NEXT Magazine 2025

CHANGING CAREERS. CHANGING LIVES.

THE INNOVATIVE IMPACT OF INSTRUCTIONAL DESIGN

GROUND-BREAKING PROGRAM HELPS MITIGATE CHILDHOOD TRAUMA

IN LOVING MEMORY THIS ISSUE OF NEXT IS DEDICATED TO OUR CCE COLLEAGUE AND FRIEND JANET CRANSTON, WHO SERVED AS DIRECTOR, ADMINISTRATION AND OPERATIONS UNTIL PASSING AWAY IN JUNE 2024.

Janet was a talented and enthusiastic leader and mentor who was known for her “Yes, let’s!” approach to new ideas and opportunities. She was equally skilled at transforming those possibilities into reality, including NEXT magazine, which she initiated, inspired and guided for its first five issues.

Her wise counsel, kind spirit and the legacy of her work have left indelible imprints, and she will always be remembered.

Janet Cranston Served as Director, Administration and Operations

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GO FAR, TOGETHER. The world of education is changing as swiftly as the communities it serves. From new technologies to demographic shifts, the learning landscape is ever-evolving. To meet these demands, the Centre for Continuing Education (CCE) continuously adapts and innovates.

To us, innovation often involves transforming creative ideas into new, cutting-edge programming that delivers sought-after skills, or expanding the boundaries of program delivery to ensure greater accessibility across the province.

With this in mind, innovation and creativity emerged as our theme for this year’s issue of NEXT. In the issue, we’ll share with you just a few of the innovations we’ve introduced— from changes we’ve made that deliver better results to bold new initiatives.

Christie Schultz Dean, Centre for Continuing Education

One of those initiatives is a partnership with the Child Trauma Research Centre.

Together, we’re mobilizing research on trauma-informed pedagogies and practices through a microcertificate that is being offered to those working with youth in Saskatchewan.

In the province’s business community, achieving organizational and economic gains through innovation is critical for growth. Through custom training, we tailor learning opportunities that allow employees to support career success and to ensure businesses— such as Legacy Co-op—have access to and can develop the skilled employees they need.

In fact, responsiveness to the needs of our community drives the work that we do and makes an impact on the lives of our students. Within this magazine, you’ll read more about how Talitha McCloskey aspired to change careers while working full-time and did just that through a certificate program at CCE. Or perhaps you’ll be inspired by international student Alice Duong who left behind all that was familiar to learn a new language and successfully follow a dream to live and work in Canada. Indeed, our students’ stories inspire us at CCE to continue to develop high-impact, responsive programming.

TOTAL CCE REVENUE 2023-2024

62.94M

$

REVENUE SHARED WITH FACULTIES

6.69M

$

CCE co-offers over 30% of all credit hours at the University of Regina in partnership with the faculties.

Of course, at the heart of education you’ll find dedicated instructors who, working alongside our talented team of instructional designers, are introducing effective ways to meet the evolving needs of today’s students eager to learn in new ways. You’ll read more about one instructor’s experience working with instructional designers in this issue.

And, within our community programs portfolio, we are focused on ensuring individuals have opportunities to grow, both personally and professionally. From young musicians performing in our vibrant music, theatre and camps programs, to seniors who are engaging in lifelong learning in new ways thanks to a revitalized partnership, the College Avenue Campus is as lively as ever.

It’s been an exciting year, and we hope you’re as inspired as we are by what’s coming up NEXT! Christie Schultz Dean, Centre for Continuing Education

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CHANGING CAREERS. CHANGING LIVES. CERTIFICATES OFFER FLEXIBILITY AND CAREER OPTIONS Remember the days when people followed one consistent career path from education to retirement? Today, those paths are less structured with more people wanting to pursue a different interest or career multiple times throughout their working lives.

One of those people was Talitha McCloskey who was working full-time but contemplating a career change. “I had finished my original degree in International Studies, had started my Master's and was working as a receptionist. I was completely uninspired. I also knew I couldn’t quit my job to go back to school.”

With a love of writing and connecting with people, McCloskey discovered a stepping stone at CCE. “I found the Certificate in Public Relations. It was a combination of online and in-person evening classes which worked perfectly for my life plus it was a subject I was really interested in.”

