Fanshawe Annual 2019

ANNUAL 2019

ABOUT THE COVER ARTIST

FANSHAWE ANNUAL 2019 3

The Workforce in 2040

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Canada’s #1 Music School

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Medical Mission

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Taking Aim at Fast Fashion

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Thrive in the Hive

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Mary Jane Comes to Campus

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Lowest ER Wait Times

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Building the Indigenous College Community

19 Taking a LEAP 21

Student Mental Health

23 It’s a Family Affair 25 Summer Surgery School 27 Fanshawe LIVE: Dundas Place 29 In the End, It’s All Good Nicole Batson is a multifaceted visual artist and a recent graduate of Fanshawe’s Fine Art program. Coming from small town St. George, Ontario, she has a conscious relationship to the surrounding vast landscapes.

Environment informs Nicole’s interpretation of land and sky in her large-scale acrylic paintings and her paintings are created as a result of her natural influence and her emotions as they resonate from earth.

The Fanshawe College Foundation will auction off Nicole’s piece that is featured on the cover at an upcoming event with 100 per cent of the proceeds going towards supporting student bursaries.

Follow Nicole on Instagram: @nbatson_art A N N U A L _

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Fanshawe Global

33 Fanshawe Grows in Woodstock 34 Co-op Education Leader 35 Climate Reality Leader 37 Employer Rounds 39 Drone Delivery 41 Award Winning Photography 43 The Future of Telecom 45 Prepped Painted Polished 47 Artist of the Year 49 Turning Education on its Head 51

Most Winning Season Ever

53 Fanshawe Facts 55 The PERKS of Travelling Across Canada 57 Recipe: Butternut Squash Samosas

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The workforce in 2040.

Will you be ready?

President Peter Devlin on the education model of the future.

By 2040 half of all jobs that exist today will have been lost to automation and 40 per cent of the workforce will be independent contractors. Fanshawe’s research predicts rapidly increasing automation of tasks, more flexible workplaces and further expansion of non-standard employment required by the “gig” and “sharing” economies. Our graduates entering the workforce today should expect to have as many as 17 different jobs in at least five industries. In fact, 65 per cent of students in elementary school right now will work in jobs that have yet to be invented. The notion of a “career” will be a thing of the past. The workforce in 2040 will certainly be different and my question is: will you be ready?

Four out of five CEOs say that their employees have a profound shortage of uniquely human skills. Some of these human skills include novel and adaptive thinking, resilience, social intelligence, complex problem solving and social intelligence. People with these human skills anchor successful businesses, create a culture of team and are central to thriving companies across the globe. Forces such as artificial intelligence, robotics, superstructured organizations and a globally connected world are completely disrupting workplaces and flipping outdated educational models. There is tremendous change—and

opportunity—happening at Fanshawe College.

We are focusing less on translating knowledge, particularly transferring existing knowledge to students, and more on the processes of collaborative learning and imagination. The education model of the future should advance beyond training for that first professional job and deliberately facilitate experiential learning so that graduates are prepared to transition into new opportunities.

The accelerating pace of change demands fearless leadership, acceptance of risk and pioneering educational partners like Fanshawe College. We are building Innovation Village, a modern learning commons where students, educators and clients converge to advance innovation, and by 2022, every Fanshawe student will complete a Signature Innovative Learning Experience and enhance their human skills. These experiences include multidisciplinary projects, live client interactions, entrepreneurship, applied research and global projects. Fanshawe’s commitment to innovation will differentiate every graduate and ready them for their future.

I am excited about the many opportunities on the horizon that will ensure our students are meeting the needs of employers now and into the future.

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Canada’s #1 Music School

Fanshawe named the country’s top music school for the third consecutive year.

“We started audio industry education in Canada.”

For three years in a row, music industry professionals have named Fanshawe the nation’s top music school in the annual Canadian Music and Broadcast Industry Awards (CMBIA).

Presented at the end of Canadian Music Week each year, the award honours individuals and organizations that make significant artistic, scientific and social contributions to the Canadian entertainment industry. Winners are chosen by the votes of registered Canadian music professionals from the retail, recording and live arts sectors.

Music Industry Arts (MIA) students perform at Share the Land, an annual charity concert honouring Canadian music from coast to coast. The concert is entirely run by students and began in 2010 as a way to honour the legacy of the late Jack Richardson, a well-known Juno Award-nominated Canadian record producer and former MIA professor at Fanshawe.

“We started audio industry education in Canada,” says program coordinator Dan Brodbeck, noting the evolution of Fanshawe’s

Music Industry Arts program since its formation as the first of its kind in the 1970s

by CBC correspondent and disc jockey Tom Lodge. “A lot has changed, but we still have the best facilities in the country, incredible connections to the industry and faculty with unparalleled expertise. We’re proud of what we do and it’s amazing to be seen by our peers as leaders in recording arts education,” Dan says.

CMBIA has presented the ‘Music School’ award for four years. Fanshawe has won the award or tied for first place in each of the three years the College was nominated, this year sharing the honour with Metalworks Institute in Mississauga.

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Humb li n g. C h a l l e n g i n g . Rewa rd i n g .

Thes e are j ust a few of t h e word s u se d by Fa n sh awe ’s Res p i rato r y Therapy progra m to de sc ri be t h e i r fi rst m e d i c a l mi ss i on t ri p to An t i g u a , G u ate m a l a .

MEDICAL MISSION After hearing about students going on medical missions at a national conference, professor Yvonne Drasovean decided to plan one for her own Fanshawe students.

“The focus of our trip was to offer students exposure to global citizenship and a chance to experience health care in a developing country with a different culture, language and conditions,” Yvonne says.

Yvonne worked with Maximo Nivel, a study abroad organization, to arrange the trip which included finding employment that matched the students’ medical experience with what clinics required.

Following an interview process, 13 students were selected to head to Guatemala with Yvonne and fellow faculty members Julie Brown and David Wall.

The group was assigned to work in three different clinics completing a range of tasks such as helping with triage, assessing the general health of elderly patients and assisting with the immunization of babies.

“Some days I greeted patients, triaged them and took their vitals. Other days I was a dental assistant, where I aided with filling cavities, developing x-rays, suctioning and tooth extractions,” says Fanshawe student Tina Nguyen. “I was able to get experience with roles I would never have had the opportunity to take part in otherwise.”

Like her fellow classmates, Sandra-Rosa Zaretsky was deeply impacted by those she met. “The clinics in Guatemala made the most with what little they had. The staff was amazing, welcoming us with open arms and very appreciative of our help,” she says. “I wanted a new experience that would be rewarding and eye-opening and that’s exactly what I got from this wonderful opportunity.”health care

ex p e r i e n ce in a d eve l o p i n g co u n t r y

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TAKING AIM AT FAST FASHION Before you take that Instagram-worthy selfie do you think about what you’re wearing? If it’s a top you’ve already worn three times do you throw it into the Goodwill donation box and head out to buy a new one?

