Sponsored by the Dean’s Office, the Directors of Professional Development and Program Development, the Faculty of Law’s EDI Committee, and with funds from the Faculty Development Initiatives Fund of the Office of the Provost and Vice-President, the workshops explored conflict under two broad banners: how to understand divisive conflicts and how to create an environment for healthy conversation.

A key take-away from these workshops included that when seeking to understand a problem, rather than to provoke shame or resentment, it is important to recognize that contemporary communication can be difficult to receive or respond to – especially when tensions are high and emotions are involved. These workshops equipped faculty and staff with skills that might help them diffuse difficult conversations, and to provide tools for responding to emotionally charged statements or points of view expressed by others.

Another lesson was that the problem with divisive conflict is that everyone has some baggage, gets caught in unproductive cycles of habitual reactivity, carries outdated beliefs and repeats ineffective and offensive behaviors, and often fails to truly listen to others or to speak their minds clearly. Part of diffusing difficult verbal situations is to learn from past experiences, re-examine assumptions and engage more intentionally with colleagues by honing the discipline to listen to others. In this way, we can better hear what others are saying, and enhance our ability to be heard by others.

In these difficult times of reconnecting post-pandemic, faculty and staff were grateful to learn some simple skills to enable ways to communicate more  respectfully, with insight, and to work towards social transformation rather than contributing to the creation of divisiveness, fear, pain, polarization and isolation within others and oneself. Following the workshops, participants shared that they felt more equipped and empowered for those occasions when they are confronted with difficult conversations.

Below we have highlighted just a few of these pioneering women with a proud UM connection as alumni, donors and friends.

Dr. June James [BSc/63, BSc(Med)/67, MD/67]

Born in Trinidad and Tobago, Dr. June James moved to Manitoba in 1960 and became the first Black woman admitted to the University of Manitoba’s Max Rady College of Medicine, receiving her M.D. in 1967 and later earning her Specialist Certificates in Pediatrics and Allergy and Clinical Immunology. Over her distinguished career, Dr. James has practiced at the Department of Allergy and Immunology at the Winnipeg Clinic, was a founding member of Manitoba’s Family Allergy Program, served as President of the College of Physicians and Surgeons of Manitoba, and taught at UM’s Max Rady College of Medicine.

Honourable Janice Filmon [BScHEc/63, LLD/11]

The Honourable Janice Filmon has dedicated her life to philanthropy and the broader community of Winnipeg, particularly championing women’s rights as the founding chair of the Nellie McClung Foundation. She has volunteered on countless other boards as well, including the Cancer Care Manitoba Foundation. Filmon was inducted into the Order of Manitoba in 2007 and the Order of Canada in 2013 and was installed as Manitoba’s 25th Lieutenant Governor in 2015.

Gail Asper [BA/81, LLB/84, LLD/08]

Gail Asper’s relentless passion helped spearhead the $351 million endowment to establish the Canadian Museum for Human Rights – the first national museum to be built outside the Ottawa region. She has long been associated with arts and culture as a volunteer, performer, and fund-raiser – keeping the arts thriving in Winnipeg and beyond.

Taylor Morriseau [BSc(Hons)/17]

Taylor Morriseau is a rising Indigenous scholar and PhD candidate at the Children’s Hospital Research Institute of Manitoba. As a member of the Diabetes Research Envisioned and Accomplished in Manitoba (DREAM) team, her CIHR Vanier research examines early-onset type 2 diabetes among Indigenous youth in Manitoba. In 2019, she was recognized by WXN as one of Canada’s 100 Most Powerful Women and by Corporate Knights Top 30 under 30 Sustainability, and in 2020 received a UM Distinguished Alumni Award in the Outstanding Young Alumni category.