Robin Markel, Head of Career & Professional Development at CCE, says that certificate programs like this one are an ideal choice for someone looking to add on to a degree, specialize their expertise or launch a new career. “With only five courses, the Certificate in Public Relations can be taken part-time but can still be completed in as little as one year.

Because of its online format, length and flexibility, this certificate is great for those already working.”

Talitha McCloskey

One of the things that impressed McCloskey about the program was the quality of the instructors. “Our professors worked in journalism, communications and the media so they have very applicable knowledge about how the media works and what kind of story will sell.”

To ensure instruction and course content is of the highest calibre, CCE works closely with professional associations.

“We consult with the International Association of Business

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Communicators and the Canadian Public Relations Society and rely on them for their expertise when we’re drafting our programs,” says Markel. “We’ve also recruited some of our instructors through those same organizations so students benefit from real-world experience.”

After McCloskey completed her certificate, she did an internship and was offered a job at a PR firm in Toronto.

But her heart remained on the prairies, and she returned to Saskatchewan to start her own marketing agency. “Part of what surprised me in my job was how applicable every part of the certificate was. To this day I still use the outlines from some of my projects.”

The relevance and popularity of certificate programs is one reason why CCE recently introduced the Advanced Certificate in Public Relations and Communications Management. “This program is an extension of the certificate that Talitha took,” notes Markel. “It’s primarily online and can be taken part-time or full-time and it allows students to specialize in areas such as non-profits, sports and events.”

One of the other benefits of a certificate is that it can be used to ladder up to or fulfill some of the requirements of a degree program such as the new Bachelor of Arts in Journalism, News Media and Communication, the Bachelor of Business Administration and more. “For example, students can take one of the PR certificates first or even at the same time as they’re pursuing a degree,” says Markel.

“I definitely would be interested in taking the Advanced Certificate,” says McCloskey. “I’m kind of a serial education seeker and like to continuously learn and grow because I know I don’t know everything.”

What she does know is that following her passion has paid off. McCloskey launched RaiseHer Co, a Saskatchewanbased leadership development and advocacy organization C E N T R E F O R C O N T I N U I N G E D U C AT I O N

to empower women and girls. Her work as co-founder of the organization was recognized with a CBC SK Future 40 award given to individuals under the age of 40 who have made an impact in their community. “It was a huge honour because they received hundreds of applications, and it was amazing to be selected among that group.”

As her career continues to blossom, so too does the number of certificate programs. CCE currently offers 25 different certificates, many in partnership with other faculties and organizations. “The ability to learn and work at the same time is a huge advantage and well-suited to so many individuals looking to develop new skills or even start a new career,” says Markel. “We believe this trend will continue to grow.”

For McCloskey, taking that leap of faith provided the launch pad she needed. “Life is way too short to feel stuck and unhappy. If someone is looking to make a change, I’d suggest talking to one of the CCE advisors. They were really supportive and, at the end of the day, taking this certificate over one year was all it took to put me on a career path I’m really excited about.”

CAREER & PROFESSIONAL DEVELOPMENT 2023-2024 UNDERGRADUATE CERTIFICATES

NEW ADVANCED PUBLIC RELATIONS CERTIFICATE

2,322 387

In addition to the popular Certificate in Public Relations, students can now expand their PR and communications knowledge and tailor the program to their current or intended work industry with this new 10-course certificate.

Students can take this program as part-time or full-time study with flexible course options available.

New courses are in the works to provide more choice and the most up-to-date training in this field.

Total Enrolments

Certificates Issued

PROFESSIONAL CERTIFICATES

1,580 78 Total Enrolments

Certificates Issued

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THE INNOVATIVE IMPACT OF INSTRUCTIONAL DESIGN ACCOMMODATING STUDENTS AND ENHANCING SUCCESS WITH FLEXIBLE LEARNING

“I really didn’t have any idea what instructional design was, and I was also pretty sure I wasn’t interested,” laughingly recalls Paul Sinclair, Associate Professor, at the University of Regina’s Hill School of Business.