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That kind of behaviour is fuelling a ‘fast fashion’ glut of clothing and it’s having a negative impact on our world­— from the waste that is generated, to the environmentally damaging chemical dyes, to the experience of those who created the garment in the first place—say Jennifer Wright and Meredith Jones, professors in Fanshawe’s Fashion Design program. “Most people have no idea how much of the manufacturing process is done by hand, usually by

women and children. The clothing is cheap because of low wages and unfair labour practices,” says Meredith.

Supported by a two-year $240,000 grant from the Social Sciences and Humanities Research Council of Canada, Jennifer and Meredith are working in partnership with Goodwill Industries to conduct research and develop ways to tackle both sides of the problem.

Are there effective ways to repurpose discarded textiles? Can they find new life as garments, purses or other fashion accessories? Or as shoddy, a shredded fibre product that is widely used for car linings, insulation, upholstered items and mattress stuffing? “Up until this year only new

partnership with Goodwill Industries hopes to tackle the issues.

material could be used, but as of July 1 legislation changed to allow used and recycled fibre,” says Jennifer.

“Currently there are no local producers of shoddy, but we know there are local companies using it. We want to be their supplier.”

The goal is to build a social enterprise that diverts apparel and textiles from landfill while providing skills training and an employment integration program for newcomers to Canada, many of whom have work experience in the textile industry. All intellectual property from research through to execution will be retained

by Goodwill Industries, with the potential to replicate the model across Southwestern Ontario.

Fanshawe Fashion Design professors Jennifer Wright (left) and Meredith Jones pose with just a fraction of discarded textiles donated to Goodwill Industries. The professors are conducting research to find effective ways to repurpose the textiles.

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THRIVE Vanessa Stewart and her honeybees shed light on the importance of supporting pollinators.

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IN THE HIVE Vanessa Stewart (Adventure Expeditions and Interpretive Leadership, ’16) has embarked on a journey to help save honeybees and pollinators by raising awareness of the important role these species have on our ecosystems and food systems.

The business courses Vanessa took during her program helped her develop a business plan, which led her to opening Vanessa’s Bees in Norfolk County. Home to 30 hives and approximately 1.5 million bees, Vanessa’s Bees may be a small-scale operation, but she has big plans for its future.

Vanessa’s interest in honeybees was piqued while studying the natural history of flora and fauna and learning about different plant species and the role of pollinators as a student at Fanshawe’s Simcoe/Norfolk Regional Campus. This fascination led her to find a beekeeper willing to provide mentorship and let her work with their bees.

Vanessa became hooked on how relaxing it was to work with honeybees and is passionate about raising awareness of their importance in both agriculture and flora reproduction in natural areas.

In addition to creating more honey products that are infused with flowers, fruits and spices, as well as mead—the oldest alcoholic drink known to man—Vanessa would also like to do more private coaching for new beekeepers to share her knowledge about the importance of bees and all they do for us.

“Pollinators help support healthy ecosystems which are vital to keeping our air and water clean,” says Vanessa. “I encourage people to plant more flowering plants and trees to generate more food sources for them.”

“What started as a curiosity for beekeeping has led me to discovering how bees and other pollinators are at the heart of biodiversity, ecosystem health and our own food production,” she says. “I am astonished by the intricacies and behaviours of honeybee colonies and their ability to create a zen working environment.”

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MARY JANE COMES TO CAMPUS The legalization of cannabis last year and cannabis edibles this year has had an impact on everything from course offerings to employment prospects. For their perspectives on current trends and predictions for the future we talked to Darlene O’Neill, director of Employment and Student Entrepreneurial Services (DO), Jeff Rowley, horticultural technician (JR), and Lindsay Engel, associate dean, School of Applied Science and Technology (LE).

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Have you noticed an increase in students specifically wanting to have a career in the cannabis industry?

DO: More and more students have expressed interest in this growing industry. At our annual career fair, the cannabis employers who were present generated a lot of interest at their tables.

JR: We have noticed a surge of interest in students wanting to have a career in cannabis as growers and in production/propagation and operations. There has been a significant increase in applicants since 2017. Typically we would intake 35 students each September; last year we had 50. Our program is waitlisted every year.

Many of our grads are currently working for local growers like Weed MD, JC Green and Green Relief, while others enroll in our program for the two-year preparation required to apply to cannabis specific post-graduate programs such as the Commercial Cannabis Production program at Niagara College.

LE: In the past two years more students in our Chemical Laboratory Technician and Honours Biotechnology programs have been doing research projects and seeking out work-term placements related to cannabis, especially over the past year since it’s been legalized.

Is Fanshawe planning to offer new courses or services specifically geared to the cannabis sector?

DO: At our annual Ignite Career Conference we will have an employer from the cannabis

industry as part of our panel discussion.

There are so many different kinds of jobs—growing, greenhouse maintenance, purchasing, lab work, quality assurance, packaging, warehousing, PR and marketing, HR, accounting, dispensing, client care and more. Students across different programs might not immediately think about working in the cannabis sector. We want them to recognize that they have transportable skills and encourage them to expand the scopes of their job searches to incorporate opportunities in this burgeoning sector.

JR: There are no concrete plans to start growing cannabis in our greenhouse at this time—we would need expensive facilities and security upgrades to start. What we have introduced is more general discussions and field trips related to growing cannabis. We are also consulting with regional producers such as Medisun in Chatham-Kent.

The program vocational learning outcomes of ornamental horticulture are transferrable to aspects of the cannabis industry: propagation and production techniques, integrated pest management for optimal plant quality, plant nutritional requirements, etc. The PRIVA software controlling our greenhouse is the same software used at some large cannabis production facilities.

LE: We have submitted an application to the Ministry of Education to run a graduate certificate program in Cannabis Applied Science. Students will have already completed an undergrad or advanced diploma in science, so the program will focus on advanced skills in microbiology and analytical chemistry. If approved, our first intake will be fall of 2020.

We are also applying for a research licence that will allow students in the grad program to work with industry partners and help them with product commercialization. There will

also be a lot of potential for new product research when edibles become legal later this year.

Are there any other trends that stand out that are directly related to the legalization of cannabis?

DO: The job market is hot—just do a search of online job boards using the word ‘cannabis’ to see how many different job postings are generated. Employers are having a hard time filling positions, and since the Ontario government has recently approved more dispensary licences, demand can only increase.

JR: Expert growers are in short supply— similar to any skilled industry labour force.

A lot of employers are looking for skilled professional growers who have greenhouse skills. That’s what we train for—it’s very hands on, and I think there will continue to be a high demand for it.

LE: People have been growing plants in their basements for years, but there’s not a lot of science behind it yet. We know that different uses—for example treatment of a variety of health ailments—require different combinations of CBD, THC and turpines and accuracy is important.

Although cannabis has its own unique qualities, from the perspective of plant and crop science it really is just another plant.

However, it is a very profitable plant—about four times more profitable than fruit and vegetables. We are seeing growers flip from traditional greenhouse plants to cannabis crops and the prediction is that produce prices will increase significantly as supply decreases.

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LOWEST ER WAIT TIMES IN T H E REG I O N How Karen Davies helped make it happen.

