Land Acknowledgement
Humber Polytechnic is located within the traditional and treaty lands of the Mississaugas of the Credit. Known as Adoobiigok [A-doe-bee-goke], the “Place of the Alders” in Michi Saagiig [Mi-Chee Saw-Geeg] language, the region is uniquely situated along Humber River Watershed, which historically provided an integral connection for Anishinaabe [Ahnish-nah-bay], Haudenosaunee [Hoeden-no-shownee], and Wendat [Wine-Dot] peoples between the Ontario Lakeshore and the Lake Simcoe/Georgian Bay regions. Now home to people of numerous nations, Adoobiigok continues to provide a vital source of interconnection for all.
Listen to an audio recording of Humber’s Land Acknowledgement (humber.ca/indigenous/truthreconciliation-audio-video)
PHOTO BY MARILYN CAMPBELL, HUMBER ARBORETUM
Projects like this are valuable in preparing students for international careers because they mirror the reality of working in a globalized industry. Being able to communicate effectively, adapt to different working styles, and align expectations across cultures are all critical skills.
—KRISTOPHER R. K. OHLENDORF, MA, PROFESSOR, INTERACTION DESIGN, FACULTY OF MEDIA, CREATIVE ARTS, AND DESIGN
Humber x Dania Games Multimedia Collaboration
´ Sketches for “Shaman’s Dungeon” by Vivienne Luechai.
Masthead
On the cover:
A collection of images from COIL trips or student works. Images courtesy of the respective interviewees.
September 2025
SPARK is published by Humber Press, housed in the Office of the Senior Vice-President, Academic at Humber Polytechnic. The opinions and views expressed in SPARK are those solely of the interviewees and do not necessarily reflect the views of Humber Polytechnic.
Launched in 2021, SPARK is a two-time Canadian Online Publishing Awards (COPA)-winning publication.
Published by Humber Press, Office of Senior Vice-President, Academic, Humber Polytechnic 205 Humber College Blvd., Toronto, ON M9W 5L7 humberpress@humber.ca
Connect with us humberpress.c a jipe.ca humberpress@humber.ca linkedin.com/showcase/humber-research/
Editorial Team
MANAGING EDITOR
Anju Kakkar
EDITOR
Saran Davaajargal
GRAPHIC TECHNOLOGIST
Andrea Chan
PROJECT COORDINATOR
Marlee Greig
Disclaimer
Humber Press strictly adheres to Humber Polytechnic’s Brand Guidelines. In instances of style conflicts, Humber Polytechnic’s guidelines will take precedence. On request, this document is available in alternate e-formats.
DEAR READERS, COLLABORATORS, AND CURIOUS HUMANS,
Welcome to Issue #14 of SPARK, arriving just as the air turns crisp and the scent of new notebooks, new pens and sharpened pencils fills the halls of Humber Polytechnic.
September always brings a sense of renewal—a kind of academic new year—where timetables are set, coffee queues grow longer, and possibilities stretch as far as the campus Wi-Fi signal. It’s also a moment to pause and reflect on what we’ve learned and where we’re headed next.
Note: Each article in this special issue on COIL is colour-coded for easy reference.
In this issue, we dive into one of the most quietly revolutionary practices in higher education today: Collaborative Online International Learning (COIL) at Humber Polytechnic. From fashion systems in the UK, social innovation in Denmark, to behaviour science projects spanning Bahrain and Canada, Humber students and faculty are working across borders (and bandwidths) to co-create knowledge with global peers. Even Stanley Kubrick makes an appearance, powered by AI, of course. No big deal.
What’s most striking? These aren’t just digital assignments. They’re real, human-centred experiences where students stretch beyond disciplines, languages, and time zones, and sometimes beyond their comfort zones to develop empathy, collaboration, and systems thinking . All of which, by the way, happen to align beautifully with Humber’s Building Brilliance vision to Reimagine Learning, Build Deeper Partnerships, and Drive Impact
Before you turn the page, we’d be remiss not to share one more note of change. This issue marks a bittersweet moment for our SPARK team as we say goodbye to our brilliant editor and story-shaper, Saran Davaajargal, who is off to New York to begin her Master of Fine Arts. Saran’s eye for narrative and heart for nuance have made every issue better. We’re cheering her on as she chases her own next chapter and promise to keep her seat warm, just in case she misses us too much.
So, whether you’re here for the “aha” moments, the student reflections, or the stories that remind us that the world is a classroom, we’re glad you’re here.
Here’s to new beginnings, global friendships, and a fall semester that just might surprise us.
With warmth and wonder,
Anju Kakkar Managing Editor, Humber Press Office of the Senior Vice-President, Academic Humber Polytechnic
BUILDERS OF BRILLIANCE: TEACHING AND LEARNING INNOVATION FUND
At Humber Polytechnic, innovation is not an abstract ideal—it’s the cornerstone of how we reimagine learning. The newly launched Builders of Brilliance Teaching and Learning Innovation Fund represents a bold step toward making that vision a reality. Anchored in Humber’s strategic plan, Building Brilliance, the fund invests directly in transformative projects that move us beyond one-sizefits-all education toward personalized, human-centred, and technology-enhanced learning .
This annual fund is more than financial support; it is a platform for imagination. It empowers faculty, staff, and students to test bold ideas, scale promising practices, and shape what the future of higher education will look like. From embedding artificial intelligence into classrooms to designing escape rooms as immersive teaching tools, Humber has already shown that its community thrives on creativity. This fund gives those ideas room to grow and ripple outward.
The fund invites proposals that speak to the diverse ways we can redefine the student experience. Whether it’s tailoring learning pathways to individual needs, experimenting with playbased and experiential approaches, or transforming physical and virtual spaces to encourage collaboration, the fund recognizes that innovation is not a one-note pursuit. It’s about building an ecosystem of possibility.
The areas of focus are intentionally broad—here are some thought starters to help inspire your proposal:
x Personalization: Personalizing the learning journey to meet individual student needs and interests.
x Employability: Fostering lifelong learning and skills that support students’ career adaptability and success.
x Redefining Play-Based Learning: Exploring innovative, experiential, or playful learning strategies that deepen engagement.
x Student-Centred Learning: Designing learning environments and practices that prioritize student well-being, inclusion, and voice.
x Leveraging Technology: Using technology to enhance learning, accessibility, and collaboration in meaningful ways.
x Transforming Learning Spaces: Reimagining physical or virtual learning environments to support dynamic and inclusive learning.
x Credit Recognition: Exploring ways to formally recognize student learning through credit-bearing activities, micro-credentials, or skill-based outcomes.
Most importantly, this fund signals Humber’s continued leadership in teaching and learning. It underscores the belief that when we empower educators and learners to co-design the future, higher education becomes not only more adaptable but also more inclusive, resilient, and brilliant.
The Call for Proposals closes October 5, 2025. Hurry and Apply Today!
x Visit the Builders of Brilliance Teaching and Learning Innovation Fund website to learn more and to access the application.
x Register and join one of our upcoming virtual sessions (Tuesday, September 16, 1:00 p.m. to 2:00 p.m. or Wednesday, October 1, 10:00 a.m. to 11:00 a.m.) to ask questions and explore the application process.
COIL: WHERE CURIOSITY CROSSES BORDERS
BY ANJU KAKKAR
A student logs in from their apartment in Etobicoke. Another joins from a design lab in Aarhus. One signs in from a game studio in Denmark, while others wait backstage in a metaverse-based film school. The screen splits. A moment of hesitation, then laughter. And suddenly, the learning begins.
This is not fiction. It’s COIL–Collaborative Online International Learning–one of the most quietly transformative forms of education at Humber Polytechnic. For the learners and faculty who’ve taken part, it’s not just a class. It’s a portal.
From virtual production studios to health equity workshops, Humber students are co-creating real-world projects with global peers in Denmark, the UK, Bahrain and Sweden. They are designing box art for unreleased video games, consulting for the world’s first recycling mall, exploring dementia-care models, and even launching sustainable branding campaigns for plant-based cheeses.
Each of these collaborations embodies the three pillars of Humber Polytechnic’s Building Brilliance strategy:
x Reimagining Learning through immersive, real-time global exchanges.
x Building Deeper Partnerships with innovative institutions like Dania Academy, VIA University College, and Nottingham Trent University.
x Driving Impact by addressing real challenges, from climate change to care equity, and transforming theory into practice.
A DIFFERENT KIND OF CLASSROOM
There are no borders in a COIL session. There is only connection, sparked by mutual curiosity and shared purpose. What begins as a curriculum objective soon becomes a conversation about values:
x A marketing student in Toronto learns how product branding lands differently in Denmark.
x A behavioural science student grapples with the nuances of dementia care in multicultural communities.
x A Systems Thinking class maps what “belonging” means across cultures and sectors.
COIL isn’t a field trip or a semester abroad. It’s global education for the now: accessible, scalable, deeply human.
These stories unfold through flipped classrooms, shared drives, and Zoom brainstorms but also through those immeasurable moments when students say, “Through the conversations we’ve also gained insight into the work and understanding of how another part of the world works together to create something.”
WHY IT MATTERS
COIL isn’t a field trip or a semester abroad. It’s global education for the now: accessible, scalable, deeply human.
As the World Economic Forum’s 2023 Future of Jobs report puts it, “curiosity, lifelong learning, empathy, and collaboration” are among the top 10 skills of the future. And according to Polytechnics Canada’s April 2025 Skilled & Ready report, 86% of in-demand skilled roles can be met through polytechnic education, especially when that education builds intercultural fluency.
Humber’s COIL projects turn these ideals into reality. Whether it’s stepping into a metaverse with VIA University College, co-hosting virtual guest speakers with the University of Salford
and the British University of Bahrain, or designing cross-border campaigns for sustainable fashion, COIL at Humber is about more than credit hours. It’s about capacity building.
A SHARED STORY
In the pages that follow, you’ll meet eight faculty-led COIL projects. Each is unique–some design-focused, others policy-driven–but all are grounded in co-creation.
You’ll hear students talk about discomfort, resilience, and that “aha” moment when new insight clicks into place. You’ll hear faculty reflect on what it means to lead with vulnerability and intention.
And you’ll be reminded that even in a fragmented world, shared meaning is still possible.
If curiosity is the spark, COIL is the torch.
Let’s pass it on.
COIL PROJECT
HUMBER PARTNERS WITH DANIA ACADEMY, DENMARK
Humber x Dania Games Multimedia Collaboration
As part of the Multimedia Design & Development program at Humber Polytechnic, students collaborated with Dania Games in Denmark to gain hands-on experience in multimedia design and contribute to real-world video game promotions. Humber students assisted Dania Games in creating a variety of promotional materials for video game prototypes, including box art, website design, logos/ branding, trailers, and social media content.
HUMBER’S PERSPECTIVE
HUMBER FACULTY
LEAD: Kristopher R. K. Ohlendorf, MA
PROGRAM NAME AND FACULTY: Interaction Design, Faculty of Media, Creative Arts, and Design
LINKEDIN: linkedin.com/in/krisohlendorf
HP: What motivated you to engage in an international collaboration for this project? How does this align with Humber’s vision of Reimagining Learning?
KRISTOPHER: I was supported by Humber on a trip to Denmark to run workshops for International Week at Dania Academy. While there, I connected with Jonatan Yde, the Executive Director of Dania Games. On a car ride with Jonatan from the Dania Games campus back to the hotel where I was staying—in between conversations about The Lord of the Rings—we discussed how our accompanying programs could support each other.
That’s where the idea for this international collaboration arose. This aligns with Humber’s vision of Reimagining Learning by creating an international collaboration between Humber and Dania Games’ students built on connections facilitated by digital technologies.
HP: Can you share a breakthrough moment where students from different backgrounds worked together in a way that surprised you?
KRISTOPHER: I’m always impressed by the initiative demonstrated by Humber students involved in these projects, and the openness of Dania Games students to collaborate. [Students] must work with their Dania Games collaborators to determine client needs, then reflect on their own skills with what they can best provide. Humber students end up finding a solution that leads to innovative and strong projects while continually developing their multimedia skills.
HP: What were some of the most significant cultural or logistical challenges your students faced?
KRISTOPHER: A key component of this project was dealing with timezone differences. This meant they needed to manage their time better to meet the project deadlines in the course.