It was during the early days of the pandemic that instructors like Sinclair were scrambling to shift their class formats from in-person to online. “When Covid hit, I was one of those people who wanted to recreate the classroom in Zoom but that didn’t seem to be the right way to go.”

When incentives were offered to work with CCE’s instructional design team, Sinclair decided to give it a try. “I had a Business Communications class that I wanted to adapt. I thought they would give me some exercises or tools and send me on my way.”

Rhett Danyluk, Instructional Designer with CCE, says that Sinclair’s initial perspective on the work that they do is not unique. “The whole experience is about empowering instructors to learn what is possible—what tools are out there, how to use them and how they can make their classes more accessible and engaging for students. Once they work with us and see what we can do together, the gears start turning and it becomes a really collaborative relationship.”

Paul Sinclair

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One of the surprises for Sinclair was how much he had to learn.

“Learning is complicated and when you try to understand the basic functionality of our learning management system there’s a lot to know. That system is the chief interface between students and instructors. What I found fascinating was that even though I started down this path for my online courses, 90% of what we were doing applied to in-person classes, too. It’s really about UNIVERSITY OF REGINA

Rhett Danyluk

applying smart design and that helps me to be more effective as a teacher, regardless of the format.”

Danyluk couldn’t agree more. “Most instructors are used to lecturing in front of a class. When they move to a hybrid or online environment they become more of a ‘guide on the side’. Their role is to present the learning material in ways the students can access and review at any time. Students are then able to learn at their own pace and in a way that suits their learning style.”

Indeed, students who are often juggling jobs alongside their education are seeking to engage and learn in different ways.

To accommodate those busy schedules, Danyluk incorporates tools to ensure real-time access. “In lectures, we’ll use interactive materials that allow students to assess themselves whenever it suits their schedule. Students get to practice the material immediately after they’ve learned it and test their knowledge. That’s not something you can easily replicate in the classroom.”

He's also created an anonymous feedback tool that allows students to provide comments back to their instructor at any point during a course. “If instructors only get feedback at the end of a course, it’s too late to make changes. Often, it’s a quick fix that’s required so instructors find this ongoing feedback very helpful.”

For Sinclair, the work he’s done with the instructional design team at CCE has had a profound impact on the way he interacts with his students. “I had been discouraged with teaching because I had this sense that students just weren’t engaged,” says Sinclair. “That ‘sage on the stage’ kind of model wasn’t working anymore. I now believe instruction

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has to be much more thoughtful, targeted and focused. After collaborating with the instructional design team, I’ve been able to rewire my brain. Now I know how to fix the things that don’t make sense or at least who to call if I need help.”

As word spreads, the impact of instructional design has become far-reaching. “Interest in this area is growing,” says Danyluk, “and we work on a diverse range of course content.

The learning theory is applicable to every subject and field.

When you work with instructors who are excited to learn about these tools and how to make their courses more engaging, it’s very rewarding.”

Sinclair, who approached instructional design with some skepticism, is now an advocate. “The instructional design team knew how unenthusiastic I was at the beginning. But now that I’ve worked with them on adapting several courses, I believe that incorporating this type of technology-based learning should be at the very centre of education going forward.

There’s a lot to learn so I know I wouldn’t have been able to do it on my own.”

FLEXIBLE LEARNING 2023-2024

42,924 FLEXIBLE COURSE ENROLMENTS TOP DELIVERY MODES:

11% 14

%

36%

39%

Evening 39% Online 36% Summer 14%

egional Colleges, R Early Morning, Weekend 11%

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THAT'S THE SPIRIT! TEACHING HISTORY THROUGH HAUNTED TOURS

Now a thriving and beautiful campus, the College Avenue Campus has a notoriously diverse past serving as a morgue, a hospital, a funeral home, a wedding chapel and even a military training school.

Darcy Donovan, Graphic Designer with CCE’s Flexible Learning team, has been a long-time aficionado of the legends and lore surrounding the campus. “I started working here in 2011 and was told the campus was haunted. I began doing some research and became fascinated by the rich history.”

Over the years, Donovan consolidated the historical stories and gave informal tours to new staff members, school groups and other organizations. In 2024, CCE, in partnership with Heritage Regina, decided it was only fitting to honour the University of Regina’s 50th anniversary with a look into its somewhat spooky past. Donovan developed a 90-minute College Avenue Campus Ghost Tour that was offered over four Sundays to staff, the public and alumni.