With all of the complexity involved in running a hospital, it’s not easy to make significant and sustained improvement to patient care—but that’s exactly what St. Thomas Elgin General Hospital (STEGH) has done. STEGH boasts the lowest Emergency Room wait time of all hospitals in the southwest region and one of the key people behind that success is Fanshawe alumna Karen Davies (Nursing, ’91).

reducing wait times can’t just be a quality improvement project, it is a way of being In her current position as Vice President/Chief Nursing Executive at STEGH, Karen has helped build a collaborative culture of continuous improvement, a culture that says making patients wait longer than needed is unacceptable. How did that happen? “It’s an entire hospital process, requiring a commitment from the whole team, from the senior levels to the point of care,” says Karen, but there are a few key things that stand out for her.

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To manage bed shortages, inpatient care is well organized by an interdisciplinary team to ensure discharge plans are in place and the hospital makes it a priority to keep patient flow moving efficiently. Emergency physicians are empowered to make the decision on who to admit. “Once a patient has an order for admission, the expectation is for the patient to be transferred to an inpatient bed within 60 minutes,” says Karen.

“To be successful, and sustain success, reducing wait times can’t just be a quality improvement project, it is a way of being,” says Karen. “We’ve been on this journey for nine years, and we are still making adjustments and continuously improving.”

Dr. Terry Evans (left), emergency room doctor at St. Thomas Elgin General Hospital, chats with Karen Davies, vice-president/chief nursing executive. Karen is also one of this year’s recipients of Fanshawe’s Distinguished Alumni Awards, which celebrates graduates who are making significant contributions on the job as well as in the community.

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BUILDING THE

INDIGENOUS COLLEGE COMMUNITY

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Innovative programming helps students build relationships and find success.

Student success is at the centre of Fanshawe College’s ethos, however not everyone who makes their way to the College has had the same opportunities along the way that will ensure academic success in post-secondary institutions. The Institute of Indigenous Learning (IIL) seeks to provide a sense of place and belonging within the institutions that have been historically inaccessible and alienating to Indigenous students.

“Our students are unique, coming from a diverse set of experiences and backgrounds,” explains Guy Williams, special advisor to Indigenous Education and Development (IIL Eniigaanzid). “We are also aware that the majority of our students have had difficulty coming through the secondary school system with over 60 per cent coming into their programs as mature students. We are also aware that historically, retention and graduation rates for Indigenous students are well below that of mainstream students.”

Creating access and increasing retention and graduation rates for Indigenous students requires innovative, handson, experiential and dynamic approaches to education that encourage relationship building with local Indigenous communities and organizations, as well as Fanshawe staff and faculty, says Guy. The creation of the Summer College and high school Accelerator programs are part of Guy’s team’s commitment to Indigenous students and their success.

Summer College sees students earn two credits before their school year has even started: an elective in Indigenous ways of knowing, such as Mino Bimaadziwin or Leadership and a WRIT or Math credit. “Our expectation is that by incorporating math and/or writing courses with a general education course, we are able to close up existing educational gaps in English and math prior to the start of the fall semester,” explains Guy. “The intensive programs also prepare students to learn at the College level, to understand expectations and to develop study routines in a supportive environment.”

“Our students are unique, coming from a diverse set of experiences and backgrounds.”

Both programs are designed to integrate Indigenous ways of knowing into the curriculum as per Fanshawe’s Indigenous Action Plan, while students build relationships with faculty and the IIL staff who are available to support them throughout the rest of their school year. The high school Accelerator program is designed to introduce grade 11 and 12 high school students to Fanshawe and support staff, earning them two college credits before they’ve even applied anywhere else.

“My experience was great,” said grade 11 student Jesse Peltier, who came from Windsor to attend the Accelerator program. His family is from Wikwemikong First Nation.

“Some key takeaways from the courses for me was how to live a better life through the teachings of Mino Bimaadziwin and just a deeper learning into my culture.”

During the Mino Bimaadziwin course, students learn traditional teachings and participate in ceremonies. The digital storytelling course offered a blended exploration into fine art and digital media, with students using various mediums to explore and learn about their identities. “I feel like I learned a lot in the program, not only about the culture, but about myself, and that was a wonderful experience through and through,” says Jesse.

The unique partnerships with surrounding Indigenous communities as well as Residence, Student Success, the Office of the Registrar and Financial Aid are key to making the program happen, says Guy. “Indigenous peoples have a connection to family and community and these summer programs allow students to develop relationships with Indigenous staff and other students. It is the building of the Indigenous college community.”

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TAKING A

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How Kelly Scott is using her entrepreneurial spirit to help medically complex children.

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garments need openings and other f e a t u re s t h a t a cco m m o d a te m a ny t y p e s of medical d ev i ce s .

In 2017 grandparents of a young medically complex child approached Fanshawe’s Fashion Design program with a question: could someone design garments for children that could accommodate feeding tubes, ostomy bags and other medical devices but still be as stylish as the clothing other children wear? Kelly Scott (Fashion Design, ’18) was a student at the time and she tackled the issue as her final year project.

“The garments need openings and other features that accommodate many types of medical devices,” says Kelly, who continued to research different possibilities after graduating. She is now working to establish a business that will be as meaningful to her as it is to her clients. “I want to design ready-to-wear clothes that look great and are comfortable to wear.” Kelly has her sights set on launching her ‘Spunky’ label in 2020.

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Earlier this year Kelly participated in LeapIN, a parttime nine-week summer incubator program designed to help entrepreneurs take their business, service or product from research and planning stages to implementation. Successful applicants receive $5,000 in funding and the opportunity to immerse themselves into a mix of individual coaching and mentoring sessions, workshops and hands-on collaborative sessions. To date, 33 aspiring entrepreneurs have completed the program, with business ideas as diverse as the participants themselves.

The light and airy studio space on the second floor of her heritage home is where Kelly Scott creates her colourful collection of clothing for medically complex children.

Kelly is currently designing her ready-to-wear line through her Spunky label, aiming for a release date of 2020.

LeapIN is just one program delivered by LEAP Junction, Fanshawe’s hub for entrepreneurial activity.

Taking a passion and turning it into a viable enterprise can be challenging. LEAP Junction supports aspiring entrepreneurs by providing information, helping them access resources beyond the college, and contributing to an active local entrepreneurial ecosystem and collaborative community of practice.

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Mental health challenges seem to be on the rise across all sectors of society and that is reflected in the number of students that are accessing Fanshawe’s counselling services. We talked to Suzanne Book, director, Counselling and Accessibility Services (SB) and Jennifer Dowsett, manager, Counselling and Accessibility Services (JD) to learn more about the trends in student mental health and how the College is responding.

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STUDENT MENTAL HEALTH

Media reports an uptick in mental health challenges among post-secondary students. What issues and trends are your team members seeing?

SB: Six or seven years ago a learning disability was the number one reason for students requesting accommodations or accessibility services. Now the number one reason is related to a mental health diagnosis—such as anxiety, depression or other mood disorders.