Muriel Smith [BA/50, BA(Hons)/51, BEd/75, MEd/75, LLD/09]

Muriel Smith is a pioneering politician and feminist. She was the first woman in Canada to serve as a deputy premier when she was elected to the Manitoban provincial government in 1981. She held several ministerial portfolios throughout her career, including the minister of Community Services, minister for the Status of Women, and the minister of Labour and Housing. She has received the Order of Manitoba, become an Officer of the Order of Canada and has received the Queen Elizabeth II Diamond Jubilee Medal.

Carol Shields [DLitt/03]

Carol Shields was a beloved professor at UM for nearly two decades. She joined its English department in 1980 and taught students until her retirement in 1999. Shields died in July 2003. Her award-winning work, including non-fiction, poetry, drama and fiction, has attracted accolades far and wide. In the mid 1990s, her novel The Stone Diaries won both the Governor General’s literary award and The Pulitzer Prize.

Janis Johnson [BA/68, LLD/18]

The Honourable Janis Johnson was appointed to the Canadian Senate in 1990, and upon retiring in 2016 was the longest-serving Conservative member. Volunteerism has been a fundamental part of Johnson’s life, through her extensive involvement with Special Olympics and arts organizations in Winnipeg. She also worked with the University of Manitoba’s continuing education division, where she designed a program enabling women to become better-equipped to return to the workforce.

Kimberly Prost [LLB/81]

Kimberly Prost’s commitment to justice has been marked by her fair and unbiased views while negotiating with the United Nations Convention against Transnational Organized Crime and the UN Convention against Corruption, and shaping counter-terrorism legislation with the Commonwealth Secretariat as Head of the Criminal Law section.  In 2017 Prost was elected as a judge of the International Criminal Court (ICC) for a nine-year term. She is only the second Canadian to sit on the 18-member ICC and the first Canadian woman.  In 2020, she received a UM Distinguished Alumni Award in the Professional Achievement category.

Isabel Auld [LLD/86]

Isabel Auld was a long-serving member of UM’s board of governors, and in 1977 was chosen as the school’s first female chancellor, a position she held until 1986. She has been inducted into the Order of the Buffalo Hunt, Order of Canada, and the Winnipeg Citizens Hall of Fame, and is the recipient of the Queen Elizabeth II Diamond Jubilee Medal and multiple honorary doctorates.

Kathleen Richardson [BA/49, LLD/89]

Kathleen Richardson was passionate about arts and culture, having nurtured almost every arts organization in Winnipeg. She served as president of the Royal Winnipeg Ballet from 1957 to 1961 and honorary president until her death, and lead the campaign to raise $5.5 million towards construction of its new headquarters in the mid-80s. A lifelong friend of UM and an honorary fellow of St. Paul’s College, she received both an Alumni Jubilee Award and an honorary doctorate. She was a member of the Order of Manitoba and promoted from Officer to Companion of the Order of Canada—the country’s highest civilian honour.

Dr. Noralou Roos

Noralou Roos is a ground-breaking UM researcher and a Tier 1 Canada Research Chair.  She has pioneered population health research through the examination of the social determinants of heath and co-founded the Manitoba Centre for Health Policy at UM. Roos received the Order of Canada in 2005, was elected a member of the Academy of Sciences of the Royal Society of Canada in 2009, and most recently received a Fellowship in the Canadian Academy of Health Sciences.

Patricia Bovey

Before being appointed to the Senate in 2016, the Honourable Patricia Bovey was a Winnipeg-based gallery director and curator, art historian, writer and professor. She was the Director of the Winnipeg Art Gallery (1999-2004) and the Art Gallery of Greater Victoria (1980-1999), and was appointed Director Emerita of the Winnipeg Art Gallery in 2014. She was the chair of the Board of Governors of UM and served on the Boards of the National Gallery of Canada (2005-2009) and the Canada Council for the Arts (1990-1993). She is the recipient of multiple prestigious awards including the Queen’s Gold Jubilee Medal. 

