Elevating Devices Program Coordinator, Alan Bennink, and student, Melissa Brosnan work on an elevator control panel .

Mohawk College is one of just two colleges in the province offering a two-year diploma that trains future elevating devices mechanics 

With the significant demand for housing, and buildings and cities only getting taller, a lot rides on developing the skills of future elevating devices mechanics to serve the vertical transportation industry. 

Mohawk College’s Marshall School of Skilled Trades & Apprenticeship offers a two-year Mechanical Technician - Elevating Devices diploma program and an Elevating Devices Mechanic Apprenticeship program. 

The programs cover all aspects of training, including electrical, electronics, programmable-logic-controllers, hydraulics and mechanics, that are required for installing, maintaining and servicing elevating devices. 

A third cohort is now finishing the diploma program, bringing the total to about 100 students graduating from the program launched in 2020. Mohawk has also offered the in-school training for apprentices in the field since 2019. 

Mohawk College, one of Ontario’s largest educators in skilled trades, is among only two colleges in the province, along with Durham College, offering a diploma in the field and one of just two non-union delivery agents in Canada approved to offer the apprenticeship. 

It’s important to attract people from all walks of life, says Isowa.

“Mohawk College puts a great deal of effort into reaching diverse groups, including young people in high school, people from diverse backgrounds, women and girls, and second-career learners to introduce them to skilled trades careers, like Elevating Devices Mechanic, that they may never have thought of,” she says.

Alan Bennink, Program Coordinator of Elevating Devices, who teaches alongside five other faculty members, says the industry is booming, including on the residential front.

“Ground costs money, and houses, like most other buildings, are going higher and higher. As people get older, many don't want to climb stairs anymore. When you have a three- or four-storey house, at minimum, you want a dumbwaiter to carry stuff, but in a lot of cases, you probably want a full elevator to take you up and down. As a result, the demand for private residence elevators has grown substantially.”

The housing crisis, which will require more dense, multi-level housing, along with expanding transportation, healthcare and office infrastructure, will all result in more demand for skilled labour to build, install and maintain elevators and escalators.

All that construction also requires hoist devices to carry materials and workers up and down.

The College’s large Elevating Devices Mechanics Lab is equipped with three working elevators, an escalator, accessibility lifts and elevator controls. Much of the equipment has been donated by industry partners. Students in the program also have access to electrical, electronics and hydraulics labs.

Graduates are being trained to work in the maintenance and repair sector, as well as for elevator and parts manufacturers and installation companies. The program can also lead to sales or inspection jobs.

Annually, more than 100 post-secondary students and apprentices are studying through Mohawk College’s elevating devices programs.

Bennink, who came to Mohawk College about five years ago after a 23-year career in the industry, says elevators are sophisticated devices that rely on computer controls and electronics.

“I usually say most elevator mechanics do more complicated electrical work than about 50 per cent of the electricians out there. And it’s work that people rely on for their safety.”

Bennink says there are great careers, locally, nationally and internationally, to be found in the elevator industry.

“I don’t know anybody who has left the trade after becoming fully licensed. There is a high retention rate and six-figure in salaries. For me, it’s been a great career. It gave me variety, challenges to solve and the ability to work on my own and earn at a high level.”

With the program being so new, survey data about post-graduate employment is limited, but Bennink says he’s learned through conversations with students that roughly half of them secure jobs with regional companies before they even graduate.

Finlay Rae, who graduated from Mohawk’s Elevating Devices Mechanic diploma program in April 2023, now works as an apprentice with Delta Elevator, covering the territory from Brantford to Windsor.

Like many, Rae, 20, was hired before finishing his diploma. He says he knew in high school that he wanted to work in trades.

“I was better with my hands and at thinking more mechanically,” he says. One of his guidance counsellors had taught someone who became an elevator mechanic and when Rae looked into it, he was interested.

“You get to do something different every day and there is so much to learn.”

