UNews - Stacey Gaudette-Sharp

Davis Auto Group partners with Career Bridge for new co-op program, pledges $125,000 in scholarship support

trevor.kenney — Mon, 09 Jun 2025 15:53:43 +0000

The most valuable employees are those who know a business from the ground up — so when the ��Ѹ��Դ��߿�Ƭ of Lethbridge and Davis Auto Group began constructing a new co-operative education experience for students, they took a talent strategy system approach. As the first cohort of students concludes its term at Davis, the approach appears to be a resounding success.

“We worked closely with the ��Ѹ��Դ��߿�Ƭ’s Career Bridge/Co-op Office in building out a forward-thinking 12-month co-op program designed to give students a well-rounded understanding of all facets of our automotive business,” says Lisa Reid (BMgt ’19, Davis Auto group human resources consultant, noting students get a chance to experience everything from sales and finance to materials management, accounting and more. “Students rotate into a new department every four months which allows them to see a unique cross-section of our business and see the big picture and learn that we are certainly more than just selling and fixing cars.”

Pictured (left to right) are Chris Broad (General Manager), Mike Davis (Dealer Principal), Lisa Reid (Human Resources), Andon Van Dyk and Ethan Van Dyk.

Stacey Gaudette-Sharp (BA '03, MA '06), assistant dean for Career Bridge, says the approach is meant to align with the holistic educational experience that ULethbridge designs for its students.

“We want our students to think about the theories they’re learning in the classroom, but also the skills they’re building in those courses, and how they are articulated and applied in the real world,” she says. “Only then can students start making decisions about who they are, what fills their cup, what they value, and how these values are represented in their work. Students should leverage every opportunity to try stuff out — to figure out what makes them curious and passionate.”

Davis Auto Group Gift and Awards

The relationship between ULethbridge and the Davis Auto Group goes beyond the co-op opportunities and includes a trio of scholarship awards established by the Davis family with a $125,000 donation. The gift is matched by the Board of Governors matching program, thereby doubling the impact of the scholarship support. These awards include the following:

• Davis Auto Group Student Employee Award — Ranked on academic achievement, any entering or continuing undergraduate student employed with any company of the Davis Auto Group is eligible.

• Davis Auto Group Community Service Award — Recognizing students who have made significant contributions to their community through either campus and/or general community involvement, any entering or continuing undergraduate student is eligible.

• Davis Auto Group Employee Family Award — Ranked on academic achievement, this award is for any entering or continuing undergraduate students who are children, grandchildren or dependents of current or retired employees of Davis Auto Group of Companies.

A trio of students made up the first Davis Auto Group cohort, and after a year of working their way through the company, their co-op has been extended another four months through the summer. Tim, Mike and Luke Davis, who are all active in the Lethbridge business, were excited to launch the program and the potential it held for both Davis Auto Group and ULethbridge students.

“We were hopeful we could provide some value to the students who chose to work with our company during their school term, and from what we’ve seen in the first year, we’re really encouraged by the start,” says Mike Davis. “It’s exciting to see some real promise in our first group of ULethbridge students and we can really see them as long-term members of our team.”

For the students, the learning curve has been steep and rewarding.

“What surprised me the most about the auto industry and dealerships is how many different departments and people behind the scenes it takes to successfully run a dealership and auto group. I experienced every single role/department, whether it was on the sales floor, parts, service lane or accounting,” says Andon Van Dyk, who is heading into his fourth year as an accounting major. “Doing co-op, I am actually able to make the connection from the classroom to the workforce, where as before, it was all just theory.”

Third-year management student DJ Tonin says his confidence grew as the experience progressed and he unearthed previously unknown skills.

“I discovered how much I enjoy learning about the different parts of a dealership and how they work together. It’s helped me realize that I’m adaptable, open to new experiences, and capable of picking up new skills quickly,” says Tonin. “As a student, I’ve grown by developing a stronger work ethic, better time management and more confidence in professional settings. This experience pushed me to step out of my comfort zone and apply what I’ve learned in school to real-world situations.”

