Paul Baretto knew there was a communication gap he needed to fill. As a Senior Manager of Software Portfolio Management at Scotiabank, his role involves implementing new internal systems and technologies, and communicating with staff to ensure these technologies are embraced and used effectively. “I’m involved in digital technology transformation, and could see that we needed to be better at communicating with end-users. I wanted to improve my ability to communicate to staff about how these technologies will affect them and their daily work,” explains Paul. “We do presentations and training sessions, but I knew we could do more. This is what drew me to multimedia journalism; I wanted to find more creative ways to reach my audience, and to use different channels to help them absorb knowledge.”

He chose to take the Multimedia Journalism course at SCS to expand his communication abilities. Paul valued the opportunity to connect with-and learn from- his diverse classmates, particularly those from a younger generation. “Most of my classmates worked in journalism or communications, so it was a great learning experience to hear their unique perspectives,” reflects Paul. “Our instructor Barbara Shecter really created a safe space to talk and share. We did a lot of round table discussions, where people explained how they would communicate a specific issue and why. I had a lot of ‘ah-ha’ moments, and I was comfortable speaking without the fear of judgement, which is a powerful thing.”

Paul says the course content, and his in-class interactions with his instructor and classmates, really shifted his frame of thinking. “I’ve learned how to adapt my communication to meet the needs of different audiences, and how to use different communication tools to connect with them,” says Paul. “I’ve also become more skilled at communicating priorities, and building relationships with my audience so they feel engaged in our collective goals.”

With his new arsenal of communication strategies, Paul is eager to focus on creating  audience-specific, accessible, and engaging content. “I’m experiencing the dividends of taking this course on a daily basis,” asserts Paul. “If you are feeling hesitant about continuing education as an adult, that’s a good thing! We only grow when we are pushed outside of our comfort zone. If you are afraid, you are in the right place.”

Marketing and communications instructor Samantha Mehra says modern copywriting has two goals: to convince your reader to take action, and build a relationship with them. A key element of writing effective and persuasive copy is having a deep understanding of your audience-or buyer-personas. 

Ready to build or finesse buyer personas for your business? Check out Samantha’s tips for success.

Tips for building your buyer persona

1. Start grassroots: Ask yourself what you already know about this audience. What do you not know? What knowledge gaps do you need to fill? Avoid negative assumptions and stereotypes.
2. Tap in-house resources: Focus groups, customer surveys, social media comments, questions asked on forms or during customer service chats, existing personas and customer profiles, and more! Talk to your sales and customer service colleagues - they are on the front lines and know a lot about audience pain points!
3. Do the deep research: Get more information. Look at associations, blogs, articles, and other content written specifically to your audience. Also look at industry publications, online communities and groups, and surveys and studies related to your audience.

Information to provide in your buyer persona

• Give your persona a name (fun or otherwise) that really captures them in a nutshell - and an image (i.e. "Samantha Social Media Star"; "Yoga-loving Yohan", etc.)
• Create bullet points of their characteristics
• Consider whether this should include personal or professional characteristics (B2B or B2C)
• Include information on traits, work habits, company and industry, academic education, daily challenges, geography, job title, income level, age, living situation, aspirations, goals, motivators, and preferred channels (phone, email, social media, etc.)

Further Reading

Sam referenced a book by an SCS colleague Steven Slaunwhite. Steven's book The Everything Guide to Writing Copy is available for purchase on his website or on the U of T Bookstore website.

If you are interested in taking your marketing and communication skills to the next level, check out Samantha’s course Copywriting that Sells, starting February 1, 2021.
 

We know that many new Canadians face career and educational barriers. Training and skill development is essential to help people create positive change in their own lives, as well as the lives of others. At SCS, we are committed to empowering new Canadians. That’s why we’ve partnered with Windmill Microlending.

Windmill supports immigrants and refugees who come to Canada with education, skills, and experience, but struggle to resume their careers here. By providing low-interest microloans of up to $15,000 to skilled immigrants and refugees, Windmill helps newcomers obtain the Canadian licensing or training required to work in their field, or to secure a position that matches their level of education, skills, and experience. 

