Fanshawe Annual 2022

ABOUT THE COVER ARTIST

FANSHAWE ANNUAL 2022

3 Unlocking Potential

5 Remembrance Blooms

7 Haviah Mighty

9 Empowering Indigenous Youth

11 Breaking Down Barriers

13 Cooking for a Cause

15 Taking Sport to the Next Level

17 Leaving Her Mark

19 Modern Museum

21 Revitalizing Oneida Language

23 Yes, We’re Open

25 Going from Can’t to How

27 The Show Must Go On

29 Going for Gold

31 Depaving Paradise

Hawlii Pichette of Urban Iskwew is a Mushkego Cree artist and illustrator from Peetabeck Treaty 9 territory who currently resides in London ON. Born and raised in the small community of Cochrane, located in northeastern Ontario, her work is deeply influenced by her culture, upbringing and reflects the beautiful integral interconnections of the natural world. Hawlii is also a support service officer in Indigenous Student Success at Fanshawe.

Title: Knowledge in Bloom Digital Artwork 2021

Hawlii Pichette

www.urbaniskwew.com

Artist Description:

There is an energy at the College when knowledge is in bloom and the hallways are teeming with students who are eager to learn, each in their own ways as they pursue their passions and expand their opportunities.

33 Fired Up

35 Making Used PPE New Again

37 Helping Newcomers Chase Their Dreams

39 Military-Connected Campus

41 Preserving a Piece of Military History

43 Pandemic Sparks a Return to School

45 Wellness in Motion

47 Award Winning Student Photography

49 Fanshawe Facts

51 Physically Distanced, Socially Connected.

53 Something for Everyone

Building back a vibrant on‑campus student experience.

Students gather for the outdoor fall 2021 student orientation hosted by the Fanshawe Student Union.

Unlocking potential one ‘first’ at a time

There are many “firsts” we experience throughout life, and one of the most impactful is the first step toward a rewarding career. In September 2021, thousands of students experienced a significantly different “first day of college” with orientation taking place in a blended format, many classes being delivered online and meeting other students accomplished through a computer screen.

With a focus on keeping communities safe through the pandemic, individuals and organizations have adapted to the shifting landscape. I am proud of the way Fanshawe’s faculty and staff have been able to deliver exceptional learning experiences and student services while following the College’s effective safety protocols.

As Ontario progresses through its re‑opening plan, I am excited to welcome more students back to in‑person learning and service delivery—building back to a more vibrant on campus student experience in 2022.

I am also proud that the pandemic did not slow us down. We are building on our spirit of innovation by continuing the development of state of the art learning spaces. Phase one of the Innovation Village construction is complete and phases two and three are well under way.

We are demonstrating a renewed commitment to equity, diversity and inclusion (EDI). Be sure to read the interview with Joseph Pazzano, our first director of EDI, to learn more about his role and what it will mean for our community.

At Fanshawe, we are here for our students. We have seen first hand just how quickly our world can change, and we are committed to adapting to whatever challenges we face. Our mission remains the same: provide pathways to success, an exceptional learning experience and a global outlook to meet student and employer needs. Whether our students are studying online or in person, we are here to make their first day—and every day after—a memorable one.

Peter Devlin greeting a student at the fall orientation.

A message from Fanshawe President Peter Devlin.

BLOOMS REMEMBRANCE

Marking

One hundred years after the poppy became Canada’s official symbol to remember the sacrifices made and the lives lost during war, faculty and students at Fanshawe are ensuring the symbol continues in a meaningful and sustainable way.

Wendy Sperry, a professor in Fanshawe’s Design Foundation certificate program, teaches students about environmental concerns and how to apply design solutions.

“When considering sustainable design, we often talk about single-use plastics,” says Wendy. “I had been thinking about specific items that are important and meaningful to our society. Can they be changed? Is there an alternative? Could the Remembrance Day poppy be made more sustainably?”

With the help of two students completing their Fashion Marketing and Management co-op placements, Camara Fletcher and Ha Na Choi, Wendy designed a poppy made from seed paper that can be placed in a garden and, if conditions are right, poppies will bloom in the spring.

Wendy has engaged the Fanshawe community and external partners in this unique project. Poppy seeds have been donated by OSC Seeds. Sterling Products has donated stamps for custom packaging. Psyllium— which is used to smooth out the paper—was donated by Real Canadian Superstore on Oxford Street in London. The poppy pins were donated by the Royal Canadian Legion. The packaging was designed by Fanshawe graduate Omar Houchaimi, who has also been involved in Fanshawe’s entrepreneurship centre Leap Junction.

Wendy has also engaged elementary and secondary school students in the Thames Valley District School Board and Montessori Academy of London to create their own poppies and write letters to veterans at Parkwood Hospital in London.

Funding for this project was provided by Fanshawe’s Innovation Village, the School of Design and Military- Connected Campus.

100 years of the poppy with a new, sustainable design.

Right: A class of students from the Montessori Academy of London learn the process of making the sustainable poppy paper.

Below: Design Foundation students work on making sustainable poppies with profits going to the Royal Canadian Legion.

Poppies on display in the Siskind Gallery.

Close up of a completed poppy. The Poppy Design

Legion,

HAVIAH MIGHTY:

THE FUTURE OF CANADIAN RAP

DID YOU KNOW?

