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Our People

Thanking SLC’s Essential Services

Someone writing 'thank you' with a pen.While most of SLC is working remotely, a number of essential staff and services are still on our campuses ensuring the security, safety, and daily building operational needs are being met.


Facilities: Facilities conducts a bi-weekly campus walk through to verify systems and ensure that there are no failures. Contractors are on site to perform essential functions to safeguard the campus systems such as fire systems and elevators. Facilities is remotely controlling the heating and cooling of facilities and is able to identify equipment failures or problems.


Security: Provide on-going presence at each of our three campuses to verify alarms, ensure the facility is secure, and to act as an onsite contact in the event of a campus emergency.


Custodial: Limited custodial staff is present on each of our three campuses to provide a safe and clean environment for those who must access the building.


Finance:  The Finance and Procurement team continue to deliver services remotely for year-end processing. A few of our key Finance team members are on our Brockville campus on Tuesdays and Thursdays to generate cheques for payments that cannot be facilitated through EFT and to process all invoices received by mail. Finance encourages everyone to reach out to our partners to promote email communications to reduce wait times and minimize risk.


IT Services: IT Services has a limited presence on the Kingston campus on an as needed basis to respond to critical IT infrastructure.


Shipping and Receiving:  Shipping & Receiving continues tri-campus operations on a modified schedule

to ensure a smooth close to fiscal year-end by receiving all outstanding goods / service, and mail delivery. Evan Hayter and Dylan Kelly have been instrumental in the collection, transportation and recording of medical supplies being donated or loaned out to the local health care centers. We continue to support Academic operations in alternate delivery of educational programs with the distribution of required IT supplies for our faculty and students.


Food Services: Brown’s Fine Foods suspended tri-campus suspended operations on March 14 until further notice. Tulip’s and Maple’s (Brown’s partner) provided meal plan delivery service to our students in residence until March 31st to support staff and students during the transition.


Residence:  There are 25 students living in the Kingston residence and none in Cornwall or Brockville. Students are in regular touch with residence staff, and are preparing their own meals.


Health Centre services for students

SLC has maintained modified access to health care services for students through the Kingston Campus Health Centre. The campus is not accessible; walk-in appointments are not available. If you are helping a student access care, they are to call the Campus Health Centre (613) 544-5400, ext. 1136 to leave a message, and one of our Registered Nurses will return their call for screening and triage.


If an appointment is needed, a date and time will be provided and access will be granted at that time only, and only for that individual.  Students are asked to not visit the Campus Health Centre without an appointment.

Our Programs

Insight on the Rapid Switch to Alternate Delivery


Women holding a pen writing in a notebook at a desk. Andre Leger, Associate Dean, School of Contemporary Teaching & Learning (SCTL), has shared insight about the transition to alternate delivery of SLC programs. With little time to plan and execute, their teams mobilized quickly to help faculty continue program delivery and ensure the successful completion of the winter term.


Q: Many instructors at SLC may not have experience teaching classes remotely. What resources are now available to those looking to enhance these skills?


The SCTL created a new website to hosts various resources to support the transition to alternate delivery. The website has been evolving every week based on the needs of faculty, but currently contains the following sections:

  • Prepare – this section outlined the process where faculty amended their learning plans, reviewed current courses, and identified critical learning outcomes that could be assessed within the new format.

  • Teach – this section contains a quick overview of digital pedagogy principles by referring to the Community of Inquiry (CoI) model of virtual instruction which includes three types of presence: social, cognitive, and teaching, and how to incorporate them into new courses.

  • Toolkit – this section summarizes the digital learning tools available to SLC faculty to supplement their instruction with specific strategies to design with intent. We also created a new dedicated Microsoft Teams area under the toolkit section that isolates key resources for faculty, staff, and students.

  • Students – this section summarizes the student services that are now available remotely so faculty can keep their students informed of these changes.

  • Workshops – this section contains a weekly schedule of professional learning opportunities for faculty and staff, including workshops, drop-in question/answer sessions, social events, and a series of ongoing exchange of ideas and explore their teaching practice within a specific area (e.g., innovative uses of Panopto).