HP: The Building Brilliance (BB) vision emphasizes Deeper Partnerships. How has this project strengthened Humber’s ties with international institutions?
KRISTOPHER: The ongoing continuation of this project every Fall semester encourages a continual connection and collaboration with my Dania Games colleague, Jonatan Yde. This allows us to share experiences and keep a line of contact open between the schools/ programs.
HP: Did you notice any shifts in students’ confidence, adaptability, or leadership skills as they navigated this cross-border experience?
KRISTOPHER: Yes, the students developed more initiative and stronger communication skills. Rather than blending into the background or
“By
having such expansive cross-cultural projects in their portfolios, it shines a light on the important skills developed by these students as they build their careers.”
—KRISTOPHER R. K. OHLENDORF, MA, FACULTY, INTERACTION DESIGN, FACULTY OF MEDIA, CREATIVE ARTS, AND DESIGN
coasting by, they made their presence known and stood out through strong communication and creative work. It’s also important to note that these projects are developed with the intention for students to include them in their portfolios to help secure a work placement and jobs in the future. By having such expansive cross-cultural projects in their portfolios, it highlights the critical skills developed by these students as they build their careers.
HP: If you had to make a case for why global collaborations should be a core part of higher education, what would it be?
KRISTOPHER: Collaborative projects like this provide a positive opportunity for students to connect with people they may never otherwise meet. As certain parts of the world trend towards isolationism and xenophobia, having positive experiences between students in various countries allows them to develop open minds and compassion for one another rather than fear.
Ç “Project S” video game collaboration between Dania Games and Humber Polytechnic student, Liubov Stepanishcheva.
STUDENT NAME: Weeranoot “Vivienne” Luechai
PROGRAM NAME AND FACULTY:
Multimedia Design and Development, Faculty of Media, Creative Arts, and Design
LINKEDIN: linkedin.com/in/vivienneluechai
STUDENT NAME: Liubov Stepanishcheva
PROGRAM NAME AND FACULTY:
Multimedia Design and Development, Faculty of Media, Creative Arts, and Design
LINKEDIN: linkedin.com/in/liubovstepanishcheva
“Don’t
be scared of the unknown; international learning is much easier than it seems. Although every international learning experience is different, each one offers valuable skills—or at the very least, a boost to your academic or personal growth…”
— LIUBOV STEPANISHCHEVA, STUDENT MULTIMEDIA DESIGN AND DEVELOPMENT, FACULTY OF MEDIA, CREATIVE ARTS, AND DESIGN
HP: What was your biggest “aha!” moment during this collaboration?
LIUBOV: I was looking through the inspiration for the website and found an art depiction of a cyberpunk city that very closely resembled the game. This is when I realized that “This!” is how I want the website to look and feel.
HP: How did working with international peers push you out of your comfort zone—academically or personally?
VIVIENNE: I think it pushed me academically. I have always enjoyed making new friends from other countries, as I like learning languages and discovering new cultures. I was hesitant to collaborate with them at first, as I wasn’t sure I could meet their standards. However, I decided to challenge myself and push myself to do my best.
HP: Time zones, cultural differences, and virtual teamwork—how did you and your team make it work?
LIUBOV: I think our main success point was that we found a platform for collaboration that we were both comfortable with—in our case, it was Discord. This significantly sped up our communication and made the process smoother.
HP: If you could take one skill from this experience into your future career, what would it be and why?
VIVIENNE: The ability to take constructive criticism and learning things from another perspective.
HP: What would you say to another student considering a COIL or international learning experience?
LIUBOV: Don’t be scared of the unknown; international learning is much easier than it seems. Although every international learning experience is different, each one offers valuable skills—or at the very least, a boost to your academic or personal growth. Besides, if it’s something you are interested in, it might be both fun and valuable.
´ “Get Off My Farm” logo designed by Ann Vu, Humber Polytechnic student, as part of the collaboration between Dania Games and Humber Polytechnic.
Explore Ann Vu’s creative process here.
´ Website created by Liubov Stepanishcheva for the video game “Project S” for Dania Games students.
Discover Liubov Stepanishcheva’s design portfolio here.
Learn more about Vivienne’s work process here.
³ “Shaman’s Dungeon” game developed in collaboration by Dania Games’ students Erik Mathiesen, Stefan Christian Müller, Oscar Junski Rützou, Asser Birk Eilertzen and Humber Polytechnic’s Vivienne Luechai.
DANIA ACADEMY PERSPECTIVE
FACULTY LEAD NAME:
Jonatan Yde, MBA
AFFILIATE INSTITUTION:
Dania Academy
DEPARTMENT AND PROGRAM NAME:
Computer Science / Game Development
LINKEDIN: linkedin.com/in/jonatanyde
“I believe global education partnerships will become even more crucial in the future. The demand for international collaboration skills is growing, and projects like this provide students with hands-on experience in working across borders.”
—JONATAN YDE, COMPUTER SCIENCE/ GAME DEVELOPMENT, DANIA ACADEMY
HP: What was your initial impression of working with Humber faculty and students? How did they approach collaboration differently?
JONATAN: The Humber students approached the project with great dedication and a structured mindset, likely because it was part of their examination. The collaboration was highly effective, and both groups quickly adapted to each other’s work styles.
HP: The modern workforce is increasingly global. How do you think projects like this help students prepare for international careers?
JONATAN: Projects like this are valuable in preparing students for international careers because they mirror the reality of working in a globalized industry. Being able to communicate effectively, adapt to different working styles, and align expectations across cultures are all critical skills.
HP: From your perspective, how has this collaboration contributed to Deeper Partnerships between our institutions?
JONATAN: The success of the initiative showcases the benefits of combining different academic traditions and approaches. The students’ enthusiasm and engagement further demonstrated that these kinds of international projects are not just academically beneficial but also deeply rewarding on a personal and professional level.
HP: What surprised you the most about the way students adapted to working in virtual and cross-cultural teams?
JONATAN: To be honest, I wasn’t particularly surprised by the success of the collaboration—I had high expectations for both Humber and Dania students, given their skills and adaptability. However, I was impressed by how quickly they built a strong workflow despite time zone differences and varying project expectations.
HP: Looking forward, how do you see the role of global education partnerships evolving in higher education?
JONATAN: I believe global education partnerships will become even more crucial in the future. The demand for international collaboration skills is growing, and projects like this provide students with hands-on experience in working across borders. As technology continues to enable seamless virtual teamwork, these collaborations will likely expand, offering even more opportunities for students to engage in meaningful, cross-cultural learning experiences.
WATCH NOW
WATCH WHAT KRISTOPHER OHLENDORF, MA, AND JONATAN YDE, MBA, HAVE TO SAY ABOUT THEIR COIL EXPERIENCE:
How has this project helped students develop the skills that can help them become career-ready citizens? (00:14 to 00:59)
What do you think are the key factors that contributed to the success of this collaboration? (01:00 to 02:27)
How did students develop personally and professionally through this collaboration?(02:28 to 04:01)
What has been a highlight of working on this project? (04:49 to 05:47)
Link: COIL: Humber Polytechnic x Dania Academy (Faculty) (youtu.be/IoIkrUOGJ5c)
´ Sketches for “Shaman’s Dungeon” by Vivienne Luechai.
STUDENT’S NAME:
Erik Mathiesen
SCHOOL NAME: Dania Academy
LINKEDIN: linkedin.com/in/erikmathiesen-046776143
STUDENT’S NAME: Stefan Christian Müller
SCHOOL NAME: Dania Academy
STUDENT’S NAME: Oscar Junski Rützou
SCHOOL NAME: Dania Academy
LINKEDIN: linkedin.com/in/oscar-junskirützou
LINKEDIN: linkedin.com/in/stefan-christianmüller-712887290
HP: What did you enjoy most about collaborating with Humber students?
DANIA STUDENTS: They had a professional attitude towards us and the project, and showed a great interest in what we delivered. They demonstrated a wealth of knowledge, having done solid preparation before reaching out with ideas, and were open to suggestions, making for a very smooth experience for us.
STUDENT’S NAME:
Asser Birk Eilertzen
SCHOOL NAME: Dania Academy
HP: What was the most unexpected or surprising thing you learned about working with Humber students and Canada?
DANIA STUDENTS: We anticipated communication challenges due to the timezone difference and the fact that this was our first time communicating a project to a non-game developer. To our surprise, neither proved an issue; they perfectly made up for the lack of expertise we have. We know how to create a game but not market it; we could’ve never made as great a trailer for our game as the one we’ve been given.
“Through the conversations, we’ve also gained insight into the work and understanding of how another part of the whole works together to create something more.”
—ERIK MATHIESEN, STEFAN CHRISTIAN MÜLLER, OSCAR JUNSKI RÜTZOU AND ASSER BIRK EILERTZEN, STUDENTS, DANIA ACADEMY
HP: Thinking about your future career, how did this experience help you develop skills that employers are looking for?
DANIA STUDENTS: Working with people outside of the team and communicating our vision clearly is essential. This was a learning experience for us, as it is something we’ve never had to do before. Through the conversations, we’ve also gained insight into the work and understanding of how another part of the whole works together to create something more.
Ç Storyboard sketches for Shaman’s Dungeon by Vivienne Luechai.
WATCH NOW
WATCH WHAT STUDENTS HAVE TO SAY ABOUT THEIR COIL EXPERIENCE:
Vivienne (00:13 to 01:25)
Liubov (01:25 to 02:27)
Oscar (02:28 to 3:46)
Link: COIL: Humber Polytechnic x Dania Academy (Students) (youtu.be/w5w1ku2-Go0)
COIL PROJECT
HUMBER PARTNERS WITH UNIVERSITY OF SALFORD, UK AND BRITISH UNIVERSITY OF BAHRAIN, BAHRAIN
Interdisciplinary Care and Services for People Living with Dementia
The COIL focuses on international approaches to gaps and developing possible solutions for dementia care. The COIL introduces students to experts in dementia from their communities in Canada and the UK.
HUMBER’S PERSPECTIVE
HUMBER FACULTY LEADS: Roma Mehta, PhD and Jo Anne Nugent, Ed. D.
PROGRAM NAME AND FACULTY: Bachelor of Behavioural Science, Faculty of Social & Community Services
LINKEDIN : linkedin.com/in/romamehta-a3385455
HP: What motivated you to engage in an international collaboration for this project? How does this align with Humber’s vision of Reimagining Learning?
ROMA AND JO ANNE: We have collaborated on other COIL projects before. Our continued motivation stems from the fact that it is a fantastic opportunity for our students to get a complete learning experience, which is better than simply formal theoretical knowledge. This project was born from a casual conversation with an individual from Manchester, UK. From there, it took on a life of its own. COIL projects are more than simply experiences of group work. These are international, collaborative, and interdisciplinary. This combination of experiences gives
our students an extra foot up, where they learn to work and collaborate with students from other cultures.
HP: In what ways did this experience help students develop future-ready skills for the workforce?
ROMA AND JO ANNE: The world is constantly evolving, and skills that might have helped a few years ago may not be used as much today. Today’s global world demands agile collaboration and digital fluency; collaborating with people across oceans, problem-solving with people in your team, even though you may not know them very well, etc., are all crucial skills. Our students gained this experience in a safe setting, allowing them to practice their skills.
HP: Can you share a breakthrough moment where students from different backgrounds worked together in a way that surprised you?
ROMA AND JO ANNE: One breakthrough moment was when it finally clicked for the students that sharing their cultural findings would create a global comparison of this topic. I think this was very beneficial for many, as they did not realize the importance of this piece before they started the project.
HP: What were some of the most significant cultural or logistical challenges your students faced? How did they collaborate and problemsolve to overcome them?
ROMA AND JO ANNE: One of the biggest challenge all the students faced was the time difference. The three countries, spanning three different time zones, made it challenging for the students to find a suitable time to collaborate. However, they problemsolved it among themselves and were able to come together through the use of technology.
HP: The Building Brilliance (BB) vision emphasizes Deeper Partnerships. How has this project strengthened Humber’s ties with international institutions?
ROMA AND JO ANNE: Humber now has two more international partners. This is the first time we have worked with these two universities, and the collaboration was so successful that we foresee future collaborations as well. Besides, if the work done with these partners is shared with other universities, Humber is likely
“The world is moving at a fast pace; for students to keep up, they need the experience of working in this world.”
