2024 NEXT Magazine

LEADERSHIP AT WORK

PARTNERSHIP DELIVERS NATIONAL IMPACT

CREATING ACCESS FOR ALL

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UNIVERSITY OF REGINA

GO FAR, TOGETHER. The Centre for Continuing Education (CCE) thrives as a result of the company it keeps. We are an organization built on partnerships and the strength of these partnerships is what drives our ability to deliver relevant, flexible and accessible post-secondary learning opportunities in Regina, across Saskatchewan and beyond.

Our collaborative efforts take many forms. We play a vital role in the economy as we partner with businesses and community organizations and help them grow by ensuring their employees can develop the skills they need to succeed. And when that instruction needs to be tailored for a specific employee group or industry, CCE works alongside those groups to create and provide custom training.

Christie Schultz Dean, Centre for Continuing Education

In some instances, our partnerships have been growing for more than 40 years. One such partnership is with Saskatchewan’s regional colleges.

We partner with colleges from across the province, from north to south and east to west. We believe it is one of the most effective ways to ensure aspiring learners can earn certificates, diplomas and degrees no matter where they live. Everyone deserves that opportunity.

Other partnerships reside internally at the University of Regina. Every day we work closely with faculties and research centres and each collaboration is unique. We are exceptionally skilled in instructional design and are often called upon to help transform a program from in-person to online or to develop and deliver new courses and programs that fully engage students in the best possible learning experiences.

TOTAL CCE REVENUE 2022-2023

46M

$

REVENUE SHARED WITH FACULTIES:

4.28M

$

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

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

These partnerships do not happen by chance but are strategically built and nurtured by our team at CCE. Perhaps that is why I am excited about the leadership development initiative that was launched this year, in partnership with UR Human Resources, to further develop the skills of staff and management at the University. Honing our own internal expertise can only translate into an even greater ability to help others and create exceptional student experiences across the university.

Within this issue of NEXT, you’ll learn more about just a few of CCE’s partnerships and get a glimpse into how they impact the lives of our staff, individuals and our communities. The work we do is far-reaching and complex, but the results are beyond rewarding. We look forward to continuing to create and sustain opportunities that advance the personal and professional goals of all learners and know that we can Go far, together.

Christie Schultz Dean, Centre for Continuing Education

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LEADERSHIP AT WORK CCE COLLABORATES ON NEW PROGRAM FOR U OF R STAFF There’s no underestimating how significantly a leader contributes to workplace culture and performance.

Effective leaders inspire and empower others to reach their potential and foster creativity as well as contribute to employee satisfaction. “Strategically nurturing leadership development can pay big dividends in any organization,” says Danni Kenzle, Director, Organizational Development & People Programs. “It can help an organization achieve better outcomes but it can also help attract and retain quality people.”

So, when a previous leadership program for University staff and management had run its course, Kenzle began thinking about the next step. “It was time to create a program that would enhance employee leadership skills and allow staff to foster connections across our campus.”

Kenzle also felt taking a collaborative approach was a wise use of time and resources.“We knew that CCE had the expertise to deliver a really good product and learner experience.”

She approached Karen Merz, Manager, Professional Development & Community Programs, to talk about the possibilities. “We build and administer programs like this all the time and I thought it was a great idea,” says Merz.

“When we started talking, we had already created leadership development programs for the cities of Regina and Moose Jaw. I thought: ‘Why are we not doing this within our own organization?’”

To focus their content and programming ideas, they consulted with some of the University’s alumni, faculty administrators and the Human Resources team. “We asked them for their input to help identify leadership gaps and the skill sets they thought would be of greatest value,” says Kenzle. It was the feedback from those surveyed that yielded an ‘aha’ moment.

“We realized that we didn’t need to create a program from

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scratch,” says Merz. “We could adapt existing programs using our University of Regina lens. Ultimately the Leadership Development Program we developed is similar to the current Professional Leadership Certificate but some of the courses were swapped out with others to specifically align with our internal needs and strategic plan and give employees the best possible experience.”