Together with Windmill, we aim to support under-employed new Canadians who cannot afford the cost of professional development. In fact, Windmill will assist eligible newcomers to help them identify and chose career-based programs at SCS that are suitable for funding. Newcomers from anywhere in Canada can work with Windmill to explore learning options, and select courses or certificates that will support career growth. With hundreds of courses available online, and a strong commitment to inclusivity, we aim to remove barriers to education, and make learning accessible to all.

When Jennifer Chao entered her first Cybersecurity Boot Camp classroom, she was excited. Completely new to cybersecurity and coding, she was entering uncharted territory. Jennifer was one of only three females in a class of 19, and did not have a background in IT. However, she was eager to step up and learn new skills to expand her mind, and possibly launch a new career path.

Jennifer currently works in the scrap metal trading industry, with a focus on sales. “I decided I was ready to explore the idea of a career change and expand my skill set,” explains Jennifer. “I have many friends in IT, and they encouraged me to check out cybersecurity. I started researching programs, and was drawn to the University of Toronto School of Continuing Studies (SCS) boot camp because it was in-class and very hands-on, which I wanted as someone who was completely new to the field.” 

She enrolled in the 24-week UofT SCS Cybersecurity Boot Camp, which is offered in partnership with Trilogy Education Services. Her bold move to dive head-first into learning a completely new skill inspired her classmates, most of whom worked in IT. “For a moment it was a bit intimidating to not have an IT background, but my classmates were amazing; they were beyond supportive, and we are still in contact today,” reflects Jennifer. “When I experienced challenges in my learning, I easily connected with an online tutor who helped answer the questions I had. I also enhanced my ability to problem solve. I really enjoyed learning something completely new…I felt like a kid again!”

While Jennifer immersed herself in mastering new technical abilities, she also found value in learning important soft skills. “There was a big emphasis on technical skills, however we also focused on the wide range of soft skills that are necessary to really succeed in cyber security; communication and teamwork skills are critical,” says Jennifer. “We explored issues and strategies around cybersecurity governance, attack responses, and how to build and manage policies and procedures. We also learned the importance of promoting and advocating for cybersecurity awareness.”

Having completed the boot camp in November 2019, Jennifer is excited about where her new skills will take her. “Learning something entirely new was a worthwhile experience in and of itself. I loved challenging myself to think in different ways, push past boundaries, and explore future career and certification options,” reflects Jennifer. “I now have a solid educational foundation and the confidence to pursue whatever opportunities come my way.”

Donna Hughes had a story to tell. 

But first, she needed to gain the skills and tools to share her story in a way that would engage young readers. After exploring various options, she decided to pursue a Certificate in Creative Writing at SCS. “I noticed instructors at SCS were top-notch published Canadian authors,” says Donna. “I saw that Michelle Berry taught Writing the Novel classes. I liked her unique voice, so I took a chance and enrolled in her course.” Online learning was new to Donna, however she was immediately engaged and appreciated the course’s clear structure and expectations. “I knew I could do it,” reflects Donna. “I admired the way Michelle found strengths in every single story.”

Learning creative writing online was far more interactive than Donna imagined. “I really liked my classmates, and was quickly drawn into their own unique stories. Workshopping our stories kept us constantly improving them as we critiqued each other’s work and received detailed feedback from the instructor,” says Donna. “We gained so much from each other that we even formed a writing group, Nine Pens, to keep the process going. Some of the members have since published, which is exciting for all of us.”

Donna has also thrived taking in-class courses. She particularly enjoyed a course on Popular Fiction taught by instructor and author Eve Silver. “Her classes were well-orchestrated and highly engaging,” says Donna. “Eve is so business savvy and has such good instincts about a story. In fact, some of us formed a writing group called After Eve to keep going with our writing.” Learning from highly skilled instructors in a friendly environment made Donna feel safe to share her story, and give and receive feedback. “The instructor creates this environment of mutual respect. It’s the quality of students that SCS attracts that ensures you’ll have classmates with amazing stories and valuable insights,” she says.

