UNews - Mark Slomp

Career outcomes the focus as ��Ѹ��Դ��߿�Ƭ of Lethbridge launches Experiential and Career Education Plan

trevor.kenney — Tue, 08 Apr 2025 16:01:31 +0000

The ��Ѹ��Դ��߿�Ƭ of Lethbridge’s commitment to supporting students as they explore career pathways through experiential and work-integrated learning opportunities is at the heart of the new Experiential and Career Education Plan — Kakó Stamistotsit.

The plan, which will be launched Wednesday, April 9, 11 a.m., in the Markin Hall Atrium, is the result of a year-long comprehensive planning process for career education and experiential learning, with a specialized focus on work-integrated learning (WIL).

Experiential and work-integrated learning opportunities at the heart of new plan.

“One of the key activities in this process was to get a sense of our WIL programs and career education initiatives and how they were perceived and utilized by students, faculty and the broader external community,” says Mark Slomp, executive director, Student Services. “We found some real positives, such as a 95 per cent employment rate within one year for our graduates, with 41 per cent of them having participated in a work placement during their time as ULethbridge students.”

Slomp says there were also areas they needed to improve, including reaching the significant proportion of students (69 per cent) who when surveyed responded they were unaware of Career Bridge services, as well as finding ways to better facilitate faculty involvement and better communicate opportunities to community partners.

“Our faculty have demonstrated a strong interest in integrating WIL opportunities into their courses and we need to find ways to lower barriers to achieve that. As well, our community partners are enthusiastic supporters of applied learning opportunities and it’s important we are able to provide clearer pathways for those collaborations,” says Stacey Gaudette-Sharp, assistant dean, Career Bridge.

The plan is rooted in the Blackfoot direction of Kakó Stamistotsit, which means “Go ahead — Experience it” and reflects the moment when an individual seeks guidance from a trusted loved one, Elder or advisor before embarking on something new. The acronym Kakó reflects the strategic pillars of Knowledge, Actionable Inclusion, Advancing Indigenization, Key Partnerships, and Optimized Outcomes, creating a culturally resonant framework that aligns with institutional values and priorities.

“The Experiential & Career Education Plan is deeply aligned with the ��Ѹ��Դ��߿�Ƭ’s Strategic Plan, which was just recently launched,” says Michelle Helstein, provost and vice-president (academic). “This ensures that career development and experiential learning continue to play a central role in shaping student success, institutional priorities and community impact.”

Flourishing Week presents ��Ѹ��Դ��߿�Ƭ of Lethbridge students with opportunities to enhance well-being

trevor.kenney — Mon, 10 Feb 2025 17:28:56 +0000

The ��Ѹ��Դ��߿�Ƭ of Lethbridge’s commitment to student wellness is the focus as Flourishing Week takes over campus.

A week devoted to the five multivitamins of flourishing will present students with abundant opportunities to enhance their well-being and flourish both academically and personally.

What are the five multivitamins of flourishing that help students achieve well-being?

Play — Play is essential to childhood development, but becoming mature does not mean leaving the games behind. Unstructured fun is vital for adults too! Play is about seeking delight, letting your imagination run wild and enjoying the freedom to roam without a goal or outcome. It should be spontaneous, carefree and playful.

Connection — Humans are wired for connection. In the rush of life, we often overlook its importance. Connection is about more than simply being around others; it’s about building meaningful relationships that nourish our sense of belonging.

Helping Others — We cannot flourish if we only exist for ourselves. Helping others allows us to connect with something greater and make a positive impact on the lives around us.

Spirituality — Spirituality is not confined to structured religious practices; it’s a deeply personal journey of finding meaning, purpose and connection. At its core, spirituality invites us to reflect on the larger questions of life.

Learn — Learning encourages us to satiate curiosity, expand our horizons, and cultivate new passions. Embrace learning with humility and curiosity—don’t let fear of the unknown hold you back from exploring new subjects, skills, or even life plans.