Tannis Richardson [BScHEc/48, LLD/12]

Tannis Richardson is a steadfast philanthropist and volunteer who has spent decades committed to arts, health and cultural organizations including the Winnipeg Symphony Orchestra, the United Way of Winnipeg and the Canadian Foundation for AIDS research. She has been invested in the Order of Canada in 2004 and is the recipient of a Manitoba Philanthropy Award in 2018 in the category of Outstanding Philanthropist.

Adele Wiseman [BA(Hons)/49, LLD/89 ]

Ann Callahan [MA/02]

Beatrice Watson [ExtEd/00]

Bonnie Korzenlowski [BSW/80]

Carol Shields [DLitt/03]

Chriss Tetlock [BEd/82]

Clara Hughes [LLD/06]

Connie Eyolfson [BA/81]

Connie Magnusson Schimnowski [BSW/94, MSW/01]

Corrine Joan Scott [BComm(Hons)/80  ExtEd/94]

Dayna Spiring [BA/98. LLB/01]

Debora Durnin-Richards [BHEc/76, ExtEd/98, MEd/10]

Diane Roussin [BSW/96]

Doris Mae Oulton, Friend

Dr. Helen Glass [Cert.Nurs(T&S)/58]

Dr. Jennifer Shay [MSc/59, PhD/66]

Dr. Jessie Lang [BA/37, BSW/63]

Dr. June James [BSc/63, BSc(Med)/67, MD/67]

Dr. Noralou Roos, UM Researcher

Dr. Rayleen De Luca [MA/81, PhD/85]

Dr. Sherry Peden [PhD/11]

Dr. Sybil Shack [BA/29, BEd/45, MEd/46, LLD/69]

E. Cora Hind [LLD/35]

Eira Friesen [BSc/39]

Elaine Froese [BHEc/78]

Elba Haid, Friend

Elder Mae Louise Campbell, Elder in Residence

Erna Kimmel, Friend

Evelyn Hart [LLD/89]

Gail Asper [BA/81. LLB/84, LLD/08]

Honourable Janis Gundrun Johnson [BA/68, LLD/18]

Honourable Janice Filmon [BScHEc/63, LLD/11]

Honourable Kimberly Prost [LLB/81]

Honourable Pearl McGonigal [LLD/83]

Honourable Sharon Carstairs [LLD/07]

Isabel Auld [LLD/86]

Isabel Ross Maclean Hunt [LLB/1916]

Jean Agnes Hird, Friend

Joan Mary Harland [BArch/38]

JoAnn MacMorran [BN/65]

Judy Wasylicia-Leis, Friend

Kathleen Richardson [BA/49, LLD/89]

Leanne Boyd [BSW/73, MSW/86]

Margaret McWilliams [LLD/46]

Margaret Morse [BA/46]

Marianne Cerilli [BPE/82, BEd/85]

Mary Dyma [BA/23]

Mary Scott [BA/59, BSW/60, MNRM/81]

Muriel Smith [BA/50, BA(Hons)/51, BEd/75, MEd/75, LLD/09]

Muriel Sprague Richardson [LLD/58]

Pamela Rebello [Cert.Ed/70, BPed/74, MEd/89]

Rita Chahal [ExtEd/91, ExtEd/99]

Samantha Rayburn-Trubyk [BA(Adv)/06]

Senator Marilou McPhedran, Friend

Senator Patricia Bovey, Friend

Shahina Siddiqui [LLD/19]

Sherri Walsh [LLB/85]

Shirley Render [BA/64, MA/84]

Susan Hart-Kulbaba [BA/77]

Tabitha Langel [BSW/86, ExtEd/04]

Tanis Mindell [AssocEd/72]

Tannis Richardson [BScHEc/48, LLD/12]

Taylor Morriseau [BSc(Hons)/17]

The Very Reverend the Hon. Lois M. Wilson [BA/47, LLD/06]

Theresa Oswald [BEd/88, BA/93]

Tina Jones [BEd/89]

Verna Kirkness [BA/74, BEd/76, MEd/80, LLD/08]