While working towards completing her certificate, Donna continues to write, edit, and finesse the story that haunts her. “In 2005, my 19-year-old niece was murdered by her ex-boyfriend who then committed suicide. We were so shocked by the events and overwhelmed by sadness,” she says. “We read about these things in the media, but I don’t think anyone expects it to happen in their family. There was just so much to piece together. What led up to this? Was it preventable? I have a background in social science, so I went that route first. But I wanted to talk to young people, not provide analysis. I realized that writing a young adult novel based on her story, exploring the underpinnings of teen dating violence, would be the most powerful way I could share her story and do my part in developing awareness.”

At SCS Donna learned the nuts and bolts of putting a story together. With vital ongoing feedback from instructors and classmates, the story developed into a page-turner. “It gave us confidence when Michelle encouraged us to submit our writing to the Penguin Random House Canada Student Award for Fiction. Being a two-time finalist was a wonderful confidence-booster,” Donna recalls. “When Eve suggested I enter the Writing for Children Competition held by the Canadian Society of Children’s Authors, Illustrators and Performers (CANSCAIP), I started submitting. Being a finalist was so encouraging.”

This year Donna was surprised and thrilled to be named the winner in CANSCAIP’s Young Adult category. “The first thing I thought about was my instructors Michelle and Eve and how I couldn’t possibly have achieved this without their instruction, and without them creating such positive classroom environments where I learned from my classmates. Having people believe in my story keeps me going. It’s a hard story to write,” says Donna.

Pursuing continuing education is allowing Donna to realize her vision of creating a young adult novel to sensitize young adults to the warning signs of teen dating violence. “I thought I’d be logging in and logging off, or attending classes and just leaving,” she says. “I didn’t realize I would make good friends, gain strong supporters, and experience this much success along the way.”

At the University of Toronto School of Continuing Studies (SCS), we celebrate the continuous journey towards knowledge, expansion, and new understanding in the workplace and the world around you. That’s why we’re so excited to share Brave Change, our digital collection of stories, inspiration, and program information to help you choose your bold next step. During these difficult times, we’ve found an innovative way to connect and tell our story; from the comfort of your home, we invite you to explore our vision of how we can help you achieve personal and professional greatness. 

As you navigate Brave Change, you’ll witness the multitude of ways that learning empowers us to improve life circumstances, meet changing employment demands, challenge our minds, and improve our knowledge. In fact, 80% of later-in-life learners report improvements in quality of life, including increased self-confidence, life satisfaction, and coping abilities. Meanwhile, 68% of Canadians who participate in training report improved employment prospects, and 55% report heightened job security. 

Explore stories about learners just like you who took a chance and have never looked back. Learn more about our unique programs, powerful partnerships, inspirational alumni, and award-winning instructors. Absorb impressive facts around continuing education, which will prove what you probably already know: lifelong learning means taking ownership of your future, again and again.

Born in trilingual Belgium, Alexandre Cuvelier had a passion for the unknown. After completing teachers college in Brussels, he ventured abroad, teaching French in Iceland and Brazil. In 2012, Alexandre came to Canada, and quickly realized he wanted to continue along his linguistic journey. “I was curious how I could use my language skills in this new country, and wanted to enhance my translation abilities,” he recalls. “I was excited to try something new, so in 2013 I started the French translation program at SCS. My goal was to advance my career, but also maintain a connection with the French language, which is important to me.”

Alexandre was attracted to the online, self-paced, and convenient nature of the program. “I was busy with other projects while taking the course, and appreciated the flexibility the program offered,” he says. “I liked that the courses were mostly practice-based, with many opportunities for feedback, and that they provided insight on the Canadian translation industry. My experience was so positive, I was driven to become an instructor myself.”