Mohawk College is helping to address a huge industry need.

Recent government employment data projected as many as 700 job openings in the elevating devices field from 2021 to 2025 — just in Ontario — with half of those being new positions.

A 2018 provincial taskforce report determined a shortage of mechanics is leading to poor maintenance and long elevator outages. Just one in five elevators in the province met all safety requirements.

As well, provincial legislation now requires that elevators return to service within 14 days, and within seven days in long-term care facilities and seniors’ residences.

“Elevators are definitely an important mode of transportation. And I think we're so used to elevators that we forget they are a mode of transportation just like a car, and they need to be maintained,” says Melissa Brosnan, a second-semester Elevating Devices Mechanic student.

Melissa Brosnan reviews schematics as she services one of the lab's elevators.

“They need to be running, and they need to be fixed on time because people depend on them. When an elevator breaks, people still need to go up and down. So it's definitely a very, very important trade.”

Brosnan is immersed in learning the basics and theory behind elevators and their maintenance and repair. It’s a fascinating career change for Brosnan, who had been working as a funeral director for a little more than 10 years.

“It’s a big change but it’s an exciting one. It's definitely challenging, but I'm learning a lot and gaining valuable experience.”

Brosnan says she was drawn to the program because of the job opportunities in the field, driven by looming mass retirements.

“There are so many places to grow, whether you're working in the field, or you're selling or inspecting, even consulting, so I thought it was a good opportunity to get an education in a field that’s seeing growth and development.”

After deciding she wanted to pursue a trade, Brosnan did research, talking to people working in different fields, including a friend working on elevators. She found out about Mohawk College’s program and applied at the last minute. She makes the trip in each day from Toronto.

“The trade is booming right now and it's a good time to get into it."

This story originally appeared in Momentum Magazine.

Clockwise from top left: Tyler Thiem, student; Evan Weidner, student; Tyler Sowden, Technologist; Noey Dang, student;  Irene Amog, Professor, Building and Construction Technology and Engineering  Technology; Oscar Padron-Janica, student.  

The Construction Materials Lab is the first post-secondary institution in Canada approved by the Canadian Council of Independent Laboratories to test aggregate used in a wide range of infrastructure applications.

This past fall, Mohawk College became the first post-secondary institution in Canada to be certified for testing of aggregates used widely in the building and construction industry for asphalt and concrete designs. 

The College’s Construction Materials Laboratory, located at the Fennell campus, was certified by the Canadian Council of Independent Laboratories (CCIL). CCIL, a non-profit organization representing independent, private-sector testing laboratories in Canada, offers the largest laboratory certification program in the country. 

The lab is used for both applied research projects within the construction industry, as well as teaching in the Civil Engineering Technology, Civil Engineering Technician, Architectural Technology, Architectural Technician and Transportation Technology programs. 

This certification means the college has met the standardization and interlaboratory testing requirements of the CCIL Aggregate Laboratory Certification program and is qualified to perform six tests under Aggregate Quality Control Laboratories (Type C) and five tests under Aggregate Physical Property Tests (Type D). 

Irene Amog, a faculty member in the college’s School of Engineering Technology and Aviation, led the certification process along with Tyler Sowden, the technologist for the college’s Building and Construction Sciences program. 

Preparation for the certification process was time-consuming and very detailed, says Sowden. It required proving the lab could complete all the tests, that its equipment worked within the specifications that are required in the industry and that all the necessary calibrations and maintenance is being performed on the equipment. 

The lab also had to produce a quality manual that documents the step-by-step handling and reporting of the materials, along with a maintenance manual showing the calibrations and logs for each piece of equipment. Amog and Sowden had to prove their ability, through written and hands-on tests, to perform and teach the testing methods. 

The lab will be audited every two years to maintain its certification, but all the time and effort is worth it, say Amog and Sowden. 

There is a growing demand in Ontario for applied research expertise in aggregate materials testing and applied research. 