Wilma Derksen [ExtEd/08]

Sister Geraldine MacNamara [BA/59, CertEd/60, BEd/65, LLB/74] ]]> https://umtoday-wordpress.ad.umanitoba.ca/the-manitoba-150-women-trailblazers-announced/feed/ 3 Is Continuing Ed right for you? https://umtoday-wordpress.ad.umanitoba.ca/is-continuing-ed-right-for-you/ https://umtoday-wordpress.ad.umanitoba.ca/is-continuing-ed-right-for-you/#respond Thu, 29 Aug 2019 16:47:02 +0000 https://news.umanitoba.ca/?p=118239 “The demographics of non-degree CE programs is composed of returning adult professionals." - Rod Lastra]]> What’s the difference between a degree program and continuing education, and how do you know which stream is right for you? Well, learning style is one thing to consider, says Rod Lastra, associate dean (academic), Extended Education at Winnipeg’s University of Manitoba.

A majority of continuing ed programs offer non-degree options — like certificates and diplomas — using the principles of “flexible learning” such as online study, or a combination of online and face-to face. On top of that, programs are typically offered on a part-time basis, “which allows adult learners the ability to complete a credential while working and maintaining a balance with their personal life,” says Lastra.

The demographics of students also differ between typical degree programs and continuing education. Because the former tends to attract students between 18 and 22, the pedagogical framework used in the classroom is focused on “traditional full-time students.”

“By contrast, the demographics of non-degree CE programs is composed of returning adult professionals,” Lastra points out. “As such, the development and delivery of most CE programs are grounded in the pillars of adult learning theory … which not only takes into account the extra-curricular commitments of adult learners through flexible or self-determined learning models, but also incorporate novel approaches to curriculum design, assessment and formal recognition of previous learning.”

“Certificate programs may provide those without a university degree the ability to upgrade their professional skills, (and) laddering opportunities towards degree programs are possible upon completion of a certificate program,” Lastra says.

As published in Toronto. Reprinted with permission.

Learn more about our programs and courses at UM Extended Education

The Teaching English as a Second Language (TESL) certificate program offered by Extended Education at the University of Manitoba is the perfect practical addition to your degree and/or experience, says Tatiana Galetcaia, instructor, TESL.

“Teaching English is about more than speaking it. The program’s practicum is very important, to build on your learning and experience,” she says, noting her students must get a feel for the classroom, and create strategies for interacting with students face-to-face so they can polish their teaching skills.

“We consider what it means to study and learn a language.”

Cultural differences
With over 25 years’ experience teaching TESL programs, Galetcaia encourages her TESL students to consider the cultural differences that make a difference in how we communicate. For example, in China, students don’t criticize the experts, so asking a Chinese student for a critique can be challenging.

It’s also important to learn the right way to correct your students and provide constructive feedback. If you constantly correct them, it can be discouraging. If you don’t guide them enough, you are doing them a disservice because they will not learn to communicate effectively. “Corrective feedback provided with too big of a heart can do students a disservice.”

You don’t have to be a native speaker to teach ESL, Galetcaia says. In fact, she is originally from the Republic of Moldova in Eastern Europe, and she holds advanced degrees in applied linguistics, followed by TESL training in Canada that honoured her knowledge and skills. “When I was learning English, I had language teachers who impatiently correct you, and I have had some who don’t tell you when you are wrong. That’s disappointing.”

Understand your learners
Native English speakers tend to see themselves as a resource to copy, but they also need to understand where their learners are coming from, she says. “They must be ready to ask why we do this, why we say this. They must anticipate the questions of learners.”

Non-native English speakers have the advantage of understanding the learner’s perspective because they were once in the learner’s shoes. But they must ensure their pronunciation is clear and error-free so they are easily understood.

In Extended Education’s TESL program, Galetcaia teaches two courses: Fundamentals and Principles of Teaching ESL, and TESL Speaking and Listening. The first course offers some important initial information on principles and theory, and advises on creating lesson plans. The second focuses on how to teach people to express themselves and be understood.

