I had another family of seven children of which I have helped five through the GED and then ACE math. Many of our clients are second or third in a family or cousins or relatives of some kind.

I could not have succeeded without the foundations built and the networking done by the previous teachers Bob Brine and Linda Shaw. They have gained the trust of the community and the program has benefited — as have I.


”

DURING a Wednesday lunch hour, in a downtown Ottawa classroom, students and staff are gathered around the main study table, eat-ing and sharing their ideas at the monthly ACElinks class meeting.

The students, aged 20 to 65, are taking a break from working on their English, Math or Computer Skills courses that are part of earn-ing their high school equivalency through the ACElinks Academic Upgrading program.

While some of the students simply live in the area, many come to ACElinks through referrals con-nected to major challenges in their lives: involvement in the crimi-nal justice system, health and mental health issues, homelessness or recovery from addiction.

They come to ACElinks for the ed-ucation; they stay because they find an accepting environment that supports them in moving far-ther down their respective roads to change and success.

The ACElinks Academic Upgrad-ing Program started in 2007. It is a joint partnership between Algonquin College and the John Howard Society of Ottawa.

Created as an opportunity for students who were not ready for the experience of a large cam-pus, this program is a satellite site for the academic upgrading program offered at the College.

The program draws its strength from the collective offerings of the two partners: relevant curricu-lum, well-developed educational materials and recognized accred-itation provided by Algonquin College; and the multiple social supports available through the John Howard Society.

The ongoing classes of Communi-cations, Mathematics and Com-puter Skills are taught by two Al-gonquin College teachers while a third teacher offers Success Strategies during a three-month block once a year.

Catherine Link-Henniger, who has taught at the Algonquin College main campus for many years and is now in her third year of teaching Communications at ACElinks, reflects on what makes ACElinks unique.

“We are a family and our family members’ stories are unique and inspiring. Some have endured journeys to overcome illness, addiction or other setbacks and are now determined to get on with their education and pursue their dreams — all involving a better life.

The ACElinks program provides the flexibility and supportive learn-ing environment that allows our students to open doors to their fu-tures. Many of our students juggle family responsibilities or jobs and still manage to excel.

The courses in the ACElinks pro-gram give them the prerequisites they need to get into post-secondary programs to make their dreams come true.

We are not a team because we work together. We are a family because we respect, trust and care for each other.”

Angela McCanny teaches Math and serves in the role of ACElinks Transition Coach, supporting students before, during and after they leave the program.

She assists students with academic and career counselling, applying for college programs and OSAP and accessing community ser-vices. She also helps students

ACElinks @ Algonquin A positive partnership with the John Howard Society

CATHERINE LINK-HENNIGER

ANGELA McCANNY, ALGONQUIN COLLEGE


”

troubleshoot issues that threaten to disrupt their education. This could include contacting an Ontario Works service provider for transportation support, making a referral to extermination services or arranging for free eye glasses through the One Sight program.

If requested, the Transition Coach also stays in close contact with a student’s Ontario Works service provider, bail supervisor or proba-tion/parole officer to create a supportive network for the student.

Often, students can be served quickly through referrals to other programs that are offered within the John Howard Society such as assistance with housing, crisis counseling, addiction referrals, aggression prevention or applying for a record suspension (formerly known as a pardon).

Through a partnership with a local organization, EBO Financial Education Centre, students can find assistance with budgeting, applying for a credit check or filing income tax.

There are also several John Howard Society employment programs for assisting students with issues related to mental health or addictions or having a criminal record.

One of the newest programs, Share Forward, is a mentorship program that pairs clients with people currently employed in a student’s intended field of work for career exploration and guid-ance in entering that field.

Some students enter the ACElinks program with a clear set of goals for their future; others simply know that completing their high school education is their only hope for lasting change in their lives.

In either case, the ACElinks wants to support these students as they navigate the bend in the road.

“I started with the ACElinks program in the fall of 2015,” says Mike K., an ACElinks student.

“After initially coming to the John Howard Society for help finding work and maintaining a steady job — something that I had had a lot of trouble with in the past.

Worried that I was hitting a dead end with career opportunities, the job coach introduced me to ACElinks where I met Angela and Catherine. They have proven to be the best teachers to help me succeed in the long-delayed task of completing my high school.