We are also seeing a generation with a

counselling and crisis services. Services

greater number of young people who

are accessible and flexible with options for

have not developed the confidence and

same-day appointments, single or ongoing

competency to problem solve because they

counselling sessions and peer support.

haven’t necessarily had to develop these

We’re working with the Canadian Mental

skills. For example, many young people have

Health Association to add to our mental

had a lot of their time organized for them and

wellness toolbox.

have not had to manage their own finances or personal responsibilities. Students also spend significantly far more time communicating online, which does not always lend itself to developing strong interpersonal skills. They are texting rather than talking to their friends

JD: Fanshawe participated in a national

or family and this leaves some feeling more

health survey that indicated 33 per cent of

isolated. A text is not the same as having

their students were experiencing anxiety to

that person to person conversation about a

the point of being overwhelmed. London

significant struggle.

seems to have a higher incidence than the national average.

JD: Another trend we are seeing is an

JD: We have a Student Wellness Centre in addition to our Counselling office and wellness programming on all campuses.

We offer wellness courses and workshops that educate students on the importance of getting enough sleep, eating well, dealing with stress in a positive way, managing test anxiety, financial literacy and other self-care basics. We try to be strength-focused and are working towards integrating health and wellness as a core concept on campus.

increase in the level of parent involvement in navigating post-secondary education. It is

Do you think today’s students are experiencing more challenges or have they simply become more aware and more willing to seek help?

important for students to develop their own abilities to navigate school expectations, services and relationships. Parents are an important part of a student’s support system, but there are times we need to remind parents that their student needs

SB: It’s a combination of factors. The good

the opportunity to make decisions, learn

news is we have seen a reduction in the

basic life skills and develop independent

stigma regarding mental health, so more

academic skills.

people are coming forward and identifying that they need help. We are seeing more students who have had an earlier childhood mental health diagnosis and in terms of our post-secondary population we do know that if a person is going to have a longer term mental health issue, symptoms are typically going to emerge during the 16-24 year age range.

What other information do you think is important to share?

SB: I think our key message is reach out for help if you are struggling. You are not alone.

With the range of stressors a student may experience, we want them to know there are options. Options to review their career path, options to consider for getting support and options for linking to resources.

JD: A student coming into the College in

How is Fanshawe responding to increased demands on college resources?

SB: There are a lot of different resources, programs and supports available, both in person and online, ranging from preventive self-care and resiliency building to personal

September may be struggling, but it’s a very different student who walks across the stage to receive their diploma. Our hope is that they will have learned to navigate a successful physical, emotional, spiritual and intellectual balance and are equipped with skills to take beyond college into the workforce.

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The Carrieres’ passion for basketball inspires the next generation of athletes.

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When Bill and Theresa Carriere (Physical Fitness Instructor, ’86) met on the basketball court back in 1983, the two Fanshawe Falcons could never have predicted that their love affair with basketball would lead to a decades-long affiliation with the College. Or that their dedication to the sport would hatch the next generation of players and coaching staff. Today Bill is head coach for the Fanshawe women’s basketball team, daughter Nicole (Recreation and Leisure Services, ’13) is assistant coach, Theresa and another daughter, Danielle, are associate coaches.

Theresa is also on the board of the Fanshawe College Alumni Association, currently serving her third term. “I think it’s important for our alumni to keep an eye on present students and help them as much as we can,” she says.

“We’re a basketball family,” says Nicole who played on the varsity women’s basketball, outdoor soccer and indoor soccer teams when she was a Fanshawe student and is now working as Sports Information Officer with Fanshawe Athletics.

Both Danielle and her sister, Katelyn (who currently attends Fanshawe) played varsity ball when they attended university stateside and their brother Vincent plays for the varsity team at Laurier University.

They say the family that plays together stays together and that holds true for the Carrieres who all live in the family home in London. During basketball season the four Falcons coaches are constantly together, consumed with games, practices, watching and analyzing game tapes, scouting reports … a never ending list. Luckily they tend to be on the same wavelength and have a high level of mutual professional respect.

Meet the Carrieres: Vincent, Katelyn, Theresa, Bill, Nicole and Danielle share a basketball (and familial) bond.

A second passion that involves the whole family is ONERUN, an initiative founded by Theresa in 2010 that has raised over $1 million to help fund cancer support programs at Wellspring Cancer Support Centre, St. Joseph’s Health Care and London Health Sciences Foundation.

Theresa was diagnosed and treated for breast cancer in 2007 and in 2010 ran from London to Sarnia to launch ONERUN—one survivor, one day, 100 kilometres. All of the Carriere children attended John Paul II Catholic Secondary School, and not surprisingly, in 2011 it became the first school to host its own ONERUN. “Fortunately we have lots of teacher friends,” says Theresa, so the concept spread, and this year more than 6,000 students

from 12 different schools in London, Strathroy and St. Thomas participated in their own ONERUNs, contributing to the $209,000 that was raised during the 2019 event.

“It was our best year yet,” says Theresa, “which is great, because these organizations really need the support.”

True to form, as soon as the June run wrapped up the family was already busy planning for 2020. “I can’t divulge much, but we have some special plans in the works because it will be the tenth anniversary,” she says.

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SUMMER SURGERY SCHOOL If you were having surgery, there would be five to ten people in the operating room, including the anesthesiologist, nurses and physicians. Summer surgery school, an annual Fanshawe/Western inter-professional program, provides a unique opportunity for students from both schools to work directly with other health-care professionals in a simulated hospital environment and to learn first-hand the role of each surgical team member.

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Summer surgery school is held over a three-day period, with the second day being spent at Fanshawe’s London Campus where simulated hospital rooms provided a realistic clinical setting. Fanshawe instructors and students from the Respiratory Therapy, Paramedic and Nursing programs volunteered their time to teach Western students the basics. How do you insert a breathing tube?

An IV line? A urinary catheter? What factors do you need to consider when you are using an anesthetic on a patient?

Procedures were practiced using training mannequins, under the watchful eye of Fanshawe’s program instructors and advanced year students. The buzz in each room was evident as future doctors and nurses cycled through a variety of stations, with the 36 Western students—half from Schulich School of Medicine & Dentistry and half from the Western/Fanshawe BScN (nursing) program— trying their hands at catheter and IV insertion, intubation and airway maintenance and surgical anesthesia induction.

Collaborative learning experiences like this are valuable for future work as part of a health-care team, says Gary Sullivan, a professor with Fanshawe’s School of Health Sciences. The program gives students from both Fanshawe and Western exposure to a broader healthcare team, connects the theoretical to the practical, and enables participants to develop knowledge of and respect for the role that each team member plays. At the end of the day, he says, through exercises like summer surgery school, “We are making better health-care providers.”

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Canadian music, food and fun were on tap as Fanshawe supported the 2019 Juno Awards in a big way.

First, the College partnered with Dundas Place, London’s first flex street, to host Fanshawe LIVE—a family friendly street festival held during Juno week. The celebration included an outdoor skating rink, live performances by Music Industry Arts students and alumni, giant swings, giveaways and more.

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The Chef’s Table, Fanshawe’s hands-on teaching restaurant, also participated in the festivities and featured $2 appetizers like hot and spicy popcorn chicken and classic poutine—inspired by various Juno nominees’ favourite dishes. All proceeds went to MusiCounts, Canada’s music education charity associated with The Canadian Academy of Recording Arts and Sciences.

