The cover of this year’s Annual magazine features edible art made by students in Fanshawe’s Baking and Pastry Arts Management program.
The School of Tourism, Hospitality and Culinary Arts, located in the heart of downtown London, Ontario, includes a state - of- the - art culinary lab, known as the Spriet Family Culinary Centre. In this lab, students learn from expert pastry chefs and bakers how to create modern-style desserts. They work on intricate, high-skilled patisserie products including artistic showpieces.
Graduates from this program excel in careers such as baker, pastry chef, cake designer or decorator, chocolatier, food stylist and more.
FUTURE READY
I am proud to share how Fanshawe is embracing the future with boldness, agility and a commitment to trust, despite a level of uncertainty.
In these fast-changing times, we are making bold decisions to invest in learning spaces, technologies and infrastructure that will keep us at the forefront of education and innovation. We are challenging conventions, introducing forward-thinking programs and creating opportunities that prepare our students to thrive in their chosen fields.
We recognize the pace of change in the global landscape, and we are adapting rapidly to ensure we remain a leader in providing pathways to success, an exceptional learning experience and a global outlook to meet student and employer needs. Our ability to be agile allows us to continue delivering excellence while meeting the evolving needs of our students, employees and partners.
I am committed to staying true to our values as we move forward together and believe that trust remains our foundation. Our long-standing reputation for integrity, built with our students, faculty, staff, business partners and the wider community, remains strong.
We are also incredibly proud of the high-quality education we deliver as well as an enriching student experience for learners from all over the world. This legacy of excellence will continue to guide us as we navigate these uncertain times.
Thank you for your support as we forge ahead with confidence, adaptability and integrity.
A message from President Peter Devlin.
ORANGE SHIRT DAY
Honouring resilience and community.
Submitted by the Institute of Indigenous Learning.
Every year on September 30, Canadians recognize the National Day for Truth and Reconciliation. For First Nations, Métis and Inuit people, this day is also known as Orange Shirt Day—a day to commemorate and reflect on the legacy of the residential school system and its impact on Indigenous families across Canada.
The staff in the Institute of Indigenous Learning recognize September 30 as a day to not only honour our ancestors and share knowledge and understanding of this impactful day, but to also celebrate the resilience of our people. Yes, celebrate. It may seem unusual to find joy on such a solemn day. Of course, we remember and respect the survivors of residential schools, their families and those children who did not come home. But we find joy and celebration in the strength of our community and students for overcoming the hardships in our history and present. We also want the Fanshawe College community to recognize and, together, acknowledge the resilience of Indigenous people across Canada. Being here within the walls of Fanshawe College—learning, teaching, working, graduating—is something residential schools intended to prevent.
We are proud. Proud to say we have over 700 Indigenous students attending Fanshawe College and nearly 20 full-time Indigenous employees working here. We know our ancestors are watching, and we are a culmination of their experiences. So, September 30 will always be a day when we remember, honour and celebrate our gifts and accomplishments.
This year, September 30 was marked by a concert featuring Indigenous musicians Shawnee Kish and DJ Shub, proving that music is indeed medicine.
” BRUSHING AWAY BARRIERS
“
“Art is so important in supporting people, especially children, psychologically and socially.”
Mothanna Alzobi’s journey of art, hope and resilience.
Mothanna Alzobi’s (English for Academic Purposes alumni, 2024) journey spans thousands of kilometres, with many obstacles in his path, yet he remains passionate about education and helping others.
Mothanna left his home country of Syria in 2012, arriving in Jordan as a refugee. He then had to leave his studies behind and begin his education again in a new country, focusing on visual arts and graphic design.
“Art is so important in supporting people, especially children, psychologically and socially,” says Mothanna. “In Jordan, I taught art to children affected by wars and disasters.”
In 2020, Mothanna’s journey brought him to Canada. He enrolled in the English for Academic Purposes (GAP5) program at Fanshawe with the goal of pursuing a master’s degree at Western University. He has many areas of interest and sets his sights high; Mothanna has also pursued education in psychology, political science, leadership and non-profit management.
Fanshawe’s English Language Institute helped Mothanna with his language skills, and he volunteered as a peer support partner for other students.
“My experience at the English Language Institute was one of the best I have ever had,” says Mothanna. “The services provided made the education process easier. My teachers were very kind and keen to help me.”
Mothanna is an integral member of the community. He volunteers at South London Community Centre and Museum London, where his artwork has been featured. For the past two years he has partnered with London Arts Council to do live painting downtown in the summer.
“I have many dreams and aspirations for the future,” says Mothanna. “I want to complete my education, get a fair job opportunity, have my own drawing studio and increase my community participation to bring about positive change.”