Mark Slomp, the ��Ѹ��Դ��߿�Ƭ’s executive director of Student Services, notes, “Research shows us that we feel better when we are functioning well. People who report that they regularly engage in play, help others, participate in spiritual practices, learn new things and cultivate caring relationships have much higher levels of well-being. It is vitally important to focus on improving how we are functioning in life according to these critical factors. The goal of Flourishing Week is to educate students about the concrete, and research-based, actions they can take that will lead to improved well-being and enhanced happiness.”

Flourishing Week runs Feb. 10-14 with each day dedicated to another flourishing multivitamin.

Feb. 10 – Helping others, Kindness in Bloom (10 a.m. to 1 p.m. outside Bookstore)

Feb. 11 – Create & Connect (11 a.m. to 3 p.m., Agility/Science Commons); REC Room Mural Unveiling (10:30 a.m. to 12 p.m., Students’ Union Galileo’s Place)

Feb. 12 – Play, Mini Carnival (12 to 4 p.m., Science Commons Atrium)

Feb. 13 – Spiritual, Smudge Box Making (11 a.m. to 3 p.m., Iikaisskini Gathering Centre, ��Ѹ��Դ��߿�Ƭ Hall Atrium)

Feb. 14 – Connection, Spread the Love (Free roses, 10 a.m. to 1 p.m., Physical Education Building and ��Ѹ��Դ��߿�Ƭ Library)

Student-focused Faculty of Health Sciences instructor receives Inclusive Education Certificate

trevor.kenney — Wed, 04 Sep 2024 16:56:49 +0000

Keltie Hamilton (BHSc ’20), an instructor in the Public Health program at the ��Ѹ��Դ��߿�Ƭ of Lethbridge, has been selected as this year’s recipient of the Inclusive Education Certificate of Recognition.

Keltie Hamilton teaches Public Health in the Faculty of Health Sciences.

ULethbridge’s Accessible Learning Centre established the award to acknowledge instructors who foster inclusive and accessible learning environments. Students nominate instructors for the award and the final selection is made by a committee representing the Accessible Learning Centre and the Teaching Centre.

“We are extremely pleased to present the Inclusive Education Certificate to Keltie,” says Dawn Vickers, manager of the ��Ѹ��Դ��߿�Ƭ’s Accessible Learning Centre. “Keltie draws upon universal design principles to model and promote student learning, personal development and academic success. She initiates opportunities to connect with peers and is eager to expand her knowledge and skills to support students with specific concerns. Students have told me that she facilitates inclusive and welcoming environments that foster positive engagement both within their course and with peers.”

Faculty of Health Sciences Dean, Dr. Jon Doan, Accessible Learning Centre Manager, Dawn Vickers, Keltie Hamilton, Vice-Provost (Students), Kathleen Massey and Executive Director, Student Services, Mark Slomp.

“I’m honoured to have been nominated by students for this award,” says Hamilton. “I work really hard to be accessible to my students. I’m a young new instructor so I try to incorporate a lot of feedback, and I work closely with the Teaching Centre. It’s nice to hear the hard work is paying off and students are noticing. I understand how students might feel about certain deadlines or times of the year.”

“She does so much in class to help her students learn better. She is understanding,” wrote one student.

“This instructor formats her class to best support her students. Professor Hamilton is very understanding and accommodating,” wrote another student. “As long as you communicate to her what is going on, she is willing to work with you and figure out a plan to complete assignments or adapt assignments to your needs. I have never met a professor who is so understanding and who always has her students’ best interests at heart.”

��Ѹ��Դ��߿�Ƭ of Lethbridge expanding REC Room initiative thanks to Embark Student Foundation Major Grants Program

trevor.kenney — Tue, 12 Mar 2024 16:10:42 +0000

The ��Ѹ��Դ��߿�Ƭ of Lethbridge will receive $500,000 from the Embark Student Corp., Canada’s education savings and planning company, as part of a $2.7 million grant program aimed at supporting innovative programs, services and initiatives that have a positive impact on student experiences.