Proven lesson planning
Creating an effective lesson plan requires a proven approach, and in the program, instructors learn how to structure their lessons with a systematic structure that won’t confuse their students, she says. “You build a lesson plan step-by-step with a scaffolding approach. You can’t jump into things without preparation. We explain the stages of each lesson.”

There are many reasons professionals take the TESL program. Some want to add an additional credential to their resume. Others want to teach abroad. TESL is a great opportunity to impress an employer or make a career change too, says Galetcaia. “You will open yourself up to the English language and new opportunities. If you are wondering what else you can do, to feel useful, help others, and advance in the labour market, this program could be the way. You will also discover so many things about your own knowledge and understanding of language. This could change your career.”

Learn about Extended Education Programs and courses

 “For adult learners, so many responsibilities can get in the way of pursuing a course. There are family commitments, work commitments. It can be very difficult to fit it all into your life, but studying online increases your flexibility and removes the barriers. You can study at your own pace and adjust your schedule to include other priorities of daily life,” says Marie Antaya, owner/operator of Eclectic Communications and instructor for the Program Development for Adult Learners (PDAL), an online program for adult educators offered through Extended Education at the U of M.

Extended Education provides programs and courses designed for today’s working professionals who need to keep learning. This lifelong learning contributes to on-the-job success, and earns you a university credential. Programs are developed in consultation with business and the community, leveraging the expertise of both university and community experts.

Marie Antaya, PDAL instructor

Online courses are doable
“One of the key principles of adult learning is making a connection to what you are learning, for motivation. In Extended Education programs, instructors know you come with experience. They acknowledge it, and encourage you to share it,” says Antaya.

Many students come back to keep learning after a long time away from structured studies. When they study online, they can do it at their own pace and ease into it, she says. “They find it is quite doable.”

There are many benefits to online learning. For example, she says, there is more opportunity for feedback. “Online, there is a quality of engagement because you can’t fake engagement online. I was very surprised at how engaging my last course was. Students built relationships with each other in a short time. One in four students in my last group had never taken a course online before. They made professional connections and supported each other.”

Peers from across Canada
Another benefit is the opportunity to obtain a wider perspective on your learning and make professional connections with fellow students from across Canada. With online learning, you are entering a national classroom. “I witness students helping each other out, providing feedback, in discussion. For me, it’s fun to see the statistics representing engagement. For example, one course had 16 students and over 600 discussion posts.”

In Antaya’s PDAL courses, during the first week, she asks students to pose three questions they would like to have answered by the end of the course. “I have yet to have a student who cannot answer their questions. They all do it. They work through, and find the answers they are looking for.”

In her PDAL courses, students come from various career backgrounds. She has taught people who work in education, health care, corporations, social services, and more. “It’s really interesting how people come at adult education from different angles, their depth of knowledge and different perspectives.”

Online learning has come a long way from the old correspondence courses, she says. “Students can get to know each other even better online, and still feel a part of the class.”

Yasser Shaker, QM instructor

Advance your career
Completing an online course while you are working can help you to advance your career, says Yasser Shaker, Quality Manager at Trillium Health Partners (Diagnostic Imaging), and Quality Management Program instructor for Extended Education.

“An online course can benefit your future. There’s flexibility, so you can work on it around your schedule. With no commute to the classroom, you don’t need to worry about or pay for parking,” says Shaker. “Extended Education has a variety of courses, and, at the end of the day, online education is very important for adults. They can’t put their family and other commitments aside. It’s a great option.”

Of course, taking an online course still takes a commitment and some time management skills. “You need to be aware of deadlines and have the vision to be successful. But in adult learning, instructors understand where you are coming from.”

In Quality Management, for example, Yasser says he has seen students from across Canada and from many industries including education, hospitals, government, and consulting. He’s also had international students take his courses.