  • Need Help – this section outlines our new remote service model which includes a new email. The team collects all the inquiries through this shared email and distributes it amongst various team members in order to expedite the service to our faculty. We also share new resources through the SCTL Twitter account @SLCTeachLearn

Q: What kinds of adjustments do you think instructors will have to make as they move to teaching remotely?


We have been asking faculty to use the KISS principle to guide their redesign process when exploring alternative delivery methods. This principle stands for “Keep It Simple and Strategic” and is commonly used in the field of instructional design where educators rely on evidence-based practices to create or select appropriate teaching strategies.


In the current context, it reminds faculty not to overcomplicate a process by using too many strategies at once and focus on strategic use of specific learning technologies. For example, a student presentation can be delivered in alternative formats using a simple discussion board where students create their own questions and facilitate a discussion. Many learning technologies are available for faculty/students but it’s important to design with intent (ie., don’t use technology for the sake of technology but rather for assessing a specific learning outcome).


Q: What is the most important piece of advice you think that SLC instructors should keep in mind?


Don’t forget the human element of teaching. Faculty should strive for authenticity by demonstrating their unfamiliarity with new technology and displaying their openness for new learning experiences. They should feel comfortable making mistakes in front of students and enjoying a good laugh when things don’t go as planned during a lesson. This helps create a more collaborative learning environment for everyone. It’s also important to recognize that this is a time of uncertainty for many individuals and it’s ok to say that out loud so that we can move forward by acknowledging some limitations. At this point, students don’t expect perfection, but they do want to feel safe to experiment as they navigate alternative delivery with their faculty.


Q: What has been the biggest challenge to our faculty in this new environment? How are you addressing these challenges?


I think it is safe to say that the most challenging aspect of this initiative is rapid skill development during a time of uncertainty.


Faculty have done exceptional work adapting to change by reaching out to the SCTL for help and leveraging the expertise of their peers in identifying specific program-level strategies.


The SCTL has partnered with the Program Development, Design, & Renewal (PPDR) as well as the Information Technology Services (ITS) team to bolster our professional learning services. This partnership has enabled us to create a series of resources to help faculty identify quick solutions that would support them in adopting alternative delivery formats. The introduction of MS Teams, for example, has been met with great success as faculty are exploring the use of this tool to engage students in synchronous and asynchronous delivery.


Q: What is an example of a creative course modification you could talk about as an example of alternate delivery?

Business professor Rajni Dogra has used MS Teams to create collaborative online group activities using specific “channels” in MS Teams. This is a good example of using the application to emulate group work in private virtual rooms.


Q: Anything final insight to add?


I want to extend thanks to the SCTL and PPDR team members, as well as Lisa Grothier, Director, Information Technology Services.

Andre Leger
Andrea Seepersad
Angela Covey
Carolle Boudreau
Christina Decarie
Donna Elliott
Gina Kerr
Jamie Edwards
Jody Souka-Marleau
Julie Johnston
Katherine Onstein
Rochelle Hughes
Ryan Mahoney
Sara Barrie
Taunya Murphy

Clarke Mathany
Beth Pero
Valerie East

Our Students

Interview With an SLC Student

Jimmy Johnson SLC StudentJimmy Johnson, an international student studying Project Management in Cornwall was asked to share his thoughts and experiences as SLC moved to alternate program delivery. Keep reading for Jimmy’s perspective after the COVID-19 pandemic meant on campus classes moved to alternate delivery for the semester.

Q: How would you describe your SLC experience so far?

It has been the “best”. I have no other words to describe my experience. The professors and the faculty have been very much helpful and supportive in providing the required guidance for success in your career and your life as well. It's not always about reaching the highest peak of career in your life but having humanity and showing love and concern for the other individuals as well. Once you have both it becomes a good recipe for being the best version of you in the world, not just the work world.


Q: How has the adjustment to alternate delivery been for you?

Even though I prefer having the physical class, the transition has been very easy. Everything was set in place and we just had to follow the instruction given to us by our professors. The professors made sure they were comfortable with the software they were using and guided us through the transition process. They ensured us of their unwavering help in this time of uncertainty and guided us through.


Q: What advice do you have for fellow students, on how to navigate these unusual circumstances?