Darcy Donovan

The response was immediate with the tours selling out within four hours. “It’s a creative way to showcase the campus but I think it’s been so popular because this is such a beloved building,” says Donovan. “People often have a deep connection to it after spending some of their childhood at the Conservatory.”

From history and mystery to architectural oddities, the tour takes visitors on a story-laden adventure but in the end, everyone had the same macabre question: ‘Did anyone die here?’

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Indeed, eight students and one teacher died of typhoid in 1920 when the building turned into a makeshift hospital.

Whether their spirits still wander the halls is anyone’s guess. “I’ve had lots of people come to me with their own anecdotes,” notes Donovan. “They’ve witnessed pianos playing by themselves and there’s a legend of a shy shadow that ducks behind a corner and disappears. Others have seen a soldier walking in front of the building or on various floors in a WWII uniform.”

For Donovan, the quest for historical knowledge is ongoing.

“I’m always learning more and now have over 1000 photos that capture some of the history. I take great care in the telling of the stories and try to ensure they’re as accurate as possible because these were real people with real lives.”

Clearly, these stories have captured the imaginations of young and old alike. “We have a long waiting list of people who still want to take this tour so we’ll have to think about doing this again next year,” says Donovan.

COLLEGE AVENUE CAMPUS HISTORICAL TOUR Take a self-guided tour of the most notorious building in all of Regina.

Discover how the building was almost destroyed in 1912.

Learn about how it was, over time, a college, morgue, hospital, funeral home, wedding chapel and military training school, and became the scene of over a dozen deaths.

Where to go: Main entrance of the College Building on the U of R’s College Avenue Campus at 2155 College Avenue Stop by during our building hours: Mon-Fri, 7:00 a.m-10:00 p.m Sat, 8:30 a.m-6:00 p.m Sun/Statutory Holidays, 12:00-6:00 p.m What you’ll need: • A smartphone with a working camera to scan QR codes • Headphones are recommended • 30 minutes of free time to learn and be entertained!

“I started working here in 2011 and was told the campus was haunted. I began doing some research and became fascinated by the rich history.”

– Darcy Donovan Graphic Designer with CCE

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TRANSFORMING MANAGERS INTO LEADERS WITH CUSTOM TRAINING FROM EMPLOYEES AND BUSINESSES TO CUSTOMERS AND COMMUNITIES, CUSTOM TRAINING BENEFITS EVERYONE Setting a clear direction for your organization by creating a strategic plan is an important step. But for Legacy Co-op, based in Yorkton, Saskatchewan it was only a first step. Cally Greziuk, Human Resources Manager, recognized that building the competencies of their management team was also a critical component in achieving the company’s goals. “We have a picture of where we want to go, but to get there, we want to ensure our managers have the skills they need to succeed.”

Cally Greziuk

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Managers were invited to provide input on the skills they wanted to develop and Greziuk identified a common theme.

“There was a definite hunger for soft skills that ranged from conflict resolution and strategic thinking to effective communication and time management.”

She approached CCE for help in creating and delivering a training program to meet those needs. Heather Renshaw, Business Development Consultant with CCE met with Greziuk to formulate a plan.

UNIVERSITY OF REGINA

Heather Renshaw

“We started with a needs assessment and developed a timeline. Then our expert facilitator developed the content,” says Renshaw. “Legacy Co-op had eight priorities and we narrowed it down to a program with three modules, 24 hours in total. This allowed them to achieve their educational objectives in a way that also aligned with the Saskatchewan Job Grant requirements for funding.”

“CCE made the process easy,” says Greziuk. “Working with them was seamless and made sure we were developing training that would hit the mark and made the needs of our managers. When we announced our partnership with CCE to deliver this training, all 30 of our managers fully embraced the opportunity.”

For Greziuk, ‘hitting the mark’ meant the training needed to be balanced between incorporating practical methods and theoretical concepts. “We wanted our team to be able to immediately apply these new skills the very next day.

This definitely delivered.”