After completing his Translation into French Certificate in 2015, Alexandre was eager to get back to his teaching roots. “Teaching has always been a calling for me. I view it as a way of building bridges and making connections,” he reflects. “I was at a point where I felt I had gained expertise from my certificate, learned a lot in my career, and was ready to share my knowledge. Teaching just felt like the right thing to do. It’s come full circle, and SCS opened that door for me.”

Currently, Alexandre is teaching our Translation: French Levels II and III. “I think translation is a great stepping stone to new opportunities, and I’m excited to help learners grow their skills,” he says. “Teaching is more than a one direction transfer of information. I’m energized by real conversations and new perspectives. I aim to help learners finetune their skills and kickstart careers. Honestly, I learn a lot from them as well! Plus, we are so agile in this online environment; I love that there’s no compromise on quality or learner engagement.” 

Meanwhile, studying French translation has opened many doors in Alexandre’s career as well. His translation skills have landed him roles in the private, non-profit, and public sectors, allowing him to engage in meaningful and large-scale projects that make a difference in people’s lives. Since completing the program, he has worked for elected officials at all levels of government, most recently as Senior Translator to the Premier of Ontario, helping translate critical information regarding policy, healthcare, and the pandemic. He is now embarking on a new journey supporting the Prime Minister of Canada, leading a team of bilingual communication experts (many with a background in translation). He has also been a volunteer translator for the United Nations, and happens to be the French voice you hear on the TTC information line!

“I’m excited to see what new opportunities-both professional and personal- await me thanks to my translation abilities,” says Alexandre. Reflecting on his passion for lifelong learning, he points out that continuing education is the best way to keep your knowledge relevant and open new doors, but it’s also an important aspect of something we tend to forget about: having fun. “Learning is about exploration, being curious, and trying new things,” he smiles. “Especially during these tough times, learning is a form of escapism and self-care. I’m committed to self-improvement as both a learner and instructor. For me, it’s a place of joy.”

There are many people throughout the years that have shaped the University of Toronto School of Continuing Studied (SCS). However, few have held such diverse roles and harboured such committed passion as Warren Jevons. In honour of Warren, who passed away in September, we are humbled and proud to share the distinct, innovative, and quirky ways that he touched our school and lifelong learning.

Warren came to our school, which at the time was called the Division of Extension, in the early 1970’s after an initial career in teaching. Bringing a passion for education, he served as the Coordinator of Liberal Arts and Humanities.  After a couple years, he was appointed as Assistant Director, Finance and Secretary. This role also included responsibility for the Human Resources and Building Management portfolios, ensuring Warren was busy and well acquainted with his colleagues. Lorraine Nishisato, a former co-worker and friend, recalls, “I was immediately impressed with his passion and pride in the way he described the School and its programmes.  Over time I learned that he really embraced the important mission and values of the School, which was an enormous part of his life.”

Shaping Curriculum
Warren’s passion for language, history, education, religious studies, and current events influenced our educational programming in ways that are still prominent today. In fact, Warren introduced the first international Intensive English as a Second Language course, and helped rapidly increase enrolment. He also instigated our very first French language courses. Both of these programs continue to be integral parts of our school today. 

Building Partnerships
His capacity to build connections across the University of Toronto campus, and collaborate with different divisions, significantly diversified the school’s educational spectrum. For instance, Warren forged new partnerships with the Department of Medieval Studies, and began coordinating an annual “Medieval Studies Symposium”, personally designing the brochure. Warren also collaborated with the academic and professional staff at St. Michael’s College in planning some innovative courses and workshops on religious studies. Further, when a group of later life learners wanted to hold meetings where they could invite guest speakers, Warren took on the task. The Academy of Lifelong Learners was born, and to this day, SCS and the Academy still have a valued partnership, including a bursary to support learners with financial need.

Assisting Faculty
Warren’s collaboration efforts offered administrative benefits as well; he played an important role in assisting faculties that did not have student registration abilities. With his help, the Division of Extension took on registration responsibilities for the Faculty of Engineering, the Department of Business (now Rotman School of Management), and the Faculty of Education, among others. He also contributed to the planning of large events and conferences for these schools, never shying away from a challenge. 