ULethbridge’s successful REC (Refresh, Energize, Connect) Room program launch in 2022 is the impetus behind the grant award. Its introduction of indoor recreational spaces that support connection, play and physical activity has been enthusiastically embraced by students and earned recognition from Embark as one of seven projects across the country receiving support.

REC Room spaces have proven to be busy gathering spots for students.

“The Embark Student Foundation Major Grant Program marks our commitment to making the path to and through post-secondary school easier for all Canadians,” says Andrew Lo, President and CEO, Embark. “By supporting these innovative programs, we hope to enrich the lives of students and give them the skills they need to thrive both today and in the future.”

This year, seven recipients were selected as part of the Embark Student Foundation Major Grants Program, with $2.7 million being disbursed to qualifying post-secondary institutions across Canada. Each post-secondary institution selected will receive between $250,000 and $500,000 over five years to build their programs and realize their goals.

“It’s very encouraging to receive this support from Embark and we’re appreciative they recognize how important it is to provide an environment that encourages student flourishing,” says Kathleen Massey, ULethbridge’s vice-provost (students). “This funding creates the opportunity for us to enhance and expand this program through the addition of more indoor REC Room spaces, the construction of new outdoor spaces and the development of related programming.”

REC Rooms are equipped with a variety of activities, including quiet pursuits like puzzles, a giant chess board, virtual reality games, digital games and art hives/murals, Indigenous games, as well as some active games such as ping pong and giant Jenga. For those who feel like just relaxing, there are bean bag chairs for reading, chatting or just zoning out.

“We currently have three indoor locations across campus, and they are full of activity pretty much any time of day,” Mark Slomp, executive director, Student Services. “Research has shown us that when students have connections with one another and engage in exercise and activities and have outlets to laugh and play, it sets them up for success in all the other areas of their academic experience. We’re excited to build on the REC Room concept and further support student flourishing.”

Other post-secondary schools receiving funding from Embark include Concordia ��Ѹ��Դ��߿�Ƭ, Niagara College, Northern Alberta Institute of Technology, Toronto Metropolitan ��Ѹ��Դ��߿�Ƭ, ��Ѹ��Դ��߿�Ƭ of Toronto and Vancouver Island ��Ѹ��Դ��߿�Ƭ. For a further look at their projects, check out this news release from Embark.

About Embark Student Corp.

Embark Student Corp. is Canada’s education savings and planning company. With over $6 billion in assets under management, the company is committed to empowering families along their post-secondary journeys by giving them the resources and tools they need to better plan and save for all that comes with an education. As a wholly owned subsidiary of Embark Student Foundation, a not-for-profit Canadian corporation, the company, registered as a Scholarship Plan Dealer across Canada, manages almost 600,000 RESPs for Canadians nationwide and helped approximately 53,600 students through post-secondary studies last year.

Growing a culture of consent the focus for Sexual and Gender-Based Violence Prevention Week

trevor.kenney — Wed, 21 Feb 2024 22:01:37 +0000

There’s a culture building at the ��Ѹ��Դ��߿�Ƭ of Lethbridge, one that will take centre stage Feb. 26 to Mar. 1 when the campus recognizes its first Sexual and Gender-Based Violence Prevention Week.

Led by the Sexual and Gender-Based Violence Prevention Team, the week will offer several interactive sessions and activities designed to engage students and open the lines of communication on a subject that was talked about in hushed tones for far too long.

“It’s an issue I try to make as approachable as I can to really meet students where they're at,” says Courtney Smith (BHSC ’19), the ��Ѹ��Դ��߿�Ƭ’s Sexual Violence Prevention Coordinator.

The theme of the week is Growing a Culture of Consent and one of the activities is a small plant giveaway on Thursday, Feb. 29.

“Students love the plants, and we’ll probably have all 350 plants given out in an hour or less. It gets them familiar with us and what we do and talking to us about these issues,” says Smith, who set the week at the end of February because the national sexual violence week annually falls in May when most students are not around campus.