To further augment that learning experience, the program was designed to be cohort-based. “Our campus is a large workplace. By learning alongside other university employees, you’ll meet more of your colleagues and develop a network of relationships and internal support,” says Kenzle. “The sharing of information across departments and faculties is invaluable.”

The program is comprised of seven modules with three modules delivered in person and the remaining four via Zoom. The short courses run over three half days or two full days. “It’s nice to get the whole group established in the beginning of the program. There are also smaller coaching groups built into the program so you really get to know the other students you’re working with,” says Kenzle.

In addition, two new elements were introduced to the program and offer further incentive for participation.

“With this program, students can apply their tuition reimbursement credits to offset the cost of the program.

And once they complete the program, they earn a Professional Leadership Certificate. It’s a much more tangible and valuable outcome than the previous program for staff members,” notes Merz.

With the program ready to launch, Kenzle’s department began promoting enrolment by hosting information sessions and using internal e-marketing. The team hoped the work they had put into developing the new program would yield results. “Our first program is full!” says Kenzle.

“We’re excited to see if the format we’ve developed is 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

best fit for the most staff. We’ll survey the pilot group to see if we need to make any changes for future participants.”

As new dates for the program are determined, it is clear there is an appetite for the development of leadership skills at the University. “We already have more people asking when the next program will start,” says Merz. “I think it’s because University leadership recognizes that leadership strengths or weaknesses can be the very things that make employees stay or go and what can keep them engaged or causes them to disconnect.”

Kenzle agrees. “If you’re already in a leadership role it’s important to continually develop and sharpen those skills. And for aspiring leaders, this is a way to help get ahead and advance in your career. In terms of the process, working with CCE has been refreshing and easy and we’re already starting to think about more programs we can create together.”

CAREER & PROFESSIONAL DEVELOPMENT 2022-2023 UNDERGRADUATE CERTIFICATES

1213 554 Domestic Enrolments

International Enrolments

PROFESSIONAL CERTIFICATES

1930 92 Total Enrolments

Certificates Issued

NEW ADVANCED PUBLIC RELATIONS CERTIFICATE 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.

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INTERNAL PARTNERSHIP DELIVERS NATIONAL IMPACT FLEXIBLE LEARNING PROVIDES INSTRUCTIONAL DESIGN EXPERTISE

When the University of Regina’s Paul J. Hill School of Business and the Kenneth Levene Graduate School of Business were awarded a $9.3 million federal grant for the development of a Canada-wide program, it was cause for excitement.

It also precipitated an immediate and ambitious collaboration between the Faculty of Business Administration and CCE’s Flexible Learning Division.

“The overall task was to assist with developing and delivering Imagineur, the Canadian Program in Creativity, Innovation and Entrepreneurship,” says Willadell Garreck, Division Head, Flexible Learning. “Together we began the process of creating a free, online program that would be available to all Canadians who want to improve their skills to better meet the demands of Canadian employers or create their own employment opportunities.”

“While the subject matter was developed at the business faculty, the project was a massive undertaking for CCE,” says Christie Schultz, Dean, Centre for Continuing Education. “One of the things the University has recognized is that CCE has fantastic expertise in instructional design, graphics and multi-media as well as instructional technologies. We were involved in the pieces of the project that required these elements, including the design, development and implementation of the registration system and the technology that enables the delivery of the course content.”

Indeed, the coordination of a project of this scale required the instructional design team to flex the full breadth of their skills.

“Our designers are experts in pedagogies and course content design but they are also well-versed in project management and people

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skills,” notes Garreck. “All of those skills and more have been required to complete a project of this scale in a short time frame.”

Aimed at high school and post-secondary students, the program consists of eight online modules designed to develop a range of entrepreneurial skills and abilities focusing on creativity, innovative problem solving, new business idea generation and business model development.

Unique to this program are modules focused on women entrepreneurs and Indigenous entrepreneurship. “Our instructional design team focuses on high quality learning design and development to ensure that the student experience is truly exceptional,” says Garreck. “This expertise is something we have honed and developed within our team and we are keen to share it through individual U of R course development and also through projects like this.”