National data has shown that students who participate in work-integrated learning or co-op experiences realize an uptick in their GPAs when they return to class, having seen the context of their studies beyond the classroom.

“One of the most rewarding parts of my role is seeing the transformation that takes place in students throughout their work term,” says Sheridan Macaulay, an instructor with Career Bridge. “When I first visited them on-site, they were understandably shy and still finding their footing. Now, I see confident, capable individuals who have grown not only in technical skills but also in communication, leadership and self-awareness. They’ve learned how to ask thoughtful questions, mentor others and work effectively within a team. Davis Auto Group has been an incredible employer partner in this journey. They genuinely care about their people, and our students have seen how strong, values-based leadership builds a supportive workplace culture where everyone can thrive.”

Reid says the Davis Auto Group is excited about continuing to work with Career Bridge in further shaping co-op opportunities.

“The partnerships between industry and post-secondary institutions are invaluable as they benefit both employers and students,” she says. “We understand that students may not end up choosing the automotive industry after graduation, however a program such as this allows them to gain exposure and create a foundation of understanding business operations and building skillsets they can take with them wherever they choose to start their careers.”

Students can apply for Davis Auto Group Awards up until June 16, 2025, by visiting ULethbridge’s scholarship application page.

DJ Tonin

“The greatest takeaway from my experience is how important teamwork and communication are in keeping a dealership running smoothly. No matter the department, success comes from people working together and supporting each other toward a common goal.”

Ethan Van Dyk

“While classroom time and school are important, there is no better way of learning than hands-on in the real world. I absolutely recommend other students take the co-op route as I think it is the best way to gain experience as well as make connections — and who doesn't like to make money while doing all that?”

Andon Van Dyk

“My greatest takeaway from this experience is the connections and friends I made while working here — those are invaluable. I would 100 per cent recommend students pursue their own WIL experience. Even if it doesn't particularly align with your major, you're still gaining valuable experience that employers are looking for.”

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.”

Global Skills Opportunity project to help students gain career-boosting international experience

caroline.zentner — Tue, 07 Feb 2023 21:34:45 +0000

��Ѹ��Դ��߿�Ƭ of Lethbridge undergraduate students now have more options for international learning with the Global Skills Opportunity (GSO) program.

Funded through the federal government, the program is designed to give students, especially under-represented students, the chance to participate in international learning experiences and develop intercultural skills. Students who face barriers — Indigenous students, students with financial needs and students with disabilities — can participate in experiences abroad.

“The GSO funding helps many ULethbridge students realize their lifelong dream of travelling abroad during their undergrad, foreither a shorter or longer period, allowing them to immerse themselves into the culture and their ��Ѹ��Դ��߿�Ƭ, while worrying less about money,” says Gizelle Tiponut, education abroad coordinator with ULethbridge International.

Victoria Lopez poses with Tata, one of eight animated characters created by the K-pop band BTS.

With the GSO program, studying and working abroad becomes more accessible for a wider group of students. The ULethbridge International office is continuously creating specific programs for underrepresented students and the first Indigenous group will travel to Mexico in May for an immersive opportunity into the Mayan culture. Participants will be part of traditional festivals with dances, costumes, and food, and share about their own Indigenous cultures with the Mayan students.

“The ��Ѹ��Դ��߿�Ƭ is committed to educating individuals who will become global citizens with international and intercultural skills and knowledge to succeed in an increasingly interdependent world,” says Paul Pan, executive director of ULethbridge International. “We want to provide our graduates with global perspectives to enter a highly diverse and competitive job market. The funding will enable our students to experience the world around them and develop the global and intercultural competencies that employers are seeking and that will help them succeed beyond graduation and throughout their careers.”

The types of study-abroad experiences available for funding include faculty-led programs, semester exchanges and short-term study-abroad programs. In addition, virtual exchanges and work-integrated learning placements such as co-ops, applied studies courses, internships and work-study programs are eligible.

“The Career Bridge Centre for Work-Integrated Learning and Career Development is pleased to partner with the Education Abroad program to support this Global Skills Opportunities grant and Go Global! initiative,” says Stacey Gaudette-Sharp, academic director of Career Bridge. “The Career Bridge Centre’s 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.”