She says she is seeing a culture shift since the ��Ѹ��Դ��߿�Ƭ updated its Sexual and Gender-Based Violence Policy and made it mandatory for all students to complete an online training module before they could register for classes this past fall.

“I’ve seen the biggest change when we set up tables around campus. Honestly, most people used to see our banner and I’d see them turn the other way because they were so afraid to talk to us,” says Smith. “Now, because we have talked about it so openly, we’ve become more approachable. I think they know that this is a safe place where they can come up and talk and engage.”

She says they are focusing attention this year on how marginalized populations are impacted by gender-based violence, including Indigenous populations. Of the activities being offered, one is an Indigenous beading workshop in honour of missing and murdered Indigenous women, hosted by Indigenous Learning Facilitator Tara Froehlich.

Others include a mural painting event, a display of love letters to survivors that have been written by ULethbridge students, and a powerful art installation called What You Were Wearing, featuring clothes of people who have been assaulted. Students will be encouraged to add to the love letters, participate in breakout sessions to discuss issues around sexual and gender-based violence and keep the conversation going on campus.

Smith says she believes the efforts of the ��Ѹ��Դ��߿�Ƭ, through her team, are beginning to make a difference.

“I’ve seen more awareness of my services and at the same time, fewer people who have accessed my services — which is a good thing. They understand there is a policy here, there are things they have to adhere to and cannot do and they realize we do not tolerate gender-based violence on campus.”

She also is finding a greater willingness for men to participate in the work they are doing.

“I recently gave a guest lecture in a health sciences class, and it was the most engagement I'd ever had from those who identify as men,” says Smith. “And in the past two weeks, I've had three men — which doesn't seem like a lot, but it is — all asking to volunteer. I've been in this role since 2019 and I've never had male engagement like this. Men sometimes feel they don’t have a space in this, but I think the training has helped some realize they can talk about sexual and gender-based violence. There is a space for everyone, and it takes everyone to work together to dismantle this type of violence.”

Mark Slomp, executive director of Student Services, says creating a culture of consent and awareness of sexual and gender-based violence issues is integral to the ULethbridge student experience.

“Part of what we do is ensuring that when students leave the institution they have the education, awareness and knowledge to be successful, to flourish in life and to be a part of creating thriving communities,” he says. “Engaging in respectful behaviour is about values, character and intentionality. It’s important for us to ensure they are in an environment of respect and when they leave, they’re equipped to thrive personally and contribute to building thriving communities, wherever they are.”

Following is a list of events:

Monday, Feb. 26
Mural Painting | 9 a.m. to 4 p.m., ��Ѹ��Դ��߿�Ƭ Hall Atrium

Tuesday, Feb. 27
Love Letters to Survivors | 9 a.m. to 4 p.m., ��Ѹ��Դ��߿�Ƭ Hall Atrium

Wednesday, Feb. 28
Indigenous Beading Event | 11 a.m. to 3 p.m., Iikaisskini Gathering Centre (RSVP required)
Beautify Your Space, While Growing a Culture of Consent | 2 to 3:30 p.m., Anderson Hall

Thursday, Feb. 29
Growing a Culture of Consent | 9 a.m. to 4 p.m., ��Ѹ��Դ��߿�Ƭ Hall Atrium

Friday, Mar. 1
Love Letters to Survivors | 9 a.m. to 4 p.m., ��Ѹ��Դ��߿�Ƭ Hall Atrium
Consent Tea Cart | 9 a.m. to 4 p.m., Students’ Union

Feb. 26 to March 1
What Were You Wearing art installation | ��Ѹ��Դ��߿�Ƭ Hall Atrium

��Ѹ��Դ��߿�Ƭ of Lethbridge and Lethbridge College adopt online tool for reporting sexual violence

trevor.kenney — Thu, 31 Aug 2023 15:52:33 +0000

Students at both the ��Ѹ��Դ��߿�Ƭ of Lethbridge and Lethbridge College will have access to a secure, online reporting and information platform starting this fall to support them if they experience gender-based and sexual violence.