A Mentor and Friend
“He was a remarkable mentor to all of us,” reflects Lorraine, who held roles as an Assistant Director. “Warren was truly the backbone of the School. I was privileged to be his colleague and friend.” Outside of work, Warren was a lover of Canadian nature, a master bread-baker, and enjoyed travel and camping. His natural curiosity and leadership qualities fueled a life of determination, commitment, and joyful adventure. 

A Legacy of Lifelong Learning
From program conception and coordination, to finance, HR, building management, event planning, graphic design, and relationship building, Warren’s contributions to the school are undeniable. His ability to collaborate and build partnerships within the university, and embrace bold people and ideas, truly helped shape our organization. But Warren’s real legacy is his embodiment of lifelong learning, which still emanates today. We thank Warren and his supportive family- his beloved late wife Jane and their four children and grandchildren- for all he contributed to not just our school, but education as a whole.

For Flavio, launching a career in brand management was an unexpected path. After coming to Canada from Brazil in 2016, Flavio began working as a Graphic Designer for a non-profit organization. After three years in this role, his Manager mentioned that the organization would soon be undergoing a full rebrand, and would be looking to hire a Brand Manager to oversee this significant and exciting transition. Flavio, who was fully committed to the organization’s mandate and ready for a challenge, was interested in applying for the role. While he was fully acquainted with the organization, he lacked a thorough understand of best practices in brand management, and decided to take Foundations in Brand Management at SCS.

“While I was excited to learn, I really lacked confidence in my knowledge,” says Flavio. “At 44, I was worried I would be the oldest person in the class. I was worried everyone would know more than me, and that I would feel too intimidated to contribute in class. On my first day, I realized that many people in the class seemed to work for bigger organizations, while my non-profit felt so tiny and unknown in comparison. But it was this diversity in the classroom that made the learning experience so amazing. My classmates ranged in age, and there were newcomers like me from over ten different countries. I felt comfortable sharing about my organization and our brand, and it turns out that others in the class were really interested in my experience!”

Despite living in Kitchener, Ontario (over an hour drive from Toronto), Flavio chose SCS because he was excited to learn from two industry experts, Jeronimo De Miguel and Susan Floyd. He also appreciated the mix of theory and hands-on learning. “In one of the assignments, we got to coordinate a rebrand for an organization we admire. I chose the video game company Atari,” recalls Flavio. “It was a great exercise to study the company, and use all the skills I was learning to create a new brand strategy. I regularly spoke with my instructors to gain insights and ask questions, which was invaluable.” 

When Flavio told his Manager he was taking the course, he started being included in preliminary brand discussions. A year after completing the course, his organization formally opened the search for a Brand Manager. Flavio applied, landed the job, and feels confident that his learning experience at SCS played a big role in his success. “I think the interview committee liked that I was dedicated to lifelong learning, and that I had relevant, up-to-date knowledge of brand management best practices,” he says. “The first thing I did when I got the job was contact my SCS instructors over LinkedIn to let them know, and thank them for everything they taught me.”

Today, Flavio is leading his organization through a brand transition, using the skills he learned at SCS to inform his strategic decisions. “I often think back to that Jeff Bezos quote. In our digital world, a brand is the heart of a company. With social media, we get brand feedback in real time; how you promote your company, and how you react to things-good or bad- is critical,” says Flavio. “Pursuing continuing education was the best investment I could have made. I can’t wait to keep taking courses at SCS and earn my Certificate in Brand Management. The experience was so much more than I was expecting, and it helped me land a challenging job that I love.” 

When the pandemic hit in March, our Learning Innovation team, led by our Manager of Learning Innovation, Janay Gouveia, was faced with a massive challenge. With in-class learning no longer an option, she and her team of four had to transition hundreds of courses to an online delivery format, relying on critical input from our instructors and subject matter experts. They also developed many new instructor trainings to ensure a smooth transition to online learning, all while working remotely under tight timelines. Through dedicated collaboration, our teams within SCS have successfully managed this transition with grace. Throughout the 2020 Winter, Spring/Summer, and Fall terms, SCS has transitioned 340 courses online, while continuing to provide support to existing online courses. 