Where once I felt no confidence, I have become determined that I can and will complete my Grade12 equivalency and be able to explore post-secondary opportunities.

I truly do think it is a great program.

The atmosphere and social connection with teachers and fellow students is unique.

With very positive support from peers, it makes the pressure of a classroom feel more like everyone connected in a common goal.

Each student equally has a chance to succeed and the likelihood of success or failure is completely in his or her hands.”

Cynthia E., another student in the ACElinks program, was seeking a career change.

“After a long stint in the hospitality industry, I was ready to take on the exciting challenge of second career education.

Some preliminary aptitude testing recommended a career as a Technician in the Construction Engineering field. A bit of panic set in as I wondered how I could refresh my skills and gain the confidence to enroll in an Algon-quin College program alongside recent high school graduates.

Then an online search led me to the ACElinks program.

After a quick and informative assessment meeting with the ACElinks Transition Coach, Angela McCanny, I was ready to enroll immediately and begin my math upgrading course work.

ACElinks courses are offered as independent studies but, as I work through my lessons, I can ask for individual instruction. This way, I can work independently but teacher support is there.

In only a few months, my path towards a second career is well under way. Having the full support of ACElinks and the John Howard Society is proving to be a fast track to academic success.”

“Where I once felt

no confidence,

I have become

determined.”

MIKE K., ACElinks STUDENT

CYNTHIA E., ACElinks STUDENT


”

ALMOST three years ago, I was a drug addict, living my life day-by-day, fix-by-fix. My whole life was consumed with getting, using and getting more drugs just to func-tion.

Since the age of 14, I was heavily addicted to this lifestyle. At age 15, I dropped out of high school and began my life on the streets, a life of crime, drugs and suffering.

I spent a substantial amount of my youth in group homes, hospi-tals, detention centres and treat-ment centres.

While in youth custody, I was offered the opportunity to go to school. That’s when I met one of the most influential people in my life — my teacher at the time, Eileen. She took me under her wing and, when I couldn't believe in myself, she did.

I always did well while I was in custody. But it was always only a matter of time until I found myself back on the streets.

My life at this point was a pattern of getting into trouble, going into custody, doing well while I was there, and then going back out to the same people, places and things that were there when I left.

The one thing I always loved was school. Despite my troubles, I ex-celled with academics when giv-en the opportunity.

I wish I could say that my troubles ended here. But they only got worse.

At age 18, when other kids my age were going to prom, I was going to jail. My addiction only escalated to the point where I didn't know who I was anymore. The person I saw in the mirror was not me; it's not what I had hoped to become.

At this same age, and for the first time, I found myself completely homeless, desperate and scared. I tried numerous times to go back to obtain my high school diploma, but I never succeeded.

I completely lost my grip on reality and, more importantly, I lost my sanity. My arms were now covered in scabs and wounds, my mind full of chaos and my soul empty.

I was hopeless.

I was broken.

I was too far gone.

Throughout all this, my mother never gave up hope. However, she had to distance herself from me — but she never lost faith that maybe, one day, I would come back home.

When I was 20, I did find my way back home. I tried to change my life; but it didn't last long. By this age, I had been to three different treatment centres, not including jails, hospitals and detox.

When I was 22 years old, I over-dosed for the first time. It was the most terrifying experience I ever had, as I went into psychosis. Three months later, I overdosed

MIKE K., ACELINKS STUDENT

“I thought I would die an addict.”

Meagan then & now


again and went into psychosis again. Only this time, it was much worse.

Yet I still kept using drugs and car-rying on with my dysfunctional life. That's how sick I was.

Little did I know, my life was about to change forever.

On April 5, 2015, I decided to give life one last chance. This was it for me. I was either going to die or get clean. So, I decided to go to the Recovery Home in North Bay.

I arrived there with a suitcase full of clothes and that’s about it. My mother held my hand as I said goodbye for the last time.

I will never forget that day. Be-cause, since then, I am proud to say that I have been clean and living in recovery. I met the love of my life shortly after arriving in North Bay, and he has been a huge support and inspiration to me.

With this new-found recovery, at merely four months sober, I decided I wanted to further my education. However, with having such a bad history, a criminal rec-ord and no high school diploma, I didn't think I would succeed. But I tried anyway.

