My career path has been varied and includes food service, trades, management, business ownership and teaching. In all of these there have been several things in common. First, in each case, I spent time educating myself about the industry and processes to become a valuable contributor to their success. Second, each of these areas involved the training and development of others. Thirdly, they all included management of operations, employee relations and profit responsibilities.
As an admitted lifelong learner, I have engaged in career development all the way through finally earning a Master of Education degree while teaching. At Conestoga, like my other employers, it’s been important to me to participate fully in networking and seeking mentors to enhance my knowledge and value while offering my experience to others.
Now, in entering my 16th year at Conestoga, I’ve been part of many committees contributing to the development of student success, student retention, degree development, specialized learning programs and the recognition of exceptional faculty with the selection of the Aubrey Hagar teaching award winners. The latter has been such an honour and a pleasure discovering the diverse, professional and dedicated faculty at Conestoga and then working alongside them to select future winners.
Working from new training modules created by College and Institutes Canada (CICan) in 2024, professor Bob Carder has incorporated eco-friendly perspectives and instilled respect for Indigenous perspectives into Conestoga’s Heating, Refrigeration and Air Conditioning Technician (HRAC) program.
Bob developed this new curriculum by consulting with CICan to clearly understand what content professors should deliver in college-level courses. To ensure the appropriate technology was used, Bob also worked with an Online Learning Centre employee who specialized in the software package required by CICan.
The curriculum is now embedded in the HRAC program, which Bob has taught in since 2009. Bob delivers this curriculum using student-centred learning opportunities, fostering an open environment where students can express their opinions and current knowledge on climate action initiatives.
Students practice using real HRAC systems to build industry skills.
Discussing Current Events in the Industry
Some first-semester students may feel uncomfortable expressing opinions or differing ideas, believing they’ll lose grades if they don’t adhere to course content. Bob works to make students more comfortable in the learning environment by finding ways to relate the course material to either background knowledge students already possess or to current events of which students would be aware. Bob says he notices a difference when he meets students again in their third semester: by this time, they are more confident and ready to openly participate in class discussions.
“I spend the first 10 to 15 minutes [of each class] reviewing what we learned the week before. I provide multiple ways for students to give their opinions and feel comfortable discussing course content,” said Bob. “I also discuss program-related topics in the news, especially when they pertain to climate change. I find this engages students, especially those new to HRAC because they can see how the sector will affect them and other people.”
“I teach courses in HRAC’s first and third semesters, so I see the same students in two different years. After they realize my class is a safe and positive place to learn from each other, they’re more receptive to engaging in classroom discussions and boosting their learning,” said Bob. “There may be students coming directly from high school or other environments where discussing differences from learning materials was discouraged. I recognize this hesitation and keep the first lessons open-ended.”
Bob (centre) with graduates of the HRAC program.
Advice for Faculty on Enhancing Student Success
Bob sees value in updating your knowledge on post-secondary education and teaching concepts, college policies, and Indigenous ways of knowing in order to integrate new learning into the classroom. Participate in as much training as you can (for example, Bob has attended credit courses, workshops and conferences on his subject matter expertise and on effective teaching practices) and consider networking with other faculty to share experiences and trade ideas.
Be able to admit you’re still learning and gaining industry experience alongside students. View yourself as an ongoing learner willing to experiment and change the direction of your teaching to best suit students’ learning preferences.
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Wesley Butler
Wesley Butler, B.PR, B.A. Comm, and Cert. Post-Sec Teaching, brings nine years of experience in communications and public relations to Teaching and Learning. Wesley co-ordinates the semesterly observation of teaching process and oversees the implementation of credited courses offered to Conestoga faculty. He has launched a feature story series to highlight professors' successes at the college, and a weekly digital newsletter to promote Teaching and Learning's initiatives. As a Conestoga faculty, Wesley teaches in the Schools of Business and Interdisciplinary Studies, focusing on communications-related programs. He has also developed E3 workshops on professional e-mail writing and using generative artificial intelligence for high-quality workplace correspondence.