ROMA MEHTA, PHD, PROFESSOR, FACULTY OF SOCIAL AND COMMUNITY SERVICES
to get more opportunities and openings for international collaborations in the future.
HP: Did you notice any shifts in students’ confidence, adaptability, or leadership skills as they navigated this cross-border experience?
ROMA AND JO ANNE: The students improved their research skills, digital skills, and presentation skills. Many mentioned an increase in selfconfidence and learning to be more flexible and adaptable, especially regarding the time difference.
HP: Looking ahead, how can international projects like this shape the future of interdisciplinary learning and global workforce development?
ROMA AND JO ANNE: Almost every career and profession involves working with various people. Particularly in our
field of behavioural sciences, where we work with people, there is great potential for interdisciplinary work. No part of healthcare or human services is a closed field. No matter what the “problem” an individual client may have, there are usually multiple contributing factors. For the client’s needs to be met in a person-centred way, and to get the best long-term outcome, the best way to provide service is through an interdisciplinary lens. Students can gain this experience in a safe and supportive environment while learning the intricacies of multidisciplinary work.
STUDENT NAME: Katherine
Mascarin
PROGRAM NAME: : Bachelor of Behavioural Science
HP: What was your biggest “aha!” moment during this collaboration?
KATHERINE: Misinformation and lack of information about dementia were across all three countries.
HP: How did working with international peers push you out of your comfort zone—academically or personally?
KATHERINE: Working strictly virtually was new territory for me, as I prefer to work in person with a team.
HP: Time zones, cultural differences, and virtual teamwork—how did you and your team make it work?
KATHERINE: We set up a WhatsApp chat group. I calculated the time difference between time zones to set up virtual meetings that worked for everyone, offering three options of meeting times.
HP: What would you say to another student considering a COIL or international learning experience?
KATHERINE: Plan set meeting times for weekly check-ins. Remember that people will not be able to respond immediately to group chats if they are not in the same time zone. Look up the countries you are working with and get some background information. Be ready for the unexpected when presenting and roll with it.
BRITISH UNIVERSITY OF BAHRAIN & UNIVERSITY OF SALFORD FACULTY PERSPECTIVES
FACULTY LEAD: Layal Husain, PhD
PROGRAM NAME AND FACULTY:
College of Arts and Social Sciences, British University of Bahrain
DEPT/FACULTY/ PROGRAM NAME: BSc Psychology
LINKEDIN: Layal: linkedin.com/in/layalhusain-phd-cpsychol-21aa6a106
FACULTY LEAD: Adam Galpin, PhD
PROGRAM NAME AND FACULTY: School of Health and Society, University of Salford
DEPT/FACULTY/ PROGRAM NAME: College of Arts and Social Sciences
LINKEDIN: Adam: linkedin.com/in/adamgalpin-7941a121
HP: What was your initial impression of working with Humber faculty and students? How did they approach collaboration differently?
LAYAL: It was a pleasure to work with Humber faculty to plan and carry out this collaboration. They were incredibly professional and had such great insights into how a COIL project
FACULTY LEAD: Komal Chawla, PhD
PROGRAM NAME AND FACULTY:
College of Arts and Social Sciences, British University of Bahrain
DEPT/FACULTY/ PROGRAM NAME: BSc Psychology
LINKEDIN: Layal: linkedin.com/in/dr-komalchawla-verma-89223568
“It was a pleasure to work with Humber faculty to plan and carry out this collaboration. They were incredibly professional and had such great insights into how a COIL project could work efficiently.”
—LAYAL HUSAIN, PHD, PROFESSOR, COLLEGE OF ARTS AND SOCIAL SCIENCES, BRITISH UNIVERSITY OF BAHRAIN
could work efficiently. Despite the physical distance, our meetings were well organized, and communication was clear and straightforward. They approached the collaboration with enthusiasm and productivity, and we greatly appreciated their guidance and support.
WATCH NOW
HEAR WHAT ROMA MEHTA, JO ANNE NUGENT, ADAM GALPIN AND LAYAL HUSAIN HAVE TO SAY ABOUT THEIR COIL EXPERIENCE:
How does this COIL experience help students become career-ready citizens? (00:10 to 02:17 )
What are some memorable insights you gained from working on this COIL project? (02:17 to 03:29)
How did this COIL project impact the way you teach or conduct research? (03:29 to 04:59)
Link: COIL: Humber Polytechnic x University of Salford x British University of Bahrain (Faculty) (youtu.be/eoRQRl-CvQc)
Ç Members of the COIL team, including students and staff, from the British University of Bahrain with guest speaker Dr. Mahmood Al Saeed during a session on dementia care in Bahrain.
HP: How did this partnership push your students to think beyond their usual academic and cultural perspectives?
LAYAL: This partnership allowed our students to examine dementia care in very different contexts. While they learn about dementia during their programme, this project allowed them to apply what they’ve learnt and grasp real-world implications, critically examine and observe how dementia care is carried out differently internationally, and what we can also gain as a local community from other cultural perspectives and approaches.
HP: What were some unique skills or strengths that Humber students brought to the table?
ADAM: : I was impressed by Humber students in the online weekly meetings. They asked our invited speakers knowledgeable questions. They were also very confident and professional during their own presentations.
HP: What surprised you the most about the way students adapted to working in virtual and cross-cultural teams?
ADAM: Students often find group work difficult, so I was anticipating more friction given the additional challenges of time and distance. However, based on the group I mentored, the students seemed very capable of collaborating and engaging in their group activities. The quality of the presentations was very high, and evidence, I think, of some very effective collaboration!
HP: From your perspective, how has this collaboration contributed to Deeper Partnerships between our institutions?
LAYAL: This collaboration was successful, and we have already suggested that we do this again for the next academic year with Humber. We would be delighted to take part in any future collaborations and hope this is just the start of many initiatives!
“With economic challenges and climate concerns, I am expecting more organizations to turn to these online collaborations to provide students with internationalized experiences.”
—ADAM GALPIN, PHD, PROFESSOR, SCHOOL OF HEALTH AND SOCIETY, UNIVERSITY OF SALFORD
HP: Looking forward, how do you see the role of global education partnerships evolving in higher education?
ADAM: I think global education partnerships will become increasingly important as global citizenship skills become a more sought-after skill set. With economic challenges and climate concerns, I anticipate that more organizations will turn to these online collaborations to provide students with internationalized experiences.
PHOTO COURTESY OF DR. LAYAL HUSAIN
HEAR WHAT REDHA HAD TO SAY ABOUT HIS COIL EXPERIENCE:
Link: COIL: Humber Polytechnic x University of Salford x British University of Bahrain (Students) (youtu.be/B9iWsWZa1m0)
STUDENT NAME: Redha AbdulJalil Ahmed AlMutawa
PROGRAM NAME: Bachelor of Science in Psychology
HP: What did you enjoy most about collaborating with Humber students?
REDHA: The different ideas and styles of work that everyone could bring. It was a wonderful experience.
HP: How did this project challenge the way you usually approach learning or problem-solving?
REDHA: This project challenged the way I usually approach learning and problem-solving because of the international students that I had to work with. We were in different countries and different times, so it was difficult to set up meetings with one another; however, we managed to do so, and I’m glad about it.
HP: What was the most unexpected or surprising thing you learned about working with Humber students and Canada?
REDHA: How similar our way of doing work has been and how friendly they were. They truly were a friendly group, and it was easy to work and collaborate with them.
COIL PROJECT
HUMBER PARTNERS WITH BUSINESS ACADEMY AARHUS ACADEMIC, DENMARK
Humber x Business Academy Aarhus Academic Collaboration
The Danish Marketing Management students along with the Humber students participated in a COIL to learn and work together, building their skills in digital fluency, intercultural communications and collaboration. The students, working in groups, took on the role of a professional marketing agency tasked with developing a comprehensive media campaign for a Danish company’s plant-based cheese.
HUMBER’S PERSPECTIVE
HUMBER FACULTY LEAD: Cathy Bidini, MA
PROGRAM NAME AND FACULTY: Media Communications, Faculty of Media, Creative, Arts, & Design
LINKEDIN : linkedin.com/in/cathybidini
HUMBER FACULTY LEAD: Jennie Grimard, MDES
PROGRAM NAME AND FACULTY: Media Communications, Faculty of Media, Creative, Arts, & Design
HP: What motivated you to engage in an international collaboration for this project? How does this align with Humber’s vision of Reimagining Learning?
CATHY: My motivation for engaging in international collaboration stems from a commitment to expanding learning beyond traditional boundaries and fostering diverse perspectives for learners. By working with our international partners, we provided students with hands-on opportunities to apply their skills in a global context, fostering adaptability and cross-cultural communication, which are essential skills for today’s media industry. This global experience aligns with Humber Polytechnic’s vision of Reimagining Learning by integrating real-world, experiential learning opportunities, preparing students for a fast-changing creative industry
HP: In what ways did this experience help students develop future-ready skills for the workforce?
JENNIE: Taking students out of their comfort zone, both personally and academically, helped them further develop their soft skills, which are critical for creative professionals. Being away from home with a group of people that you only know in one context really has students exercise their self-advocacy skills to tactfully express their needs to the group while compromising and being patient with others. As a creative professional, managing yourself and others in a dynamic group setting under pressure is a very desirable skill to potential employers.
PHOTO COURTESY OF CATHY BIDINI
Ç Proud media team celebrates their winning Falengreen campaign at Humber, proudly showing off their prizes from Denmark.
HP: Can you share a breakthrough moment where students from different backgrounds worked together in a way that surprised you?
JENNIE: One that comes to mind is how our students bonded and worked so well together. Our group consisted of students from both our Lakeshore and North campus cohorts. Some of the students on the trip had never met each other before this experience, despite all being Media Communication students. As the teams worked on their project or their assigned media team shifts, I was so pleased to see them sharing knowledge and supporting each other, even though they were from different cohorts. Rather than sticking with familiar faces, the students genuinely embraced the opportunity to get to know each other.
HP: What were some of the most significant cultural or logistical challenges your students faced? How did they collaborate and problemsolve to overcome them?
JENNIE: I would say the differences in academic expectations between Humber and the BAA. Our students are accustomed to very detailed assignment sheets with very clear deliverables and well-defined
Successful teammates celebrate their Falengreen campaign alongside their new Danish friends at the Lakeshore campus.
expectations. Ambiguity and autonomy in managing the deliverables of their projects are not something our students are experienced with; however, the BAA students typically work in this manner. The Danish students would typically be given broad parameters, and then they would ask questions and explore the problem to forge their own understanding of the project. While our students were initially frustrated, the project teams began brainstorming and building their own structure for the project, defining parameters for themselves before meeting with the Danish students. Once they started working at the BAA, our students presented their comprehensive plans while remaining adaptable and openminded to incorporate the input of their Danish teammates.
HP: The Building Brilliance (BB) vision emphasizes Deeper Partnerships. How has this project strengthened Humber’s ties with international institutions?
CATHY: This project began as a COIL initiative, bringing together students from the Business Academy Aarhus (BAA) Business Marketing program and students from Humber’s Media Communications program with an initial
online meeting to discuss a media campaign project ahead of the BAA students’ visit to Toronto in Fall 2024. During their time in Toronto, students met their Danish teammates in person for the first time. They collaborated on a media project promoting a vegan cheese product for the Danish company Falengreen. The connections built during that visit set the stage for an even stronger collaboration when, 5 months later, our students travelled to Denmark to work with the same Danish teammates on a different media project. The success of this partnership was recognized and celebrated by both faculty and administration at the BAA and Humber. Building on this success, plans are underway for our next academic trip to Denmark in October 2025. This second visit will further strengthen our academic partnership while providing the next cohort of media students with a valuable experience.
HP: Did you notice any shifts in students’ confidence, adaptability, or leadership skills as they navigated this cross-border experience?
CATHY: Absolutely! Students showcased confidence, adaptability, and leadership as they immersed themselves in the culture, embracing
Ç
new foods, architecture, history, and design. With open minds, they formed friendships beyond the classroom, strengthening their connections through shared experiences. I witnessed students supporting one another and overcoming challenges together while looking out for each other every step of the way.