Study-abroad experiences give students skills they couldn’t learn any other way. In addition to their work or studies, the students learn to navigate an unfamiliar culture and perhaps a new language.

“Participating students will develop a range of employability skills and competencies,” says Tiponut. “They will learn to work with people from diverse backgrounds and cultures, become better problem solvers and become more independent.”

A dozen ULethbridge students received the GSO award last fall and 14 more will embark on their adventure this spring. Victoria Lopez, who recently returned from South Korea, says students will gain all sorts of aspects to improve themselves.

“It was an enjoyable, valuable and educational experience that not many people can do,” she says. “If someone is considering studying abroad, I would definitely recommend they do it and experience the GSO opportunity. Personally, I feel I’ve become more mature and independent. I’ve gained confidence and grown to appreciate meeting new peoples from all over the world.”

Visit the ULethbridge International website for more information.

About the Global Skills Opportunity

Global Skills Opportunity is a national outbound student mobility program that is expected to enable more than 16,000 Canadian college and undergraduate-level university students from across the country to acquire the global skills employers want and the Canadian economy needs. A key component of the Government of Canada’s International Education Strategy, Global Skills Opportunity is funded by Employment and Social Development Canada and is administered jointly by Colleges and Institutes Canada and Universities Canada.

Compared to similar countries, fewer Canadian students — only about 11 per cent of university undergraduates and 3 per cent of college students — participate in work or study abroad experiences during their studies. The new program stands to change that. By empowering post-secondary institutions to implement innovative solutions to barriers to participation, Global Skills Opportunity will expand the horizons of Canadian students from coast to coast, and improve Canada’s competitiveness on the world stage.

��Ѹ��Դ��߿�Ƭ of Lethbridge to launch two new programs with PrairiesCan investment

caroline.zentner — Wed, 18 Jan 2023 22:32:10 +0000

The ��Ѹ��Դ��߿�Ƭ of Lethbridge will receive nearly $1.5 million to create the Centre for Neuroengineering Solutions and nearly $870,000 to establish a work-integrated learning centre for Indigenous youth after the Government of Canada announced $11.2 million in funding for 18 projects in the Lethbridge region.

The Honourable Dan Vandal, Minister for PrairiesCan, announced the federal funding, including support for opening a new regional office in Lethbridge.

“The funding the ��Ѹ��Դ��߿�Ƭ is receiving from PrairiesCan allows us to become even more connected to our community,” says Dr. Mike Mahon, ULethbridge president and vice-chancellor. “We are excited to increase the opportunities for Indigenous youth to engage in work-integrated learning. On top of that, the neuroengineering centre of excellence will further cement our partnerships and collaborations with local producers and industries.”

The Centre for Neuroengineering Solutions (CNS) is designed to facilitate turning inventions into innovations that solve real-world problems. Neuroengineering is a biomedical field that uses engineering techniques to create solutions to real-world problems.

Dr. Majid Mohajerani

“We plan to develop innovative technology solutions in animal research, animal health and the beef feedlot industry,” says Dr. Majid Mohajerani, a neuroscience professor at the Canadian Centre for Behavioural Neuroscience. “This hub will facilitate changing inventions into innovations that solve real-world problems and be a gateway for companies, engineers, scientists and trainees to collaborate at ULethbridge.”

The centre will create new positions and expertise in artificial intelligence, telecommunication, instrumentation and augmented reality. In addition, it will provide training for highly qualified personnel (HQP) and investment and manufacturing opportunities for small and medium enterprises (SMEs). The overarching goal is to bring new technologies to solve existing problems and provide HQPs with experience in artificial intelligence, sensors and instrumentation and the Internet of Things (IoT). IoT refers to the network of physical devices that have sensors and are connected to the internet, such as home security systems or autonomous farming equipment.

“We are developing new approaches for individual animal identification, tracking and monitoring health information at distances that are orders of magnitude farther than commercially available systems,” says Dr. Rob Sutherland, director of the Canadian Centre for Behavioural Neuroscience.