I began Academic Upgrading at Canadore College in September of 2015. I have to say, it was one of the best choices I have ever made.

I finally felt like I was on the right path, that I was doing something with my life. Going to school gave

me hope, a reason to continue fighting when everything else in life didn't seem to make any sense.

The instructors and staff were so supportive and accommodating. The Academic Upgrading pro-gram itself helped me gain the confidence and knowledge that I needed to pursue my dreams and helped me transition from having no high school education to attending college. Without this program, I don't know what I would have done.

I completed ACE Communi-cations with A+ Honours and, from there, went on to college. I started my first year of Commu- nity and Justice Services at Canadore College the following September of 2016.

I graduated my first year with a 3.9 G.P.A. and am currently in my second year.

Throughout the past two and a half years, I have overcome many struggles and obstacles. It has not been easy for me; but it has been a journey well worth the time and effort. I have accomplished more than I could have ever imagined.

Today, I am more than just a recovering addict. I am a daugh-ter that my parents can be proud of, a reliable sister, an aunt who is present, a fiancée to a wonderful man, a student, an employee, a poet. Most importantly, I am myself today. I no longer look in the mirror in fear. I stand proud and tall.

Just over two and half years ago, I really thought I was going to die an addict.

Today, I am blessed with a new life. I can't say that I am proud of some of the things in my past; but, every day, I get up to be a better person than I was yester-day.

I have fought extremely hard to be where I am today. And I have many people to thank.

I wouldn't be where I am today without my family, friends, Cana-dore College and faculty at both campuses, my teachers, people who believed in me when I could-n't believe in myself, my program of recovery, and a whole lot of faith and hope.

I hope to be an inspiration to oth-ers in my position and similar situa-tions. Because I am living proof that ANYTHING is possible if you really want it.”

”

According to a recent

study by CareerBuilder

in the US…

In 2017, 41% of employers

hired college-educated

employees for positions

that had previously been

held primarily by those with

high school diplomas.

That was up from 37%

in 2016.

proliteracy.org/Resources/

Blog/Article/303/The-Future-of-

America-s-Workforce

Without this

program, I don’t

know what I would have

done.

MEAGAN DAGG

CANADORE COLLEGE STUDENT

Each time I

overdosed, I was

pronounced

dead.

I died both of

those nights.

DID YOU KNOW?


https://www.proliteracy.org/LinkClick.aspx?link=https%3a%2f%2fwww.businessnewsdaily.com%2f7103-no-degree-no-job.html&tabid=143&portalid=0&mid=520



A MEMBER of Fort Albany First Nation, Carolyn first

joined Sault College in Sault Ste. Marie, Ontario in

1999.

Having worked in a number of departments

throughout the institution, Carolyn became

the Director of Native Education in 2005,

taking on the LBS portfolio in 2010.

In January 2017, Carolyn was appointed to

the position of Dean of Indigenous Studies

and Academic Upgrading.

A passionate advocate for Indigenous and adult

education, Carolyn hopes to continue to foster

and strengthen the interconnections and collab-

orations between Indigenous and non-Indigenous

educators, communities and partners that are

needed to ensure the ongoing success of all

learners enrolled at Sault College.

“Carolyn has played an integral role in advanc-

ing our native studies programs and elevated

our stature as one of the pre-eminent indigenous

institutions in the province,” says a Sault College

press release.

“She has been a leader in assisting the College

to implement recommendations from the Truth

and Reconciliation Commission and in the signing

of the National Indigenous Education protocol.

Carolyn’s work has been exemplary in helping

the College pursue a renewed relationship with

First Nations, Metis and Inuit peoples in moving

forward in a spirit of trust and collaboration.

Carolyn has also helped significantly grow the

number of indigenous students who are partici-

pating in postsecondary education at Sault

College.”

Carolyn is one of the founding members of the

Indigenous Peoples Education Circle (IPEC).

“As Indigenous education advocates,” she writes,

“IPEC’s mandate is to create opportunities for

colleges and community councils to articulate

the needs and interests of Indigenous students

within the provincial college system.

As the direct link with Indigenous Education

Councils in which our respective colleges are

engaged, IPEC representatives actively support

their decisions and priorities within the college

and are responsible for effective communication

and dialogue with these councils.