The lab’s certification benefits students, who get hands-on training and the chance to be certified in industry testing – an advantage in the construction sector – but it also benefits industry partners who get the credibility of third-party testing of new materials. 

Amog, who has more than 25 years of experience in testing and quality control in the construction materials industry, says Mohawk College’s primary goal in seeking certification was to provide students the opportunity to get certified. 

“I come from industry and trying to get new employees certified, especially students who often only work for consultants and contractors for a short period of time, was really difficult.” 

The testing work exposes students to new materials in a practical way, says Sowden. 

Students Tyler Thiem and Oscar Padron-Janica weigh and test the specific gravity of aggregate samples.

“Unlike other schools, we’re able to offer our students hands-on training, rather than just watching demonstrations, or scaled-down simulations. Our students get the feel of doing actual full-scale material testing procedures and have the ability to work with the equipment.” 

Providing third-party testing supports applied research projects for industry partners, says McIsaac. 

“Hamilton and our surrounding communities are recognized as a hub of innovation for the aggregate industry. As the first and only college in Canada to have been certified, we now can offer the industry the talent and expertise they need.” 

The 3,500-square-foot lab, located at Mohawk’s Fennell campus, includes equipment to wash materials, sieve sets to grade materials into specific sizes using mechanical shakers, and ovens that can dry up to five kilograms of material at a time. 

Three students in the Civil Engineering Technologist program have now achieved the certification. They have been integral to a partnership with aggregate giant Lafarge Canada to test recycled granular material for its compaction, durability and performance in road construction compared to newly extracted natural material. 

“I'm amazed as to how quickly our students were able to learn the proper procedures and put a system together to test all the research samples,” Amog says of the students who achieved top marks on the certification exam. 

Amog says that if testing can prove that recycled material is equal to or better than virgin aggregate in meeting industry specifications, it will cut maintenance needs, reducing costs, improving safety and providing environmental benefits. 

Recycled aggregate has carried a stigma in the industry because it used to contain other construction materials such as lumber, steel slag and even other foreign material that undermined its performance. 

While recycled material has been used on 400-series highways overseen by the Ministry of Transportation, many municipalities have been reluctant to adopt the materials, says Amog. 

“Lafarge wants to have credible third-party testing data showing this material passes all the requirements.” 

Students Evan Weidner and Noey Dang load fine aggregate into a rotary sifter to perform a sieve analysis.

Fifth-semester Civil Engineering Technology students Tyler Thiem, Oscar Padron-Janica and Evan Weidner work within the Construction Materials Lab and have all earned CCIL certification. 

Each is scheduled to graduate in December after a co-op term and final school semester. They all say the testing certification will help them stand out for jobs. 

“I value this lab experience because it's more working experience on top of the co-op itself,” says Thiem. “I was eager to join this research team because it's another opportunity to further my knowledge in this field.” 

Weidner says working in the lab has given an opportunity to work closely with faculty and to network in the industry. 

“We’ve been able to visit big industrial settings such as the Lafarge plants. Meeting with their managers has opened up new opportunities for networking, to see what's out there in the industry and just get your name out there.” 

Padron-Janica says he’s interested in both the design and materials testing side of civil engineering. The certification has immediately paid off in a summer co-op at Lafarge. 

“Getting the certification, plus that core experience in the lab, has given us a pretty wide angle of expertise. The certification is a huge bonus on our resumés.” 

This story originally appeared in Momentum Magazine.

Paul Armstrong, Chief Operating Officer, Mohawk College and Cheyanne Hammell with her award at the Colleges Ontario Higher Education Summit in Toronto.

Cheyanne Hammell completed an Architectural Technology diploma in 2007 and is the third Mohawk alumnus to win in the technology category since 2018.

Cheyanne Hammell, who graduated from Mohawk College’s Architectural Technology program in 2007, says it was a shock and honour to receive a 2023 Premier’s Award in the Technology category. 