The value of that expertise was also appreciated by the Faculty of Business Administration which was responsible for the overall coordination of the initiative. “Collaborating with CCE’s instructional design team has been essential to the project,” says Saqib Khan, Interim Dean, Faculty of Business Administration. “They helped enrich the delivery of content created by our subject area experts. The team is an incredible asset within the University.”

“Leveraging the expertise within the University for the benefit of projects such as this is a role that CCE has played many times,” says Schultz. “We believe that all learning experiences can benefit from the support of instructional design and we’re proud to bring that resource to the University.”

“Our instructional design team focuses on high quality learning design and development to ensure the student experience is truly exceptional.”

– Willadell Garreck Division Head, Flexible Learning Division

hill-levene.imagineur.ca 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

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CREATING ACCESS FOR ALL

STUDENTS BENEFIT FROM PROVINCIAL COLLEGE PARTNERSHIPS As the Dean of the Centre for Continuing Education, Christie Schultz sees great value in connections. “Hearing first-hand how our connections have impacted students’ lives is the best reward,” says Schultz. This past April she met Jeremy Roberts, a University of Regina alum, while celebrating the signing of an MOU and a mutual commitment to partnership and access to education with Great Plains College in Swift Current.

“Jeremy was so passionate about his learning journey with the College and the U of R,” recalls Schultz. “For me, his experience reinforced the impact our relationships with the colleges can have. I’m so proud of the work we do in our own Flexible Learning Division and at the U of R,” says Schultz.

“This is where a certificate, a diploma or a degree can become a reality for so many across our province.”

Reflecting on his path to the U of R, Roberts admits he didn’t have his sights set on earning a university degree after graduating from his small town high school outside Swift Current. “I took a low paying job when I graduated. I soon realized if I wanted to make more money, I needed to go back to school. I hadn’t done well in high school so I wasn’t confident about taking that next step.”

With some encouragement from his high school teacher who thought he had an aptitude for business, he enrolled in nearby Great Plains College. “There’s a lot of comfort in staying within your hometown environment. Everyone knows you and is rooting you on.”

Jeremy Roberts

But for Roberts, his college experience only sparked a greater interest in education. “I was doing really well and my professor planted the idea of working towards a degree through the University of Regina. That wasn’t something I had ever considered.”

The partnerships CCE has with colleges across the province makes the transition to the U of R easier for students in smaller communities says Terri Allard, Program Manager of CCE’s Flexible Learning Division. “To be able to stay in your community while starting out on their post-secondary

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educational journey is sometimes essential to removing critical barriers for students. It means they can save on expenses, build confidence and really excel in their familiar environment.”

After taking courses at Great Plains College, Roberts applied the credits he had earned towards his Business Administration Degree and transitioned to the University of Regina campus.

“Working on my Bachelor’s degree was flexible. I could take courses online and in the evenings as well as in person. It was a really good experience, but I think if I were to have moved to Regina without my previous college experience, I would have been overwhelmed.”

“Transitioning to the U of R from a college is something we focus on a lot,” adds Allard. “Students receive a U of R orientation at the college and can book a tour when they do come to campus, even if they aren’t technically first year students. Plus,” she says, “students taking U of R courses at the colleges are already our students, so they can easily register for on-campus, online or further courses at their college with ease. We’re passionate about working with our faculties to make even more U of R programs accessible to these students.”

Moving to Regina and being part of campus life also translated into benefits Roberts hadn’t anticipated. “For me, one of the best things about being at the University was being exposed to an amazing diversity of opinions. Growing up in a small town means you often spend time with other like-minded individuals, but here I met people from other countries who have many different perspectives. I’ve also been able to expand my social circle and make lasting connections.”

When working with the colleges in the regions they serve, Allard believes our connections are key. “We talk to the colleges on a continual basis and rely on them to help determine what the needs of their community are. For instance, one of our partners, Northwest College, wanted to offer multiple pathways into a degree in Social Work at their campus. In partnership with the Faculty of Social Work, 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

CCE has created a path towards a Bachelor of Social Work degree that includes the opportunity to earn the Liberal Arts Certificate and Diploma along the way. There are now 48 students from that community enrolled in the program. We’re open to exploring whatever the colleges, and the students they serve, need – whether that’s a pathway to a degree or a certificate or even just a single course.”