In March, Fanshawe released a “Quaran‑tunes” playlist on Spotify to mark the one year anniversary of the first pandemic lockdown. It’s a collection of more than 50 songs from 28 artists who are students or alumni of the College’s Music Industry Arts or Audio Post‑Production program.

Haviah Mighty (Music Industry Arts (MIA) Alumni, 2013) admits she was shocked to be on stage at the 2021 Juno Awards surrounded by legends of the Canadian hip hop scene— including Kardinal Offishall, Maestro Fresh Wes and Michie Mee—as part of a 30th anniversary tribute to rap at the Junos.

“It’s really an honour to be part of something like that,” says Haviah, who wrapped up the presentation with a 30-second message paying homage to those who have contributed to the genre in Canada and sharing her aspirations to follow in their footsteps. “It was hard to contain my excitement.”

With two albums, five EPs and a handful of singles under her belt, Haviah has opened for acclaimed artists like Nelly, A Tribe Called Red and Snoop Dogg. She won the prestigious Allan Slaight JUNO Master Class and the 2019 Polaris Prize for her debut album, 13th Floor.

Haviah’s remarkable early success comes as no surprise to Dan Brodbeck, the Grammy-nominated and Juno Awardwinning coordinator of Fanshawe’s MIA and Audio - Post Production programs.

“The first time we saw Haviah perform at Share The Land, our annual charity event, we knew we were watching the real thing,” recalls Dan. “It sounds cliché but there is an X factor to a great performer and Haviah no doubt has it. It’s only the beginning for her.”

Haviah has maintained ties with the College, returning to lecture for the MIA program several times and performing at Fanshawe’s London Downtown Campus as part of Fanshawe Live during Juno Week in 2019.

Haviah is grateful for her time at Fanshawe because it gave her an ‘umbrella perspective’ of the industry—music theory, contracts, networking, creating other genres of music—that she has been able to draw on in her career. “(Fanshawe) is such a huge part of my journey.”

“It sounds cliché but there is an X factor to a great performer and Haviah no doubt has it. It’s only the beginning for her.”

Reconnecting and revitalizing a culture.

POWER INDIGENOUS YOUTH EM ING

In early summer 2020, then-student Bangishimo Johnston (Photography Alumni, 2021)—a two-spirit Anishinaabe—joined together with friends Amy Smoke and Terre Chartrand to temporarily re-establish an Indigenous presence on traditional lands. They began on Sunday, June 21—National Indigenous Peoples’ Day—by occupying a small portion of Kitchener’s Victoria Park, land that once was a hub of activity for First Nations peoples.

photo credits: Bangishimo Johnston

ING

What can a teepee do?

The plan was to engage in small ceremonies and raise awareness about traditional teachings of the Anishinaabe, Chonnonton, Haudenosaunee and Huron Nations who have been gathering in the region for centuries. They called it Land Back Camp in recognition of the effort to reclaim land, reconnect with nature and revitalize the culture they were disconnected from while growing up. Quickly, members of the local Indigenous community began to gather, especially younger ones and many who identify as LGBTQ, non-binary or two-spirit.

“One day we realized, ‘we’re basically running a queer camp’,” says Bangishimo, who uses the pronouns they and them. “Our original intention was just to create a space to gather in ceremony as Indigenous peoples. When we saw how many youth were coming, especially queer and two-spirit youth, we realized there was a bigger need.”

Since then, Land Back Camp has become a sought-out space for young ‘Indigiqueer’ people to explore their Indigeneity in safety and among peers.

“We’re offering land-based teaching to urban Indigenous and two-spirit youth,” Bangishimo says. “It’s a place to be themselves and to exercise their treaty rights.”

Those rights include activities like elder visits, drum circles, full moon ceremonies, medicine walks and community feasts—all opportunities the camp has provided, especially since moving to its new home inside Waterloo’s Laurel Creek Conservation Area in June 2021. The move was prompted partly by political advocacy that resulted in partnership with the Grand River Conservation Authority to identify suitable space for the group. Now the camp sits on the banks of the Grand River (or O:se Kenhionhata:tie, a Mohawk name meaning Willow River), away from “the settler gaze” —awkward stares and voyeurism from passers-by.

O:se Kenhionhata:tie Land Back Camp was honoured with an Atlohsa Peace Award for Honesty in 2020. It has also been covered extensively in local media, Indigenous blogs and podcasts and a fundraiser by the Waterloo Region business association to direct thousands of dollars from July 1 sales toward Indigenous initiatives.

However, Bangishimo says the most rewarding part has been watching the campers grow more confident and explore who they are.

“If I were to find out tomorrow that I only have a couple days to live, I would be very proud of what I’ve done with my life.”

For one Fanshawe alumnus, it can start a movement and change lives.

photo credit: Erik O’Neill

“With the pandemic lockdown, we wanted a space to gather so we decided to set up a teepee,” Bangishimo explains. “Within three days it had turned into a full-blown camp!”

BREAKING DOWN BARRIERS

Joseph Pazzano (he/him/ they/them) joined Fanshawe in November 2021 as the College’s first Director of Equity, Diversity and Inclusion (EDI) . We sat down with him to learn more about EDI and how it will make a difference to the Fanshawe community.

What is your role as Fanshawe’s Director of Equity, Diversity and Inclusion?