One of the ways CCE ensured the training would resonate with the management team was to incorporate real-life scenarios. “Our facilitator took specific issues the managers were dealing with, and through application of different tools and methods, worked through the issues as a group. It's practical and highly relevant learning.”

Another request on the training wish list was to introduce an accountability component. “It’s so easy to take training and then forget about it a few days later,” says Greziuk.

“Heather suggested we incorporate coaching triads. We divided our managers into teams of three and they now have the opportunity to meet regularly to set goals and keep each other accountable in applying what they’ve learned.”

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Renshaw believes that building in that extra element of coaching outside of the program creates a deeper level of accountability that’s critical. “By clearly outlining to your colleagues the skills you commit to working on and having them coach you through your development, it reinforces the importance of strategic thinking, fosters greater accountability and contributes to each participant’s success in refining those skills.”

Legacy Co-op is not the only forward-thinking organization reaching out to CCE. “We’re seeing an increased demand for professional development and are being approached by organizations from around the province and beyond. The need to develop and nurture skills is necessary if organizations want to grow and succeed,” says Renshaw.

Greziuk agrees. “You really can’t put a price on development.

You’re offering an opportunity to your employees that makes them more effective and confident in their daily lives. They’re progressing from managers into leaders and that benefits our organization, our customers and even our communities.”

“CCE made the process easy.

Working with them was seamless to make sure we were developing training that would hit the mark and meet the needs of our managers.”

– Cally Greziuk Human Resource Manager, Legacy Co-op

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GROUND-BREAKING PROGRAM HELPS MITIGATE CHILDHOOD TRAUMA TEACHING TEACHERS TO BE TRAUMA-INFORMED

"Everyone remembers where they were on September 11, 2001. It was my fourth day teaching high school in Ottawa,” recalls Nathalie Reid, Director, Child Trauma Research Centre (CTRC), University of Regina. “As F-18 planes began circling overhead, some of our students were diving under their desks. My teaching degree didn’t prepare me for that.”

Fifteen years later while teaching in Fort McMurray, a massive wildfire devastated the community and the homes of many of her students. “Throughout my time teaching, I would encounter situations that we would now consider traumatic. But there were not a lot of resources available to help understand what trauma is and how to mitigate it in the classroom. What we do know is that no learning can happen when a brain is in survival mode.”

In 2021, after joining the Child Trauma Research Centre, Reid approached CCE and the Saskatchewan Teachers’ Federation Professional Learning and began collaborating on the development of a microcertificate in trauma-sensitive pedagogies and practices.

“This collaboration is unique as it’s the first microcredential we’ve developed with an internal partner and our first program that really highlights the opportunities for knowledge mobilization through continuing education,” says Karen Merz, Professional Development and Community Programs Manager with CCE. “We provided the administrative support from registration to hiring the instructors and we were able to remove a number of barriers including allowing students to register without a high school or university transcript.”

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To help create content that would truly resonate with educators, CTRC and the STFPL engaged a diverse group of facilitators from across the province.

are working full time, so this provides practical information that is immediately applicable in their work in a manageable time frame.”

One of those facilitators was Meaghan Friedrick, Community Mental Health Superintendent of Student Support Services with Sunwest School Division. “We had begun to seek out professional development in this area as more of our staff were seeing the impacts of trauma in their students. Of course, as we dug deeper we also started to see the effect this was having on our staff.”

At Sunwest School Division, providing the opportunity to learn in person or online provides opportunities for maximum participation. “People can choose the format that works best for them,” says Friedrick. “We have people located over a wide geographical area and a lot of times it is the travel that impedes participation. The microcertificate also breaks learning into smaller chunks that allows people to be able to fit it more easily into their schedules”.

Over the course of several months the content for the microcertificate was created and introduced as an online program that required the completion of three fourteenhour digital badges. Although online access was a good option, Friedrick asked Merz if there might be a more immediate way to introduce the much-needed content to employees throughout her school division.

“The microcertificate was virtual,” says Merz, “but Meaghan thought it would be helpful if we offered a face-to-face custom version for Sunwest staff so that’s what we did. Our facilitators travelled to Rosetown where we completed the first badge with 62 of their staff ranging from administrators and counsellors to teachers. The feedback has been incredibly positive.”