It is the third win for a Mohawk College graduate in that category since 2018. 

The Premier’s Awards recognize recent and past college graduates in seven categories who have made outstanding social and economic contributions. They were presented at the Colleges Ontario Higher Education Summit in Toronto in November. 

Hammell, a Special Projects manager at PCL Construction, Canada’s largest construction company, says she went to the large gala not expecting to win. 

“I looked at the list of nominees ahead of time, and they were all so impressive. I honestly went there assuming it was not going to be me. So when they said my name, I was definitely shocked to say the least.” 

Hammell says she’s proud that her win reflects well on Mohawk College, her employer and women in technology and trades. 

She has been dedicated to opening doors for women throughout her career through mentoring, speaking to students and volunteering with a variety of women in trades groups. She is only the third woman ever to win in the technology category, including fellow Mohawk College alumnus Kathy Lerette, who won in 2019. 

At PCL, Hammell leads highly customized and unique projects for premiere clients in the Toronto area, overseeing a team of 40 people undertaking 25 to 30 complex projects at any time. She led the design of the $135-million Lakeridge Gardens in Ajax, the first long-term care home built under Infrastructure Ontario’s Accelerated Build Pilot Program. It was completed in just 13 months during the pandemic and was recognised with local and global industry awards for from the Toronto Construction Association and Engineering News Record. 

She also led PCL’s implementation of a complex, $200-million baggage handling and sorting system for the Greater Toronto Airports Authority and a $16-million renovation of the CN Tower observation level in 2017. 

Hammell says her education at Mohawk prepared her with technical skills but also the leadership qualities that have helped her succeed. 

She was the PCL Toronto recipient of the prestigious Robert Stollery Leadership Award in 2020, given to one rising project management star per year who models excellence and inspiration for all of PCL. 

In 2022, she was named to On-Site Magazine’s Top 40 Under 40 in Canadian construction and is a Toronto Urban Land Institute (ULI) Women’s Leadership Initiative Champion. 

Hammell, who says she is inspired by her mother, a retired commercial pilot who also broke down gender barriers, is grateful for her time at Mohawk College. 

The College’s history of wins in the Premier’s Awards in the technology category, she says, “is a testament that we're well prepared to enter the industry and the way that we've been educated and prepped for that workforce entry has allowed us to set an example and start off on the right foot and work towards success and helping make a difference.” 

Rebecca Beatty, Program Coordinator of Architectural Technology and Architectural Technician, says the three-year technologist co-op program offers a broad and deep education. It covers all the building disciplines – architectural, structural, and building systems, and incorporates building science and sustainability, history of architecture, and management. 

Students choose from a design and construction management stream in their final year. 

“In the world of construction, there are fewer women. It's great that Cheyanne has been able to smash through that glass ceiling,” says Beatty. “I also think there's an acknowledgement among employers now that having diverse voices is beneficial and helps them grow.” 

Beatty believes Hammell’s Premier’s Awards win will encourage girls and women to join the sector and demonstrates that Mohawk provides the skills to achieve senior role. 

“It highlights the fact that we're producing graduates that have a set of skills that they can ladder up into management and senior roles. All of our Architectural Technology graduates complete a capstone project. And they have to each take on and lead one aspect of that project. That's where they develop some of those leadership, time management, communication, and presentation skills.” 

The three-year Architectural Technology program includes three terms of paid co-ops and that leads to 95 per cent of graduates being employed in the field within six months or pursuing additional credentials through our educational pathways, says Beatty. 

“We have very high employment rates compared to other architectural technology programs in the province right now.” 

This story originally appeared in Momentum Magazine.

Mohawk College shines as college and two of its employees take top honours in 3 of 10 categories at CICan’s annual Awards of Excellence.