To me, equity work is about listening, collaborating and acting. Acting is the most important, because social consciousness around EDI is at a level I’ve never seen before. This is a moment we need to seize and these moments in social change don’t come around that often.

One of the most important things I will do—and I will not do this on my own—is create an EDI strategy or action plan for all campuses. I will work with students, staff and faculty to identify institutional and systemic barriers that exist that prevent full participation for equitydeserving groups (people who experience barriers to equal access, opportunities and resources due to disadvantage and discrimination). They might be things that are very apparent to those in equitydeserving communities but may not be obvious to others. In order to truly create an inclusive culture, those barriers must be made obvious to everyone, regardless of their lived experience, so we all feel like we own this journey.

How will equity, diversity and inclusion make a difference at Fanshawe?

There is a lot of data about the benefits of diversity—diverse teams are more innovative and more

effective, and there are more reports of physical and mental wellbeing among diverse teams. In diverse classrooms, students feel like they belong, they achieve more and are more receptive to intellectual challenges and collaboration.

The reality is those benefits don’t come to us without hard work. We don’t get these benefits unless folks actually feel like they belong. We need to do EDI work well to unlock benefits. For folks in equitydeserving communities who have lived experience of oppression like racism, colonization, homophobia, transphobia, ableism and sexism, it is important we demonstrate that we understand the importance of learning and acting even if we haven’t lived those things too. Lived experiences matter and we need to be active partners for change.

What drew you to this new role at Fanshawe?

The work of creating a more inclusive community is what gets me up in the morning. Through my own experiences in the 2SLGBTQ+ community and the disability community, I know what it’s like to face oppression. But, I also have a lot of privilege as someone who is white and a settler on these lands. I understand what it is to feel like communities, governments and institutions don’t recognize you and view you as “other.” I also understand

that I have an obligation to use the privileges I do have to challenge and disrupt those oppressive systems when they harm others.

What is your vision for EDI at Fanshawe?

This is a chance for us to come together as a Fanshawe community to say, “What does EDI mean to us at the College? What are the barriers, how do we want to dismantle them and how can we be daring?”

EDI is becoming more intertwined with institutional success. If we embed EDI as a shared accountability, work to identify and remove barriers and create a bold vision for what this looks like on our campus:

• We will be a college-of-choice for equity-deserving students;

• We will be a central community hub that’s respected and valued for EDI work, and we can lead conversations and build trust;

• Every student and employee, regardless of background, can feel like they belong and be anti-oppressive agents in their own space;

• Our students will graduate with the EDI knowledge they need to compete and be successful in industries that need improved EDI competencies.

Fanshawe’s baking and culinary programs provide food for youth in shelter.

CAUSE COOKING FOR A

Out of the challenges and uncertainty during the COVID-19 pandemic, an exciting partnership formed that gives students a chance to make a significant difference in our community while completing their studies at Fanshawe.

Students in the Baking and Pastry Arts Management and Culinary Management programs learn to produce large volumes of food as they prepare for careers in culinary arts. Normally, the College’s oncampus restaurant and café, The Chef’s Table, sells the food produced by students.

“We are making everything from scratch and learning all the techniques,” says Valeria Vettorazzi Ruiz, a student in the Restaurant Production Course. “We have made everything from baguettes and hamburger buns—and we learned to make a dish from El Salvador called pupusa.”

The Chef’s Table was temporarily closed due to the COVID-19 pandemic. This presented a challenge—what would happen to the food prepared by students during their program?

An innovative partnership was formed with Youth Opportunities Unlimited (YOU) in London. Since the fall 2020 semester, students have prepared three meals per week, along with bread and pastries, for young people staying at the organization’s youth shelter.

“YOU is so privileged to have this partnership with Fanshawe College’s culinary programs to help feed the young folks who are accessing our emergency shelter,” says Nick Martin, manager of Food Services at YOU. “Partnerships like this reinforce our vision of a community where youth are embraced and will thrive.”

This important collaboration allows students to continue to have experiential learning opportunities, and ensures young people in need have enough to eat.

A participant in YOU’s youth shelter commented, “This is the best food I’ve had at a shelter, and it really makes me feel like I’m cared for.”

Scan to watch Fanshawe’s ‘The Focus’ interview with Steve Cordes, Executive Director of Youth Opportunities Unlimited London.

“Partnerships like this reinforce our vision of a community where youth are embraced and will thrive.”

TAKING SPORT TO THE

NEXT LEVEL NEXT LEVEL NEXT LEVEL

Tyler Hetherington, Fanshawe’s esports coordinator, has been the driving force behind the growth of Fanshawe’s gaming community. A dedicated gamer himself, Tyler describes esports at Fanshawe as “going to a whole new level” over the past two years with the community swelling to more than 1,000 members—a 35 per cent increase since the beginning of 2020.

The Fanshawe Student Union (FSU) has since partnered with Fanshawe Athletics to form an esports varsity program comprised of seven teams competing against colleges and universities across North America in popular titles such as League of Legends, Overwatch and Rocket League.

Trevor Walker, a student in the Cyber Security program, was part of a team that won scholarships for placing fourth in a yearlong Overwatch league.

“It is awesome to see how far esports has come in the collegiate scene,” says Trevor. “I love to share my passion and teach others about the game.”

“Esports provided connections and an outlet for students who felt isolated during the pandemic,” adds Tyler. “They may not have strong connections within their program, but they can meet like-minded people through gaming.”