LEADING WITH NESS
The Kind Space at Fanshawe is more than a room —it is a welcoming hub where students can connect with trained peers for mentorship, tutoring or a calm place to reflect.
Fanshawe launches a new hub for peer support.
“Student peers provide social, personal, practical or academic support, drawn from their own lived experiences,” says Ashley Cochrane, counsellor with Fanshawe’s Counselling and Accessibility Services. “Students find it helpful to hear from other students who have experienced similar journeys, whether it’s in a particular program, being a mature student or being part of an equity-deserving community.”
For some students, campus can be overstimulating. The Kind Space offers a break from the stress of academic life, complete with tea, snacks and calming activities like art expression and a creative “Kind Wall,” where students can share their artwork.
A popular highlight of The Kind Space is Heartly, the College’s therapy dog. Heartly’s presence not only provides comfort but also opens the door for deeper conversations about mindfulness, wellness and self-care.
“Fears of judgement or not being accepted melt away when Heartly is in the room,” says Nicole Ross, director of Counselling and Accessibility Services. “He helps break down barriers.”
The Kind Space is part of Fanshawe’s Peer Support Network, a collaborative initiative bringing together various peer support programs across the College. The network was created in consultation with 11 academic areas and student-facing peer programs.
Input from students has been crucial to this project. Emily Leatherdale, currently in her final year of the Business Marketing program, is a peer facilitator—a role she describes as “enriching.”
“Working with the students has been an amazing experience,” says Emily. “I can see the impact during drop-in sessions; students feel heard, appreciated and safe. It has been transformative.”
Empowering girls through information technology.
After a four-year hiatus, the School of Information Technology hosted Girls Rock IT on May 10, 2024.
More than 230 girls and non-binary youth in grades 7 and 8 visited Fanshawe for a fun, interactive and empowering event designed to spark interest in the exciting world of information technology (IT).
As of 2023, approximately 24 per cent of Canada’s information technology workforce was made up of women (source: Globe and Mail). Girls Rock IT challenges stereotypes and inspires girls to pursue their interests in technology with confidence and enthusiasm. Through hands-on activities, Girls Rock IT empowers young minds to explore post-secondary opportunities and career prospects in the IT sector—challenging and exciting careers which they may not have traditionally considered.
“Girls Rock IT is more than just an event; it’s a catalyst for change, igniting the spark of curiosity in over 200 grade 7 and 8 girls,” says Dev Sainani, associate dean for Fanshawe’s School of Information Technology.
“With workshops including coding, cybersecurity, success strategies and maintaining positive mental health, we’re building bridges to a future where diversity thrives in the tech industry.”
“Girls Rock IT is an inclusive event designed to ignite girls’ passion for technology and equip them with the knowledge, skills and confidence to pursue rewarding careers in IT,” says Caitlin Ritchie, academic services consultant in Fanshawe’s School of Information Technology and the event organizer. “By cultivating a supportive and encouraging environment, Girls Rock IT aims to empower the next generation of female leaders in the information technology industry.”
A POWERFUL LEARNING PARTNER
“I view AI as a co-creator that can help students and educators focus on creativity, critical thinking and problem solving,” says Joanna Watkins, professor and coordinator of the Human Resources program.
How Fanshawe is embracing AI.
In fall 2024, Fanshawe introduced a comprehensive framework for incorporating artificial intelligence (AI) into academics. Faculty members across all schools participated in creating the framework, ensuring a well - rounded and inclusive approach to AI in education.
“With AI’s influence becoming inevitable across industries, institutions need a structured framework to manage its integration,” says Magdalene Ravichandran, professor of artificial intelligence and machine learning.
“Fanshawe’s AI framework provides guidelines on integration, data privacy, academic integrity and the responsible use of AI tools.”
The framework is based on three foundational pillars: transparency and responsibility, engagement and jobready experiences, and exploration and collaboration. Students and faculty are already seeing the benefit of using AI in the classroom.
“I use AI in the classroom to create content that can be evaluated and analyzed, which transforms it from a mere tool to an active learning partner.”
Graeme Thomas, Fitness and Health Promotion program coordinator, says his students are surprised, even suspicious, when they are encouraged to use AI in the classroom. But the experiences have been overwhelmingly positive.
“I had my students create their own case studies, which they did in 15 minutes,” says Graeme. “This process would have taken hours otherwise. We were then able to spend the bulk of our class time working on treatment plans; some students opted to pattern their scenario based on a loved one, so it was particularly meaningful for them.”