HP: If you had to make a case for why global collaborations should be a core part of higher education, what would it be?
CATHY: These types of global experiences provide invaluable opportunities for students to develop adaptability and resiliency with a global lens. Experiences that take students beyond their comfort zones and immerse them in different cultures, perspectives and different ways of thinking foster a deeper understanding of the world. This kind of learning not only enhances their academic and professional skills but also shapes them into more informed, open-minded and creative-thinking global citizens.
“We
saw students support one another, overcoming challenges together while looking out for each other every step of the way. It was truly heartwarming to be a part of this experience and witness their personal and professional growth firsthand.”
—CATHY BIDINI, MA, PROGRAM COORDINATOR, MEDIA COMMUNICATIONS, FACULTY OF MEDIA, CREATIVE ARTS AND DESIGN
HP: Looking ahead, how can international projects like this shape the future of interdisciplinary learning and global workforce development?
CATHY: Our global academic collaboration with the BAA is a strong example of interdisciplinary learning, where students from both institutions gain valuable insights from each other’s areas of study. Media Communications students had the opportunity to learn business marketing strategies and
international perspectives from their BAA teammates. In contrast, BAA students developed knowledge in creating digital assets and creative content in designing effective media campaigns. This exchange of expertise enriched the academic and professional growth of all participants, enabling to gain a competitive edge and learn to navigate diverse perspectives and industry trends on a global scale.
¶ Presentation day in Denmark! Media Communication students along with their Danish teammates present their final campaigns on campus at the Business Academy Aarhus in Denmark.
STUDENT NAME: Clarissa Cooper
LINKEDIN: linkedin.com/in/ clarissa-cooper
STUDENT NAME: Claudine Danielle Reyes
LINKEDIN: linkedin.com/in/ claudine-daniellereyes-1012
STUDENT NAME: Gia My Truong
LINKEDIN: linkedin.com/in/giamy-truong-389500291
STUDENT NAME: John Paolo Lopena
LINKEDIN: linkedin.com/in/ johnpaololopena
STUDENT NAME: King Okubotin Eneyi
LINKEDIN: linkedin.com/in/kingeneyi
STUDENT NAME: Maria Fernanda Martin Carvajal
LINKEDIN: linkedin.com/in/mariafernanda-martin-745abb127
STUDENT NAME: Micaela Hilado
LINKEDIN: linkedin.com/in/ micaelahilado/
STUDENT NAME: Sakura Hiragi
LINKEDIN: linkedin.com/ in/sakura-hiragi56196b241
STUDENT NAME: Castro Parra Diego Sebastian
LINKEDIN: linkedin.com/in/ sebastian-parra-b46555285
STUDENT NAME: Michelle Palau Catasus
LINKEDIN: linkedin.com/in/ michellepalau27
STUDENT NAME: Natalia Galarza
LINKEDIN: linkedin.com/in/ natalia-galarza-cerón20b764291
STUDENT NAME: Wesley Mason
LINKEDIN: linkedin.com/in/wesmason-062587249
STUDENT NAME: Zinalben Gamit
LINKEDIN: linkedin.com/in/zinalgamit-635b58242
Ç At the BAA campus in Denmark, the PC of Media Communications, Cathy Bidini, proudly presents prizes to Humber students King and Sakura for their winning tourism campaign promoting Aarhus, developed in partnership with their Danish teammates.
Ç Judges participating in a Dragon’s Den-style panel. They selected the winning teams in Toronto for their social media campaigns promoting Danish vegan cheese brand, Falengreen.
Back row left to right: Joshua Duchesne, Associate Creative Director at Made by Emblem; Moriba Baker, AD Social Media and Media Communications Cluster; Mark Hughes, Senior Lecturer/Lektor in International Marketing and Corporate Communication.
Front row left to right: Guillermo Acosta, Senior Dean, FMCAD; Cathy Bidini, Program Coordinator Media Communications; Pernille Hallum Lykkegaard, Head of Department, Marketing Management Business Academy Aarhus; Victoria Selano, Strategic Communications and Marketing Leader.
HP: What was your biggest “aha!” moment during this collaboration?
JOHN: One moment that still amazes me to this day is realizing how, despite all the cultural differences between us and the Danish students, we all have our own ways of finding joy in every situation. Experiencing their concept of “hygge” was my biggest “aha!” moment during the trip. The way they embrace simplicity, see the bigger picture, and always find something good in every situation really struck me. No wonder Denmark is considered the happiest place in the world!
NATALIA: The Danish students were kind and willing to help, and they guided us around their city to gather content. Even with limited time, we worked together efficiently to complete the campaign. This showed me that teamwork isn’t just about completing tasks—it’s also about supporting each other and enjoying the process.
MARIA: Without a doubt, my “aha” moment was when we explored the city with our Danish companions. Since it was a tourism campaign, it allowed us to experience the local side and get a glimpse of what it’s like to live as a Dane in a city where tourists are hardly seen at this time of year. Having coffee by the river in Aarhus feels different when a local is offering it to you.
HP: How did working with international peers push you out of your comfort zone—academically or personally?
CLARISSA: Meeting deadlines while balancing different working styles was a challenge, especially when our team had varying expectations for what “done” looked like. I had to learn when to compromise and when to push forward to keep us on track.
SAKURA: Participating in a time-limited collaboration with peers I had just met in a completely new country truly expanded my perspective. I had to quickly adapt to a new environment while working on a fast-paced project with people from different academic and cultural backgrounds. Fortunately, my Danish group members were incredibly supportive.
PHOTOS
WATCH NOW
HEAR THE STUDENTS’ REFLECTIONS ON THEIR COIL EXPERIENCE:
Video 1: Sakura, Claudia, Sebastian, Natalia, King
Link: COIL: Humber Polytechnic x Aarhus Academy (Students, pt 1) (youtu.be/lhc3NYqOtJk)
Video 2: Zinal, Gia, Michelle, Wesley
Link: COIL: Humber Polytechnic x Aarhus Academy (Students, pt 2) (youtu.be/I2bEo0hmuuk)
Video 3: Clarissa,Micaela, Jao, Maria
Link: COIL: Humber Polytechnic x Aarhus Academy (Students, pt 3) (youtu.be/jZlZEJ_-Nkk)
“This experience challenged me to be more confident in my ideas, communicate effectively, and adapt to different working styles—all essential for any career. If you’re considering it, go for it—you’ll grow in ways you never expected!”
—ZINALBEN GAMIT
WATCH NOW
WATCH ADVENTURES BEYOND THE CLASSROOM, A PROMOTIONAL VIDEO CREATED BY THE STUDENTS
Link: Adventures Beyond the Classroom (youtu.be/2j8iLgHEDBM)
´ Student project, “This is How it Goes #AarhusChallenge” by Adam,
and Jao.
Jakob, Micaela
HP: Time zones, cultural differences, and virtual teamwork—how did you and your team make it work?
KING: We did this mainly by having good conversations and breaking the ice. I believe tearing down the wall and connecting more personally helped us rub our minds together.
MICAELA: Due to time constraints, our collaboration with our Danish teammates was primarily limited to our time in Denmark. However, we bridged the distance through consistent online communication and a shared commitment to a positive and collaborative attitude.
HP: If you could take one skill from this experience into your future career, what would it be and why?
MICHELLE: During this experience, I felt heard and welcomed. I contributed ideas to the project, and in the end, not only was my project selected, but others also added suggestions to help us improve. What I took away from this academic collaboration
was the understanding that my ideas are valuable and worth sharing, and the importance of being open to new perspectives.
GIA: Before I went to Denmark, talking to new people was a big deal for me. I often felt nervous in conversations with those I didn’t know well, which held me back from networking. However, the trip showed me that stepping out of my comfort zone and engaging with others wasn’t that scary; it could also be rewarding and empowering. I’m so glad that I joined the trip at the last minute.
WESLEY: One skill I’ve gained through this experience is building my awareness of individual communication styles. Let’s call it ‘middle-ground communication’. As someone who primarily works with the same people on creative projects, it was eye-opening to further my understanding of how others work and communicate. This is essential to keep in mind when it comes to my professional career.
HP: What would you say to another student considering a COIL or international learning experience?
SEBASTIAN: I would tell them to prepare psychologically, emotionally, and physically. You will walk a lot. Enjoy the memories and encounters you have with each person on the trip, as they create memories for life and friendships that can last for years.
ZINALBEN: I would absolutely encourage any student to take part in a COIL or international learning experience! It’s an opportunity to step out of your comfort zone, work with diverse perspectives, and develop real-world skills that go beyond the classroom. This experience challenged me to be more confident in my ideas, communicate effectively, and adapt to different working styles—all essential for any career. If you’re considering it, go for it—you’ll grow in ways you never expected!
³ Student project, “Your Next Core Memory? Aarhus” by Sebastian, Niels, Michelle and Caroline
COIL PROJECT
HUMBER PARTNERS WITH NOTTINGHAM TRENT UNIVERSITY
New Approaches to Crime and Community Wellness: Balancing the Micro and the Macro
As part of a long-standing partnership between Humber Polytechnic’s Bachelor of Social Science – Criminal Justice and Nottingham Trent University’s Psychology and Criminal Justice programs, students participate in a collaborative COIL project. The program combines guest speakers from the criminal justice sector in both countries, interactive discussions, and collaborative group work. The project leverages the great expertise and research being completed at both institutions and within each country.
HUMBER’S PERSPECTIVE
HUMBER FACULTY LEAD: Doug Thomson, D.Phil
PROGRAM NAME AND FACULTY:
Criminal Justice, Faculty of Social & Community Services
LINKEDIN : linkedin.com/in/doug-thomsonba914927
HUMBER FACULTY LEAD: Ashley Hosker-Field, PhD
PROGRAM NAME AND FACULTY:
Criminal Justice, Faculty of Social & Community Services
LINKEDIN : ca.linkedin.com/in/ashleyhosker-field-ph-d-88a928151
HP: What motivated you to engage in an international collaboration for this project? How does this align with Humber’s vision of Reimagining Learning?
DOUG AND ASHLEY: COIL projects help to strengthen and maintain international partnerships, facilitate academic networking, and promote the sharing of knowledge cross-culturally. Student involvement enhances learning and provides them with exposure to intercultural similarities and differences. The COIL also allows students to build their co-curricular records and to develop transferable employment skills to enhance their resumés. COIL involvement provides students with experience and exposure beyond the classroom.
HP: In what ways did this experience help students develop future-ready skills for the workforce?
DOUG AND ASHLEY: Involvement in the COIL provides students the opportunity to interact with international students and faculty and to have experiences and develop insights that they would not normally have. The student deliverable requires that they work collaboratively with students from other countries, which enhances their problem-solving abilities and improves their oral and written communication skills.
HP: Can you share a breakthrough moment where students from different backgrounds worked together in a way that surprised you?
DOUG AND ASHLEY: Our COIL involved ongoing interactive discussions and engagement between Humber Criminal Justice students and Criminology and Psychology Undergraduate students attending Nottingham Trent University. The students worked collaboratively to compose presentations that highlighted cross-cultural similarities and differences in the context of community policing and Indigenous and Restorative Justice. Students were able to connect and work well together
despite a significant time difference and many competing obligations and responsibilities, to create joint presentations that were really well done!
HP: What were some of the most significant cultural or logistical challenges your students faced? How did they collaborate and problemsolve to overcome them?
DOUG AND ASHLEY: The main logistical problem was differing time zones and schedules. The structure of the COIL allowed students to connect and collaborate online during predetermined times. Students also continued their
“Discussion and experiences of current and historical similarities and differences in law, policy, procedure, etc., provide students with broader perspectives, increased exposure to the benefits of international collaboration, and can better prepare students to work in a global environment.”
—DOUG THOMSON, D.PHIL., AND ASHLEY HOSKER-FIELD, PHD, PROFESSORS, CRIMINAL JUSTICE, FACULTY OF SOCIAL & COMMUNITY SERVICES
conversations and work outside of the structured time via e-mail and WhatsApp groups. Aside from the time differences, there were not too many additional cultural issues or challenges.
HP: The Building Brilliance (BB) vision emphasizes Deeper Partnerships. How has this project strengthened Humber’s ties with international institutions?