Dylan Francis, a Business Administration – Leadership and Management student, credits esports for helping him cope with isolation during the pandemic. Despite being new to esports, Dylan won a North American championship in the popular soccer title, FIFA 21. While he was awarded a championship ring and jacket, it’s the friendships he has forged over the past two years that mean the most to him.

“The community gave me a place to compete and get to know a bunch of other students,” he says. “I was able to make a lot of new friends who I look forward to meeting in person!”

Esports provided connections for students who felt isolated during the pandemic.

Multi-billiondollar esports industry is alive and thriving at Fanshawe.

Above: Dylan showing his championship ring and trophy.

A collaboration between the School of Design and the Norton Wolf School of Aviation and Aerospace Technology led to a first-year Fashion Design student creating the official uniform scarf of Fanshawe’s new Flight Services program.

MARK HER LEAVING

Fashion Design student contributes to Flight Services program uniform

In early 2021, as Flight Services program coordinator Jacqueline Bailey was gearing up for an August launch of the one-year certificate program focused on providing exceptional passenger service, she approached Wendy Sperry with the challenge for her first-year textiles class.

“The only direction we gave students was it had to include Fanshawe’s brand colours and the appropriate logo,” recalls Bailey. “The rest was up to them!”

Wendy jumped at the chance because she appreciates what these collaborations offer to students. “I think it is invaluable for students to learn from real life experience,” she says. “Working with a client who presents specific challenges gives students the opportunity to build their skills and confidence to become competent professionals.”

The students also embraced the opportunity to leave their mark on the new program. Each student submitted three thumbnail sketches and one colour design as part of the graded assignment.

Bailey narrowed the proposals down to two finalists before the school landed on Jacqueline Bradica’s design as the winner.

“I am extremely happy that my design was chosen,” says Bradica, adding it was the first opportunity to see one of her hand-drawn designs transformed into a product. “While I was designing, I remember picturing not only how the design would look flat, but focused more importantly on how the colour layout would look while folded and worn as part of the uniform. I very much enjoyed the whole process!”

She was presented with a scarf of her own as a thank you during an official unveiling at the Norton Wolf School of Aviation and Aerospace Technology hangar on September 15, 2021.

“I think it is invaluable for students to learn from real life experience.”

MODERN MUSEUM

The Museum of Ontario Archeology features educational programs and exhibitions—including a reconstructed longhouse—focused on 13,000 years of human life in our region. Students in Fanshawe’s Interactive Media Development – 3D Visualization advanced diploma program recently had an opportunity to work with the museum, using skills learned in the classroom to bring local history to life.

augmented reality (AR) version of the longhouse.”

opportunity, known as a Signature Innovative Learning Experience (SILEx).

“The museum staff were looking for ways to modernize and leverage existing assets,” says Marco De Luca, coordinator of the Interactive Media Specialist program. “We took a tour of their space and got the idea to develop an

Marco’s students developed an app that scans QR codes, which will be placed on signage at the museum. With the tap of a button, users can see information about the artifact and a 3D image in AR.

“We focused on designing a user experience that has ease of access and portability,” says Cadence Watson (Interactive Media Development – 3D Visualization Alumni, 2021), one of the students who worked on the project. “We used a minimalistic design that focuses the viewer on the artifacts and the educational elements.”

Fanshawe has committed to ensuring every Fanshawe graduate participates in at least one rich, experiential learning

“It was a multi-disciplinary project, involving live client interaction and applied research. It was a clear choice for a SILEx project,” says Marco. “It also touched upon many Job Skills for the Future: complex problem solving, novel and adaptive thinking, self-directed learning and resilience as we had to move to an online format in the middle of the project.”

“The project was a lot of fun,” says Cadence. “We all learned a lot along the way and it’s one of the most rewarding projects I’ve ever done.”

Students create a dynamic new app for the Museum of Ontario Archeology.

SCAN FOR DEMO

REVITALIZING ONEIDA LANGUAGE

According to Hubert Antone, coordinator of Fanshawe’s new Oneida – Language Immersion, Culture and Teaching advanced diploma program, there are fewer than 20 people in the Oneida of the Thames community who can communicate in the language.

“None of the speakers are young enough to continue to teach. My family is the youngest speaking family in the community and we are all up there in age,” he says. “If we lose the language now, we’re going to lose another part of our culture.”

The new program was developed in partnership with the Oneida Nation of the Thames and will prepare students for careers including teacher of Onyota’a:ka as a second language, translator, language consultant, language specialist or storyteller.

New program will address an urgent need to grow the number of Oneida language speakers.

REVITALIZING LANGUAGE

Hubert says the program will be a challenge that requires students to immerse themselves beyond in-class instruction and take advantage of opportunities embedded within the curriculum to practice in the community.

“The linguists I’ve met tell me Oneida is one of the hardest languages in the world to learn,” he says. “It’s essential that

students hear the correct pronunciation and feel the meaningful relationships coming from a fluent speaker.”

Brennan Ireland, one of 17 students in the program, is fully committed to immersing himself in the process. His father is from Oneida of the Thames, and Brennan hopes to return to his Oneida roots when he graduates and teach the language to

others, doing his part to revitalize the culture he loves.

“We’re in a time of healing from historical trauma,” says Brennan. “So, for us to heal, the young people have to come up and start learning the language, start learning our culture.”