“The beauty of an online course is that it is not based on teacher-led instruction. It is student-centered. Information is shared. Knowledge is shared. There are tools, and problem solving. It’s a very collaborative approach. Students are encouraged to participate. I learn from my students too. We learn from each other.”

Like many online courses, students take the Quality Management program for several reasons. They may take it to increase their knowledge in their current role, to advance in their career and pursue a new role, or simply to enhance their skills.

“There are many reasons for online learning. It can be very beneficial.”

Learn more about all Extended Education at the U of M programs at UMExtended.ca.

Published in the Winnipeg Free Press December 2018 Education Guide

“Even an industry expert was able to learn from it,” says the instructor and content developer for the new PDAL certificate program offered online through Extended Education at the University of Manitoba.

“A good program can help to transform a person’s career. In our first one, students were fully engaged and learning. They made a strong connection with their classmates. A number of students emailed me to say it was so user-friendly and a better learning experience.”

In the summer of 2017, Antaya was asked to develop the PDAL program, and the first session started in January of 2018. PDAL was designed to replace the former Certificate in Adult and Continuing Education (CACE) with a more current and relevant program to be conveniently offered online.

PDAL
“CACE was a lot of theory-based design. PDAL is more practical, so students can neatly take the ideas and apply them to the work they do. It is also built on the IPL competencies framework. These key principles for effective training look beyond what needs to happen in the classroom so students are trained for the classroom and beyond.”

A member of IPL for over seven years, Antaya has served as an IPL volunteer and as IPL’s Manitoba chapter chair.

“IPL is a great way to meet others in learning and development, and to learn and grow, and support each other as we improve the work we do.”

The Winnipeg resident and owner/operator of Eclectic Communications for the past 10 years has worked in learning and development for nearly 18 years. Eclectic has a team of consultants providing training programs to improve communication skills across Canada.

Create a safe place to learn
Her first teaching job was teaching adults how to skate. “I learned that adults can be petrified and need support. It is so important to provide emotional support first, and create a safe place for them to learn.”

“I kind of fell into learning and development,” she says, noting how she found herself in her first job after university in the corporate training division of a CEGEP in Quebec. “Through the years, I have done a lot of work with adults and children in learning environments. I have had a lot of mentors.”

Her work on the two PDAL required courses, Adult Learners and Program Design, was a rewarding challenge, she says. “The results exceeded my expectations. I was amazed at how students took the initiative and the instructor became secondary. They got involved and started learning from each other. That’s how it should be.”

Keep learning
In addition to her degree, Antaya holds a Certificate in Adult Education, and a Teaching English as a Second Language (TESL) certificate from the University of Manitoba. She encourages adult educators to keep learning, with options like PDAL.

Learn more about the Certificate in Program Development for Adult Learners

This article also appeared in the Institute for Performance and Learning IPL Weekly.

“We are seeing significant increases in online learners from Toronto, other Canadian cities, and even outside of Canada,” Gary Hepburn, dean, extended education, University of Manitoba, recently told the Toronto Star. “Even many of our local students here in Winnipeg attend online.”

U of M’s Extended Education courses offer quality professional development programs designed to help adults thrive in a rapidly changing economy. Courses are designed with university expertise to respond to the demands of today’s challenging marketplace. And, fortunately, there’s not always a need to come to class in Winnipeg when a selection of relevant personal development options are offered online.

Among the options is the innovative new adult learning program, the Certificate in Program Development for Adult Learners (PDAL). This program, offered entirely online, replaces the Certificate in Continuing and Adult Education (CACE).

A December 2017 report from the federal government recommended a third pillar of education for adults, to support K-12 and post-secondary schooling. The U of M saw a 58 per cent increase in non-credit adult education registration from the 2015/2016 to 2016/17 school years.

“The ability of someone in the workforce to transition and transform throughout their career is increasingly important,” Hepburn says. “The workplace is transforming so quickly now that people really do need to be lifelong learners.”

UM Extended Education