REES (Respect, Educate, Empower Survivors) is a 24-hour, seven-day-a-week centralized online reporting and information platform that provides increased options for students and employees to report gender-based sexual violence. It includes multiple reporting options and critical information about resources and supports available on campus and in the community.

The platform empowers survivors to document their experience and decide how or if they want to share their story with their post-secondary institution or other agencies. They can share information or seek help anonymously if they aren’t prepared to submit a formal complaint.

“The ��Ѹ��Դ��߿�Ƭ of Lethbridge is working hard to provide effective support to survivors and to eradicate gender-based and sexual violence in its community,” says Dr. Mark Slomp, executive director of Student Services. “The introduction of REES Campus is a new tool designed to give survivors the option of anonymous reporting, a new feature of the university’s Sexual and Gender-based Violence Prevention policy.”

“Lethbridge College is happy to partner with REES Campus because the platform was clearly designed with the survivor’s needs in mind,” says Nancy Russell, dean of Student Affairs of Lethbridge College, which will make the platform live early this fall. “The service is mindful of the trauma a survivor has experienced and provides the survivor with the security, privacy, resources and options they need when they need them.”

With many students crossing over between the college and university, the implementation of a common system will help raise awareness for and familiarity with the platform.

According to a 2019 Stats Canada Survey on Individual Safety in the Postsecondary Student Population, 71 per cent of post-secondary students witnessed or experienced unwanted sexualized behaviours over the past year, yet less than one in 10 spoke about what happened with someone associated with their school.

“REES is proud to support students and employees with trauma-informed reporting options,” says Mary Lobson, founder of REES. “Creating safer communities is at the core of what we do and we applaud this collaboration by the institutional partners.”

The two Lethbridge post-secondary institutions join King’s ��Ѹ��Դ��߿�Ƭ, ��Ѹ��Դ��߿�Ƭ of Windsor, Mount Allison ��Ѹ��Դ��߿�Ƭ, St. Francis Xavier ��Ѹ��Դ��߿�Ƭ and others across Canada in adopting the REES platform.

Proactive approach to student mental health at the heart of R.E.C. Room initiative

trevor.kenney — Thu, 26 Jan 2023 20:55:32 +0000

A student with a healthy and positive state of mind is more likely to be engaged, successful and flourishing. The ��Ѹ��Դ��߿�Ƭ of Lethbridge’s newest strategy to enhance student mental health is the introduction of the R.E.C. Room — multi-site campus hubs designed to invite students to step away from the stress of study and research to relax their minds and connect with one another.

Introduced today in the ��Ѹ��Դ��߿�Ƭ Hall Atrium, the R.E.C. Room (an acronym for refresh, energize, connect) is a joint initiative funded by ULethbridge and created in consultation with the ��Ѹ��Դ��߿�Ƭ of Lethbridge Students’ Union (ULSU), Student Affairs and in collaboration with Agility, Horns Recreation and the ��Ѹ��Դ��߿�Ƭ Library. Like the giant Jenga game students can now play in the R.E.C. Room, multiple blocks of support must come together to promote flourishing.

“It’s imperative we proactively address students’ mental health needs and promote wellness at every opportunity,” says Dr. Mark Slomp, executive director of Student Services. “With mental health issues so prevalent amongst students, and the benefits of proactively addressing those issues so pronounced, it is in every school’s best interest to promote mental wellness on campus. Our investment in the mental health of our students carries the obvious short-term benefit of enhancing their student experience, and also supports student retention and in the end, leads to successful students who go on to positively impact their communities and society as a whole.”

So, where are the R.E.C. Rooms, what’s in them and who can use them?

The Rec Room locations include the UHall Atrium, Science Commons (outside the Innovation Zone), Markin Hall Atrium, Galileo’s in the Students’ Union, the ��Ѹ��Դ��߿�Ƭ Library (just past the circulation desk), and the Chill Zone in Agility’s Innovation Zone.