“Oneida is one of the hardest languages in the world to learn.”

OPEN WE REYES,

Implementing Open Educational Resources at Fanshawe.

Futurists once predicted a world in which students and professors would have free access to high-quality educational resources. Those visions have quickly become reality. In 2021, Fanshawe launched a fullyfunctional suite of services focused on developing and delivering Open Educational Resources (OER).

OER are any teaching, learning or research materials that include copyright access allowing free and perpetual permission to engage in what are known as

“the 5Rs” – OER can be retained, reused, revised, remixed and redistributed.

OPEN

OER can be fully modified based on faculty preferences, meaning the content can be tweaked to make it more current, relevant and engaging for students. They allow professors and researchers a quick way to customize and repurpose quality content at minimal cost and with more control over format.

Since most OER are completely cost free, they also help break down barriers of affordability and accessibility. OER also tend to be easier to find and generally contain more up-to-date information.

At Fanshawe, the OER Design Studio provides support to faculty in researching, adopting and creating open-license resources. Funded by Fanshawe’s eLearning Organizational Development Group, the Student Technology Fund, eCampus Ontario and Fanshawe’s Library and Learning Commons, the studio helps faculty take advantage of the Fanshawe Open Education Grant Program, providing funding and support to benefit teaching and learning.

Since May 1, 2021, more than 50 projects have been supported by OER research, adoptions, adaptations and the creation of open courses for the College’s move to an Open Learning Management System. These projects have resulted in approximately $2 million in annual savings for students.

As more tools and materials continue to move away from traditional copyright models, who knows what the future may hold?

Gone are the days of the traditional one-size-fits-all course packet.

CAN’T HOW

Even during the most challenging times, Fanshawe is committed to unlocking the potential of every student.

The Community Integration Through Co-operative Education (CICE) program is a two-year certificate program designed for students with developmental disabilities and other significant learning challenges. CICE students have often had experience practicing resilience—a skill recognized by Fanshawe as one of the Job Skills for the Future—in the challenges they face living with a disability.

The CICE team and students further demonstrated this skill in their successful transition to online learning at the onset of the COVID-19 pandemic.

“There are three main factors that contribute to the CICE program’s success

during the COVID-19 experience,” says Robin Frkovic, coordinator of the CICE program. “Those factors are mindset, technology and support systems.”

The “growth mindset” that embodies the CICE program staff and students has been critical to the innovative use of technology during the pandemic.

“We replace the word ‘can’t’ with ‘how’,” says Robin.

The CICE team uses technology as an accessibility tool for students’ unique learning needs, so the program was ahead of the learning curve when the pandemic necessitated the switch to remote learning.

CICE’s dedicated learning facilitators, who support the students in class, can bring a student into a Zoom breakout

room and take over their keyboard if they need one-on-one assistance. Students use voice-to-text software and have connected with students in similar programs in other countries through the initiative Zoom Buddies.

“The flexibility and encouragement of coordinators and professors in our students’ programs of interest, and the modification process, are greatly appreciated,” says Robin. “The continued support from the administration who helped make the CICE program a reality at Fanshawe is essential for its ongoing success. There are so many to thank for their contribution to the CICE students’ accomplishments, and please know that we are grateful for all of you.”

Mindset, technology and support systems are keys to success for CICE students.

THE SHOW MUST GO ON

Broadcasting program delivers an innovative remote learning experience.

Fanshawe’s award-winning Broadcasting –Radio and Media Production program is known for providing students with a hands-on approach to education. With responsibility for operating Canada’s first CRTC-licensed campus instructional radio station (106.9 The X), students graduate ready to dive into the dynamic world of broadcasting.

In fall 2020, the COVID-19 pandemic meant Broadcasting – Radio and Media Production, like most of Fanshawe’s programs, would be delivered remotely. The program’s faculty developed a truly innovative solution to ensure students received the same high-quality education experience from their remote setting.

“We designed a set-up using cameras, Zoom and a switcher so faculty are able to broadcast the same content students would normally see on a screen in the classroom,” says Abe Kelledjian, program coordinator. “An audio feed from our board also goes through the switcher allowing students to hear multiple audio sources, which makes the experience similar to being in the live classroom.”

Classes begin with a Zoom meeting using the webcam on the production computer and faculty can easily jump to an overhead camera to demonstrate board work or one of two production computers for content presentation. This allows faculty to demonstrate production techniques, answer questions and prepare students for independent practice, just like they would in class. As an added benefit, the classes are now recorded to provide a valuable resource for students to refer to at a later date.

Abe says students adapted quickly to the steep learning curve and have benefitted from the blended approach to delivering an intensive hands-on program.

“Using Zoom for lectures allows me to better focus on what the professor is saying,” says Patrick Vis, a second-year student. “Having access to the recorded classes allows me to go back and revisit material whenever I want.”

Abe Kelledjian demonstrates the camera set-up. Below: Showing the students’ perspective.

Above: Respiratory Therapy students learning techniques in the classroom.

GOING FOR

Fanshawe’s Respiratory Therapy program recognized with a national award for program excellence.

In 2021, Fanshawe’s Respiratory Therapy advanced diploma program received a national honour from Colleges and Institutes Canada (CICan).