Fanshawe’s AI framework positions the College as a leader in responsible and innovative AI adoption, shaping both student learning and the future of education.
STAY “TRU” TO YOU
HOW FASHION DESIGN BECAME
A PATHWAY TO SELF‑EXPRESSION FOR HANNAH SCHEVERS.
Hannah Schevers’ love for fashion began as a form of personal empowerment.
“Growing up with a facial difference and visual impairment, I couldn’t always control what I looked like, but at least I could wear something that made me feel comfortable in my own skin,” Hannah says. “I always wanted to go into fashion design to be able to give people that same feeling.”
The Fashion Design program’s focus on both creative and business has been transformative. Her co-op work term at Cathy Allan Ladieswear in Lindsay, Ontario, further enriched her understanding of the industry, particularly the intricate relationship between designers and retailers.
Beyond academics, Hannah has numerous projects on the go. She recently released preorders for a collection of mesh clothing for her brand called Undefined Fashions.
She also worked with her sister Emilee to create a custom dress for a personality contest Emilee was entering. “It was a really good experience because I know these are a lot of the same skills I’m going to be using in my final year, doing fittings and working to make clothes for others,” Hannah says.
In 2018, Hannah co - founded Tru Faces with Emilee—a social initiative aimed at connecting young people with similar disabilities. “We wanted to give people who were living in similar
situations a place where they could connect and share their experiences,” Hannah says. “We’ve had lots of accomplishments with Tru Faces.
We’ve featured over 200 people on our Instagram page, we’ve created an advocacy apparel line and have an ambassador program.”
“Our motto is ‘stay tru to you’ because we want everyone to be themselves and not be afraid to be who they are.”
Jill’s Table partners with Fanshawe to celebrate 25 th anniversary.
BLE ND PERFECT THE
Jill’s Table, an awardwinning specialty food and kitchenware shop in downtown London, is celebrating its 25 th anniversary with a unique collaboration. Known for sourcing hard-to-find specialty ingredients and conducting popular cooking classes, Jill’s Table partnered with Fanshawe’s Centre for Research and Innovation (CRI) to bring unique recipes to market.
Jill Wilcox, owner of Jill’s Table, was inspired to create a smokey whiskey BBQ sauce after one of her favourite sauces was discontinued.
She also wanted to scale up her own recipe for a vegan rustic Sicilian pasta sauce for her customers.
“Our 25 th anniversary seemed like the perfect time to bring these recipes to market,” says Jill. “I heard about CRI through two chefs I know who teach at Fanshawe, Paul Harding and Josie Olaveson. I know the high standards they have, and it seemed like a perfect partnership.”
The collaboration involved a full research team who helped develop the recipes. “The research and development process was a lot of fun, and my team enjoyed the taste testing,” adds Jill. “We made sure we opted for the bestquality ingredients.”
Renuka Waduge, project facilitator in Fanshawe’s Centre for Applied Research and Innovation in Biotechnology (CARIB), explains the comprehensive support provided by CRI.
“We helped develop shelfstable and scalable recipes, assisted with packaging and labeling, and prepared a marketing plan,” says Renuka.
“The research team went above and beyond to ensure the products were ready for the anniversary celebration.”
The products are now on sale at Jill’s Table as part of the downtown London store’s 25 th anniversary product line.
“Seeing Jill’s vision come to life was incredibly rewarding,” says Paul.
“It’s a great example of how local businesses and research partners can collaborate to create something exceptional.”
“
How Harshivam Bawa
is helping energy security in Canada and beyond.
My experiences growing up in India, where power cuts were a regular part of life, made me acutely aware of the need for reliable energy.
”
FUELING
THE FUTURE
For Fanshawe alumnus Harshivam Bawa (Broadcast Journalism alumni, 2019; Public Relations - Corporate Communications alumni, 2020) the importance of reliable energy has played a significant role in his life.
Harshivam grew up in the northern province of Punjab in India, where sweltering weather is quite common during summer months. “When the temperature hits 48 degrees Celsius with 100 per cent humidity, the demand for energy is overwhelming,” Harshivam recalls. “India’s energy infrastructure can’t keep up, and we experienced blackouts every week, sometimes lasting as long as 48 hours.”
This early experience sparked Harshivam’s passion for ensuring access to reliable energy, ultimately guiding him toward a career in the energy sector. He began as a communications analyst with the Canadian Gas Association (CGA) and worked his way up to become CGA’s communications manager in just two years.
In 2024, he was appointed the chair of Young Energy Professionals Network—a group of energy professionals under 35 trying to secure Canada’s future as a responsible energy developer. He also works as the public affairs manager for Energy for a Secure Future, a non-partisan organization that brings together Canadian business leaders, Indigenous Peoples, organizations and experts in a new conversation about energy and building a secure future for Canada and our allies around the world.