Savanah Sewell (Journalism –Broadcast, ’08) manager for Dundas Place, believes Fanshawe LIVE was an important stepping stone for events in the downtown core.

“Having the students and staff in our neighbourhood add such vibrancy” “Working with Fanshawe was just the beginning of what we can do on Dundas Place,” says Savanah. “Having the students and staff in our neighbourhood add such vibrancy and Fanshawe LIVE really showcased that.”

Fanshawe students also made their mark. Many were volunteers throughout Juno week and more than 30 film

and television students were hired for a variety of roles for the awards ceremony ranging from audience assistants to talent wranglers.

Recent graduate Madeleine Spezowka (Broadcasting - Television and Film Production, ’19) worked in the accreditations office during the Juno Awards, verifying the identification of guests who held backstage passes.

“I think it was a great opportunity for students to get a sample of what starting a career in the film and broadcast industry will probably look like, especially with such a massive production like the Juno Awards,” Madeleine says.

“It showed us that there is unlimited room to grow and if you have enough ambition, you can get where you want to be in the future.”

(Top photo): Judy and Peter Devlin stand at the entrance to a bustling and energetic Fanshawe LIVE: Dundas Place event during Juno week. The community celebration attracted thousands of visitors who took part in a range of festivities. Fanshawe students from a variety of programs in the Schools of Contemporary Media, Digital and Performing Arts and Tourism, Hospitality and Culinary Arts also worked and contributed to this multi-disciplinary project.

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IN THE END, IT’S ALL GOOD A N N U A L _

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How Megan Good found a new career path at a pivotal moment.

“No matter what you face, fight through the bad days.

Better days are coming.”

It took Megan Good (Personal Support Worker, ’18) a long time—decades in fact— to get to where she feels she was meant to be. Although she fought her internal gender identity for more than 30 years, seven years ago she started the process of transitioning to female. And this fall she entered the registered practical nursing (RPN) program, the final step in her career journey from heavy equipment to health care. Now, finally, at the age of 45, she says life is pretty amazing.

The starting point for Megan’s winding career path was at Sterling Truck Plant in St. Thomas. After the plant closed in 2008, training as a heavy equipment operator led to work in the construction industry and then to the emerging solar farm industry.

“I was working in installation and contract management, running million dollar projects,” she recalls. As a transgendered person, she was also in the process of transitioning and the American company she was working for was very supportive.

However, faced with declining business, the company pulled out of Canada and Megan began job searching yet again. “I was getting interviews, employers loved my résumé and my experience,” she says. “Until they met me in person. It was apparent to me that during the interviews I was discriminated against because of my gender identity.”

It was a pivotal point—a time to change direction, she says. “I wanted to do something that would make a difference and decided to move into the health-care field. A friend convinced me to take the eight-month PSW (Personal Support Worker) program at Fanshawe to see if I really liked health care, instead of taking on the longer nursing program.” Turns out, Megan did like it. She got a job right after graduating, won the PSW Elgin County Leadership Award and is currently working at St. Thomas Elgin General Hospital.

She is ready to take the next steps to become a nurse, enrolled in an RPN program.

“Studying at the Fanshawe campus in St. Thomas was probably my best experience school-wise in my entire life,” says Megan.

“The faculty and staff are really what sets this campus apart and honestly I credit a lot of my success to my professors. They all pulled from their years of experience as nurses and applied that passion into the students’ learning environment. They were preparing the next generation of health-care professionals so their expectations of us were high and this really prepared us for the challenges we would face in the workplace.“ Looking back at the past few years, she shares her thoughts for people who are facing adversity. “No matter what you face, fight through the bad days. Better days are coming.”

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FANSHAWE

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GLOBAL Mortarboards fly and the celebrations begin at the Instituto de Educación Superior Tecnológico Público “De Las Fuerzas Armadas” in Lima, Peru.

The partnership between Fanshawe and this Peruvian institute allows the College to broaden its global reach and graduates in Peru receive a Fanshawe diploma.

During this year’s ceremony, College representatives presented the first-ever diplomas to 119 graduates of Fanshawe programs.

Alex Lau (at left), member of the College’s Board of Governors and Jeff Wright (at right), Fanshawe’s vice-president, Corporate Strategy and Business Development, participated in the graduation ceremony and recognized the top five graduates (pictured here) from Fanshawe programs. These five students will be visiting Fanshawe in the fall for an exchange experience.

Photography provided by Alex Lau.

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FANSHAWE GROWS IN WOODSTOCK The Woodstock/Oxford Regional Campus has expanded with an additional site located in downtown Woodstock to accommodate the more than 20 per cent growth in enrolment over the past two years. The College will offer a selection of flexible learning options out of the new location at 45 Metcalfe Street beginning in fall 2019. This consolidates activities Fanshawe has been conducting at four different sites throughout the City of Woodstock. The 7,200-square-foot facility is equipped with four high-tech classrooms and a multi-purpose conference room and frees up much needed additional academic space at 369 Finkle Street, where the campus currently educates more than 800 students a year.

WOODSTOCK

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CO-OP EDUCATION LEADER

Fanshawe was one of the first in the development of co-operative education at the college level in Canada and now offers nearly 80 co-op programs—a leader amongst all colleges.

It’s the start of a hot and hazy summer day and Danielle Gomes, a third-year landscape design student, is busy getting to work on her second co-op term with TLC Landscaping. This week’s backyard project will focus on putting in a patio, fire pit and gardens.

“When you’re working in the field, you’re part of the team,” she says. “It’s one thing to learn about design and build projects in the classroom but to be able to do it in a workplace—it gets you thinking about things you can’t do on a computer.”

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Tom Davis on inspiring our future generations, leaving the world a better place and training with Al Gore.

CLIMATE REALITY LEADER A N N U A L _

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“

“

I feel it’s my responsibility to turn over a planet that is equally as good as the one I received.

Solar walls span the entire length of Falcon House residence at Fanshawe’s London Campus. The solar walls heat cold outside air and it is then used to ventilate the building, offsetting around 1,500 megawatt hours per year in energy and reducing greenhouse gas emissions by 285 tonnes per year. This is the equivalent to the amount of energy 51 average households use every year or the amount of emissions 54 cars or light trucks produce yearly.

Tom Davis has had a front row seat to the effects of climate change and is determined to make a difference.

This Fanshawe professor and environmental engineer is driven to find energy from non-traditional sources and is helping students do the same. Tom is involved in a number of projects as part of a “net-zero” campus energy plan, with a goal of having all buildings make as much energy as they consume. This includes the installation of solar arrays for research and student projects and in turn, these panels reduce greenhouse gas emissions.

Tom is setting his sights on the next challenge: the retrofit of the College’s Kestrel Court residences. These will be among the first townhouses in Canada to be renovated to net zero with involvement from students in nearly 20 different programs from across the College.

Tom is also a Climate Reality Leader—one of 25,000 people throughout the world who have been personally trained by Al Gore, former U.S. vice-president and chairman of the Climate Reality Project, a group with a mission of turning awareness into action. Tom undergoes frequent training and has access to an arsenal of information that he shares with students and encourages them to consider becoming leaders as well.