The CICan Awards of Excellence recognize best practices from institutions across the country. The Respiratory Therapy program was recognized as the gold award winner in the Program Excellence category.

The Respiratory Therapy program is a credential that is in demand all over Canada. Launched in 1969, it is one of the oldest and largest respiratory therapy programs in the country. Students learn in the classroom, simulation labs and clinical placements, and are taught by skilled and dedicated professors who ensure they learn the tools and techniques to be successful in their careers.

The program stands apart because of the quality of education, unique learning experiences for students and the dedication of faculty members.

“I think the key difference that made us the gold recipient is the dedication, passion and creativity of our faculty team,” says Julie Brown, coordinator of the Respiratory Therapy program. “We lead by example and pride ourselves on graduating well-rounded professionals.”

The team was honoured to receive this impressive accolade, and Julie says they won’t be slowing down anytime soon.

“We’re going to continue to strive to make our program the best respiratory therapy program in Canada.”

DEPAVING

PARADISE

Staff and students take on initiative to transform concrete into green space.

Together with the London Environmental Network (LEN), several Fanshawe student teams have been busy converting unused paved space in the courtyard between D and A buildings into an aesthetically pleasing and ecologically supportive environment for students, staff and visitors.

Led by the School of Design and the Donald J. Smith School of Building Technology, and supported by Campus Planning and Capital Development, the project is part of a partnership with the national Depave Paradise program, promoting sustainable landscapes and reducing ‘heat islands’ in urban centres.

“Depave Paradise targets underutilized paved spaces and replaces them with permeable surfaces that slow and filter water runoff, including gardens rich in native biodiversity,” says Honours Bachelor of Environmental Design and Planning student Cole Taylor. “Fanshawe is London’s first site for Depave Paradise.”

Cole is currently completing his co-op work placement as the Green Infrastructure Support and Depave Paradise Event Coordinator for LEN. In August 2021, Cole and roughly 20 other volunteers removed asphalt—and sent it away to be recycled—so the roughly 100-squaremetre courtyard could be transformed with native, storm water retentive plants and pollination gardens.

“The plant palette uses predominantly native species and focuses on fall, winter and spring seasonal interest,” explains Professor Corinne Wilmink, who helped to plan, purchase and plant flora for the space. “It creates a sustainable and low-maintenance environment that will provide attractive views throughout the school year.”

“Fanshawe is London’s first site for Depave Paradise.”

FIRED U P FIRED U P ERIF DE U P

How a passion for spicy food became a thriving new business.

For Jesse Long (Computer Systems Technology Alumni, 2015), life has been about finding things that make him feel “fired up.”

A few years into a career in information technology, Jesse decided to change directions and pursue his passion—building a business to sell his own brand of hot sauce. In 2019, he started his company, The Hot Sauce Co.

In summer 2020, Jesse enrolled in Fanshawe’s LeapIN Business Accelerator to learn more about expanding and strengthening his business.

“We learned everything about how to run a business,” says Jesse. “The funding I received from LeapIN allowed me to invest in equipment that took me from making 35 bottles of sauce per hour to 250.”

As business continued to grow, he wanted to take his company to the next level. Fanshawe’s Centre for Research and Innovation (CRI) was key to unlocking this growth. With a focus on supporting small and medium-sized enterprises with research and development (R&D), CRI specializes in product development, proof-of-concept testing and quality assurance.

“The Hot Sauce Co. reached out to us for assistance with analyzing their production process and identifying opportunities to scaleup the business,” says Mustafa Khdair, industry development coordinator and research associate at CRI. “We provided a feasible scale-up solution to increase capacity while ensuring consistency of product quality.”

This work was funded by SONAMI, a FedDevsupported network that supports R&D activities for manufacturing companies in Southwestern Ontario.

“The team went through every step of the process and calculated costs to find efficiencies,” says Jesse. “Their solution was a bottling system that will make a big difference in reducing waste.”

Hot Sauce Co. sauces are now sold at more than 50 stores and restaurants across Ontario, as well as online at thehotsauceco.com.

A boutique fashion company is helping the fight against COVID-19 and plastic pollution.

MAKING USED PPE

Photo credit: Ron Young

After learning about heavy demands for personal protective equipment (PPE) as well as increased litter from disposable masks and single-use medical waste, Carmina de Young (Fashion Design 2009) set about to make a radical change. Her sustainable brand is now the first in Canada to divert medical waste from the landfill and supply much-needed PPE to health-care workers across the country.

Carmina joined forces with community change-maker Lina Bowden (Business – Accounting Alumni, 1981, Business Administration Alumni, 1982), one of Fanshawe’s Distinguished Alumni Award recipients in 2000. Together they established CY Health, a division of her fashion label, and co-founded LifeCycle Revive and LifeCycle Health. The three companies form a self-contained supply chain to collect, recycle, reprocess and manufacture PPE.

LifeCycle Revive collects ‘clean’ medical waste—products that aren’t biohazardous or destined for incineration— and sterilizes, shreds and liquefies it to isolate a polymer called polypropylene. The reclaimed material is then formed into pellets, shipped to LifeCycle Health and converted into spunbond nonwoven medical textile.

CY Health turns that into PPE which exceeds Health Canada standards and can be recycled again after use.