DOUG AND ASHLEY: Yes, greatly. The Universities we have worked with want to continue to build our partnerships. COIL projects provide an opportunity to develop and strengthen ongoing international relationships and provide a platform to extend cross-cultural collaboration into other areas.
HEAR WHAT YAQING (AMANDA) YANG HAD TO SAY ABOUT HER COIL EXPERIENCE:
Link: COIL Humber Polytechnic x Nottingham Trent University (Students) (youtu.be/D4VS5-Eqf5o)
HP: Did you notice any shifts in students’ confidence, adaptability, or leadership skills as they navigated this cross-border experience?
DOUG AND ASHLEY: Student engagement increased as the COIL progressed. Throughout the COIL, students began to contribute more frequently to the online Teams’ discussions and were more willing to turn on their cameras and engage in discussions, as well as ask questions. Including small groups and breakout sessions, which allowed them to interact, was extremely helpful.
HP: If you had to make a case for why global collaborations should be a core part of higher education, what would it be?
DOUG AND ASHLEY: We do not live in an isolated space. Meeting people from other countries broadens the mind, deepens our global view, and increases awareness of what we have in common.
HP: Looking ahead, how can international projects such as this shape the future of interdisciplinary learning and global workforce development?
DOUG AND ASHLEY: It would be good to make this more interactive. The ideal, of course, is to facilitate in-person collaboration and follow-up online discussions with actual exposure to and experience of the international culture. Discussion and experiences of current and historical similarities and differences in law, policy, procedure, etc., provide students with broader perspectives, increased exposure to the benefits of international collaboration, and can better prepare students to work in a global environment.
“I’ve learned to adapt to other members’ ideas, merge them into group ideas and reconnect back to the topic. Learning how to utilize my team members’ skills in the final deliverable and never being stingy with my praise are also skills I’ve developed from
this collaboration.”
—YAQING (AMANDA) YANG, STUDENT
STUDENT NAME: Yaqing (Amanda) Yang
PROGRAM NAME AND FACULTY:
Bachelor of Social Science – Criminal Justice
LINKEDIN: linkedin.com/in/yaqing-yang0a43b4258
HP: What was your biggest “aha!” moment during this collaboration?
YAQING: One of my biggest “aha” moments was understanding the time zone difference between Canada and the UK, as we had recently switched to Daylight Saving Time.
HP: How did working with international peers push you out of your comfort zone—academically or personally?
YAQING: Working with international peers motivated me to step up and take initiative, as I’m a shy person. I decided to step out of my comfort zone and take on the responsibility of organizing and scheduling our presentation due dates. This has been a fun experience for me, personally and professionally.
HP: If you could take one skill from this experience into your future career, what would it be and why?
YAQING: The one skill that I would take from this experience into my future career would be leadership skills. I’ve learned to adapt to other members’ ideas, merge them into the group’s ideas, and reconnect with the topic. Learning how to utilize my team members’ skills in the final deliverable and never being stingy with my praise are also skills I’ve developed from this collaboration.
HP: What would you say to another student considering a COIL or international learning experience?
YAQING: You should definitely think about participating, as it’s an excellent opportunity for you to learn and meet different people. You’ll get more out of it, and you might even make more new friends, just like me!
COIL PROJECT
HUMBER PARTNERS WITH NOTTINGHAM TRENT UNIVERSITY AND RETUNA SWEDEN
Collaborative Online Consultancy Project with Nottingham Trent University and ReTuna Sweden
In partnership with Nottingham Trent University and ReTuna, the world’s first recycling mall, this COIL project offered students an authentic consultancy challenge rooted in sustainability, innovation, and real-world impact.
HUMBER’S PERSPECTIVE
HUMBER FACULTY LEAD: Rossie Kadiyska, PhD
PROGRAM NAME AND FACULTY: Fashion Management, Longo Faculty of Business
LINKEDIN : linkedin.com/in/ rossiekadiyska
HP: What motivated you to engage in an international collaboration for this project? How does this align with Humber’s vision of Reimagining Learning?
ROSSIE: This COIL collaboration was driven by a shared commitment to sustainable fashion and applied learning. Partnering with Nottingham Trent University and ReTuna, the world’s first second-hand shopping mall, gave students an authentic consultancy challenge rooted in sustainability, innovation, and real-world impact— perfectly aligning with Humber’s Builders of Brilliance vision.
HP: In what ways did this experience help students develop future-ready skills for the workforce?
ROSSIE: Students developed futureready skills such as systems thinking, cross-cultural communication, design research, and digital storytelling. They also practiced project management, strategic branding, and stakeholder engagement—core competencies for today’s global workforce.
PORTRAIT COURTESY OF ROSSIE KADIYSKA ILLUSTRATION FROM FREEPIK
WATCH NOW
HEAR WHAT THE FACULTY HAVE TO SAY ABOUT THEIR COIL EXPERIENCE:
How does this COIL experience help students become career-ready citizens? (00:13 to 02:21)
What are some memorable insights you gained from working on this COIL project? (02:21 to 06:58)
Link: COIL: Humber Polytechnic x Nottingham Trent University x ReTuna (Faculty) (youtu.be/d-4OF1TQEyE)
“These real-world briefs prepare students to co-create across borders and sectors while building a network of global peers.”
—ROSSIE KADIYSKA, PROFESSOR, FASHION MANAGEMENT, LONGO FACULTY OF BUSINESS
HP: Can you share a breakthrough moment where students from different backgrounds worked together in a way that surprised you?
ROSSIE: At first, students were focused on finding the “right answer” to impress the client. But once they began pitching their early concepts to ReTuna and received encouraging, constructive feedback, everything shifted. They gained confidence, let go of rigid expectations, and allowed their creative wings to fly.
HP: What were some of the most significant cultural or logistical challenges your students faced? How did they collaborate and problemsolve to overcome them?
ROSSIE: Students had to manage time zone differences, varying digital platforms, and communication styles. Using shared tools such as MS Teams, Miro, and WhatsApp, they built routines for check-ins, delegated tasks effectively, and supported one another across geographies.
HP: The Building Brilliance (BB) vision emphasizes Deeper Partnerships. How has this project strengthened Humber’s ties with international institutions?
ROSSIE: This project deepened our institutional ties with NTU, opening pathways for future Collaborative Online International Learning projects, research partnerships, and co-published student showcases. It also established shared rubrics, collaborative grading formats, and mentorship strategies across campuses.
HP: Did you notice any shifts in students’ confidence, adaptability, or leadership skills as they navigated this cross-border experience?
ROSSIE: International projects simulate the future of interdisciplinary work—blending fashion, sustainability, technology, and storytelling. These real-world briefs prepare students to cocreate across borders and sectors while building a network of global peers.
STUDENT NAME: Thi Minh Chau Nguyen (Claire)
PROGRAM NAME AND FACULTY: Fashion Management Postgraduate Certificate
LINKEDIN: linkedin.com/in/minh-chau-clairenguyen
STUDENT NAME: Dianoshiya Dorothy Clement
PROGRAM NAME AND FACULTY: Fashion Management Postgraduate Certificate
LINKEDIN: linkedin.com/in/dianoshiyaclement
HP: What was your biggest “aha!” moment during this collaboration?
CLAIRE: My biggest “aha!” moment was when I realized how the individual tasks contributed to the final outcome— pitching an idea to the client, ReTuna. At first, we were required to analyze the client’s business model, gather information to create a system map of the fashion industry, and identify a specific issue within the industry, including its causes, symptoms, and underlying factors. I didn’t understand the purpose of these tasks or how they would help us generate an idea for ReTuna’s anniversary event, which was the final deliverable. Gradually, I came to understand that marketing strategy isn’t just about storytelling—it also needs to be grounded in the business model’s strengths and weaknesses, as well as internal and external
factors, all of which could be identified through the analysis and mapping. Our team’s idea might not have been the most innovative, but it was solid, well-connected to ReTuna’s needs and context, and ultimately helped us win.
HP: How did working with international peers push you out of your comfort zone—academically or personally?
DIANOSHIYA: Collaborating with team members from different colleges, countries and cultural backgrounds challenged me to step outside my usual ways of thinking and communicating. At first, it was unfamiliar territory: we had different academic styles, perspectives, and approaches to problem-solving. But as we worked together, I began to recognize the unique strengths each person brought—whether in research, design, communication, or strategy. Instead of staying in our individual lanes, we learned to blend our talents like pieces of a puzzle.
NOTTINGHAM TRENT UNIVERSITY’S PERSPECTIVE
“This collaboration encouraged students to move beyond their local contexts and think globally about sustainability, branding, and communication.”
—MARY-ANN BALL, PROFESSOR, NOTTINGHAM SCHOOL OF ART & DESIGN, NOTTINGHAM TRENT UNIVERSITY
FACULTY LEAD: Mary-Ann Ball
PROGRAM NAME AND FACULTY:
Nottingham School of Art & Design, Nottingham Trent University
LINKEDIN :
linkedin.com/in/mary-annball-15111559
HP: What was your initial impression of working with Humber faculty and students? How did they approach collaboration differently?
MARY-ANN: Working with Humber faculty and students was collaborative and student-centred. The team
brought a strong industry focus while maintaining flexibility, inclusivity and openness to creative exploration. From the beginning, students were encouraged to think boldly and present with confidence.
HP: How did this partnership push your students to think beyond their usual academic and cultural perspectives?
MARY-ANN: This collaboration encouraged students to move beyond their local contexts and think globally about sustainability, branding, and communication. They had to adapt their ideas into cross-cultural, marketaware strategies for an international audience–deepening empathy and perspective.
HP: The modern workforce is increasingly global. How do you think projects such as this help students prepare for international careers?
MARY-ANN: These projects are ideal preparation for international careers. They simulate consultancy work, require cross-border coordination, and ask students to manage timelines, feedback, and expectations across cultures—key skills in today’s workplace.
HP: What were some unique skills or strengths that Humber students brought to the table?
MARY-ANN: Humber students demonstrated excellent communication and visual storytelling. Their confidence in pitching and practical understanding of consumer engagement and branding added real depth and dynamism to the group projects.
HP: Looking forward, how do you see the role of global education partnerships evolving in higher education?
MARY-ANN: Global education partnerships will become essential pillars of experiential learning. Projects like this one not only support skill development but build community, resilience, and intercultural fluency—all of which are vital in today’s interconnected world. These collaborations will shape the next generation of globally minded professionals.
STUDENT NAME: Anju Kamalus
PROGRAM NAME AND FACULTY:
MA Luxury Fashion Brand Management
LINKEDIN: linkedin.com/in/anjukamalus-426766271
STUDENT NAME: Divya Bharathi Ulaganathan
PROGRAM NAME AND FACULTY: MA International Fashion Management
LINKEDIN: linkedin.com/in/divya-bharathiulaganathan-7b1ab1204
STUDENT NAME: Ayda Safaralipour
PROGRAM NAME AND FACULTY:
MA Fashion Marketing
LINKEDIN: linkedin.com/in/Ayda-safaralipour
HP: What did you enjoy most about collaborating with Humber students?
ANJU: I really enjoyed the fresh perspectives the Humber students brought in. Working together pushed me to think differently and made our ideas much stronger.
HP: What was the most unexpected or surprising thing you learned about working with Humber students and Canada?
DIVYA: Exposure to different work practices emphasized the importance of adaptability and cross-cultural communication in professional settings.
HP: Thinking about your future career, how did this experience help you develop skills that employers are looking for?
AYDA: For my career goals, which are mainly about working in marketing teams, this experience really helped
STUDENT NAME: Golnoush Shahrokhi
PROGRAM NAME AND FACULTY: MA Luxury Fashion Brand Management
LINKEDIN: uk.linkedin.com/in/golnoushshahrokhi-676738328
me improve my communication and teamwork skills.
HP: What’s one challenge you and your Humber teammates faced that taught you a valuable lesson?
GOLNOUSH: We have learned that by working collaboratively and having specific plans and systems mapping, we could offer a much better project, and several minds and experiences are much better than just one.
“Instead of staying in our individual lanes, we learned to blend our talents like pieces of a puzzle.”