The representation and inclusion of Indigenous

community education councils at Ontario’s

colleges provides community-based leadership

in a focused, informed and strategic dialogue

about the interests of students and their

learning success.”

NEW FEATURE Professional profile

CAROLYN HEPBURN, SAULT COLLEGE


”

THE Confederation College main

campus is vibrant and bustling.

For some Academic Upgrading

students, this makes coming to

school exciting and inspiring. But

for others, it can feel institutional

and overwhelming.

To help make our program more

accessible, we began a partner-

ship with Ontario Works (OW) and

have opened a classroom that is

within the Thunder Bay and District

Social Services Administration

(TBDSSAB) for clients on OW and

supported by OW case workers.

We weren’t sure when we started

what the interest level would be;

but, since the program started in

January 2015, we have been at

capacity and thrilled with the

response.

The success of this collaboration

comes from a mutual commit-

ment to client/student success.

We use a collaborative case

management approach where

coordinators from both programs

work closely with students/clients

to ensure that they are making

progress in the program and have

all the required and necessary

supports in place.

There are many other benefits

to having this off-campus site,

affectionately known as our

‘downtown campus.’ Students

registered in the class are

Confederation College students,

so they have access to all the

same supports and services as

any other college student

(including student services, library,

student union etc.).

Plus, they are able to learn in an

environment that is familiar, in a

neighbourhood close to home,

and in a classroom where it is easy

to build connections and access

other resources like addictions

counselling and housing assis-

tance.

“Having a program through the

college at DSSAB is very smart,”

says John S., an upgrading stu-

dent. “Many people like myself

sometimes dislike attending the

college because of the crowds.

Here I find it is comfortable and

I can learn.”

The academic work that students

complete downtown is identical

to the work that upgrading stu-

dents are completing on campus.

This means that these students

can transfer to the main campus

if/when they feel comfortable

enough to do so, ensuring a

smooth transition into the on-

campus Academic Upgrading

Program or post-secondary when

the time is right.

“Academic Upgrading at DSSAB

is amazing,” says Cain L. “It has

helped me get my life back on

track. I’ve been dealing with

addiction for quite some time

and this class gives me something

to look forward to every week.

The best thing is the opportunity

it provides people on social

assistance. Many people, myself

included, would not be able to

come to class if it weren’t offered

here at DSSAB.”

“The ACE program has opened my eyes to what employers need and most importantly, the need for an education to succeed in today’s world,” says Christopher P.

“As an adult learner and an Abo-riginal from the Kenora area, lack of proper education was always one constant throughout my life. Although I did find jobs that usual-ly did not require much educa-tion, I felt that an education was necessary for a better life and a better future.

Academic Upgrading at DSSAB has helped me to learn some new skills and polish old ones with a new way of thinking. And the best thing about Academic Up-grading at DSSAB is the close, friendly atmosphere that has been created.

I have the newly-acquired skills to succeed in whatever lies ahead. Thanks to this program, I am well on my way.”

Community collaboration @ Confed

JUDY BARTON, CONFEDERATION COLLEGE


”

LORNE had worked in the printing

industry for 12 years and then as

a mechanic for over 15 years.

In December 2014, now over 50,

Lorne lost his employment due to

a company closure.

He contacted Seneca College’s

Employment Centre in Newmarket

and became a client of employ-

ment consultant Keri Graham.

After participating in the career

exploration workshop, Lorne ex-

pressed interest in a career

change to the social service

worker field. He had volunteered

at the Sutton Youth Shelter and

felt that he had something to offer

and wanted to give back to the

community.

It was determined that he quali-

fied for the Second Career fund-

ing program through the Ministry

of Advanced Education and Skills

Training.

Initially, he selected a private

career college which had a start

date in early 2015. Unfortunately,

the private college suddenly shut

its doors, so Lorne applied to Flem-

ing College which offered the

Social Service Worker Program in

May, 2015.

To his dismay, he did not score

successfully on the required

mature student English test.

Lorne’s employment consultant,

Keri Graham, referred him to the

Academic Upgrading Program

also offered at Seneca College’s

Newmarket location. Lorne com-

pleted the Academic Upgrading

entrance assessment on March

31. His assessment indicated that

he only needed to complete the

ACE Communications course in

order to qualify for college.

We discussed his options. If he

enrolled in the semester beginning

on May 4, he could be ready to

start college in September.

