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!

SCS: Are the events and circumstance of 2020 really “unprecedented”? 

Nick Gunz: Historians have a very high standard for this term! When most people say “unprecedented”, what they usually mean is “very surprising”. When historians say “unprecedented” they mean truly new. So, no, from a historical perspective 2020 is not unprecedented. We have faced most of these challenges multiple times throughout history. Of course, the events and circumstances are not exactly the same, but we have survived very similar challenges. History is like grief, it’s always different and yet always the same.

For example, pandemics are not new. We’ve lived through pandemics such as the Spanish flu in 1918. In fact, throughout history, there has been a crisis of some measure every 20-30 years. However, we have been living in a time of relative peace, so for many people everything that is happening right now seems unprecedented, when really we are just disconnected from events of our past.

SCS: How can we analyze crises from our past to inform smarter responses to present day challenges? 

NG: I’ll start by saying that there are some things that we are doing right in regard to the pandemic; far fewer people are dying of COVID 19 than the Spanish flu. We have evolved from that experience and are far more prepared. We have evolved scientifically and economically. For example, we are working on vaccines, we aren’t experiencing mass famine, and our economic system is more resilient than in the past. We aren’t as shattered as we were back then.

That being said, there is so much we can learn from our past; history can be used to guide our present-day thinking and capacity to problem solve. It can show us what not to do, but also remind us of our unbelievable capacity to mobilize, take swift action, and respond to crises. For example, when WWII broke out in the UK in 1939, the government evacuated 1.5 million children out of the cities in two days. 

Two days!

And when inevitable issues arose (such as children being placed with families who were not properly capable of hosting children), the Women’s Institute, which was essentially a social club with chapters in every UK village, created an entire system for monitoring, moving, and supporting these children, in only a few months. We are entirely capable of mobilizing in crisis, of making hard and bold choices to manage crisis. I think our government would benefit from analyzing past crisis situations; they can remind us what we can do. 

SCS: What should we be asking of our leaders in times of crisis?

NG: I always hear politicians and policy makers say they are engaging with economists to help navigate government decisions and crises. This is great! However, economists, and public health officials for that matter, have one very specific kind of knowledge. While their domain of knowledge is important and helpful, we have historians, sociologists, epidemiologist in areas other than infectious disease, political scientists, and organizational behaviourists who have deep wells of understanding. But they aren’t being called upon. It’s just not a part of our current political world view. Often decisions are being made based on what seems “reasonable”, without a thorough understanding of historical contexts, lessons, opportunities, and warnings.

SCS: Talk to us about historical warnings.

NG: I like to compare historical lessons to being a heartbroken teenager; remember being a teen and having your heart broken for the first time, then someone older tells you it’s not that bad and you will be ok? What’s really happening is that the teen is feeling so intense because the experience is novel. But the older person is drawing on their historical knowledge to say, “you will survive, and this won’t last forever”. History is that older person. It can provide us with a sense of hope and encourage us to be resilient. 

But history can also warn us when something is really dangerous. Back to our analogy, maybe our teen is dating someone who their elder can see is, you know, a schmuck who treats them badly. That elder warns the teen that their partner is bad news. The older person has seen similar situations and is drawing upon judgements and examples from their past. Listening to history is listening to that elder and heading their advice.

SCS: What is history telling us right now?

NG: There are things that are happening today that history is trying to warn us about. I am very afraid about certain patterns we are seeing. I’m worried American democracy is at serious risk of collapse. History shows us the risk of serious repercussions here. I’m also incredibly concerned about climate change, because this is a threat we have never faced before. Period. It’s totally new to human civilization. That said, history also tells us that we have met, and can meet, problems on a similar scale to climate change. History tells us that there are things we can and should do about COVID, but there are things we simply HAVE to do about climate change. 

SCS: It’s easy to feel helpless under the enormity of the challenges we are facing. What can we do to demand effective and history-informed responses to crises? 

NG: We need to hold our leadership to a higher standard. We must demand that political games be put aside and that our leaders act collectively to solve problems and guide society forward. We also need to hold the media to a higher standard. Our media need to be asking better, bigger picture questions. If every person demands this, things will change.

SCS: What can we learn from 2020?