—DIANOSHIYA DOROTHY CLEMENT, STUDENT
WATCH NOW
HEAR WHAT THE STUDENTS HAVE TO SAY ABOUT THEIR COIL EXPERIENCE:
Thi Minh Chau Nguyen (Claire), Dianoshiya Dorothy Clement, and Kelsey Mohammed (00:10 to 01:35)
Divya Bharathi Ulaganathan (01:36 to 02:00)
Anju Kamalus (02:01 to 03:28)
Golnoush Shahrokhi (03:29 to 04:02)
Link: COIL: Humber Polytechnic x Nottingham Trent University x ReTuna (Students) (youtu.be/5LDnq0HcFbE)
Collaborative Online
Fashion Beyond Borders: COIL Consultancy Project embodies boundary-breaking interdisciplinary collaboration
BY SARAN DAVAAJARGAL
Survey results
COIL & TBL 2024/25
Real-world problem
Industry client
Intercultural competence
Collaborative skills
Sustainable practice
Ç Rossie Kadiyska, alongside her fellow partners and students, is collaborating in a virtual call.
´ Response from student survey on COIL experience.
International Learning (COIL) is a dynamic form of virtual exchange that provides students with opportunities to connect with and learn from their peers around the world. For Rossie Kadiyska, professor and program coordinator of Humber’s Fashion Management postgraduate certificate program, COIL is an integral part of the curriculum and an opportunity to reimagine learning for students. In 2020, the fashion management programs of Humber Polytechnic and Nottingham Trent University (NTU) embarked on a journey that redefined applied learning and innovation in the classroom. Over the years, more than 500 students studying fashion at Humber and NTU have participated in the COIL experience with international clients such as Nicholas Simon Tailoring, Folklore, Commonwealth Fashion Council and Retuna. The goals of the COIL projects are to enhance crosscultural collaboration, develop students’ professional skills, and address sustainability and innovation in fashion marketing while embedding systems thinking and industry engagement in the curriculum.
In the Winter 2024 semester, Kadiyska led a COIL consultancy project that embodied interdisciplinary collaboration and innovation. In collaboration with NTU, the Humber team worked on a consultancy project for the Commonwealth Fashion Council (CFC), a not-for-profit organization that links together the 56 fashion industries of the Commonwealth and delivers
One of the results from the student Interviews, survey & focus groups
STUDENT WORK COURTESY OF RESPECTIVE STUDENTS.
Student work by Julia Piotrowska, Jaswinder Kaur, Kamya Sharma, Himani Kulkarni, Siyu Ma
Example of students' work for Retuna's event concept
Example of students' work on upcycling
Example of students' work for Retuna's 10-year anniversary
COLOUR PALETTE
“…the COIL project’s hands-on approach, combined with continual feedback from respected faculty and the Commonwealth Fashion Council provided me with a detailed understanding of current fashion trends and systems.”
—TVISHA BAWA, STUDENT
initiatives in collaboration with the CFC Circle, partners, the private sector and governments.
Students formed consultancy-style teams simulating real-world agency dynamics. The client provided an industry brief that aligned with sustainability and innovation, and the student teams developed researchdriven solutions, which they pitched directly to the client. Commonwealth Fashion Council selected the winning pitch based on the students’ creativity, feasibility and insight.
The winning team of students in Humber’s Fashion Management postgraduate certificate program— Tvisha Bawa, Avery Summers, and Lisa Jarwal—travelled to the UK and presented their project at the Visual Threads Conference hosted by NTU, which drew participants from various universities in the UK. The conference provided students with a unique opportunity to participate in knowledge sharing and dissemination. When the students returned to Humber, they were able to continue the project as a Work Integrated Learning component and further refine it.
“Building on my foundational knowledge in multi-channel commerce, branding, and management, the COIL project’s hands-on approach, combined with continual feedback from respected faculty and the Commonwealth Fashion Council provided me with a detailed understanding of current fashion trends and systems,” says Tvisha Bawa who participated in the COIL project as a student in Humber’s fashion management certificate program.
A select group of NTU students who participated in the COIL project, along with their fashion management peers at Humber Polytechnic, also participated in a week-long research boot camp hosted by Humber’s Office of Research & Innovation as part of Humber’s Global Summer School in 2024. Reflecting on the experience, Humber’s fashion management graduate Avery Summers, who participated in the boot camp, notes, “The various interactive sessions encouraged students to explore different facets of their personalities to develop meaningful research topics. We explored the many ways research can be conducted and diverse forms of dissemination beyond survey questions accompanied by a written research
paper. The sessions challenged traditional beliefs about research and broadened attendees’ perspectives by introducing Humber’s polytechnic approach.”
Rossie Kadiyska notes that Humber students’ international trips have been made possible by support from Humber International Office, Longo Faculty of Business, Centre for Entrepreneurship, Centre for Teaching & Learning, Office of Research & Innovation, and the Work Integrated Learning team. Rossie Kadiyska and Mary-Ann Ball, a Course Leader of the MA Fashion
Marketing program at Nottingham Trent University presented this innovative learning experience at the International Foundation of Fashion Technology Institutes (IFFTI) conference with great success. “While the COIL project is taking place in the classroom, it is dependent on the faculty leads and students who are making it happen. Once the COIL project is over, it will be the collaboration of the different departments that allow the project to bloom into its full potential and become a holistic learning experience for the students,” says Kadiyska.
As Humber continues to redefine polytechnic education for its learners, experiential learning experiences, such as COIL projects, are one of many avenues through which students can develop their skills and become career-ready citizens for the global workforce.
WATCH NOW
WATCH A HIGHLIGHT OF THE INDUSTRY PARTNER AND STUDENTS EXPERIENCE ON THIS COIL EXPERIENCE:
Link: COIL: Humber Polytechnic x Nottingham Trent University x ReTuna (Industry) (youtu.be/3Il4qLTZelo)
VIDEO TESTIMONIAL COURTESY OF ROSSIE KADIYSKA
COIL PROJECT
HUMBER PARTNERS WITH VIA UNIVERSITY COLLEGE
Belonging, Connection and Vulnerability: Humber-VIA Study Trip 2025
This COIL initiative is designed to provide an international educational experience for students from Humber Polytechnic and VIA University College. The program connected students from Humber’s Systems Thinking (degree level, elective) course and VIA’s (degree level, required) Design Thinking course, bringing together two timely, unique methods of understanding and tackling complex global issues.
HUMBER’S PERSPECTIVE
HUMBER FACULTY LEAD: Elinor Bray-Collins, PhD
PROGRAM NAME AND FACULTY: Faculty of Liberal Arts & Sciences
LINKEDIN : linkedin.com/in/elinor-braycollins-phd-b329411
HUMBER FACULTY LEAD: Stephen Stockton, PhD
PROGRAM NAME AND FACULTY: Faculty of Liberal Arts & Sciences
HUMBER FACULTY LEAD: Sara Hassan, MA
PROGRAM NAME AND FACULTY: Faculty of Liberal Arts & Sciences
LINKEDIN : linkedin.com/in/saramahmood-hassan-8605639
LINKEDIN : ca.linkedin.com/in/ stephen-stockton72a15880
HP: What motivated you to engage in an international collaboration for this project? How does this align with Humber’s vision of Reimagining Learning?
ELINOR: There are many reasons I’m deeply committed to international collaboration with my students at Humber. Much of it comes from my background—both academic and professional—in critical global development and peacebuilding, especially in divided societies. Since coming to Humber, I’ve tried to bring that experience into the classroom— whether in GNED 101, Sociology of Food, Politics, or Systems Thinking. A critical lens on ourselves and our own country naturally opens up a broader understanding of global power and inequality. These issues are deeply interconnected, and engaging with them critically—with honesty and curiosity—is a big part of how I approach teaching. International and intercultural learning can open up those conversations in a significant way, and being able to do it experientially (through COILs or facultyled trips) offers something classroom learning often can’t. It allows students to connect with each other, with faculty (and vice versa), and to engage on multiple levels—intellectually, socially, and emotionally. I’ve watched students really “buy in” to learning in these contexts and leave with a renewed sense of their capacity to contribute to their communities and build their careers meaningfully. I feel lucky to be a part of it.
STEPHEN: Implementing systems thinking in my courses has been a really positive experience. It has resulted in a definite shift in the way many of my students approach complex topics, giving them tools to examine multivariable interactions and feedback
loops within environmental systems. I wanted to participate in this trip and see how students in various courses were using these tools.
HP: In what ways did this experience help students develop future-ready skills for the workforce?
SARA: Exploring a different set of cultural values, physical environments, social systems and political structures helped students develop future-ready skills necessary for a globalized workforce, namely: Intercultural communications, critical thinking, empathy, and a deeper understanding of the mental models, systems and power structures that shape the lived experiences of people and communities.
STEPHEN: This trip helped students step out of their own context and see systems in place in a different place and culture. It allowed them to see
things from a different point of view and identify and examine some of the mental models that are embedded in the systems they live with.
HP: Can you share a breakthrough moment where students from different backgrounds worked together in a way that surprised you?
ELINOR: One of the most beautiful part of the trip was watching how the students came together as a group. They supported each other on a personal level and, throughout the trip, increasingly stepped in to support us as faculty, too. By the end, the tables had turned — they were as much the facilitators of the trip as we were. There were so many moments of connection and kindness that stayed with me. One moment that really stood out happened during a group conversation on our second-to-last night. A student opened up about their experience navigating their identity, sharing the challenges
they face and their feelings. Another student, without hesitation, leaned across the table and offered words of love, kindness, and support. It was a fluid, heartfelt, deeply connected moment.
SARA: The trip was filled with moments of connection between students, where they made space for one another to share their diverse perspectives to make sense of what they were learning. One particular moment that stood out was when we were participating in a tour with a guide from PovertyWalk . This organization that employs people experiencing homelessness to give tours of the city through the lens of their lived experiences. The tour started in a part of town where there was lowerincome housing and larger populations of racialized communities. Students began to discuss what this meant—why this area of the city was visibly different from other areas they had seen—and
Ç Humber Polytechnic Students sit on stairs inside Dokk 1, a public library and civic innovation space in Aarhus Denmark, March 2025.
WATCH NOW
WATCH HUMBER STUDENTS EXPLORE SOCIAL SYSTEMS AND SUSTAINABILITY IN AARHUS DENMARK, MARCH 2025
Link: Humber Students Explore Social Systems and Sustainability in Aarhus Denmark, March 2025 (youtu.be/b7pYLnr5THw)
how social policies and power structures interact to create these differences.
HP: What were some of the most significant cultural or logistical challenges your students faced? How did they collaborate and problemsolve to overcome them?
ELINOR: Aarhus is an ideal place for a study trip—it’s a small, very walkable city where you can get almost anywhere within 30 minutes on foot. It’s also incredibly safe; it’s completely normal to see parents leave their babies in strollers outside cafés and restaurants. One unexpected challenge was the cost of food—it’s costly in Denmark—and the student accommodations didn’t have fridges or kitchen facilities. This meant students spent a lot more on meals than they anticipated, and it was frustrating for them to see food go to waste when they couldn’t store leftovers.
SARA: While not a significant challenge, specific challenges related to travel— whether it be homesickness, anxiety, or need for particular travel items— students self-organized and helped one another meet specific needs. It was lovely to see the community that
“It reminded me that when we trust students with complex, real-world learning, they rise to meet it—not because they have to, but because they genuinely want to. That’s what learning (and education) can look like.”
—ELINOR
BRAY-COLLINS,
PHD, PROFESSOR, FACULTY OF LIBERAL ARTS & SCIENCES
the VIA and Humber students created for each other, and many remarked that they wouldn’t have met outside of an experience such as this.
HP: Did you notice any shifts in students’ confidence, adaptability, or leadership skills as they navigated this international experience?
SARA: Absolutely. Travelling itself was a new experience for some and pushed students outside of their comfort zones. Physically travelling to another country—and the immediate change in the sensory inputs—sparked curiosity among students to make sense of their surroundings. This curiously translated into feeling more confident navigating the city, connecting with people they didn’t know, adaptability and flexibility when challenges arose or schedules changed, and a willingness to take on leadership roles within group activities.
STEPHEN: At every event in which we participated, individual students were asked to step forward and thank our hosts and explain what they had learned from the event. They did so with sincerity and grace. I was impressed with each of them, and almost every student, at one point or another, volunteered to step forward.