My advice to my fellow students would be to help one another at these difficult times. Respect the social distance set by the authorities, be there for each other, and if you do have any questions please do not hesitate to ask the professors. The professors would be able to guide them in the right direction. I know these are difficult times, but these are times when we can look at ourselves and say, what I can do to make the other person happy, or what can I do to make a difference. Stay positive and healthy.


Q: Is there anything you’ve done in particular, that has helped you, or someone else?

One thing I do is always try to look at the bright side of any situation. It's not just bad things that any situation has but there are opportunities, there are things we can do to improve, to help the community for the greater good. Try to focus on how to solve a problem rather than playing the blame game, or even thinking about how bad the situation is.


Q: What is something you are looking forward to? Either at school or beyond?
I am looking forward to going back to school seeing my professors and being around all the students. Looking beyond, I would like to pursue a job where I will be able to be around people and see everyone smiling.

Our Communities

Three Things You Can Do, To Boost Communications While Working From Home

Group of envelopes coming out of a laptop overtop of a world map. Working remotely offers unique challenges, and can be difficult for people, depending on their comfort level with new technology and appearing on screen. The SLC Communications team has three easy tips to help smooth communications while adapting to new platforms, new situations, and new realities! Click here to send in your own.

1. Preparation has never mattered so much!

There is no better fix for nerves when doing something new, than to prepare. Unsure of new technology and how you will sound or look? Book a meeting with a friend and ensure your set-up, sound, and approach is conducive to clear communications. There’s nothing worse than trying to subtly adjust the angle of a web cam or sliding smart phone in the middle of a phone call!

For people leaving repetitive voice mails, or messages they want to ensure sound clear, call your own voice mail first and leave yourself the message. Hearing yourself say it out loud is a perfect way to find awkward pauses or phrases.

It takes about a minute to load a Skype call, get your video turned on, and make sure your earphones aren’t wrapped around your neck. Building five minutes between calls to catch a breath, get set-up, or stand, stretch, and get some water can make the difference between starting a call prepared, or starting a call in a scramble.

2. It’s okay to slow it down.

It can feel awkward in a group call to ask for clarification or to insert a question. If you are moderating a large group call, make sure you ask along the way if there are questions or comments, or indicate at the beginning how questions can be submitted (via chat? Wave a hand?).

It is perfectly fine, and guaranteed to be appreciated by others on the call, to offer a summary of discussion or next steps, or to paraphrase a question to ensure everyone hears it.

We are all missing the hallway chatter and connection that happens outside of a meeting agenda. Leave a little room in your communications for the human side of our business, and encourage people to talk about what they’re reading, or how their kids spent the day.

3. Simple is good.

People remember things well if they are presented in lists (3 or 5 items especially). Organize agendas and share them ahead of time, listing out what will be discussed. Put agendas in Outlook calendar bookings, so all participants can see them – or pop it into the chat window of Skype so people don’t have to refer to their notes to know what is being covered.

When sharing information, remember to simplify wherever possible. Too much information in one message dilutes the points being made. If you have two or three complicated things to spell out, share them as individual messages with a naming convention for ease of search/clustering. For instance, “Topic A, email 1.” “Topic A, email 2,” and so on. You will be helping your audience formulate responses accordingly, and this method leaves room for you to expand on individual points versus worrying how long the grouped messages are becoming.

Important Dates

April 6, 2020: Deadline to withdraw for all winter courses*

April 10: Good Friday (No classes)

April 17, 2020: Winter semester end date for most programs

April 28, 2020: Grades due - Last day to post Winter 2020 grades into SIS

April 30, 2020: All on- or off- campus events care cancelled until this date

May 1, 2020: College offer acceptance deadline

May 11: Spring semester term begins for most programs*

May 18, 2020: Victoria Day (No classes)

June 2020: Credentials will be processed and mailed to graduates

July 31, 2020: Spring semester end date for most programs**

August 10, 2020: Grades due - last day to post Spring 2020 grades into SIS

August 24, 2020: First day - new full-time faculty

August 31, 2020: First day - returning full-time faculty/program coordinators

September 8, 2020: Orientation Day

September 9, 2020: First day of classes, Fall semester begins


May 4, 2020: CYC Brockville – Spring Start-date

May 4, 2020: ECE Online

*date extended from what was originally set