The rooms will be equipped with a variety of activities, including quiet pursuits like puzzles, a giant chess board, virtual reality games, digital games and art hives/murals, Indigenous games, as well as some active games such as ping pong, foosball, air hockey and giant Jenga. If you feel like just relaxing, there will be bean bag chairs for reading, chatting or just zoning out. Horns Recreation will also be offering events as part of this initiative, such as the recent Yoga Rave, a dodge ball tournament and outdoor games (spring).

Open to all students, staff and faculty, the concept is to improve mental wellness throughout ULethbridge.

“Research tells us that people who have strong connections and relationships with others, engage in regular play and creative activity, build frequent exercise and physical activity into their lives, laugh, serve others and participate in spiritual activity report higher levels of life satisfaction,” says Slomp. “The spaces we are setting up across campus are designed to encourage these kinds of activities and habits and serve as a catalyst for students to consider how they are deliberately cultivating a flourishing life.”

The Students’ Union played a major role in identifying what activities would resonate with students.

“Students need more support, and the R.E.C. Rooms are a fun and innovative way for the ��Ѹ��Դ��߿�Ƭ and the Students’ Union to support students holistically rather than just purely academically,” says Gage Desteur, Students’ Union vice-president academic. “I’m looking forward to the positive impact these spaces will have on our campus and on students’ overall well-being, especially as we continue to rebuild our campus community, now that we are fully back in person.”

The R.E.C. Rooms are open for activity on Feb. 1.

Work2Learn creating opportunities for students through valuable on-campus roles

trevor.kenney — Wed, 20 Apr 2022 16:46:23 +0000

The ��Ѹ��Դ��߿�Ƭ of Lethbridge is investing in its students through paid work-integrated learning positions in Student Affairs — and if the experiences of the first cohort of student employees is any indication, Work2Learn (W2L) is a huge success.

Established in Fall 2021, W2L provides work-integrated learning positions in Student Affairs for full-time, domestic undergraduate students who demonstrate financial need. The positions pay a competitive hourly rate for five to 10 hours of work per week. The first cohort of students worked from September through March with roles in Counselling Services, the Registrar’s Office, Student Enrolment and the Information Centre.

The skills the students acquire in their various W2L roles will serve them well into the future.

“This program is an investment in the future of our students and creates opportunities for them to build their professional lives and careers,” says Carrie Takeyasu, associate vice-president (finance). “And since it is targeted at students with demonstrated financial need, it meets two important objectives: providing quality work experience while reducing financial pressures.”

Over the past three years, the ��Ѹ��Դ��߿�Ƭ has invested $550,000 in its W2L programming to ensure accessibility for its students.

Janey Deacon-Rosamond is in her fifth year at the ��Ѹ��Դ��߿�Ƭ and her first in the Faculty of Education. She was successful in earning a position in Counselling Services, and specifically in Sexual Violence Prevention Services where she was an ambassador creating outreach campaigns, planning events and giving presentations. She says the program was just what she needed.

“I was working my dream job,” she says. “I want to work in education and outreach, and this was an amazing learning opportunity and steppingstone. I feel like this job experience really built up my professional toolbox.”

Being able to work on campus and earn more than minimum wage provided Deacon-Rosamond the flexibility she needed to maintain her demanding school schedule.

“I was able to finally afford fresh produce, it was awesome,” she exclaims. “The work hours being so flexible were amazing, especially since I was in my first year of education. I didn’t have the time to work any other part-time jobs because of the course load and my class schedule.”

The skills the students acquired in their various roles will serve them well into the future and open doors when they are ready to enter the workforce. They were also able to add the worked hours to their MyExperience Transcript.

“I benefited from this experience because I got to expand my skill set,” says Erika Vossebelt, a first-year psychology major who had a position in Career Bridge. “I have customer service experience but in a completely different industry. I feel that this really enriched my skills, grew my confidence, and helped me be more introspective about what I enjoy and do not enjoy in a job, and why. It really gave me clarity about myself and the types of jobs I am likely to prefer.”