Creating a clear path towards post-secondary education for all students is at the heart of the ongoing and long-term partnerships that have been established between CCE and the colleges.

As one of many students who has travelled that path, Roberts now works as a consultant for Indigenous Customer Care for SaskPower in Swift Current. In the last two years, he has taken on another role for which he is ideally suited. “I am the Vice Chair of the Board of Directors at Great Plains College.

I never would have thought of myself in this way but I have a real passion for the College and what it did for me. To go from being a student who hadn’t identified a career path to being on the board is such a full circle moment. Now I can help other students find success and that is such a good feeling.”

FLEXIBLE LEARNING 2022-2023

37,210

371

FLEXIBLE COURSE ENROLMENTS

REGIONAL COLLEGE ENROLMENTS

24% 18%

29% 29

%

TOP DELIVERY MODES: Online 29% Evening 29% Summer 18%

olleges, C Early Morning, Weekend 24%

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IN TUNE WITH YOUR CHILD LEARNING TOGETHER IN THE YOUTH STRINGS PROGRAM

Like most young children, Aiden liked to sing and dance but to his mom Min Seok’s dismay, he didn’t want to play an instrument. “I love playing piano as a hobby and tried to encourage him but it wasn’t until he was turning six that he suddenly wanted to learn how to play the piano. But, of course, he didn’t want to learn it from me,” laughs Seok.

She talked to friends and asked for recommendations on where she could find lessons for Aiden. “They told me that if you want to find the greatest teachers in Regina you have to go to the Conservatory of Performing Arts at the University of Regina. So that’s where we went!”

The experience was not only a positive one for both mother and child but served as a launch pad into another program. “His teachers have been amazing,” says Seok, “and after just one year, Aiden decided he wanted to learn the violin so we enrolled him in the Youth Strings Program.”

“...if you want to find the greatest teachers in Regina you have to go to the Conservatory of Performing Arts at the University of Regina.”

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– Min Seok Mother of Youth Strings program student, Aiden

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For younger students like Aiden, aged four to eight, they start learning as a group. Classes are 30-45 minutes and class size is kept small so students get the one-on-one attention they need.

Erika Folnović, Program Coordinator at the Conservatory of Performing Arts, says that what makes this program truly unique is that parents are actively involved with their children in the program. “We use the Suzuki method of teaching which values parents being involved in the process of teaching the child. The parent is the primary teacher for their child when they get home.

Even if you’re not musically inclined, you’re also learning what your child is learning. The benefit is the parent knows what practice looks like and what the song should sound like. They are learning at the same time as their child and it’s an experience they can share together.”

UNIVERSITY OF REGINA

Seok agrees. “When Aiden’s practicing at home I can help him recognize where he’s at. Being present in the class means I can also share information with the other parents. If the songs are too easy or too hard, we can compare notes and talk about it.”

As some of the youngest students are learning to play before they’ve learned how to read, the entire program is created in a child-friendly way. “At that age, a child’s engagement only lasts a certain amount of time. Learning with other kids their own age means they’re also building friendships and it helps to keep them motivated,” says Folnović. “The way our teachers work with our students is fun. For instance, when they’re learning to hold the bow, the instructor might talk about how their fingers should look like a rabbit or they’ll tell a story about Mr. Mouse.”

“There is a lot of laughter in these classes,” adds Seok. “You want the kids to be relaxed and enjoy learning about the instrument so having a sense of fun is important.”

The skills students gain extend beyond learning to play an instrument. “Over time, I can see Aiden is now listening to and watching other people to see how his part fits in with theirs,” observes Seok. “In the beginning he felt like he was ‘good enough’ but when he sees other kids doing well it makes him try harder. I also feel like he’s calmer and more patient and he’s learning that from the other students.”

Folnović says she loves seeing students find a community through music. “There is such camaraderie and they work together and bond as a team. Ultimately, they take pride in achieving but also in knowing they can keep learning and it’s ok to make mistakes.”

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

Participating in recitals is also part of the program, providing an experience that helps boost students’ confidence. “The Conservatory organizes recitals and Christmas concerts and these events help focus Aiden’s efforts,” notes Seok. “When we’re preparing for a recital, I can see that he practices more.”