“I was born into a planetary system that is radically different than the one we’re experiencing today and I feel it’s my responsibility to turn over a planet that is equally as good as the one I received,” Tom says. “Unless there are people like me who are willing to roll up their sleeves and engage, climate issues will not be solved.”

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EMPLO RO How Rhonda Payne’s students gave her goosebumps.

Lawrence Kinlin School of Business professor Rhonda Payne came up with an innovative idea for her marketing students in the most unlikely of places—a hospital.

“I started to wonder, what if we could train business students like medical students,” Rhonda says. “One doctor I spoke to said rounds gets you out into the field—you can’t learn everything from a textbook.”

After interviewing a number of physicians, Rhonda began developing the concept of ‘employer rounds’. This includes four weeks of teaching rounds—weekly table rounds with a faculty team that ensures progressive learning. Holding weekly client rounds meant the participants were actively moving from being a student to a practitioner.

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Rhonda offered an opportunity for students in the marketing management and business marketing programs to work with three not-for-profits in a variety of disciplines to help address an issue each organization was having.

Nearly 80 students participated and 26 projects were presented.

“Once the students heard the presentations, they had to sign up to work in groups with the organizations they were most interested in on a first come, first served basis,” she says. “Ten minutes after we opened up the discussion board sign up, all the spots were filled—talk about engagement and signature innovative learning experience!”

After completing a four-week stint of teaching rounds—where a team of three professors would reawaken and recall prior learning—the students spent the remainder of their semester working with their not-for-profit clients and attending their weekly table rounds.

“The results of the employer rounds have been very exciting,” Rhonda says. “Students had a rare opportunity to choose their learning and many stayed on to volunteer with the clients they worked with after the end of the project. A number of students were hired on by clients before the semester was over.”

Rhonda says employer rounds also helps the College develop deeper connections and relationships with community organizations. “It shows our community what the College and our students have to offer.”

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For the past two years, Fanshawe faculty and students in Electromechanical Engineering Technician, Electrical Engineering Technology, Electronics and Embedded Systems Development, Practical Elements of Mechanical Engineering and Information Technology programs, have worked on the design and build of an electric powered drone for Snabb Delivery.

DRONE DELIVERY As the demand

for delivery services increases, Fanshawe helps find a solution to address an industry shortage.

Brennan Berlemont had a bold idea for his business that others thought would be too ambitious for the London area. With Fanshawe’s help, his dream is becoming a reality.

Brennan is the founder of Snabb Delivery. With locations in London and Windsor, Snabb offers free delivery from hundreds of merchants and restaurants and is currently the only company to offer delivery from their platform called Snabb Variety, which is stocked with products typically found in convenience stores and can only be ordered online. This is a completely new concept in delivery services.

As demand for delivery services increases, especially among students—Snabb’s largest customer base—there is a huge shortage of drivers to deliver products, leading Brennan to explore other options.

He approached Fanshawe nearly two years ago to help design and build an electric sidewalk drone to help deliver orders at short distances in the downtown core.

“There has been lots of enthusiasm from Fanshawe for this project,” Brennan says. “I’ve had the opportunity to work with many different faculty members and students because the College offers such a range of expertise.”

The drone is remotely operated, moving at a brisk walk speed, and includes safety features so it won’t run into people, vehicles or go off the sidewalk. Food is placed in a container on the drone to keep it warm or cold and the customer will be given a code to open the box and receive their order.

Not only does the drone address the driver shortage, but it also solves existing issues, like finding parking to pick up and make deliveries and is a more environmentally friendly option as it is 100 per cent electric powered and produces no carbon emissions.

Next up for the Snabb delivery drone?

“We will continue to work with Fanshawe to develop its autonomous features and get it on the road to do some testing to see how it interacts with people and vice versa,” Brennan says.

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Fanshawe students won awards from the Professional Photographers of Canada’s annual image salon. This juried exhibition showcases the best of the best with more than 800 images submitted for judging.

Congratulations to our winners!

Shadow Play Wendy Lang Best of category - portrait student award Best overall - student award

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Silk Splash Rana Bader Best of category - commercial student award

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The future telecom advice for aspiring entrepreneurs A N N U A L _

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of

Opportunities to innovate are everywhere

Peter Rocca (Computer Programmer ’94) has seen a lot of changes in the telecommunications industry since he and Darryl Olthoff founded Start.ca in 1995 after meeting as students at Fanshawe.

Technology, government regulations, customer expectations, competition, to name a few. “We’ve gone through a number of waves that have required a significant investment in time and money and we’re hitting another wave now. Customers expect a lot in terms of quality, performance and reliability,” says Peter. “Initially there were thousands of companies in our space, now we are down to a couple of hundred in Canada and we’re at the edge of losing a lot of ‘mom and pop’ players.”

When Start.ca opened it was one of the smaller players, a ‘hobbyist’ business says Peter. But now he describes it as an ‘enterprise player’ that supports both residential and institutional consumers, including businesses, banks and hospitals.

Start.ca has managed to thrive by sticking to its main differentiator—topnotch customer service provided by an in-house service desk, with no pressure to

wrap up a service call within a prescribed number of minutes. “Maintaining a personalized and friendly customer experience is key to our success, and that’s not going to change,” he says.

But by necessity not all things can stay the same. Peter recognizes the value in introducing incremental change— small steps to test out a concept that can quickly be embraced or discarded. “Opportunities to innovate are everywhere, but sometimes people struggle over the grand vision and think they have to build the entire model before they release it. It’s better to build incremental steps, test the market, evaluate to see if you’ve hit the mark.

If you’re going to fail, do it quickly and in small steps so it doesn’t cost a lot of time or money,” he advises aspiring entrepreneurs. “We’ve tried a lot of little things to see if they live or die. The things that don’t die become part of the model and they improve with every iteration.”

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PREPPED PAINTED POLISHED A N N U A L _

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Maggie Friesen’s journey to represent Canada at WorldSkills competition in Russia.

Maggie Friesen (Auto Body and Collision Damage Repairer, ’18) likes to work with her hands, and when she was in high school she was pretty sure she was headed for a career as an auto mechanic. Until, she says, “I took a co-op and found out it wasn’t what I thought it was.” Through a pre-apprenticeship program at Fanshawe she discovered that body work was far more interesting, especially painting—the last step in restoring a dented or damaged vehicle to its former beauty. “The look of a freshly polished, scratch-free finish is super satisfying,” she says, and that led her to complete the Auto Body program at Fanshawe.

Painting is something Maggie does well. So well that one of her instructors, Mike Papoff, encouraged her to compete in the Skills Ontario competition, a unique opportunity for top students to demonstrate that they are the best in their field—with Mike taking on the role as her main trainer. After winning gold at Skills Ontario and placing in the top three at Skills Canada, Maggie beat out the competition in Halifax to secure her right to represent Canada at the 45th bi-annual WorldSkills competition held in Kazan, Russia.

The path to Kazan was long and challenging—a huge time and financial commitment. Maggie figures she’s been on unpaid leave from her job at Fix Auto about one week out of every month in 2019. For the past three years she’s been training and competing, travelling across Canada to Edmonton, Montreal, Bayswater and Halifax in Nova Scotia, and across the Atlantic to Denmark, then Russia. At 22, she is at the age limit for competing, so this was her one shot at being WorldSkills champion.