I suggested Seneca College’s

Social Service Worker Program at

the King Campus, which would be

closer to home and still had open

seats for the 2015 Fall semester.

With only a few weeks to make

this happen, a letter of enrollment

to the Academic Upgrading Pro-

gram was provided to Lorne on

April 8. Keri was able to amend

Lorne’s Second Career applica-

tion to include English and com-

puter classes for the Summer 2015

semester and enrollment in the

SSW Program at Seneca for the

Fall 2015 semester.

Lorne admits that, for the first

weeks in the Academic Upgrad-

ing Program, he struggled. By mid-

June, it was clear that Lorne need-

ed help to ensure that he would

meet the requirements by August

11 when the course ended. His

English teacher worked out a

timeline to guide Lorne through

Fired @ 50 to fired up How Seneca’s Employment Services and Academic Upgrading teams supported Lorne’s new start

DENISE PEGLER, SENECA COLLEGE


”

the different requirements of the

course. He earned a B+ in ACE

Communication and the comput-

er instructor also worked closely

with Lorne so that he was success-

ful in earning an A+ in the com-

puter course.

In September, 2015, Lorne began

his first semester in college. This

was another major adjustment.

In addition to meeting the require-

ments of five courses at the same

time, Lorne had not anticipated

having to use online technology,

spend many hours outside class to

complete the assignments and

communicate with other students

and the professors.

Lorne was also adjusting to what

felt like a role-reversal.

In his last job, he had been the

senior employee supervising

younger people. Now, most of the

professors were younger than

Lorne and most of the students

were the age of his children.

Happily, after a few weeks, they

bonded. Much of the classwork

involved group projects, resulting

in important discussion, self-

reflection and the development

of coping skills.

While in the program, Lorne suf-

fered some tough family losses.

Kevin Kennedy, one of Lorne’s

professors, helped him overcome

what he was dealing with by

teaching him how to handle big

events in small steps.

Another professor consistently

challenged him to work harder

and achieve better results.

One of the best experiences he

had during his two years in the

Social Service Worker Program

was a two-week trip to Jamaica

with the School of Community

Services Jamaica Program.

There, participants worked in hos-

pitals, shelters, schools, and the

community. Lorne was assigned

to work in homeless shelters during

the day and with the youth in the

community in the evenings.

He is hoping to return to Jamaica

as a mentor with Seneca in 2019

to continue to give back.

Lorne graduated with his diploma

at the June, 2017 convocation.

Today, Lorne works as a support

worker in a centre for men with

addictions. The men range in age

from 20 to 60. Lorne feels that be-

ing a recovering alcoholic himself

helps him to relate to and con-

nect with his clients.

Lifelong learning has become an

important criteria in a successful

and satisfying life.

At 55, Lorne is a great example.

In fact, he is already signing up

for other sessions to continue to

expand his knowledge and abili-

ties in the field of social service

work.

“I had very sup-

portive professors

throughout my

time at Seneca,

including the

amazing staff in

Seneca Employ-

ment Services

and Academic

Upgrading.”

Academic upgrading in Ontario’s colleges For over 50 years, Ontario public colleges have been providing Academic Upgrading programs free

of charge to qualified Ontario residents. Every year, these programs help thousands of people develop

the skills and confidence they need to reach their goals.


”

THE town of Fort Erie, in the

Niagara Region, has the same

problem as many other small

towns across the province.

While there is a college only

a half hour drive away, students

who rely on public transit are at

a disadvantage. The bus ride from

Fort Erie to Niagara College’s

Welland or Niagara-on-the-Lake

campuses takes two hours —

each way.

Fortunately, the Fort Erie Native

Friendship Centre (FENFC) and

Niagara College’s Academic

Upgrading department have

cooperated to create a solution.

Since 2007, Niagara College has

been offering ACE English, Self-

Management, Math and, new

this fall, Biology and Chemistry in

a classroom at FENFC.

While the class started with only

a couple of students, word has

spread. Now, new students may

have to be waitlisted. Prospective

new students are interviewed and

assessed weekly by English profes-

sor and student advisor, Pauline

Horton, who has been the face

of Niagara College’s ACE pro-

gram at FENFC since 2011.

Partnering with FENFC has proven

to be of enormous benefit to the

students and the community.