As Aiden turns nine years old, he shows no sign of losing interest.

“We’ve had a great experience with the Conservatory and he wants to continue,” says Seok. “This past year, he was given a trophy to acknowledge his achievements playing violin. He’s pretty proud of that trophy and of himself. I love to see that.”

DID YOU KNOW? •

The Youth Strings Program is for students ages 4-8 who want to learn to play the violin or cello. Between ages 8-12, string players join our Youth String Orchestra.

•

The Conservatory of Performing Arts awards up to $30,000 a year in scholarships and bursaries for all ages.

Join us at our monthly Introduction to Strings Workshop to find out if this program is right for your family! For upcoming dates and to see a full list of our programs for child and adult learners, visit urconservatory.ca.

CONSERVATORY OF PERFORMING ARTS 2022-2023

1235

593

Group Program & Creative Camp Enrolments

Private Music Lesson Students

8776

109

Private Music Lesson Instructional Hours

Number of Scholarships & Bursaries issued

23K+

$

Total value of scholarships & bursaries issued

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SPEAKING THE SAME LANGUAGE INTERNATIONAL AND CANADIAN STUDENTS IMPROVE ENGLISH SKILLS TOGETHER

Fanny Salas, a university student in Chile, is studying to be an English teacher.

But living in a country in which the official language is Spanish means opportunities to learn and practice English are hard to come by. Now in her last semester, she decided to investigate English language programs at a variety of international universities.

“Most of the programs I found were six months long and I wasn’t able to do that because I had to be back in Chile for my practicum,” recalls Fanny. “Then I found the Explore Program at the University of Regina.”

The Explore Program is a five-week summer program dedicated to helping students improve their English and learn about local culture. Students live in private rooms on campus and the program fee covers all tuition, textbooks and materials, activities, accommodation, access to the campus gym and swimming pool, and arrival and departure transportation. But what makes this program particularly unique is that it allows international students to learn alongside French-Canadian students. “You don’t often get a mix of International and French-Canadian students taking English programs together,” says Karlie Butler, Explore Director and Coordinator of Customized Programs, “and the benefit is an amazing level of diversity that students really enjoy.”

For Johnel Ngandu, a Francophone from Halifax, this program was appealing as a way to ultimately expand his career opportunities. “Nova Scotia is primarily an English-speaking province but I speak French at home and with my friends. This program has been really great not only because of the English immersion aspect, but I’m also able to meet students from different

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countries. Discovering and learning about other student’s cultures, their backgrounds and stories has been amazing. It puts things into perspective that there are so many things to see around the world.”

“Just the fact that the only language we all have in common is English means we have to speak it if we want to communicate,” says Johnel. “There are a lot of laughs as we try to find the right word. Sometimes Google Translate is our best friend.”

Indeed, students of all ages arrive from as far away as South Korea, Chile and Mexico, with varying levels of English language skills. Travelling thousands of miles from home to an environment in which you don’t know anyone or speak the language can be a daunting prospect, but any uncertainties are quickly put to rest. “They made it so easy for us,” says Johnel.

“From the first day that I was accepted, they’ve updated me every step of the way so I knew exactly what was going to happen.”

As the weeks go by, lasting connections are formed. “There really is a bond happening between people here and not only because we have learned English together in class but because we have spent so much time together,” adds Johnel. “I’ll miss them but we’ll stay in touch.”

Fanny agrees. “I arrived at 2 am at the airport after a 24-hour flight and there was someone there to welcome me and pick me up. When I arrived at the University residence I thought it was like a hotel – everything here is very beautiful.”

To help students connect and engage in the program, Explore staff and cultural assistants begin with a series of fun activities.

“We visit Wascana Park, do some fun team-building activities and take a relaxed approach the first few days so that we start creating opportunities for students to interact,” says Karlie.

The program relies on a combination of in-class and off-campus activities to facilitate learning and speaking English. “It’s very organized,” says Fanny. “We have breakfast and classes in the morning and then lunch and more classes.

There’s a two-hour break and sometimes we have activities in the evenings. On the weekends we tour around the city. We went to SkyPark Regina and it was really great – I’d never been on a go kart and it was fun to race with my classmates.”