Work-2-Learn is now taking applications for the next cohort of students who will begin work in May, with further roles to be posted in the summer for September start dates. Available positions include working in Counselling Services, Student Enrolment and Registrar’s Office, Career Bridge, The Agility Zone, and the Accommodated Learning Centre. Students can apply through the MyExperience website (search Work2Learn).

“We were really pleased with the feedback we received from students who participated in W2L this past year,” says Mark Slomp, executive director of Student Services. “Everyone who participated commented enthusiastically about the value of the program to their personal, academic, and professional lives. We are excited to build on this success in the year ahead.”

Students continue to build work experience despite pandemic restrictions

trevor.kenney — Mon, 25 Jan 2021 18:27:43 +0000

As the world of business adapts to meet the demands of the COVID-19 pandemic, so too are ��Ѹ��Դ��߿�Ƭ of Lethbridge students who continue to engage in work-integrated learning activities as they prepare to transition from academic to professional careers.

Ty Makarowski, a fifth-year neuroscience major, has participated in independent and applied studies and is currently working as a co-op student.

Career Bridge: Centre for Work-Integrated Learning and Career Development documented a total of 65,937 work-integrated learning placement hours logged by U of L students during the Fall 2020 semester. Pandemic or not, students were still able to work with a multitude of businesses locally, provincially and nationally through a variety of co-op and applied study positions.

“In many ways it was challenging but our employer partners were extremely flexible and innovative,” says the ��Ѹ��Դ��߿�Ƭ’s Mark Slomp, executive director of Student Services. “Students want to engage in work-integrated learning, even if the majority of the work is in a remote setting. In fact, it added another layer of learning to many of their experiences and showed how essential the ability to adapt to changing circumstances is in today’s world.”

Career Bridge focuses on increasing opportunities for all students, including developing personal and professional competencies as well as providing tools and resources to support and track curricular and co-curricular accomplishments via an experiential transcript. The MyExperience Transcript (MET) complements the academic transcript and is designed to reflect a student’s curricular and co-curricular experiential learning opportunities.

In Fall 2020, 180 virtual events and workshops were offered, managed or hosted in the MyExperience calendar with 2,722 unique student registrations. Students want to begin their transition to a professional career as early as possible and are eager to utilize the platform.

“I started my post-secondary career mostly focused on just completing my courses, but I’ve learned that employers are looking for students who have participated in rich experiential learning outside the classroom as well,” says Nicholas Canning, a fourth-year student studying human resource management and industrial labour relations in the Dhillon School of Business. “MyExperience has helped me gain this kind of experience, track my participation and reflect on the skills I’ve developed and the ways in which I have grown personally and professionally.”

Ty Makarowski, a fifth-year neuroscience major, has participated in independent and applied studies and is currently working as a co-op student, activities he can now add to his MET. He says by adding an experiential record to his academic transcript, he can show future employers the breadth of his university experience and better articulate the wide range of skills he brings to the labour market.

“The independent study opportunities allowed me to gain first-hand skills in a laboratory setting, and I’m currently in the process of co-authoring a scientific paper for publication,” he says. “My applied study gave me the opportunity to work alongside a neuropsychologist and assist with report writing and patient assessments.”

Makarowski adds the MET will give him a certified record of this activity and a leg up when he transitions to a professional career.

“The MyExperience Transcript offers me the ability to document not only my experiences outside the classroom, but also highlight some of the soft skills and technical skills I have gained throughout my undergraduate program,” he says. “I genuinely feel as though having a verified account of my experiences sets me apart from students who do not have any additional experience outside their core requirements.”

Career Bridge a hub for ��Ѹ��Դ��߿�Ƭ of Lethbridge students to advance career preparedness

trevor.kenney — Fri, 18 Sep 2020 16:52:02 +0000

Transitioning from an academic experience to a professional career is streamlined for ��Ѹ��Դ��߿�Ƭ of Lethbridge students who take advantage of work-integrated learning (WIL), experiential learning and career services opportunities. The U of L’s new hub for these activities, Career Bridge: Centre for Work-Integrated Learning and Career Development, is now open.