While the past nine months have been challenging, Janay has learned much about leadership and teamwork. Here, she shares her top seven tips for managing a team remotely in difficult times.

1. Be present
“This is critical when you aren’t in the same physical space as your team. Being present means being fully available. Be willing to communicate openly and offer support. For instance, I meet remotely with my team every morning for a quick discussion of what’s going on for the week, and to see how everyone is doing. These short touch-bases set the tone for the day and insures that everyone knows I am here if they need me. We also have longer team meetings every other week.”

2. Lead with compassion
“It was really important that I respect the personal and professional experiences of my team. I worked hard to be sensitive to their emotions, and the impact the pandemic was having on them. As a leader, we must look at our colleagues as individuals having unique experiences, and lead with compassion.” 

3. Respect boundaries
“With the lines between personal and professional becoming so blurred, it’s important to respect boundaries. It was always at the top of my mind that my team was dealing with a ton of stress, both personal and professional. It can be a delicate line to walk, but I tried very hard to set boundaries that were mutually respectful.”

4. Encourage self care
“I learned quickly that it’s important to allow your team space to walk away, take a break, and take care of themselves. I encouraged my team to seek any form of support they needed, and nurture their mental health during such a difficult time. I had to remember to take care of myself as well!”

5. Celebrate the wins
“In the middle of chaos, it can be easy to forget to celebrate successes. It’s made even more challenging when you aren’t in the same physical space. We can’t just focus on difficulties and overlook success. So, I made sure we honoured and celebrated wins, big and small. Everyone is driven by purpose, and recognizing hard work helps us feel engaged and motivated.”

6. Socialize 
“Working remotely doesn’t mean the social aspect of work should disappear. I made sure to integrate social time for my team. For instance, we do regular remote team lunches where we just eat together and catch up about life. It’s nice to forget about work and connect.” 

7. Be transparent, think big picture
“I believe in being transparent and clear in my communication. It’s important for a team to have common understanding and all be on the same page. We need to feel our common purpose, and have a strong knowledge of how our hard work impacts the business as a whole.

Many of us have struggled with hair-pulling, frustration-inducing experiences trying to homeschool kids, work remotely, manage households, and/or care for loved ones, all while dealing with many unknowns. We’ve all had moments of feeling overwhelmed with the technical challenges and nuances of our new, highly digital life. 

If you are intrigued by the benefits of lifelong learning but feel unsure about (yet another) online experience, we want to tell you that online education at SCS has been designed so that you can focus on- and enjoy- the learning journey. Follicles intact.

At SCS, we have two online learning models. Our remote delivery courses closely mimic an in-class course experience. Learners and instructors usually meet in real time via live webinars. Similar to in-class courses, these synchronous options are great for learners who like meeting with their classmates and instructor at scheduled times. Our online learning option offers more flexibility, through synchronous and asynchronous learning. Learners are able to engage with course content at times that work best for their schedule. 

Janay Gouveia, Manager of our Learning Innovation team, says there are five key reasons why our online offerings provide a stellar learning experience.

1. Easy to use
Quercus (powered by Canvas), U of T’s online learning management system, is easy to navigate, intuitive, and designed to be as straight-forward as possible. Essentially, it was designed with the learner in mind. In fact, most of the Learning Innovation team are SCS learners themselves, so they bring a learner-perspective to their design. 

2. Instructor-led
Our remote and online courses are instructor-led and supported. Unlike many self-directed online courses, our courses are designed, taught, and evaluated by instructors who are industry and subject matter experts. If you have a question or comment, your instructor is fully accessible to you. Instructors provide feedback and guide you on your learning journey. They are passionate about their subject matter, and fully committed to your success as a learner.