Indeed, as the implementation of trauma-sensitive programs and approaches continues in schools, research shows that educators working with traumatized students can suffer from increased rates of vicarious trauma, compassion fatigue and burnout.

Giving educators the tools they need to understand what trauma is and the behaviours that emerge as a result of trauma is empowering for the participants. “This microcertificate has content that’s applicable to those working with students in Kindergarten to grade 12,” says Reid. “Some of the behaviours students exhibit as a result of trauma are what we might have previously categorized as undesirable. But, what it really represents is a young person trying to communicate that they’re not ok. When a teacher understands that behaviour is not directed at them personally and that there are tools they can use to navigate the situation, it creates a completely different dynamic.”

By imparting that knowledge throughout Sunwest School Division, Friedrick believes it will help staff become more capable and confident in handling the varied needs of students and their families. “The participants have appreciated the thought that has gone into each course as well as the local flavour. It makes the content extremely relevant and applicable to our schools and experiences.”

Also relevant for busy teachers and school administrators is the compact nature of the microcertificate. “We offer the first two badges online and students can complete one badge in three evenings,” notes Merz. “Most people C E N T R E F O R C O N T I N U I N G E D U C AT I O N

The content and focus of the microcertificate are groundbreaking in many ways. “I don’t know of another program like this,” says Reid. “It’s so necessary in today’s world and we’re excited to grow the program to reach as many people as possible.”

For Sunwest School Division the initial connection with CCE and CTRC will not be the last. “Everyone has been responsive to our needs and open to feedback, so this was a rewarding experience,” says Friedrick. “We are planning to continue to work together and believe this microcertificate is a fantastic opportunity for anyone in the province. The things we are learning will only make our schools better for our students, staff and communities.”

TRAUMA-INFORMED/ SENSITIVE PEDAGOGIES AND PRACTICES MICROCERTIFICATE This three-course program is designed for teachers, administrators and those who work with children and youth.

Intro to Trauma and Trauma-Informed/ Sensitive Practices - Prerequisite Gain foundational knowledge in this introductory course that seeks to support your growing understanding of trauma and how it affects the lives of children/youth in schools.

Walking Alongside Indigenous Children and Youth in Schools - Required Learn about the unique characteristics of Indigenous trauma in urban and rural settings. This course speaks to interruption of dominant narratives and "the" curriculum using two-eyed seeing.

Supporting Refugee and Newcomer Children, Youth and Families - Elective Expand your understanding on how trauma affects immigrant and refugee families, children and youth. Gain access to current research and learn practical approaches to build relationships with both newcomer and local children and youth.

Creating and Leading Trauma Sensitive Schools - Elective Learn how to create safe and supportive spaces and implement trauma-informed practices at the leadership level. The focus will be on examining school-wide systems to foster trauma-integrated environments.

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REIMAGINED PARTNERSHIP DELIVERS LEARNING OPPORTUNITIES FOR SENIORS COLLABORATING PROGRAMMING FOR LIFE-LONG LEARNING In 1977, a group of seniors approached the University of Regina about the feasibility of providing courses to test the demand for non-credit learning for seniors. That meeting inspired the creation of the Seniors’ University Group (SUG) and a nearly five-decade-long collaboration with CCE. This year, SUG and CCE signed a new five-year agreement that will provide and expand lifelong learning opportunities for older adults in Regina. Under the terms of the agreement, classes and lectures will continue to be held on the College Avenue Campus with registration and course scheduling managed by SUG.

Neale Partington

Neale Partington, President of SUG says this new commitment empowers their organization to do more. “We’re able to take greater ownership of membership management and programming and we’re already seeing significant momentum.”

That momentum is reflected in their growing membership numbers, from 180 in 2023 to 560 in 2024.

The volunteer-led organization now develops and delivers its own wide range of programming based on the interests of students aged 50+. “From Writing Memoirs & Creative Stories

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to Yoga classes, we keep registration fees low to ensure accessibility,” says Partington. “With CCE providing free classroom and meeting space, our organization is able to keep courses affordable so more seniors can participate.”