The LifeCycle program has received $2 million in funding through Next Generation Manufacturing Canada (NGen) and $200,000 from Bioindustrial Innovation Canada. The Carmina de Young team has also secured a subcontract to manufacture PPE for Health Canada. It began collecting recyclable waste in April 2021 and by the end of the year will produce as many as 30,000 disposable gowns per week. The company hopes to create new employment opportunities as it grows, currently sustaining 70 jobs to assist with increased production, all while maintaining Carmina’s commitment to environmental stewardship and local manufacturing.

HELPING NEWCOMERS CHASE THEIR DREAMS

Alaauldeen Ibrahim, an experienced food manufacturing engineer who immigrated to Canada in 2018, is one step closer to realizing his dream of opening a small factory producing Mediterranean and Middle Eastern cheeses thanks to the Occupation-Specific Language Training (OSLT) program delivered by Fanshawe’s School of Access Studies.

The OSLT program, funded by Immigration, Refugees Citizenship Canada, offers many free language-training options designed to help newcomers overcome language and other workplace barriers. This year’s Business Workplace Communications course piloted a series focused on how to start a business in Canada.

Professor Olya Loshkin led Alaauldeen and 10 other students through a 15 -week curriculum that was developed and delivered in partnership with a handful of local agencies.

“I enjoyed collaborating with community partners including Service London Business Hub, Innovation Works, London Small Business Centre and Fanshawe’s own LEAP Junction,” says Olya. “Thanks to their support, we were able to provide an

effective hands-on program focused on the students’ needs and interests.”

Alaauldeen’s experience promises to be a recipe for success.

“It opened my eyes to a better approach,” says Alaauldeen who revised an existing business plan through the program. Since graduating in July, he has opened a consulting and training company serving the food and agri-products industry.

“Starting this small business is a stepping stone to raise the money I need to achieve my ultimate dream,” he says.

Rick Townend, coordinator of Fanshawe’s OSLT program, says he feels privileged to help unlock the potential of the 40 to 50 internationally trained professionals who enrol in the program each year.

“These are highly skilled professionals trying to build new lives in Canada, while making London their home. They have education and working experience from their home countries and come to us to learn about the industryspecific differences in culture they may encounter in Canada.”

OccupationSpecific Language Training program works with new Canadians to overcome barriers.

“It opened my eyes to a better approach.”

Alaauldeen Ibrahim shows off some of his homemade cheeses.

MILITARYCONNECTED CAMPUS

Maxine Strybos was 16 years old when she joined the 1 st Hussars Reserve regiment of the Canadian Armed Forces (CAF), and was deciding what path she would take after high school.

“I did basic training in Sarnia and applied that to my high school co-op placement,” recalls Maxine. “We did our training on Thursday nights and on weekends, and sometimes did week-long trips to the field.”

After high school, Maxine completed courses in Police Foundations at Fanshawe and enlisted in the Regular Force with CAF. She was posted to the Royal Canadian Armoured Corps School at Canadian Forces Base Gagetown.

After injuring her knee, Maxine was released early from the military. She returned to Fanshawe and enrolled in the Business – Supply Chain and Operations program. Because of her experience, she was tapped to become the Student Ambassador for the College’s MilitaryConnected Campus program.

Launched in 2020, Military-Connected Campus provides students, members of the Canadian Armed Forces and veterans with career opportunities and additional supports for transition to civilian life. Fanshawe is one of only a few schools across Canada to recognize past or present military experience with academic credit and specialized military support.

“Getting involved in Military-Connected Campus was a no-brainer for me,” says Maxine. “It makes so much sense for a college to step up to take responsibility for veterans, service members and their families.”

It makes it easy to be proud of Fanshawe.

Maxine will graduate in April 2022, and she hopes to pursue a career in procurement for the federal government. Her involvement with Military-Connected Campus is setting her on a path to achieve her dreams.

“It’s amazing that Fanshawe has put this in place to ensure veterans and service members complete their education with supports they need,” says Maxine. “It makes it easy to be proud of Fanshawe.”

Supporting active service members, veterans and families on the path to post secondary education.

Preserving a piece of military history

London’s famed Holy Roller is at Fanshawe for much-needed preservation.

Left: Working on replacing and repairing components of the Holy Roller.

Right: The Holy Roller is seen being lifted from transport to Fanshawe’s Centre for Applied

and Technology.

Seventy-seven years after moving inland from Juno Beach to support the 1st Hussars advance across Western Europe, the Holy Roller—one of two Canadian Sherman tanks to survive the Second World War—was transported to Fanshawe College in June 2021 to begin a year-long effort to preserve the memorial.

A fixture in London’s Victoria Park since 1956, the tank fell into disrepair with 50 per cent of the metal deteriorated due to exposure to the elements and the passage of time. In October 2020, the 1st Hussars Association of London began a fundraising campaign to raise $250,000 to preserve the memorial. Students and faculty from several programs across the College are engaging in the project through Signature Innovative Learning Experiences (SILEx).

During a summer work study placement with the School of Contemporary Media, Taylor Meloche and Emma Wilson used a specialized camera to create an interactive 360-degree view of the tank’s interior. When viewed with a VR headset, the images give viewers the spacial perspective of each crew member.

“Experts explained that it’s difficult to appreciate the claustrophobic feeling of being inside the tank,” says Taylor, a student in Advanced Filmmaking. “The VR experience gives a good idea of what it’s like in there.”