“My experiences growing up in India, where power cuts were a regular part of life, made me acutely aware of the need for reliable energy. When you’re dealing with extreme heat and regular blackouts, you realize how critical energy access is for daily survival and economic development. That’s what drove me into the energy sector; I want to help ensure that communities, whether in India, Canada or anywhere in the world, have dependable, affordable and sustainable energy.”
FINDING HIS RHYTHM RHYTHM RHYTHM
How Andrew Stevens’ Indigenous roots shaped his musical journey.
Listen to Drives the Common Man on Spotify.
Andrew Stevens has had a lifelong passion for music.
Born in Kamloops, British Columbia, Andrew moved to London with his family when he was eight years old. His Indigenous roots connect to Eskasoni First Nation and Mi’kmaq First Nation in Nova Scotia.
Over the years, Andrew’s musical tastes evolved from AC/DC, The Rolling Stones and The Beatles to Blink 182, Green Day and Bad Religion.
Though he loved performing, he didn’t plan on it becoming his career.
“I told my art teacher I was considering taking business, marketing or social work in college,” recalls Andrew. “I didn’t think I wanted music to be my job; I didn’t want it to not be fun.”
His teacher strongly suggested he reconsider, recognizing his talent and drive. In fact, “Drives” was Andrew’s nickname in high school, which inspired his stage persona, Drives the Common Man.
Andrew followed his teacher’s advice and enrolled in Fanshawe’s Music Industry Arts program. He explored different kinds of music and wrote songs that were more personal. With over 200,000 followers on TikTok and thousands of monthly listens on Spotify, his music resonates with fans.
Andrew now teaches a course at Fanshawe called Miskasowin, from the Cree language meaning “to find one’s sense of belonging,” to students in Music Industry Arts and Broadcasting – Radio and Media Production.
“The class involves a lot of personal reflection and encourages students to look deep into their roots,” says Andrew. “It doesn’t feel like teaching a class; it feels like offering a space for students to recognize how their roots affect the music they play.”
HOUSE OF CARDS
Fanshawe grad scoring big in the sports card market.
For many, collecting sports cards is a nostalgic hobby, often born in childhood and tied to memories of watching games, trading with friends and chasing favourite players. For Frank Swiderski (Business Fundamentals alumni, 2016; Business – Finance alumni, 2019), it has grown into something larger: a thriving business with a vast collection of over two million cards and a loyal customer base.
The journey began when Frank’s older brother passed down a binder of ‘90s hockey cards.
Scan to check out Frank’s collection.
“There wasn’t anything particularly valuable in there, but that wasn’t the point,” he says. “It was just a fun way to connect with the sports we loved, and it sparked a passion that’s still with me today.”
By high school, his hobby evolved into a side hustle. He began buying, selling and trading cards to earn extra income. When he enrolled at Fanshawe, it began to look like a viable career option which led him to establish his business, Frankie’s Sports Cards.
“I always thought about it as something I loved, but I didn’t really see the potential for it to become a business until I was at Fanshawe.”
The business programs at Fanshawe offered him the tools to take his hobby to the next level. “The Lawrence Kinlin School of Business has an incredible reputation, and I couldn’t have chosen a better place to learn,” he says. “I learned so much about communication, networking, investing, budgeting and financial planning.”
Frank would like to open a storefront but admits that’s realistically a decade away. For now, his passion for sports and collectibles is still alive so he is content to continue trading, learning and growing his business—one card at a time.
“I think I’ve learned as much from them as they’ve learned from me.”
BACK IN THE GAME
52-YEAR-OLD BASEBALL PLAYER SUITS UP FOR VARSITY TEAM
At 52, Harry Muir is redefining what it means to be a varsity athlete, showing that a love for the game and a competitive spirit can bridge generations.
“Some of the guys on the team are the same age as my kids,” says the first-year Architectural Technology student and father of three. “I wasn’t sure if I could still compete, but I’m glad I did it.”
The London native was a Toronto Blue Jays minor-leaguer in the early ‘90s. After being released, he went on to win the French national championship in 1995. He has remained involved with the game ever since as a player, coach and most recently as the general manager of the Intercounty Baseball League’s newest team, the Chatham Barnstormers.
His years of professional experience have given him a unique perspective, not just on the game, but on life itself.
“Baseball has helped me interact with younger people, and I think I’ve learned as much from them as they’ve learned from me,” says Harry who is the team’s biggest cheerleader, doling out high-fives and shouting encouragement to his teammates.