For CCE, the partnership perfectly aligns with their shared goal. “We want to ensure seniors in the area have access to high-quality learning experiences tailored to their needs and interests,” says Christie Schultz, Dean of CCE. “The courses are well-attended because the students themselves are providing input on the topics being offered and we’re hearing some really positive feedback.”

Partington agrees. “Our members are very appreciative. I was talking to one student who is 94 years old. She’s taking all of the classes remotely because she can’t drive anymore and loves that she can participate from home. We offer a combination of online and in-person classes so people can choose to attend in whatever way works best for them.”

For Schultz, the new agreement has paved the way for a rewarding next chapter in this long-term partnership.

“We’re excited to see the strength of the programming that SUG is creating and that the College Avenue Campus and the University of Regina continue to be a hub for learning at any age.”

“With CCE providing free classroom and meeting space, our organization is able to keep courses affordable so more seniors can participate.”

– Neale Partington President of SUG

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LEARNING THE LANGUAGE BREAKING BARRIERS TO SUCCESS WITH ENGLISH LANGUAGE SUPPORT

"I heard that Regina was a very good place for newcomers and I thought the weather was going to be good," laughs Alice Duong who travelled from Vietnam to Regina in 2018 to enrol in the English for Academic Purposes (EAP) program.

The program, designed to help students achieve the English proficiency necessary to pursue undergraduate classes at the University of Regina, was Duong’s first step in pursuing a new career.

“I studied pharmacy in Vietnam but I felt like I wanted to change my career. I decided to see what a foreign education and life in Canada would be like. Canada’s cultural diversity was appealing and I thought it would be a good place to learn English.”

Although her initial impressions proved to be true, her introduction to Regina was a challenge. “The language barrier was real. Students in my class were from other countries and we didn’t share the same language so we were all motivated to learn English as a way to connect.”

Alice Duong

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Karlie Butler, Head of English Language Programs and Short-Term Program Coordinator with CCE says the initial learning curve can be steep. “Developing language skills is just part of what our students learn. We also help them overcome the culture shock and introduce them to academic life in Canada, which can be different from their home countries.”

UNIVERSITY OF REGINA

“The program definitely helped me academically,” says Duong.

“I learned how to structure essays in a Canadian way which was different from how I did it in Vietnam.”

organizations where I worked employed social workers who helped people with disabilities. Giving back to my community in that way really appealed to me.”

Duong applied and was accepted into the Bachelor of Social The EAP program is designed for more than just international Work.

She graduated in 2024 with an 82% GPA. students needing to achieve the English Language Proficiency to start their undergraduate studies. “We’re seeing more Her high level of academic achievement and outstanding students wanting to build their language skills at the same time volunteerism did not go unnoticed. In 2024, Duong was awarded as they are enrolled in an undergraduate program,” says Butler. the Dean’s Medal and University Prize.

“This program offers students opportunities to build English language skills while earning credit through EAP 100 and 101, Now happily settled in Regina, she’s looking forward to landing an opportunity available to students in programs with open her dream job which will allow her to continue working with electives. We are beginning to see more and more interest in immigrants and people with disabilities. these courses from current undergraduate students looking for English language support to help them succeed in their studies.” “I love Regina—well, maybe not the winter, but the nature here is awesome. I’m continuing to go to a lot of social events The depth of instructor support plays a big role in ensuring connected to the University and still trying to improve my skills. students are able to achieve their goals. “A lot of our instructors I’d like to learn French and Chinese which would be helpful in have lived abroad or studied languages, so they have an working with people arriving from other countries.” understanding of what it’s like to learn in a new and unfamiliar place or to try to communicate in a new language,” notes Butler. The future looks bright for this aspiring newcomer and social “There’s a level of caring and an appreciation of the value of worker. “I owe a lot to the EAP program. It gave me such a good multiculturalism they bring to their work.” start and allowed me to become the best version of myself.”

During her first year as a student, Duong also began building connections within the classroom and the broader community, including with her EAP advisor. “My advisor was a great mentor and helped me in so many ways. With her help, I began volunteering and one of the ways I was able to give back was by translating CCE’s English as a Second Language policy into Vietnamese.”