NG: When darkness comes into the world, it’s an opportunity for light. We have seen this throughout history. When hardship surrounds us, we have an opportunity for heroism. Fear gives us a chance to be courageous. Difficulty and strife can spur deep compassion and connection. We are in crises our planet hasn’t seen for quite a while. That means our generation has chances big and small, that haven’t existed for a while, to be heroes.

Nicholas is a naval and intelligence historian, specialising on the link between intelligence analysis and military strategy. He did his undergraduate work at the University of Toronto before going on to graduate work at Corpus Christi College, Cambridge. Prior to returning to Toronto to teach at U of T, he spent several years teaching undergraduates at the University of Cambridge and at Yale.  

$1000 Award Winner – Jane Macdonald

Jane Macdonald was born in Red Deer, Alberta, and moved to Scarborough, Ontario to start Grade Five. For a long time Jane lived in the California Bay Area, working in Silicon Valley and studying with poets Ellen Bass and Angie Boissevain Roshi. Now Jane lives in Prince Edward County on Lake Ontario's northeast shore, land and water long loved by Huron-Wendat, Anishinaabe, and Haudenosaunee peoples. Jane serves on the Board of the Prince Edward Learning Centre, writing full time and still going to school, in grateful debt to her many teachers from the past and in the present day.

Juror citation:

In Jane Macdonald’s searching, sense-aware poems, the speaker explores mortality, estrangement from the self and the ways in which we experience our natural surroundings. With control and ease, the poet marries the domestic and existential, using precise yet wondering language to ask questions of “the world outside normal”.
-    Heather Birrell, Gerald Lampert Memorial Award Winner,

$500 Award Winner

Diane Massam is a linguist and a professor emeritus at the University of Toronto, with a long career of academic writing, including a recent book on the grammar of Polynesian languages. She has now returned to writing poetry and fiction, with the help of courses at SCS with Amy Jones and Elyse Friedman. Diane lives in Toronto, and also has strong family roots in B.C. and Quebec.

Juror citation:

In Diane Massam’s sparse but poignant poems, metaphors are tightly wielded to convey human experiences in surprising ways. Each piece is a vivid journey through the speaker's mind as they contemplate their existence and what is to become of them, what is within a "spiral of noises, of kisses and loss".
-    David Ly, Poetry editor of This Magazine

$500 Award Winner

Anna Lee-Popham is a writer, poet, and editor. Anna was born in Canada and has been schooled by social movement elders and organizers in the US South. She lives in Toronto — the traditional territory of the Mississaugas of New Credit First Nation, Mississaugas of Scugog Island First Nation, the Haudenosaunee, the Huron-Wendat, the Metis Nation of Ontario, and home to many diverse Indigenous peoples — with her partner and young child. Anna is completing an MFA in Creative Writing at the University of Guelph and is a graduate of the University of Toronto’s Creative Writing Certificate and The Writer’s Studio at Simon Fraser University.

Juror citation:

In a journal of our challenging times, Anna Lee-Popham’s carefully balanced poems examine connection and its loss. The efficient phrasing and language drives the poems forward. The social critique is presented in a way that engages and without overstatement. The experiments with form add another layer to the reading.
-    Bruce Rice, Saskatchewan Poet Laureate

According to the Project Management institute, demand for project managers continues to increase, with the project management-oriented labor force expected to grow by 33 percent, or nearly 22 million new jobs, through 2027. 

With this growth, the ability to work in many different industries, and opportunities to learn something new every day, there are plenty of reasons to pursue a career in project management. However, the role of project manager does present unique challenges. 

SCS instructor Joanna Tivig shared a few of the most common project management mistakes she has seen to help you avoid them and keep your projects running smoothly. 

1. Project thinking instead of big picture thinking. New project managers think that projects are what they need to deliver. In fact, it is the outcome of a project that will be sold to the customer.
2. Doing only or too much task management. These project managers look like task managers or checklist controllers.
3. Consider people to be resources that you can dispose of and obtain at any point in time. The reality shows that the more we treat team members as people, the more they will work in collaboration for a common purpose.
4. Micro-managing. Overtiring the team members with status meetings and questions that add no value, just to find out where they are with the workload.
5. Building documentation that cannot be changed. In today's world where everything is changing fast, you need to build just enough documentation to get started and work and assume changes will need to be incorporated later.