Harry admits his return to school hasn’t been all fun and games though.
“I have 20 years of experience in construction, which helps me understand building components and materials, but the math is a struggle,” he says shortly after his first math test in over 30 years. “Managing my time between classes, baseball and family has been a challenge, but baseball has prepared me to handle challenges.”
For this former pro, baseball and education aren’t just about reliving the past—they’re about forging a new future. Balancing his roles as a student, player, father and mentor, he’s proving it’s never too late to return to the game—or to the classroom.
As we look ahead to a new era in academics, we sat down for a conversation with Susan Cluett, Fanshawe’s new senior vice-president, academic. With a background in engineering and passion for lifelong learning, Susan shares her journey from part-time teaching to a pivotal leadership role.
Can you share a bit about your background?
I began my career as an engineer in the Alberta oil and gas industry. After moving back to Ontario to raise our young family here through the early ‘90s, I welcomed an opportunity to explore teaching part-time at Fanshawe. I taught math, chemistry and physics in engineering technology programs and also worked with students in the College Access Program, now known as Academic and Career Entrance (ACE). These early assignments eventually led to full-time teaching, and then to chair and dean roles.
What do you see for the future of academics at Fanshawe?
We remain committed to lifelong learning and experiential education. Our programs and flexible delivery methods will continue to provide pathways to post-secondary education, whether for first-time college students or professionals looking for career advancement. The College has grown significantly since my early days here, both in program breadth and experiential learning opportunities.
How would you describe your leadership style?
I am aligned with the philosophy of servant leadership, which drives and motivates me to champion the work of those I lead. Seeing opportunities for growth and empowering others to reach their full potential inspires me.
What gets you excited about your new role?
The possibilities ahead excite me. We aim to meet the workforce needs of our communities through our graduates. I am honoured to follow in the footsteps of my predecessor Gary Lima, who prioritized student success. I’m inspired by the commitment we have always had to support our students and the communities we serve. As we face new challenges in post-secondary education, our commitment to students will guide us.
TO THE CHALLENGE
Submitted by Joseph Pazzano, director of Fanshawe’s Centre for Equity, Diversity and Inclusion.
The critical role of diversity, equity and inclusion in higher education.
The summer of 2020, marked by the pandemic and the aftermath of George Floyd’s murder, sparked a social awakening. New diversity, equity and inclusion (DEI) offices opened, offering hope to equitydeserving communities. However, many feared this progress would be short-lived, and indeed, retreat has followed.
Today, many organizations are closing DEI offices or cutting resources, making the work unsustainable. Some are even changing the acronym to exclude “equity,” signaling a retreat from meaningful change.
Post-secondary institutions have been a focal point in the DEI debate. Critics argue DEI perpetuates ideology or admits meritless students and faculty. However, these arguments ignore the oppressive origins of Canadian post-secondary education, which historically excluded equity - deserving groups.
Despite progress, current realities reflect ongoing inequities: only eight per cent of post-secondary leaders are racialized, less than three per cent are Indigenous, less than five per cent are persons with disabilities and eight per cent are 2SLGBTQIA+. Studies show that equity - deserving individuals enhance economic outcomes and produce innovative research.
The focus should shift from proving DEI’s benefits to dismantling oppressive systems. Retreating from DEI work won’t stop the daily harms faced by equity-deserving students and faculty. DEI is essential for creating inclusive, thriving institutions.
DEI work exists for students overlooked by post-secondary institutions. It exists for the trans student passionate about welding or the arts, the student with a disability struggling for accommodations and the student of colour facing anti - DEI criticism. Building community and recognizing our roles in perpetuating inequities is challenging but necessary.
We must equip students to dismantle systems of oppression, preparing them to be global citizens. The world has changed, and our institutions must reflect that change to be truly world-class.
SPROUTING
How Fanshawe students and
faculty are supporting
community nutrition.
A simple question posed by Brynna Kirkwood (Horticulture Technician alumni, 2023) to Horticulture Technician Jeff Rowley is reaping significant benefits for our community.
“I learned Fanshawe donated vegetables to the London Food bank, and I asked Jeff why we don’t do that all year round,” recalls Brynna.
“She was right,” Jeff says. “It was an idea that was staring me right in the face.”
Limitations faced by the group included growing time and space, so they looked into microgreens—young, edible plants harvested just a few weeks after sprouting. Microgreens are packed with nutrition and can be planted, sown and ready to donate in less than two weeks.
“Some people using the food bank may not have access to fresh vegetables and fruit,” says Jeff. “Adding even a small amount of microgreens to a frozen pizza or box of pasta can help with nutrition.”