Her experience volunteering also provided the insight she needed to determine her next educational step. “One of the C E N T R E F O R C O N T I N U I N G E D U C AT I O N

ENGLISH AS A SECOND LANGUAGE PROGRAM 2023-2024

550

210

ESL SHORT-TERM PROGRAM ENROLMENTS

ESL ENGLISH FOR ACADEMIC PURPOSES

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A PITCH PERFECT MUSICAL JOURNEY ENHANCING CREATIVITY AND IMAGINATION THROUGH MUSIC "My first experience at the U of R was performing as a dog who was the sidekick to a supervillian," laughs University of Regina alum Katherine Mutschler. “I was in Grade 5 and in a Conservatory drama program where I got to stand on the stage, figure out how to project my voice and learn a short dance. It was so much fun.”

For Mutschler, that early introduction to the performing arts sparked a lifelong passion for music and the arts. “I began singing in a choir and then started taking piano lessons. It was at that point that I really started to dive into music and I continued taking piano lessons at the Conservatory through grade 12.”

Erika Folnovic, Program Coordinator at the Conservatory of Performing Arts believes one of the advantages of the Conservatory is there are entry points at any age. “From kids to seniors, you can just jump right into a program.

For instance, in musical theatre, everyone gets a part and gets to enjoy that experience. There are no prerequisites.”

When Mutschler was in high school, Folnovic hired her as a camp assistant, a position she continued to enjoy over the next eight years. “Katherine was a star employee. She was always so passionate about music and working with kids that I kept hiring her year after year until she went off to grad school.”

Katherine Mutschler

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For Mutschler, the role allowed her to introduce other kids to the world she loved. “These programs encourage creativity and imagination and provide a space where kids can slow down and unplug. I also noticed many of the students found learning math, spelling and reading got easier after they were introduced to the arts. For instance, in music, you have to learn to read, count and do fractions and the kids were then able to apply those skills back in the classroom.”

UNIVERSITY OF REGINA

Folnovic also sees the broader benefits exposure to the arts provides. “Having an outlet to express creative thoughts and also having a group of people around you supporting those thoughts, ideas and dreams is so important.”

While participation in the Conservatory’s programs was severely affected by the pandemic, enrolment has now fully recovered and surpassed pre-pandemic levels. “We’re seeing a lot of growth,” notes Folnovic. “Parents understand how helpful these types of programs can be for their child’s development. We’ll have parents tell us that their child had never been able to get up in front of their class but now they’re up on stage performing. It’s a great confidence builder.”

Once students have been introduced to the arts, it’s common for them to want to do more. Some become volunteers while others like Mutschler venture into creative career paths.

“I graduated with my Piano Performance Degree in 2022 from the University of Regina and then I moved to Ottawa for two years to complete my Master’s in Music Theory. I’m now settling back in Regina to pursue a career in music and the arts because this is where I have so many connections,” says Mutschler. “Starting this winter, I’ll be a private lesson piano instructor at the Conservatory. I’m really looking forward to that!”

For Mutschler and many others, an appreciation of the arts begins at a young age, but Folnovic notes there’s never a wrong age at which to engage in music and theatre. “We offer programs for every age from newborns through to seniors. Through these programs we see people develop skills, engage with other people who have similar interests and ultimately create a deep connection to the University that can last a lifetime.”

C E N T R E F O R C O N T I N U I N G E D U C AT I O N

CONSERVATORY OF PERFORMING ARTS 2023-2024

1,155

557

GROUP PROGRAM & CREATIVE CAMP ENROLMENTS

PRIVATE MUSIC LESSON STUDENTS

9,658

113

PRIVATE MUSIC LESSON INSTRUCTIONAL HOURS

NUMBER OF SCHOLARSHIPS & BURSARIES ISSUED

$30,075 TOTAL VALUE OF SCHOLARSHIPS & BURSARIES ISSUED

“These programs encourage creativity and imagination and provide a space where kids can slow down and unplug.”

– Katherine Mutschler U of R Alum

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uofrcce.ca

VISION Expanding possibilities, strengthening communities.

MISSION The mission of the Centre for Continuing Education is to meet lifelong learning needs by offering high quality, accessible, innovative and responsive education and training programs to learners of all ages by building on the strengths and collaborating with the resources of the University and the community.