Colleges and Institutes Canada (CICan) announced its 2024 Awards of Excellence recipients, spotlighting innovation and exceptional performance within our pan-Canadian community and Mohawk College and two of its employees came away big winners. 

Among the gold medal recipients were CityLAB Hamilton and Mohawk College, who took top spot in the Program Excellence Category, and staff members Tara-Lyn Dinyer and Greg Gagnon, who earned gold in the Leadership Excellence for Faculty and Leadership Excellence for Non-Managerial Staff categories, respectively. 

CICan’s Awards of Excellence celebrate a select group of member institutions and individuals each year for their exceptional achievements within Canada’s largest post-secondary network. These awards honour those who exceed expectations in key areas vital to Canada’s social, cultural, and economic prosperity. 

Program Excellence Award 
Gold: CityLAB Hamilton, Mohawk College 

The Program Excellence Award recognizes programs across Canada that demonstrate innovation, portability, sustainability and effectiveness. Mohawk College nominated CityLAB Hamilton after seven years of successful collaboration. 

“The national recognition of the City LAB program underscores the significant community-building efforts of our student-led initiatives,” said Mayor Andrea Horwath. “Our long-standing partnership between the City of Hamilton and Mohawk College is a testament to the great work that can be done when we join forces to build a better Hamilton for today and future generations.” 

Originating as a pilot project in 2017, CityLAB Hamilton is a collaborative innovation program between the City of Hamilton, Mohawk College, McMaster University and Redeemer University. This program unites students, faculty, and civic leaders to develop innovative solutions to city-identified projects that align with the City’s Strategic Priorities. 

CityLAB officially transitioned to a permanent program in 2022 with support from Hamilton City Council. Annually, the CityLAB program engages approximately 450 students in experiential learning projects that meaningfully address civic challenges, yield tangible community benefits and cultivate a long-term sense of civic responsibility. CityLAB projects tackle complex challenges and pioneer new solutions while mentoring and inspiring the next generation of leaders. 

“We are delighted that CityLAB Hamilton has received this national recognition,” said Dr. Cebert Adamson, VP, Academic, Mohawk College. “We are proud that Mohawk College students and staff are involved in the innovative projects being done through CityLAB, and we are proud to share the story of our collective success with other Canadian colleges by way of our nomination. One of the criteria for this award is a program’s ability to be replicated in other regions. This recognition shines the spotlight on another innovative Hamilton collaboration that may be replicated across the country.” 

"This award highlights the strength of our CityLAB partnerships and celebrates our commitment to innovation and student engagement," said Marnie Cluckie, City Manager. "It's a proud moment for all involved, showcasing how collaboration can address real-world challenges and strengthen our community." 

Experiential learning through CityLAB allows students to explore careers of interest while developing transferable interpersonal skills and work habits that will benefit them in the future. 

The City of Hamilton and Mohawk College value the ongoing partnership created through CityLAB Hamilton and look forward to continued collaborative successes. 

Leadership Excellence Award for Faculty 
Gold: Tara-Lyn Dinyer, Mohawk College 

Leadership Excellence Award for Non-Managerial Staff 
Gold: Greg Gagnon, Mohawk College 

Dinyer, program coordinator for the college’s School of Health and Community Services, is a remarkable educator who inspires everyone she meets. She has developed innovative teaching solutions and created unique partnership opportunities in the Health, Wellness, and Fitness industry. She is the creator and organizer of an experiential learning opportunity called Fit to Pitch, she has inspired students to start their own businesses and she has built strong connections with industry at the same time. Now entering its 8th year, the competition has become a signature event at the college. 

Gagnon, a technician with Mohawk College’s Accessible Learning Services, has a reputation for going above and beyond to ensure students with accessibility needs have what they need to succeed. Throughout this time, he has strongly advocated for accessibility at the college and across the broader postsecondary community. Greg has profoundly impacted the lives of the many students who rely on the services and support he provides to succeed and thrive in their post-secondary journey. 