Jeff introduced the growing of microgreens into the program’s greenhouse plant production class, and it has been well received by students.
“I’ve really enjoyed giving fresh produce to the community,” says Hannah MacArthur-Breen, second-year student in the Horticulture Technician program. “It’s great to know we’re making a difference.”
“It’s really fulfilling to give back,” says Sophia Duffy-Miniaci, also a second-year student. “I’ve enjoyed learning about these little plants and how much they can help people.”
As of October 2024, the Horticulture Technician program has donated more than 1,500 pounds of microgreens to the London Food Bank. For Brynna, knowing the initiative will carry on is a point of pride.
“I get a little emotional seeing it continue,” she says. “It was a passion that I had, and to be able to learn from Jeff and share it with other students—it’s getting better by the day.”
A NEW GENERATION TAKES FLIGHT
EXPANDING WOMEN’S PRESENCE IN AVIATION
According to Transport Canada statistics from 2022, male pilots outnumbered female pilots 12 to one in Canada. Fanshawe’s Norton Wolf School of Aviation and Aerospace Technology is proud to play a role in introducing more women to all areas of the industry. The percentage of female students has grown significantly each year, from less than three per cent before the pandemic to 23 per cent in 2024.
Meet some of our recent graduates.
Kionna is living her dream job as cabin crew with Emirates, helping ensure the safety and comfort of passengers while exploring the world. She says Fanshawe helped prepare her for this career, “especially having access to a real aircraft and being able to participate in real life scenarios.”
Flight Services, 2024
Kate works as a dispatcher at Genesis Flight College and an airport operations assistant at Collingwood Regional Airport where she fuels and tows a variety of aircraft and maintains the airport. Working toward her commercial pilot license and hoping to fly cargo, Kate encourages others to follow in her footsteps. “Book your discovery flight,” she says. “Having a positive mindset will take you far in the aviation industry.”
Kaylen’s love for aviation started when she joined the air cadets and grew when she attended Fanshawe. Today, she works as a customer service agent with Bearskin Airlines in Sudbury while pursuing a commercial pilot license. She hopes to work as a water bomber pilot fighting forest fires.
Phelan aspired to become a pilot from a young age. Today, she is a production test pilot at Diamond Aircraft helping to make sure new aircraft fly as they should before being delivered to the customer. She says that while she is the first female test pilot at the company, “I know I will not be the last.”
Commercial Flight and Aviation Leadership, 2024
Kaylen
Commercial Flight and Aviation Leadership, 2024
Commercial Flight and Aviation Leadership, 2023
Phelan Legatto
Roy
Kate Wray
Kionna Brown
INNOVATION
A dozen teams of grades 6, 7 and 8 students from 10 local schools descended on Fanshawe’s Innovation Village in May 2024 for the inaugural STE3M Robotics Competition, dubbed Innovation Valley 2024, a collaborative effort with Thames Valley District School Board (TVDSB) to tackle real-world challenges that impact people both locally and globally.
VALLEY
Young innovators tackle global challenges at inaugural competition.
The competition marked the culmination of a six-week learning module challenging students to complete a project based on the UN Sustainable Development Goals (SDGs). Under the theme of “Our Growing Cities”, each team was tasked with defining and analyzing a problem and then designing an innovative solution, which they pitched to a panel of judges.
“Innovation Valley is not just about preparing students for future success in STEM fields;
it is about inspiring them to become active, engaged citizens who are passionate about making a difference in the world,” says Scott Askey, TVDSB’s STEM system principal. “This initiative exemplifies the power of collaboration, education, institutions and the community in fostering innovation and creativity.”
The competition also required students to apply their analytical and teamwork abilities to create, construct and program robots using LEGO® Education SPIKE™ Prime to autonomously complete a common set of green missions (e.g., lift solar panels to the top of buildings, shut off a leaky water main, etc.) on an 8'x 8' game board designed by Fanshawe faculty.
“As a leading provider of skilled trades and apprenticeship training in the Ontario college system, Fanshawe was honoured to welcome these young minds to campus,” says Jason Burt, associate dean of Fanshawe’s School of Applied Science and Technology.
“Beyond the excitement of competition, we hope the experience will serve as a building block that inspires these students to explore future pathways in the skilled trades.”
How Part-time Studies are propelling Matthew Case’s career.
With over 15 years of financial experience in the private sector, Matthew Case, a senior accountant with Farhi Holdings Corporation, is no stranger to the challenges of the professional world. Currently enrolled in Fanshawe’s Honours Bachelor of Commerce – Accounting degree program on a part-time basis, he’s focused on elevating his career to the next level by pursuing his CPA designation.