3. Tech support
We have a Help Centre to assist you with technical support. We also offer personalized phone and email support, which means you get to speak with a real person who is an expert in online learning. We also have front desk staff who can offer support. You are not alone; if you have a question, we are here with an answer. 

4. Community
Our Learning Innovation team thinks long and hard about ways to ensure that an online learning experience includes connection, community, and opportunities to engage and share. Through thoughtful design, our online offerings allow you to engage with your classmates and instructor. Via discussion forums, group work, interactive webinars, breakout groups, networking activities, polls, and surveys, you will be part of a thriving digital learning community. 

5. Results
Our online courses have the same learning outcomes as in-class offerings. You will experience the same high-quality academic content online as you would in class. Remote Delivery and Online Learning courses are carefully designed to ensure full engagement with all course content. 

Learning online has never been easier. The only question is, are you ready to take a bold step forward?

In Part III of our Lessons in Online Learning Series, Learning Innovation Manager Janay Gouveia shares tips and strategies for leading a team remotely in difficult times. Stay tuned!
 

When the COVID-19 pandemic hit in March, it became clear almost immediately that we needed to transition our in-class courses to an online format, fast.

Really fast.

There were many factors complicating this urgent need to transition online. Our courses are staggered, meaning that some courses had just started their Winter term, some were mid-term, and others were nearing their end, so a one-size-fits-all solution to online transition was not an option. Each course had unique logistical considerations. We needed to find fast, effective solutions that would provide our learners and instructors with a smooth transition to online learning. 

Through teamwork and collaboration, we quickly developed a remote learning strategy that honoured our commitment to academic quality and a positive learner experience. Under the leadership of the Director of Academic Programs, in consultation with our Program Directors, and with critical input from our instructors, our Learning Innovation team assessed options, and identified which in-class courses could successfully transition to an online format.  

At SCS we offer two types of digital learning: remote delivery, a synchronous online learning option where learners and instructors meet in real time to simulate an in-class learning experience, and online learning, a highly flexible option that involves both synchronous and asynchronous learning.  Once we had identified courses that were suitable for transition, our Learning Innovation team worked with instructors to shift content and learning strategies online. 

Throughout this process, we focused on communication. It was very important that our learners were kept informed, engaged, and felt supported during such an uncertain time. Our Strategic Communications and Marketing team, in collaboration with our Enrollment Learner Services team, worked to ensure that all learners were up to date on next steps in their learning journey. Our Program Directors and Instructor Program Services team also kept in constant contact with our instructors to streamline and support this transition. They say, “it takes a village”, and we quickly learned the power of teamwork to accomplish a major transition. 

Meanwhile, the Learning Innovation team, led by our Manager of Learning Innovation, Janay Gouveia, played an important role in ensuring that our dedicated instructors had all the tools they needed to thrive in a digital classroom. Typically, this team provides 10-12 instructor professional development sessions each term. In the first two months of the pandemic, they hosted over 35 training sessions to ensure instructors felt confident and supported. This series of trainings focused on best practices for remote teaching, webinar skills, tips for mastering our learning management system, and designing effective online assessments.  

Through commitment and determination, we provided a highly personalized approach to learner and instructor support, and transitioned 237 courses to remote learning for the Winter 2020 semester. Meanwhile, our dedicated instructors rose to the challenge and worked diligently to embrace change, learn new skills, and adapt quickly. 

Fast forward to our 2021 Winter semester, we now have 584 unique active courses that will be offered online or via remote delivery. This constitutes 67% of our courses overall, up from 64% from our current Fall semester, and from 29% in Fall 2019. 

Janay says she and her team learned a lot during this hectic time, and they continue to use this experience to inform their approach to online learning. “We took the time to reflect on our experience and determine new best practices for future terms. When we had a moment to take a breath, we were able to clarify our focus, assess what was effective, and identify areas where we could streamline our processes” she says. “We renewed our commitment to ensuring that remote learning options would be a positive and engaging experience for both learners and instructors.”

In Part II of our Lessons in Online Learning series, we will explore what learners can expect when they choose to learn online with SCS. Stay tuned!