HP: If you had to make a case for why global education should be a core part of higher education, what would it be?
ELINOR: It would center on the fundamental reality that we live in an interconnected world. Actions taken in one part of the globe inevitably impact lives elsewhere, often in profound and unseen ways. Without an awareness of these interdependencies, we risk fostering insular, narrow-minded perspectives that prioritize only local or national interests. Such thinking contributes to polarization and hampers our ability to address the complex, systemic challenges of our time. In contrast, cultivating a global outlook—one that recognizes the interwoven nature of social, ecological, and economic systems—enables us to pursue solutions that serve the broader interests of humanity and the planet.
STEPHEN: As someone who teaches environmental science, I am often
³ Left to right: Humber faculty members Elinor Bray-Collins, Sara Hassan, Stephen Stockton
looking at ways to reduce air travel and facilitate collaboration in other ways. This trip demonstrated to me that getting students into a new context and immersing them in the critical examination of various complex issues they experience in a new location or culture is an incredibly valuable way to teach and learn. I am convinced that this is one of the best uses for carbon emissions.
HP: Looking ahead, how can international projects such as this shape the future of interdisciplinary learning and global workforce development?
ELINOR BRAY-COLLINS: Looking ahead, international projects such as the Denmark study trip and COIL can shape the future of interdisciplinary learning not only by building critical competencies but also by fostering the human connections, empathy, and imagination that are urgently needed to address global challenges in ways that are both innovative and humane. This is why, as the trip evolved, we discovered the fundamental themes of the learning from the trip—it was not just the UN SDGs—it was about a sense of belonging and how we, with all of our diverse vulnerabilities, stay in connection.
STEPHEN STOCKTON: I think for most of the students who went on this trip, it was an incredibly valuable experience, not something that could be approximated in a classroom.
STUDENT NAME: Ava Edwards
PROGRAM NAME AND FACULTY: Bachelor of Creative and Professional Writing
LINKEDIN: linkedin.com/in/ava-edwardsba931832b
HP: What was your biggest “aha!” moment during this COIL collaboration?
LUCY: The trip helped me connect the system and realize that sustainability practice is not about adding more solutions but about focusing on world solutions that can be applied across diverse landscapes. “Culture isn’t just something you preserve—it’s something you live every day.” One moment that stood out to me was during our visit to the community hub, which showcased Danish traditions, local crafts, and daily rituals. What amazed me wasn’t just the pride they had in their heritage but how seamlessly it was woven into daily life. It made me pause and think about how we experience other cultures; we usually just visit culture, not live
STUDENT NAME: Tu Thanh (Lucy) Luc
PROGRAM NAME AND FACULTY: Bachelor of Public Relations
LINKEDIN: linkedin.com/in/lucyluc
it. But in Denmark, tradition coexists with innovation, and it doesn’t have to be flashy or loud to be meaningful. That shifted how I think about tourism and cultural preservation. The most authentic experiences aren’t about turning communities into attractions— they’re about inviting people to witness real life with care and respect. As a PR student passionate about sustainable tourism, this was a lightbulb moment. It reminded me that the stories we tell about places should come from a place of empathy, not extraction. Culture doesn’t need to be “marketed”—it needs to be understood.
Ç Humber Polytechnic Students pose on a historical street in Aarhus Denmark, March 2025.
HP: How did working with international peers push you out of your comfort zone—academically or personally?
AVA: I’m introverted and prefer my own space. For the first bit, it was challenging to spend entire days with others and want to accept the invites to hang out during the evenings as I don’t have that kind of social battery. But when I was upfront with them, they understood, and we managed to meet in the middle to exchange ideas and experiences.
HP: What was the most meaningful learning experience for you during the trip, and why did it stand out?
LUCY: One of the most meaningful experience was the poverty walk led by people who had experienced homelessness themselves. Hearing their stories first-hand—while walking through the very streets they once slept on—was a powerful reminder that lived experience holds deep value in education. It challenged how I’ve been taught to view “experts” and redefined the way I think about community care and advocacy. This experience stood out because it wasn’t just theory—it was human, raw, and grounded in reality.
VIA UNIVERSITY COLLEGE PERSPECTIVE
HUMBER FACULTY LEAD: Martin Storkholm Nielsen
PROGRAM NAME AND FACULTY: Design & Business, VIA University College
HP: How did being in a different cultural and educational environment shape the way you approach learning and problem-solving?
AVA: It really drilled into me (all of us, I think) that you can’t just copy-paste a working system from one area to another. I think, for a lot of us, the question shifted from, “Why don’t we (Canada) do what Denmark is doing?” to “Why aren’t we doing exactly what Denmark is doing?”
LINKEDIN : linkedin.com/in/ martinstorkholm
HP: How did you approach the collaboration with your Humber Faculty partner and the Humber students? How did they approach collaboration differently?
MARTIN: As a result of our 7-year-long collaboration, Elinor Bray-Collins and I have established a relationship built on trust, cooperation and sharing. This is the foundation on which the COIL project Map the System (MTS) in the Global Polytechnic Alliance (GPA) is
built. For the past 6 years, the faculty of the GPA MTS has been offering a unique COIL experience, where students from Otago Polytechnic in New Zealand, Humber Polytechnic and VIA University College in Denmark collaborate and learn together online. As the time zones and seasons require us to meet very early and very late in the day, as well as during the summer holiday of the people from Otago, we cannot rely on a “you do your job, I do mine” mentality. We have had faculty meetings where some of us have had a child in their pyjamas on their lap or scurrying around in the background getting ready for school, and of course, we have had to pull out of meetings and sessions (either before or during) because of last-minute urgent family matters. We have thus had to trust that the others had our back, jumped headfirst into collaboration— e.g. when we co-develop sessions in pairs across institutions every week— and shared material, knowledge and responsibility.
Ç Humber students and their counterparts from VIA University College enjoy lunch in VIA’s cafeteria in March 2025
WATCH WHAT THE FACULTY HAD TO SAY ABOUT THEIR EXPERIENCE:
How does this collaborative experience in Denmark help graduates become careerready citizens? (00:13 to 03:28)
What were some memorable insights you gained from this experience? (03:28 to 05:12)
What is one take away from this experience that you will carry forward in your research or teaching practice? (05:12 to 09:11)
Link: COIL: Humber Polytechnic x VIA University College (youtu.be/gUzbKx36IJE)
HP: How did this partnership push your students to think beyond their usual academic and cultural perspectives?
MARTIN: I think a key takeaway from the trip to Denmark for many of the students was the amount and nature of trust that resides in Danish culture and society. As we experienced several times during the week, trust is also a catalyst for collaboration. The nature of our partnership—strong on trust, collaboration and sharing—became evident during the trip as we had to change the itinerary several times due to unforeseen circumstances. The students (from both Humber and VIA) had to trust not only “the process” and all the elements of our little system (e.g. the people) but also think differently and take action.
HP: What were some unique skills or strengths that Humber students brought to the table?
MARTIN: I was floored by their ability to reflect and ask questions. All of our sessions with speakers/guests took much longer than planned because of all the good questions posed by the students. Many of the guests also commended this afterwards.
HP: What surprised you the most about the way students adapted to working in virtual and international teams and environments?
MARTIN: Having six years of COIL experience between our institutions (the GPA MTS), I am used to seeing how well students can collaborate on complex challenges and how well they tackle
“[…]
in this
particular COIL, I saw for the first time how efficacious acting as a sort of “consultant” for other students could be in facilitating learning for my students.”
—MARTIN STORKHOLM NIELSEN, FACULTY MEMBER, DESIGN & BUSINESS, VIA UNIVERSITY COLLEGE
different time zones, life situations and disciplinary approaches. However, in this particular COIL, I saw for the first time how efficacious acting as a sort of “consultant” for other students could be in facilitating learning for my students. My students knew that they were expected to plan and facilitate the final session for another group on the other side of the Atlantic, and that expectation was evident not only during the session but also in the months that followed. They had acquired another level of professional confidence, which I think it is also (in part) due to the fact that the recipients/clients were from a range of other disciplines, countries, and cultures.
HP: Looking forward, how do you see the role of virtual global education and international education partnerships evolving in higher education?
MARTIN: Every time we run a COIL, we hone our skills in crafting and running them. To us (VIA), COIL is still a new territory, and only a minority of faculty members have experience with it. Given the landscape of tighter budgets and sustainability concerns—and
the unfortunate development of the Danish government’s deprioritization of offering programmes in English—we must prioritize virtual global education. International, in-person experiences are catalysts for learning and collaboration. When you embed yourself in a context physically, you are able to perceive and take in information through all your senses. I hope to see VIA leadership actively prioritize offering more student opportunities for global interaction, both virtually and in person, in the near future. As a small country, we cannot afford to turn our backs on the world beyond our borders. Rather, we should show and share our trust and invite others in for collaboration and learning.
“I learned a lot of new information, and now Canada is not just a place on the map, but it’s a place whose people I met and have memories of. The most crucial moment was meeting them in person in March, which was the best.”
—VASILICA MANOLACHE
STUDENT NAME: Vasilica Manolache
PROGRAM NAME AND FACULTY:
Bachelor’s Degree in Entrepreneurship and Innovation
LINKEDIN: linkedin.com/in/vasilicamanolache-b32065146
STUDENT NAME: Juraj Tomaic
PROGRAM NAME AND FACULTY:
Bachelor’s Degree in Entrepreneurship and Innovation
LINKEDIN: linkedin.com/in/juraj-tomaic0b74271b7
HP: What did you enjoy most about collaborating with Humber students on the online COIL that ran from September to December?
VASILICA: I was very excited to meet new people, and I enjoyed communicating, learning about their projects and getting feedback on mine. I learned a lot of new information, and now Canada is not just a place on the map, but it’s a place whose people I met and have memories of. The most crucial moment was meeting them in person in March, which was the best.
HP: How did this project (i.e., the COIL and/or the in-person trip) challenge the way you usually approach learning or problem-solving?
JURAJ: It made me think of problems and solutions in broader terms, from different perspectives, to apply systems thinking in my entrepreneurial studies.
HP: What was the most unexpected or surprising thing you learned about working with Humber students and Canada?
VASILICA: I have been living in Denmark for 9 years now, and I have met many different people from many countries, but it is rare to meet Canadians. What surprised me most was how polite everybody was, and that the problems that we have in Europe are also in Canada.
HP: Thinking about your future career, how did this experience help you develop skills that employers are looking for?
JURAJ: I think systems thinking skills are crucial for entrepreneurs in these times of social and environmental uncertainty.
WATCH NOW
WATCH WHAT ONE OF THE STUDENTS HAD TO SAY ABOUT THEIR EXPERIENCE:
Link: COIL: Humber Polytechnic x VIA University College (youtu.be/5Gr-8jAui4E)
COIL in the Metaverse between Humber Polytechnic and VIA University College
Humber Polytechnic’s Virtual Production students and VIA University College’s Film and Transmedia students participated in a joint class in March 2025, as part of which they met in a metaverse to learn about virtual production and about each other through interactive filming in a virtual film school.
HUMBER’S PERSPECTIVE
HUMBER FACULTY LEAD: Eva Ziemsen, PhD
PROGRAM NAME AND FACULTY: Virtual Production, Faculty of Media, Creative Arts, & Design
LINKEDIN : linkedin.com/in/evaziemsen
HP: What motivated you to engage in an international collaboration for this project? How does this align with Humber’s vision of Reimagining Learning?
EVA ZIEMSEN: I was motivated to reconnect with our long-term international partner, VIA University College, in Denmark, as they are highly aligned with forward-thinking education in media. Our program, the Virtual Production Graduate Certificate, focuses on a cutting-edge area of media production, and we train the technical side of Virtual Production (VP). VIA is now running an international semester program in FilmAI, with a focus on human empowerment through artificial intelligence. I thought it would be excellent to bring these brilliant
students, who are obviously at the forefront of the industry’s changes, together in the Metaverse! Specifically, a Metaverse created by The Metaverse Construction Company, which provides many different virtual learning spaces for film students. This concept of learning online, virtually and specifically uniting students in a practical environment where they can even work interactively and internationally, is very much aligned with Humber’s vision for “Reimagining Learning”.