“The part-time option was essential for me,” says Matthew. “It allowed me to continue working full time while working toward my CPA goals. Having access to courses that fit around my busy schedule made a significant difference in my ability to pursue professional development.”
“Fanshawe is committed to providing flexible learning options and is proud to offer the most part-time postsecondary Ontario College credentials in the system,” says Minette Klazinga, program manager for Part-time Studies at Fanshawe. “Learners like Matthew can earn a post-secondary certificate, diploma, advanced diploma, degree or graduate certificate on a part-time basis, providing flexible study options that work with busy lifestyles.”
Balancing a demanding career with academic pursuits is no small feat, but for Matthew, the experience has been invaluable. “The knowledge I’ve gained through my studies has been a platform for career advancement. I’m now nearing my goal of completing my CPA designation by the time I turn 40,” he reflects.
His advice to those considering a similar path? “Always embrace a challenge and seize opportunities for learning. Professional development is key to both career advancement and personal growth.”
Matthew’s story shows how, with the right resources and determination, lifelong learning can transform not only careers but lives, offering professionals like him a pathway to future success.
“Always embrace a challenge and seize opportunities for learning.”
A FORMULA FOR SUCCESS
Empowering
Fanshawe celebrates inaugural WSIB Scholars.
Last fall, 25 students were named the first-ever recipients of the WSIB Scholars program, an initiative made possible by a $2 million donation from the Workplace Safety and Insurance Board (WSIB). These students, pursuing studies in business, information technology and nursing, represent a diverse group of learners whose education will be supported by this new partnership.
Recipients were selected based on their academic achievements, leadership potential and commitment to values such as accountability, collaboration, empathy and integrity. This distinguished group reflects the qualities the WSIB and Fanshawe aim to foster, creating a foundation not just for professional success, but for meaningful contributions to their communities and industries.
leaders
“This award has been life changing,”
says Ava Drysdale, a WSIB Scholar enrolled in the Honours Bachelor of Commerce – Accounting program.
“Before I received the award, I was uncertain if I could even start the program, but because of the WSIB’s generosity, I am able to completely focus on my studies.”
The initiative reflects the power of community collaboration. This scholarship not only provides financial support for students but also strengthens the connection between local business needs and student success. Through targeted investment in education, Fanshawe and the WSIB are ensuring students graduate with the skills necessary to thrive in key sectors, further bolstering the workforce.
“The WSIB Scholars Program allows us to invest in students today as part of our plan to hire top talent in the future,” says Jeff Lang, WSIB President and CEO. “We are proud to support the academic journeys of these 25 outstanding scholarship recipients. I look forward to seeing the contributions they will make in their fields and the community, and I would be delighted to one day welcome them as WSIB employees.”
FAST LANE IN THE
Without the skills I gained at Fanshawe, I wouldn’t have been able to do this. “ ”
MAURICIO ORTIZ (Business – Entrepreneurship and Management alumni, 2023) always wanted to do something on his own but wasn’t sure what.
Originally from Cancun, Mexico, he took Fanshawe’s Business –Entrepreneurship and Management program at the Woodstock/Oxford Regional Campus. Two years later, he credits the program for helping develop the skills and confidence to turn a lifelong passion for motorsports into an exciting new business in Woodstock.
In September 2024, Mauricio opened RacingXperience from a storefront on Dundas Street, which offers customers the thrill of racing on circuits around the world using state-of-the-art virtual reality simulators.
It’s a business concept recognizing the growing interest in motorsport to create an immersive space to experience the excitement of barreling down a racetrack at 300 km/hr.
How Fanshawe helped
Mauricio’s entrepreneurial dreams come true.
“I’ve always loved racing, and with Formula 1 becoming more popular, it felt like the perfect time,” he says. “Fanshawe’s courses gave me a little bit of everything—marketing, finance, management—which was exactly what I needed.”
He especially appreciated the faculty’s focused, hands-on approach that encouraged students to apply each lesson to their own business ideas.
“When they taught marketing, I thought about how I would promote my racing business. The finance classes helped me plan the budget,” he says. “Learning how to leverage social media and develop a website gave me a head start so I could save money by doing things myself.”
A few months after opening, Mauricio is optimistic about the future. He plans to grow his business by implementing some ideas he has heard from customers—including birthday parties—before turning his attention to expanding into other markets.
“Without the skills I gained at Fanshawe, I wouldn’t have been able to do this,” he says. “Fanshawe helped me realize my dream.”
SEEDS SUPPORT OF
An innovative Fanshawe initiative is bringing together poppies and puppies.