Preparing for the competition, she rhymed off the list of factors that would determine the winner: safety, attention to detail, product knowledge, ability to follow instructions, knowledge about the painting trade and more. She’d be using all of the theory and practical knowledge that she’d accumulated to date, and applying them under tight time constraints— which is the one thing that worried her most. “If I feel overwhelmed by a mistake or the time limit, I have a harder time making decisions quickly,” she said. “Mike and I have been working on that and fine tuning things.

Now I feel like I can choose the right product or technique without having to stop and think about it.”At the time of the interview, Friesen was a month away from competing at WorldSkills. She ended up winning / placing ______.

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Fanshawe Music Industry Artist of the Year Inaugural award showcases talent of Music Industry Arts students.

It’s November and Music Industry Arts (MIA) student Ayden Miller is in his residence room reflecting on some significant life changes. He just turned 19 years old, is living away from home for the first time to attend college and coming to terms with the end of a relationship. But these challenging times sparked Ayden’s creativity and he began writing a number of songs to help him through it. One that stood out to him was Purple Candy.

“I felt like Purple Candy was the one that meant the most to me,” Ayden says. “I think that when you are experiencing things for the first time, it’s tough to come to terms with the reasons behind something like a failed relationship, and while it may be difficult to do, I think it’s important to reflect on the good times spent with someone rather than to dwell on the low points.”

And little did Ayden know that this very song would lead him to form a band called New Friends, which would then be named the Fanshawe Music Industry Artist of the Year.

After wrapping up his writing, Ayden teamed up with classmate Cole Wilson to work on producing the sound for the song in Fanshawe’s studios. While in a performance class, Ayden found the lead singer for the single.

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“Cole was partnered with another classmate, Stefan Boulineau, for a project where you play a song in front of the class as a band,” Ayden recalls. “Once I heard Stefan’s voice, I was blown away and knew he had to be the one singing our song.”

The three classmates clicked instantly in the studio and became close after working together on the tune for a few months. They ended up emailing the demo of their track to professor Mike Roth who teaches the Artist Development course at Fanshawe and previously worked as vice-president of Artist and Repertoire at Sony Music Canada. Mike played the demo in class one day with great support and feedback from the other students. That was the day they formed their band and New Friends was born with Stefan on lead vocals, Ayden on keyboard/ synthesizer, Cole on lead guitar and Luke Smith as band manager.

Since then, Purple Candy has been released as the debut single by New Friends (mixed and mastered

by Dan Brodbeck, Fanshawe’s MIA program coordinator) and has earned positive reviews.

This is the first time the Fanshawe Music Industry Artist of the Year has been awarded and will help give musicians the start they need to break into the ever competitive music scene. Each year, faculty members of the MIA program will choose the top artist or band they believe has the greatest potential for future success and the $10,000 award will help support the musician or band’s sound, image and production. The award also includes assisting with radio and streaming promotion of the single. The band will also be highlighted on the College’s digital channels and will perform at a variety of Fanshawe events and presentations.

“We are honoured to be selected as the first Fanshawe Artist of the Year,” Ayden says. “While we haven’t been together for very long, we see a future together as a band and this award is so helpful in our young career.”

Find Purple Candy, New Friends’ debut single on Spotify.

The song has received more than 100,000 streams in just two months!

NEW FRIENDS

New Friends is comprised of MIA students Ayden Miller (keyboard/synthesizer), Stefan Boulineau (lead vocals) and Cole Wilson (lead guitar).

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Turning education

on its head

with job skills for the future Preparing students for a rapidly evolving workforce.

In a rapidly changing global economy, employers, higher education institutions and governments realize the job market is changing. Forces such as artificial intelligence, robotics, super-structured organizations and a globally connected world are completely disrupting workplaces. In addition to the technical skills learned at college, successful graduates will require highly advanced human skills.

Recognizing the careers graduates embark upon today will look very different a decade from now, Fanshawe’s Jobs Skills for the Future and Signature Innovative Learning Experiences are initiatives that will help prepare graduates for these changes and give them an employment advantage. These initiatives fall under Fanshawe’s Innovation Village, a new community where students, educators and clients converge to advance innovation and solve community-sourced problems.

“Fanshawe is leading the way among Ontario colleges to embed these skills into every one of our programs,” says Gary Lima, senior vice-president, academic and architect of this initiative. “Not only will our graduates have these abilities, they’ll be able to demonstrate them to employers, giving them an edge in their job search.”

These include:

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•

•

novel and adaptive thinking (find innovative, creative and unconventional relationships between things or concepts) resilience (succeed through adversity)

•

implementation skills (manage projects to achieve key milestones and outcomes)

•

complex problem solving (find solutions to real-world problems)

•

global citizenship (create an awareness of the wider world and our place in it)

•

self-directed learning (identify and achieve personal learning goals)

•

social intelligence (build and nurture mutually beneficial relationships)

“Our goal is to prepare students for their future career(s) and equip them with the essential skills they need for long-term success by providing high quality, relevant education and training,” says Gary.

By 2022, every student will also have the opportunity to participate in a Signature Innovative Learning Experience. Examples include working with live clients, entrepreneurial initiatives, participating in global experiences, collaborating on multi-disciplinary projects and contributing to industry sponsored research activities. The College believes that participation in these highly experiential learning activities will assist students in developing the crucial job skills of the future.

Through these initiatives, Fanshawe will significantly increase opportunities for students to develop the essential skills needed to grow and succeed in their chosen career in a rapidly evolving workforce.

“Fanshawe is leading the way”

Job Skills for the Future and Signature Innovative Learning Experiences Fanshawe is committed to revising the curriculum of every post-secondary program it offers to develop skills the College believes will ensure students are successful in the future. These related initiatives will differentiate Fanshawe graduates and give them an employment advantage. Graduates will be able to clearly articulate essential skills that employers are seeking in their field and describe how those skills were developed through experiential learning.

Interested in learning more about Innovation Village?

Visit fanshawec.ca/innovation or contact innovationvillage@fanshawec.ca for more information on how students can conduct projects or research for your organization.

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MOST WINNING SEASON

EVER

Fanshawe’s varsity student-athletes completed their previous athletic season in record-breaking fashion—the most successful in its 52-year history.

The Falcons set a new record for most medals in a season with 28 national and provincial medals, including 11 Ontario Colleges Athletic Association (OCAA) and two Canadian Collegiate Athletic Association (CCAA) national championships. They also won six silvers and four bronzes provincially and five bronzes at the national level.

There were also many individual accolades, including: •

The CCAA named eight Falcons as Academic All-Canadians for their commitment to academic success and student achievement.

•

Women’s soccer star Jade Kovacevic was named OCAA Female Athlete of the Year—the first time a Fanshawe female student-athlete has received this honour. Kovacevic led the Falcons to an undefeated OCAA season and led the nation in scoring with 30 goals.

•

Men’s volleyball head coach, Patrick Johnston, received the Canadian Collegiate Athletic Association (CCAA) Coaching Excellence Award in recognition for his contribution to sport and student-athlete development—a first for a Fanshawe coach.