HP: In what ways did this experience help students develop future-ready skills for the workforce?
EVA: As technology becomes more powerful, expanding the scope of learning for students, which includes introducing them to equally advanced students from other parts of the world, is key to training students who will be ready for global business models, such as multi-time zone production pipelines, which is something I teach in my courses. While we often talk about ‘the Metaverse’, sometimes you cannot really fathom its power (and even some limitations) until you go there and experience it.
HP: Can you share a breakthrough moment where students from different backgrounds worked together in a way that surprised you?
EVA: One of the most memorable moments was when we spoke to an AI version of Stanley Kubrick. We asked him what he would have thought of the use of Virtual Production and GenAI if he were still alive—and he answered! His answer was very profound and in line with what Kubrick would likely say (albeit this version was possibly more verbose than the actual Stanley). Nonetheless, we were all standing there, in awe. This example of having programmed ‘AI
Ç Images from the Metaverse experience.
WATCH COIL: Students from Humber Polytechnic in Toronto, Canada, and VIA University College, Aarhus, Denmark, meet in the Metaverse to experience virtual sets related to Virtual Production and GenAI
Link: COIL: Humber Polytechnic x VIA University College (Metaverse) (youtu.be/cS7Ip1V5Arw)
agents’ that can provide ‘history’ in a contextualized manner is revolutionary. On that note, I want to thank Jon Gress, CEO of the Metaverse Construction company, who generously allowed us to visit this Metaverse, and he did such a fine job leading up to the session, onboarding, and even troubleshooting on the day of.
HP: What were some of the most significant cultural or logistical challenges your students faced? How did they collaborate and problemsolve to overcome them?
EVA: Every computer has different specs, and even my own setup didn’t work properly on the day; however, I was able to shift to using my phone. We prepared students with a comprehensive instruction document, instructing them to create avatars ahead of the session and ensure they have downloaded the ENGAGE XR platform ahead of time.
HP: The Building Brilliance (BB) vision emphasizes Deeper Partnerships. How has this project strengthened Humber’s ties with international institutions?
EVA: The key to building deeper partnerships is to support autonomous relationship building, which is effectively introduced by way of international trips.
“The key to building deeper partnerships is to support autonomous relationship building, which is effectively introduced by way of international trips.”
—EVA ZIEMSEN, PROFESSOR, VIRTUAL PRODUCTION, FACULTY OF MEDIA, CREATIVE ARTS, & DESIGN
Sometimes this may be a longer-term investment, since my trip to Denmark and VIA was around 10 years ago. Still, through ongoing visits, communications and partnership conversations around curriculum, we have developed trust, profound mutual respect and alignment. As the world changes, we are responding with a focus on futurefocused skills, maintaining a relative similarity.
HP: Did you notice any shifts in students’ confidence, adaptability, or leadership skills as they navigated this cross-border experience?
EVA: I was very much struck when my Humber students spoke so eloquently about what they are learning with the students at VIA. I have incredible respect for their talent and ability to communicate professionally about their highly technical learning. It was equally great to hear from the VIA students. Of course, I also laughed out loud as we were all essentially running around in this immersive environment, as there were sets that prompted us to ‘run.’
Since this was a short experience, we didn’t have a chance to really ‘work’ on a longer project, but I definitely believe this is an option for the future.
HP: If you had to make a case for why global collaborations should be a core part of higher education, what would it be?
EVA: I think global collaborations are essential, and they should always emerge organically from the subject domain. Future-focused media students will have different goals from business students. Therefore, it is imperative that it is faculty who drive these COILs, but they should be supported by the institution both financially and logistically. There is significant time that goes into careful and thoughtful planning and tying this to LOs. Sometimes, making a case for ‘big goals’ stems from supporting those who have the power to make change happen—faculty, technical support staff, and, in turn, students.
HP: Looking ahead, how can international projects like this shape the future of interdisciplinary learning and global workforce development?
EVA: We have the ability to bring students together from different subject domains and expose them to similar yet different perspectives. The future of productivity will rely on an ability to transcend Canadian borders and collaborate with international partners effectively. COILs are an ideal way to jumpstart this thinking and approach.
Check out the students’ student demo reels (humbervpro.webflow.io)
STUDENT NAME: Om Barahate
PROGRAM NAME AND FACULTY:
Postgraduate Certificate in Virtual Production, Faculty of Media, Creative Arts, & Design
LINKEDIN: linkedin.com/in/om-barahate628aa6231
STUDENT NAME: Sumithra Srinivasan
PROGRAM NAME AND FACULTY:
Postgraduate Certificate in Virtual Production, Faculty of Media, Creative Arts, & Design
LINKEDIN: linkedin.com/in/sumithrasrinivasan-b12057190
Check out the EDU modules to learn more about the program! (humbervpro.webflow.io/ educationalmodule)
HP: What was your biggest “aha!” moment during this COIL collaboration?
SUMITHRA SRINIVASAN: Being a part of this metaverse experience thrilled me because I’ve always loved playing virtual world platform games since I was a kid, which made me feel nostalgic. It was significantly more interesting and thrilling than regular online courses because it felt more interactive and enjoyable. I had the opportunity to examine a virtual LED wall up close, which was an intriguing experience, particularly considering that wires and safety measures usually prevent us from getting this close in the real world. It was an exciting experience for me to be able to have a closer look.
HP: What was the highlight of the experience?
OM: The highlight of the session was our exploration of several metaverse experiences. We visited a virtual production studio complete with LED walls, cameras, lights, and sets,
“It
was significantly more interesting and thrilling than regular online courses because it felt more interactive and enjoyable.”
—SUMITHRA SRINIVASAN, STUDENT
including motion capture trackers—it was incredibly immersive. We even got the chance to walk behind the LED wall panels, and the experience was mindblowing! It felt no different from what you would encounter in a real-life studio setup. Next, we ventured into a Star Trek verse like a spaceship set, where we could “sit” and pretend to control the spaceship. It was interactive too! We could open or close the doors with the press of a button. Then, we entered another space—an enormous circular room—where we had the freedom to walk around in a circular space in Star Trek verse. The coolest part was that on the outer side of the volume, there were screens showing all the activities
happening inside the circular space. It was like something out of a sci-fi movie! One of the most amazing experiences, though, was speaking with Stanley, an AI character. It was like talking to a real person! Stanley processes questions and responds with accuracy and thoughtful replies, almost as if he were alive. What was even more impressive was that Stanley not only spoke but also had physical actions like a human, adding an extra layer of realism. The future is here, and it’s interactive, immersive, and limitless.
STUDENT NAME: Katrine Høy
PROGRAM NAME AND FACULTY: Bachelor’s in Multiplatform, Storytelling & Production at VIA Film & Transmedia
LINKEDIN: linkedin.com/in/katrinehøy-613288370
HP: What did you enjoy most about collaborating with Humber students?
KATRINE HØY: I really enjoyed the opportunity to meet and interact with so many Canadian students in such a creative and immersive environment. It was fun, engaging, and gave me a real sense of international collaboration. I really enjoyed the opportunity to meet and interact with so many Canadian students in such a creative and immersive environment. It was fun, engaging, and gave me a real sense of
“I really enjoyed the opportunity to meet and interact with so many Canadian students in such a creative and immersive environment. It was fun, engaging, and gave me a real sense of international collaboration.”
—KATRINE HØY, STUDENT
international collaboration. One of the highlights of the session was stepping into the iconic rotating wheel from 2001: A Space Odyssey. Standing inside that space with other students made me feel like I was inside the film itself. It was a surreal experience, and I was glad to share it with other passionate film students.
JIPE Authors’ Testimonials
The following are interviews with Humber Polytechnic’s recent graduates who have been published in the Journal of Innovation in Polytechnic Education (JIPE). Here is what they had to say about their experience getting published in JIPE—
Article title: Examining Confidence Accuracy, Observation Skills, and the Dunning Kruger Effect: A Simulation Study on Eyewitness Memory
Article authors: Megan Sheridan, Bailey Howard, Richelle Pang
Interviewee: Bailey Howard
Link: JIPE Authors’ Testimonials: Bailey Howard (youtu.be/Yxwdrnk-CYI)
Article title: Sexual education for individuals with special needs: Understanding and overcoming current obstacles
Article author: Anastasiia (Stacey) Melnikova
Link: JIPE Authors’ Testimonials: Stacey) Melnikova (youtu.be/ll9d6zjxDFI?si=0EsI4aue7zg3Iz5C)
DEVELOP YOUR SPARK
WHAT WE ARE READING—
TITLE: The Power of Pressure: Why Pressure Isn’t the Problem, It’s the Solution
AUTHOR: Dane Jensen
ABOUT: What’s the most pressure you’ve ever been under? How did you react? What helped? What didn’t? Over five years, Jensen has asked these questions of thousands of high performers—from Olympic gold medalists to Navy SEALs, politicians, executives and busy parents. What has emerged is that while everyone’s experiences under pressure are unique, pressure follows patterns and develops in predictable ways. If we can recognize the patterns, we can improve our ability to sidestep the biological traps that can sabotage us—and use the energy that accompanies pressure to thrive.
TITLE: Run Towards the Danger: Confrontations with a Body of Memory
AUTHOR: Sarah Polley
ABOUT: Sarah Polley’s work as an actor, screenwriter, and director is celebrated for its honesty, complexity, and deep humanity. She brings all of those qualities along with her exquisite storytelling chops to these six essays. Each one captures a piece of Polley’s life as she remembers it, while at the same time examining the fallibility of memory, the mutability of reality in the mind, and the possibility of experiencing the past anew, as the person you are now but were not then.
TITLE: The Unspoken Rules: Secrets to Starting Your Career Off Right
AUTHOR: Gorick Ng
ABOUT: In this practical guide, Gorick Ng, a firstgeneration college student and Harvard career adviser, demystifies the unspoken rules of work. Ng distills the wisdom he has gathered from over five hundred interviews with professionals across industries and job types about the biggest mistakes people make at work. Loaded with frameworks, checklists, and talking points, the book provides concrete strategies you can apply immediately to your own situation and will help you navigate inevitable questions.
TITLE: Great Networking: The art and practice of building authentic professional relationships
AUTHOR: Alisa Grafton
ABOUT: If you want to build your career and achieve professional success, being able to network effectively is crucial. Based on first-hand experience of a successful and dynamic professional, this book is a modern-day, highly practical guide for anyone seeking the networking skills and confidence required to succeed in their career. The author provides proven advice on how to build relationships strategically, that will last for the long term and will bring mutual benefits.
col·lab·o·ra·tion
/kəˌlabəˈrāSH(ə)n/, noun
1. the act or process of working together or cooperating.
2. a product resulting from working together or cooperating.
“If you want to build a ship, don’t drum up people together to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea.”
—Antoine de Saint-Exupery, writer
SPARK Your Humour
I asked the team if they believed in parallel universes. They said, “In some, we’re even smarter.”
A SPARK of Wisdom
To move, to breathe, to fly, to float, To gain all while you give, To roam the roads of lands remote, To travel is to live.
Hans Christian Andersen, The Fairy Tale of My Life: An Autobiography
PHOTO BY ROLANDS VARSBERGS ON UNSPLASH
Once a year, go someplace you’ve never been before.
Dalai Lama, spiritual leader of Tibet
QUIPS AND QUOTES
Ideas won’t keep. Something must be done about them.
Alfred North Whitehead, mathematician and philosopher
If you have always done it that way, it is probably wrong.
Charles Kettering, inventor and engineer
There’s no escalators—there’s only staircases to success. There is no substitute for hard work.
Lilly Singh, actress, YouTuber
Each story is so special. Each story reminds me that we are all connected through this very human experience—renewal.
Keith Yamashita, author
I hear, I know. I see, I remember. I do, I understand. Confucius
Take your risks now. As you grow older, you become more fearful and less flexible. And
I mean
that literally. I hurt my knee this week on the treadmill, and it wasn’t even on.
Amy Poehler, actress and comedian
“It reminded me that the stories we tell about places should come from a place of empathy, not extraction. Culture doesn’t need to be “marketed”—it needs to be understood.”
—Lucy Luc, student, Bachelor of Public Relations in the article, “Belonging, Connection and Vulnerability: Humber-VIA Study Trip 2025.”