SCAN TO LEARN MORE ABOUT THE POPPY
PROJECT
Fanshawe donated more than $4,800 raised from The Fanshawe Poppy Project to The Royal Canadian Legion with veteran service dogs in attendance.
The Fanshawe Poppy Project is an educational collaboration between the College, the Royal Canadian Legion, London area schools and beyond. The initiative encourages students to craft poppies from seed paper—an eco-friendly twist on the traditional symbol of remembrance.
The funds generated from the sale of these poppy kits were directed toward a crucial cause: providing service dogs for Canadian veterans. These dogs offer essential support and companionship, profoundly impacting the lives of those who have served.
According to a Veterans Affairs Canada Post Traumatic Stress Disorder (PTSD) Service Dog study, veterans with PTSD reported positive impacts after acquiring their service dog. This includes decreased nightmares, improved sleep, fewer depressive symptoms and more social integration in the community.
“The Royal Canadian Legion is proud to be partnered with Fanshawe College and The Fanshawe Poppy Project,” says Brian Harris, provincial poppy chair for The Royal Canadian Legion, Ontario Provincial Command. “The poppy image symbolizes the sacrifice of the Canadians who paid the supreme price, and its image echoes the now famous words by Canadian military surgeon Lieutenant Colonel John McCrae’s poem In Flanders Fields . This project is essential in assisting us in educating our youth of the importance of remembrance. We are grateful for this donation to The Royal Canadian Legion’s Operation Service Dogs.”
THE PATH LESS
After working for more than a decade as an educational assistant and child and youth worker, Amy Haertel (Child and Youth Care alumni, 2019) realized she likely reached a ceiling in her career.
She obtained a college certificate when she started working in the industry, but the field had advanced considerably since then. She knew she would need to return to school to continue to grow, so she enrolled in Fanshawe’s Child and Youth Care advanced diploma program.
Like many mature students, Amy was concerned about the possible roadblocks to going back to school, like time, money and family commitments. A friend told her about Prior Learning Assessment and Recognition (PLAR), a process allowing students to receive course credit for learning gained through non-academic life experience.
For Amy, it meant she was able to complete a three -year advanced diploma in only one year. It immediately opened doors for her; after graduating from Fanshawe, she fast tracked through a program at the University of Guelph-Humber, obtaining both a Social Service Worker diploma and Honours Bachelor of Applied Science degree in family and community social services. She then completed her Master of Social Work degree from the University of Windsor in 2024.
Amy now has a private practice in trauma therapy rooted in nature where she helps people of all ages who are dealing with mental health challenges, crisis, trauma and grief.
“Fanshawe was just the beginning,” shares Amy. “That experience sparked a need to have more knowledge about what I’m doing. It was the first pebble in the water and the ripples just got bigger and bigger. It was life changing.”
How Amy Haertel’s journey as a mature student led her to fulfil her dreams.
#NOT IN MY CITY
Aviation students engage in an eyeopening session on human trafficking.
Fanshawe’s Norton Wolf School of Aviation and Aerospace Technology is helping tackle one of the fastest growing crimes in Canada by taking steps to train future flight attendants and pilots to recognize human trafficking activity.
“When flights started back up following the COVID-19 lockdowns, there were lots of cases of people going missing,” says Haley Whitelaw, professor and coordinator of the Flight Services program.
Haley invited Elyssa Rose, executive director of the Strathroy-based Women’s Rural Resource Centre and alumna of Fanshawe’s Social Service Worker program, to facilitate awareness sessions to students in the Flight Services and Commercial Flight and Aviation Leadership programs.
A human trafficking knowledge carrier, Elyssa has been working with survivors of human trafficking for over six years. She says it’s important to find time and space to engage students about what is a community-wide issue and applauds Haley for incorporating it into the curriculum.
“Education is the key to prevention,” she says. “These workshops are extremely important. They can be lifesaving.”
Elyssa’s sessions lay the groundwork for students to complete a #NotInMyCity certification, which formally equips them to recognize the signs of a passenger who may be at risk of being trafficked and how to report a suspected trafficking situation.
“EDUCATION IS THE KEY TO PREVENTION.”
#NotInMyCity, a Calgary-based organization founded by country singer Paul Brandt, raises awareness and takes collective action to prevent, disrupt and end exploitation and trafficking, focusing on children and youth.
This wasn’t Elyssa’s first time presenting to Fanshawe students. She had previously spoken to students in Haley’s Tourism and Hospitality Management class before they began their placements in hotels and motels across the region.
“It’s crucial to have this training in our programs to lay the groundwork for when they begin their careers,” says Haley.