Fort Erie boasts the second-

largest Native Friendship Centre

in Canada, with diverse programs

available from which every per-

son, from newborn to elderly,

can benefit.

Students in the ACE program who

may find themselves in crisis can

get help from FENFC’s counsellors

and a wide range of programs

including mental health counsel-

ling, drug and alcohol recovery

programs, employment and train-

ing assistance, and a healthy

babies program. Located along

Fort Erie’s local bus route, FENFC

is accessible to the entire town.

Of particular benefit is the wide

range of programming available

for adult learners. FENFC also

hosts Courage To Soar (CTS), an

alternative high school credit

program, in cooperation with the

District School Board of Niagara.

Adult students often take ad-

vantage of both programs,

completing their high school

diplomas with CTS (often with E

level credits while they gain the

skills and confidence they need

to be successful in a classroom),

then entering ACE to gain C level

credits or higher grades for col-

lege admissions.

FENFC offers an indigenous-

focused adult literacy program,

KATKWENYES (Mohawk for

“succeed”).

Because of the flexibility of the

ACE program, students can take

a break from ACE to take ad-

vantage of KATKWENYES pro-

grams that run for a few weeks at

a time, such as G1 driving classes,

soft skills, drum making, or basic

computers.

Many but not all of the ACE

students at FENFC are part of the

First Nations, Metis, and Inuit com-

munities. Fort Erie used to be

home to several factories, which

are now closed — and many

PAULINE HORTON, NIAGARA COLLEGE

A blessing to the entire community The Fort Erie Native Friendship Centre


”

members of the wider Fort Erie

community need help from ACE

before retraining for new careers.

Fort Erie’s Peace Bridge border

crossing holds the only refugee

processing centre in the Niagara

Region, making Fort Erie the first

stop for many of the region’s

newcomers.

Highly-skilled, foreign-trained

newcomers (including doctors,

architects, psychologists and

social service workers) who have

already gained a high level of

English proficiency and are ready

to move on from local ESL classes

frequently join ACE to prepare for

further education in Canada.

Working with FENFC helps ACE

students from diverse back-

grounds learn more about First

Nations history and culture in a

positive setting. And everyone

can take part in community

events, such as FENFC’s annual

Mid-Winter Pow Wow.

This partnership between

Niagara College’s Academic

Upgrading department and the

Fort Erie Native Friendship Centre

has been a blessing to the entire

community — as well as to my

own family. I often bring my

children to programs and events

at FENFC.

I strongly believe that this is a

model that community centres

across the province could really

use to make a positive difference

in every small town. It has certainly

made a difference in ours.

This is a model

that community

centres across

the province

could really use

to make a posi-

tive difference

in every small

town.

KATKWENYES BUILDING


20 BAY STREET, SUITE 1600 TORONTO ON M5J 2N8 cscau.com acedistancedelivery.ca

Connect. Reflect. Engage. Explore.

Join us June 4 - 6 at George Brown College’s

wonderful waterfront campus for an informative

and inspirational program of workshops and

speakers. Connect with colleagues, recharge

your batteries and exchange ideas with other

college upgrading professionals from all across

the province.

This year’s keynote speakers include Dr. Allan

Quigley — renowned researcher, member of

the Adult and Continuing Education Internation-

al Hall of Fame and one of the founders of

Saskatchewan’s college system — and Dr. Alec

Couros, professor of technology and media and

specialist in connected learning, digital citizen-

ship and literacy.

Accommodations are available at The George

residence in the heart of Toronto’s dynamic

Distillery District. Space is limited, so reserve your

2-bedroom suite now at 416-761-8000. Payment

is not required until checkout; but reservations

must be made by March 15.

Conference delegates will enjoy a sunset cruise

aboard the Captain Matthew Flinders, one of

Toronto’s premier cruise ships, including dinner,

dancing and spectacular views of the city sky-

line. Registration information will be coming

soon, so keep an eye on your inbox. We look

forward to seeing everyone in June!

Connect. Reflect. Engage. Explore.

Documents

CSC ACADEMIC UPGRADING NEWS WINTER 2018 …CSC ACADEMIC UPGRADING NEWS WINTER 2018 INNOVATIVE, precise, insightful, creative, collaborative, proactive and kind were just some of the