•

The OCAA announced the election of Nathan McFadden as president of the OCAA. During his tenure, the Athletics program has excelled and program success has increased by over 136 per cent as was highlighted by the 2018/19 season—the most successful in their 52-year history.

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FANSHAWE FACTS 45,720 students

197,000 alumni

6

Campuses

27.4%

international population

in London, Simcoe, St. Thomas and Woodstock

5

Regional Sites in Clinton, Goderich, Kincardine, Stratford and Tiverton

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3,159

employees

200+

Programs with five new programs launching this year (54 launched over last five years)

Key Performance Indicators Fanshawe students and graduates surpass provincial averages in satisfaction, graduation and success finding jobs.

$1.6 Billion

Fanshawe’s economic impact to London and surrounding area

Fanshawe creates 5.6% of the region’s Gross Regional Product

Graduate employment rate: 87.6% second among large Ontario colleges, exceeds provincial average by 2%

Student satisfaction rate: 75.5% above province-wide 73.4% average

Graduate satisfaction rate: 80.2% (six months after graduation) leads among large colleges and is above provincial average

Graduation rate: 68.8%

14.8% ROI

For every dollar a student spends on a Fanshawe education, the student receives a cumulative $3.80 in higher future wages.

first among large Ontario colleges, 2% above provincial average of 66.8%

Employer satisfaction: 94.2% above provincial average

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The of travelling across Canada as a Fanshawe grad

Where will Fanshawe Alumni PERKS take YOU?!

Alumni PERKS offers discounts to Fanshawe grads travelling to these incredible locations and more.

Interested in finding out more about the exclusive deals? Visit fanshawec.ca/perks to download the app, become a member and view all the fun discounts.

Canada is a massive country offering countless adventures across this great land. After graduating, our alumni often travel this beautiful country for work and pleasure. With Fanshawe Alumni PERKS, grads receive discounts and get access to special experiences all across Canada. Here are just a few of our favourite places Fanshawe alumni use their PERKS during their travels:

VANCOUVER ISLAND, BRITISH COLUMBIA Many Fanshawe grads make their way to Canada’s West Coast which is a one-stop shop for nature photographs and home to one of the highest waterfalls in the world! While exploring Vancouver Island, Fanshawe alumni save up to 20 per cent at Choice Hotels.

BANFF AND LAKE LOUISE, ALBERTA Surrounded by snow-capped mountains, glacial waterfalls and forests, this picture-perfect location is a great place to relax and unwind. The Fairmont Banff Springs was built in 1928 and has come to be known as the “Castle in the Rockies.” Fanshawe grads receive 10 per cent off their stay at this historic hotel with Alumni PERKS.

NIAGARA FALLS, ONTARIO Fanshawe alumni can be seen taking in the beautiful view of this 180-foot high waterfall and exploring nearby wineries. Our grads can sample and learn about quality wines and even save $10/person on daily tour selections with Niagara Vintage Wine Tours. For family vacations in the area, Alumni PERKS allows grads to save up to 20 per cent on adventures at Great Wolf Lodge.

QUEBEC CITY, QUEBEC One of the best ways to see the country is by train. After graduating, our alumni can hop on VIA Rail’s London to Quebec City train and take a walk through Old Quebec, a UNESCO World Heritage treasure. Our grads save 7.5 per cent off VIA Rail travel.

HALIFAX, NOVA SCOTIA Explore this seaside town known for its red-brick heritage buildings, four kilometre seafront boardwalk and landmark citadel.

And a trip to the East Coast wouldn’t be complete without indulging in some fresh seafood cuisine and local craft beer. Pay for your Halifax adventure with MBNA Rewards® Platinum Plus® Mastercard® credit card and earn up to 10,000 points for travel, gift cards and more as part of the Alumni PERKS ‘Welcome Offer’.

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BUTTERNUT SQUASH SAMOSAS

Samosas were on the menu at The Chef’s Table when it first opened in 2018 and were created to appeal to the international diversity of students at the downtown campus. Many students approached Chef Kyle Fee after eating the samosas and told him the food reminded them of home.

“That right there made everything that we do at The Chef’s Table worth it in my eyes,” Kyle says.

Fanshawe culinary student Shashi Bala is the inspiration behind this recipe. “Shashi told me her parents own a samosa shop at home so she made us some, and were they ever good!” Kyle says. “She was so graceful when making them and they are far better than the ones I would have made.”

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RECIPE CREATED BY CHEF KYLE FEE AND PREPARED BY CULINARY STUDENT SHASHI BALA

BUTTERNUT SQUASH SAMOSAS

yield: six samosas

Ingredients

Directions

Dough

1.

Sift the dry ingredients. Cut/rub the shortening into the dry ingredients until it becomes mealy.

2.

Add the yogurt/water mix and knead gently to a smooth dough. Allow to rest for 30 minutes.

3.

Roll into an even sized rope and divide into six equal portions. Roll each dough portion into a ball. Roll each ball into a disc, and cut in half.

4.

To prepare filling: split the squash vertically and remove the seeds. Roast in a 375˚ oven until fork tender. Scoop the roasted squash into a mixing bowl and set aside.

5.

Heat ghee in a large sauté pan, sweat the onions, garlic and ginger until the onions become translucent. Add the spices and cook until they become fragrant.

6.

Add the roasted squash and cook to reduce the amount of moisture until the mixture is quite dry. Fold in the peas and cilantro. Season with salt and pepper to taste.

7.

Brush one half of your dough portion with water. Bring each side of the dough together, slightly overlapping to form a cone shape. Pinch and seal the seam.

8.

Fill the cone about 3/4 of the way with filling. Brush the inside of the samosas with a little more water and pinch the top together to form a good seal.

9.

Heat about two to three inches of oil in pan (to approximately 350 degrees) and deep-fry samosas until golden brown and crisp (approximately 3-5 minutes).

Remove and place on plate lined with paper to absorb extra oil. Serve immediately with chutney.

1 cup all purpose flour ⅛ teaspoon baking soda ½ teaspoon kosher salt 4 tablespoons shortening 2 tablespoons yogurt mixed in ¼ cup water

Filling 1 medium butternut squash 1 tablespoons ghee ⅔ cup onion, minced 4 cloves garlic, minced 1 tablespoons ginger, minced ½ teaspoon cayenne pepper 1 teaspoon garam masala 1 teaspoon cumin, ground 1 teaspoon corriander, ground ½ teaspoon turmeric 1 cup green peas, blanched and shocked ¼ cup cilantro leaves, chopped Salt and pepper to taste

Spicy Apple Chutney (yield approximately two cups) 2 cups gala apples, uniform small dice

1.

heat until boiling.

¼ cup bird’s eye chili, minced ¾ cup red onion, small dice

2.

½ cup cider vinegar 1 tablespoon grated ginger

Once boiled, reduce to a simmer until thickened.

½ cup brown sugar 2 tablespoons honey

Heat all ingredients on medium/high

3.

Slightly mash and return to heat, until desired thickness.

1 clove garlic, minced ¼ teaspoon cayenne salt and pepper to taste

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