During its 12-month stay at Fanshawe, volunteers will disassemble the 60,000-pound tank, refurbish or replace original parts and apply a protective coating to prevent future rusting inside the tank. The body will be sandblasted and repainted before being returned to its original location.

“We are truly grateful for the support we’ve received from Fanshawe, the donors and volunteers,” says retired Lieutenant-Colonel Ian Haley of the 1st Hussars Association of London. “It’s rewarding to witness the community pulling together so our veterans can be remembered through the Holy Roller memorial.”

The fundraising campaign runs until June 2022. To donate and to learn more about the Holy Roller, visit holyrollermemorial.ca

Above: Emma Wilson using specialized equipment to create 360-degree views of the tank.

“The VR experience gives a good idea of what it’s like in there.”

PANDEMIC A RETURN TO SCHOOL

After 16 months of temporary layoff and lockdowns, Ange was once again a Fanshawe student—and exceeded her own expectations.

Ange Somerville

(Legal Assistant Alumni, 1999, Public Relations – Corporate Communications Alumni, 2021) joined GoodLife in 2006, eventually becoming national property manager. In the early stages of the COVID-19 pandemic, when fitness clubs were forced to close because of government restrictions, she was laid off indefinitely.

“It was heart wrenching, especially during such an uncertain time,” she says. “With the fitness sector facing so many unknowns and no fixed date for my return to work, I knew it was time to go back to school.”

She found the Public Relations – Corporate Communications graduate certificate program and began weeks later, balancing the challenges of learning remotely—after 21 years away from school—with parenting her five-year-old son, Winston.

“I feared failure and the unknown,” she admits. “I didn’t know if I could handle the stress and workload of a postgraduate program, and was concerned that time with my family would be compromised.”

Despite her worries, Ange excelled in the program, receiving two awards from IABC London: the Canada Life Award for Academic Excellence (for highest cumulative GPA) and the Canada Life Leadership Award.

“I wanted to show my son the importance of hard work,” she says. “He was so proud of my accomplishments and awards. In his words, ‘Mommy won school!’”

After graduating, GoodLife offered Ange a content specialist role. Reflecting on her journey over the past year and a half, she offers one simple piece of advice for anyone considering returning to school.

“Don’t be afraid! Fear held me back from taking this very important step in my life that I may have otherwise taken much sooner. If you’re passionate about a career shift, you will give it everything you’ve got.”

IN MOTION IN MOTION IN MOTION IN MOTION IN MOTION IN MOTION IN MOTION IN MOTION WELLNESS

A UNIQUE APPROACH TO VIRTUAL FUNDRAISING.

For residents of long-term care facilities, recreation activities are vital. These activities help keep bodies and minds strong and are also a great opportunity for fun and community.

Students in Fanshawe’s Recreation and Leisure Services program study the tools and techniques needed to deliver activities to a wide range of people. In 2020, students studying in their second year partnered with McCormick Care Foundation in London for a unique and rewarding Signature Innovative Learning Experience (SILEx).

As part of a virtual Wellness Week fundraiser called Fit for Care, students held three virtual events: TikTok Challenge, Art Night: Bold Portraits and Cooking Demo: For the Holidays. They set an ambitious goal of raising $10,000 for McCormick Care Foundation.

“Neither the professors nor the students had ever organized a virtual event before, but COVID-19 forced us to rethink what we could do,” says Linda Whitehead, who—along with fellow faculty member Allison Menegoni —worked with the students on the event. “We took a ‘learn as you go’ attitude and forged ahead.”

This approach clearly paid off. More than 100 people participated in the events and they raised an incredible $18,000. These funds allowed McCormick Care Foundation to purchase a tandem bike for their residents and enhance the garden along the bike path.

The students now have a new skill to add to their resumé—planning and executing successful virtual fundraising events.

The success of the initiative inspired an even bigger vision for 2021, and included inter-departmental collaborations with students and faculty from Fanshawe’s culinary and contemporary media programs, along with mindfulness coach Diane Yeo. Funds raised from the 2021 event went toward purchasing a wheelchair-accessible swing for residents and their loved ones to enjoy and enhancements to the home’s east garden.

“We took a ‘learn as you go’ attitude and forged ahead.”

AWARD-WINNING STUDENT PHOTOGRAPHY

EMERGE MEDIA AWARDS

The Emerge Media Awards celebrates and showcases the achievements of journalism, photography, videography, audio storytelling, graphic design and public relations students in Canada.

Hands of Time

Trina Stewart

1st place for Commercial/Creative Photography

COLLEGES AND INSTITUTES CANADA (CICAN) 2021 ART SHOWCASE COMPETITION

This year, CICan invited students from colleges and institutes across Canada to submit work that reflected upon the last year and inspires new ways of looking at the years to come: on connectedness, community, disruption, and reconciliation.

Stargate to an Alternate Universe

Matthew Parr Winner in Photography category

FANSHAWE FACTS

STUDENTS BY CREDENTIAL:

45% Diploma

24% Advanced Diploma

18% Certificate

8% Degree

5% Graduate Certificate

21%household income

<$30,000

25% work full-time

26%first generation post-secondary

35% international student population

32% work part-time

43,000+students

85%stay in Ontario after graduation

200,000+ alumni

3,200+employees

Physically distanced, socially connected.

Here are a few of our favourite tweets and grams from the Fanshawe community this past year.

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