Fanny agrees and notes that the group’s English skills have improved more quickly than she had thought possible. “When I get back to Chile I’m going to tell everyone that you don’t have to take a six-month course when you can improve so much in five weeks. This has been a once-in-a-lifetime opportunity!”

“There really is a bond happening between people here and not only because we have learned English together in class but because we have spent so much time together.”

ENGLISH AS A SECOND LANGUAGE PROGRAM 2022-2023

624 Short-term Program Enrolments

– Johnel Ngandu 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

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CUSTOM TRAINING WINS ON APPEAL UNIQUE NEEDS WERE MET WITH A UNIQUE PROGRAM

Being a leader in itself is a challenge.

But when an employee arrives in the position with strong technical skills and little or no management experience, the role can be overwhelming to navigate.

When Legal Aid Saskatchewan began introducing mandatory annual performance reviews and new performance management policies, the organization recognized that additional training for its management team would be required. “People had been promoted into leadership positions without formal leadership training and we knew we wanted to fill that gap,” says Olga Sadikova, Director of People & Culture, Legal Aid. With a list of specific requirements in mind, Legal Aid reached out to CCE. “Their needs were unique,” recalls Heather Renshaw, Business Development Consultant. “The focus was on developing leadership skills as well as management skills – the most urgent being performance management. Their senior team needed skills to successfully role-out their new programs and policies with staff. The question was: How best to do this?”

Renshaw and the facilitator team set to work learning more about Legal Aid and building a program that would fully align with their objectives. “We started with a needs assessment and talked about their specific goals, their desired outcomes and any foreseeable issues and concerns. We took an existing curriculum and then identified ways in which we could refine the content and make it more relevant.”

Other considerations included the fact that the Legal Aid management team was located across the province which meant training would need to be conducted remotely.

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And, as the target audience was comprised primarily of lawyers and legal directors with busy schedules, the sessions needed to be short.

The result was a fully customized leadership certificate with both leadership and management components that was specific to Legal Aid. Learners could enrol to take all seven 14-hour courses via Zoom to complete the Professional Certificate as a cohort, or take individual courses that aligned with their learning needs.

For the 33 students, the approach and instruction were well-received says Sadikova. “Participants really liked having the subject matter expert present for each of the modules and hearing relevant real-life examples. We were also able to build in a lot of flexibility so we could accommodate the many conflicting schedules.”

The custom program offered additional benefits. “Learning alongside colleagues in this type of program brings the added benefit of team building and networking,” says Renshaw.

“When leaders transition into new roles that have people reporting to them, it takes a specific set of skills that need to be learned and developed. This program gives them those skills and helps them to realize their potential so it’s valuable for personal and professional development.”

As more and more companies and organizations benefit from custom training, the demand continues to grow. “Being able to access federal and provincial funding for training has been a driver for many organizations. These grants will cover anywhere from two-thirds up to 100% of the cost of custom or open enrollment training for non-government and not-for-profit organizations,” notes Renshaw.

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

For many organizations including Legal Aid, it is the investment in their employees that is the biggest pay-off. “Working with the CCE team was such a pleasure,” says Sadikova. “Now our Legal Directors and Managers have a toolbox in their hands that can be used to successfully manage employee performance which, in turn, should help improve employee engagement and retention.”

DID YOU KNOW THE COST OF CUSTOM TRAINING CAN BE OFFSET

BY A GRANT? •

The Canada-Saskatchewan Job Grant (CSJG) is an employer-driven program that helps businesses and non-profit organizations train new or existing employees for available jobs. The employer contributes one-third of the training cost, while the federal and provincial governments contribute the remaining two-thirds.

•

The Re-Skill Saskatchewan Training Subsidy (RSTS) program is a new, temporary program that provides businesses with the financial support to train employees as the province emerges from the pandemic and economic recovery. This program supports eligible Saskatchewan employers to access financial supports for employer-driven, short term training programs for their employees.

“Now our Legal Directors and Managers have a toolbox in their hands that can be used to successfully manage employee performance.”

– Olga Sadikova

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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.