To create more work-integrated learning (WIL) opportunities for Indigenous youth, the ��Ѹ��Դ��߿�Ƭ’s Career Bridge Centre for Work-Integrated Learning and Career Development will be enhanced through the addition of three positions to focus specifically on creating new learning opportunities for Indigenous students through the Niitsitapi program in WIL excellence. In addition, the funding will also be used to establish a program advisory committee to guide the development of these work-integrated learning opportunities.

“The focus of the Niitsitapi program within the Career Bridge Centre is to create a community of practice in WIL for Indigenous students, Indigenous industry and community partners and community organizations, and the ��Ѹ��Դ��߿�Ƭ of Lethbridge,” says Stacey Gaudette-Sharp, academic director of Career Bridge. “The Niitsitapi program seeks to enhance educational and employment outcomes for students and strengthen relationships and recruitment opportunities with industry partners.”

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.

U of L group to shape the future of lomond

trevor.kenney — Thu, 23 Oct 2008 14:18:14 +0000

The 150 residents of Lomond, Alta. will get to know a few ��Ѹ��Դ��߿�Ƭ of Lethbridge students a bit better this fall. The group, including fourth-year multi-disciplinary Urban and Regional Studies students Madeleine Baldwin, Matt Hall and Brian Conger, is working for the County of Vulcan with the assistance of County intern Kevin Budzinski to prepare and present a Municipal Development Plan (MDP) to the Village of Lomond in late 2008.

In addition to achieving a grade and acquiring important work experience through the Faculty of Arts & Science Applied Study program, the plan will directly affect the future of the community, since a municipal development plan is a high-level statutory document under the Municipal Government Act.

"The students are very excited to have this opportunity to combine practical experience with their educational studies," says County Administrator Gary Buchanan. "Though the planning team is small, their enthusiasm is high and I know that they will do a good job for the Village of Lomond."

The MDP recognizes and anticipates the cumulative impact of changes on land uses, municipal services, the local economy, and the livability of the community with the aim of guiding future development in the Village. The MDP will include policies and action to accommodate change in a way that benefits the community.

The Village of Lomond, located in the eastern portion of Vulcan County, approximately 85 km north of Lethbridge is a small but thriving community of 150 people containing a mix of residential, commercial, industrial and recreational land uses. One objective of the planning team is to identify additional lands for future residential growth in the village.

This is the fourth project undertaken by the County of Vulcan with the assistance of students from the ��Ѹ��Դ��߿�Ƭ of Lethbridge.

It is the job and career-related aspects of the project that attracted the students to the applied studies opportunity, according to Stacey Gaudette-Sharp, Faculty of Arts and Science Assistant Coordinator Applied Studies/Cooperative Education & Internship Programs.

"The ��Ѹ��Դ��߿�Ƭ of Lethbridge recognizes that students need a strong academic background in their discipline, and that experiential learning opportunities outside the classroom are vital to personal development," says Gaudette-Sharp.

"Applied Studies courses are designed so that students may use part-time paid or volunteer work experience to explore topics within an academic context. This helps broaden their skill-sets and allows them to make connections between the working world and their class work. Employers, like the County of Vulcan Municipal Planning Office, benefit from the students' knowledge, enthusiasm and willingness to learn."

The broad proposal is to visit the village, conduct
research, and hold an open house/information meeting in early November, then, prepare a draft plan for the Village Council and community to review by the end of the month.

The large project does not intimidate the students, some of whom already have land use and planning experience.
Madeleine Baldwin gained her interest in urban and regional studies by taking an urban anthropology course and she now hopes to pursue a master's program in city planning, possibly overseas.

"I am interested in a broad range of topics that have been satisfied by a broad range of courses at the ��Ѹ��Դ��߿�Ƭ," Baldwin says. "None, however, have provided me with practical working experience like I hope taking an Applied Studies course will.

"Learning the process behind how a municipal development plan is made will be an invaluable skill in my future career."

UNews - Stacey Gaudette-Sharp

Davis Auto Group partners with Career Bridge for new co-op program, pledges $125,000 in scholarship support

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