Career Bridge consists of a powerhouse lineup featuring Co-op, Applied Studies, Career Services and an Experiential Transcript Advisor.

Career Bridge consists of a powerhouse lineup featuring Co-op, Applied Studies, Career Services and an Experiential Transcript Advisor. Its mandate is to offer exceptional work-integrated learning, experiential learning and career services so that every participating student can benefit from an outstanding academic and professional development experience.

“Career Bridge is available to all U of L students and opens the door to more collaboration with employers who are looking for top-quality graduates with 21st century skills who will help build the economy in Alberta and beyond,” says Dr. Erasmus Okine, the ��Ѹ��Դ��߿�Ƭ’s provost and vice-president (academic).

“We recognize that experience matters. Work-integrated learning and career development are critical to supporting and enhancing educational and professional outcomes,” says Stacey Gaudette-Sharp, program coordinator and instructor. “By housing WIL programs and service-based career development under one roof, we are better able to position students to integrate theory with practice and to work collaboratively with our industry partners, local business and not-for-profit organizations to achieve their goals while supporting a thriving community.”

The centre will focus on increasing opportunities for all students, including developing personal and professional competencies as well as providing tools and resources to support and track curricular and co-curricular accomplishments via an experiential transcript. The My Experience Transcript (MET) complements the academic transcript and is being designed to reflect a student’s curricular and co-curricular experiential learning opportunities, giving students a well-rounded summary of their university career as they transition to the professional world.

“We are so excited by the potential for our students via Career Bridge,” says Dr. Mark Slomp, executive director of Student Services. “The U of L is a leader in creating and capturing the value of WIL opportunities and advancing student career development and lifelong learning.”

The restructuring and grouping of activities and resources under Career Bridge will strengthen their profile and reputation on campus and in the community for delivering high-quality programs and services.

“Our mission is to build bridges between purpose, practice and possibility,” says Gaudette-Sharp. “With this philosophy in mind, I believe our community — our students, employers and civic partners, faculty and staff — can achieve anything we put our minds and hands to.”

Students can visit myexperience.uleth.ca or uleth.ca/career-bridge for more information on career-building options. From the myexperience.uleth.ca portal students can apply to the Co-op program, register for workshops and events like Career Fair (Sept. 28), and book appointments with career specialists and co-op coordinators. Employers can also access the Career Bridge web page and create an account to post positions or inquire about hosting information sessions or professional development events.

UNews - Mark Slomp

Career outcomes the focus as ��Ѹ�����Դ���߿�Ƭ of Lethbridge launches Experiential and Career Education Plan

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Student-focused Faculty of Health Sciences instructor receives Inclusive Education Certificate

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��Ѹ�����Դ���߿�Ƭ of Lethbridge expanding REC Room initiative thanks to Embark Student Foundation Major Grants Program

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Growing a culture of consent the focus for Sexual and Gender-Based Violence Prevention Week

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��Ѹ�����Դ���߿�Ƭ of Lethbridge and Lethbridge College adopt online tool for reporting sexual violence

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Proactive approach to student mental health at the heart of R.E.C. Room initiative

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Work2Learn creating opportunities for students through valuable on-campus roles

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Students continue to build work experience despite pandemic restrictions

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Career Bridge a hub for ��Ѹ�����Դ���߿�Ƭ of Lethbridge students to advance career preparedness

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Career outcomes the focus as ��Ѹ��Դ��߿�Ƭ of Lethbridge launches Experiential and Career Education Plan

Flourishing Week presents ��Ѹ��Դ��߿�Ƭ of Lethbridge students with opportunities to enhance well-being

��Ѹ��Դ��߿�Ƭ of Lethbridge expanding REC Room initiative thanks to Embark Student Foundation Major Grants Program

��Ѹ��Դ��߿�Ƭ of Lethbridge and Lethbridge College adopt online tool for reporting sexual violence

Career Bridge a hub for ��Ѹ��Դ��߿�Ƭ of Lethbridge students to advance career preparedness