Joanna teaches 1952 - Leading Projects in Organizations, 3401 – Practical Project Management – Part 1, 3402 – Practical Project Management – Part 2, 3523- Agile Essentials in Project Management, 3523B Agile Project Management Basics: Release Planning, and 3551 Agile Leadership and Transformation at the School of Continuing Studies.

The winners of the 2020 Penguin Random House Student Award for Fiction have been announced. This year’s first place prize of $2,500 has been awarded to Kimberley Alcock. Two runner-up prizes of $1000 each have been awarded to Rajinderpal S. Pal and Chris Pickrell.

The Penguin Random House Student Award for Fiction is awarded annually to a School of Continuing Studies creative writing student who has taken a course within the previous year. Entrants may submit either a fictional short story or novel excerpt for consideration and the winner and finalists are published in a chapbook. 

 In recent years, there has been a drastic increase in the amount of data generated and collected by both companies and individuals. Data science is vital to helping us make sense out of this data and figure out what can be done with it. However, the incredible volume of information that data scientists have access to now means it’s impossible to collect and analyze it all manually. That’s where technologies like natural language processing, cloud technologies and artificial intelligence come in.  

School of Continuing Studies instructor Saeid Abolfazli discusses this momentum behind data science and its related technologies. 

WHAT IS NATURAL LANGUAGE PROCESSING? 

Natural language processing is one of the most dominant AI technologies that is used to process unstructured and free text, so it helps to unveil unprecedented amount of knowledge and insight from unstructured data which is natural text. 

DATA SCIENCE, AI, NLP AND MACHINE LEARNING TECHNOLOGIES ARE INCREASINGLY BEING ADOPTED ACROSS BUSINESS SECTORS  

AI, machine learning, and natural language processing courses are growing in demand and that is a natural response to the businesses adopting these technologies in different areas.  

Not only is the adoption increasing in each business but also across different sectors. Different sectors are employing these solutions and in the next few years, I assume, this momentum will continue to grow and we are going to have more programs coming to SCS.  

DATA SCIENCE AND AI TECHNOLOGY SKILLS INCREASINGLY IN DEMAND  

Over the last five years we have seen a significant growth in adoption of AI solutions in enterprise. In the last year itself such growth has tripled compared to previous years. We are going to witness the same trend for the next few years and that would further squeeze our talent pool and demand for more AI, data science and NLP expertise.  

Saeid Abolfazli is a seasoned big data scientist and machine learning consultant, author, scientific editor, and speaker with more than 20 years of experience in IT industry. He teaches 3253 - Machine Learning, 3666 - Applied Natural Language Processing, and is one of the instructors teaching our newest courses in the area of study here at the School of Continuing Studies, 3759 - Feature Engineering in Machine Learning & Artificial Intelligence and 3760 - Cloud Technologies for Big Data, Machine Learning & Artificial Intelligence.

2018-2019 Excellence in Teaching Award Winners Announced

Each year, the University of Toronto School of Continuing Studies recognizes instructors who exemplify the SCS value of excellence in adult education. SCS Excellence in Teaching Award winners are nominated by learners who feel that their instructors have gone above and beyond to share their knowledge in a way that is particularly engaging, helpful and inspiring. 

“Year after year we are so impressed and touched by the hundreds of stories that come in from learners nominating their  instructors,” says SCS Dean, Maureen MacDonald. “We hear from so many people whose instructor’s impact has reached far beyond their classrooms to help them change their lives for the better.”

This year’s award winners, being recognized for teaching during the 2018-2019 academic year, are: 

Excellence in Teaching – Business and Professional Studies 
Reza Mirza Hessabi 
Richard Picart 
Ronald Caldwell 

Excellence in Teaching – Creative Writing 
Caitlin Sweet 

Excellence in Teaching – Arts & Science 
James F.S. Thomson 

Excellence in Teaching – Languages and Translation 
Mary McBride 

Excellence in Online Teaching Award
Evandro Rodrigues 

Outstanding New Instructor Award 
Nadine Atwi 
Piro Dhimitri 

Career Impact Award 
Martha Batiz

For more information on the UofT SCS Excellence in Teaching Awards please visit: https://learn.utoronto.ca/why-continuing-studies/about-our-instructors/instructor-awards-and-recognition