“Congratulations to Tara-Lyn and Greg. This is an impressive achievement and a proud moment for our college,” said Mohawk College President and CEO Ron J. McKerlie. “These honours demonstrate their incredible commitment to Mohawk College students and their college experience.” 

Click here for a full listing of 2024 CICan Awards of Excellence Recipients . 

This story originally appeared in Momentum Magazine.

From Left to Right: Tim Clement, Automotive Shop Technologist; Kristy Hurley, Program Manager; Bob Brown, Motive Power 2^nd Year Program Coordinator and Automotive Professor; Rebecca Isowa, Associate Dean, Electrical, Transportation and Innovation; Chris Pinard, Automotive Service Technician Program Coordinator and Automotive Professor; Bryan Ledgerwood, Manager, Early College Initiatives.

The Electric Vehicle and Smart  Mobility Lab will train next-generation automotive service  technicians and support research.

A  revolution is underway in the way we drive and Mohawk College is stepping up to ensure the workforce is in place to serve 
that future.

The federal government has mandated that all new vehicles sold by 2035 must be zero-emission. Meeting that target will require a massive shift in skills within the automotive industry. 

Mohawk College’s Electric Vehicle and Smart Mobility Lab is meant to directly tackle that challenge.

“The lab exists to provide education and training to automotive professionals that enables them to work on these new vehicles,” says Rebecca Isowa, Associate Dean – Electrical, Transportation & Innovation. 

The EV and Smart Mobility Lab is currently offering an Electric & Hybrid Vehicle Service micro-credential, which is an upskilling course that provides current licensed Automotive Service Technicians with the specialized skills required for the service, repair, and maintenance of electric and hybrid vehicles. This micro-credential is one of the first of its kind in the region, with funding from the Canadian Colleges for a Resilient Recovery (C2R2) in collaboration with BCIT. 

As of March 31, nearly 100 licensed automotive service technicians have completed the training and acquired the skills necessary to support the transition to a zero-emission future. 

The micro-credential covers high-voltage safety procedures, high-voltage vehicles, battery systems, motors, inverters and control systems, charging systems, hybrid and electric powertrains and HVAC systems specific to high-voltage vehicles.

“The face of automotive technology is constantly changing,” said Kristy Hurley, Program Manager at the Marshall School of Skilled Trades and Apprenticeship at Mohawk College. “It’s evolving rapidly now with the introduction of electric and hybrid vehicles, hydrogen technology and alternative fuels.” 

All the work underway on the electric vehicle (EV) front supports Mohawk College’s strategic commitment to make a measurable impact on 
climate change. 

“We are focused on greening the trades,” says Isowa. “That can only happen through the intersection of technology and the people who will work in the industry.”

Hurley says future micro-credentials are being created in hydrogen fuel cells, battery repair, EV diagnostics, wind turbine, and advanced driver assistance systems, among others. There are also plans for consumer-facing EV micro-credentials.

“That is alongside a comprehensive upgrade to the Automotive Service Technician curriculum to embed EV and hybrid technology into the education and training of postsecondary students and apprentices.” 

There are also enormous opportunities in rolling out EV training in Mohawk College’s Truck and Coach Technician program and plans are also underway for a space dedicated to applied research in battery 
research and repair. 

Electrification will impact all manner of mobility – vehicles, trains, boats, farm and construction equipment – but it also requires entirely new infrastructure to power it. 

“It will be nice to have a million EVs on the road, but how are we going to charge them and will the grid support them?” says Isowa. 

“We are also actively engaged in education and training for upskilling of tradespeople like electricians and others from the construction side. This is a monumental shift in the technology and the infrastructure needed to support it to make sure it’s successful. We are developing programs to lead to careers that don’t even exist yet.”

Significant infrastructure investment

Mohawk College has made a significant investment in its Electric Vehicle and Smart Mobility Lab, which includes vehicles, trainers, and specialized high-voltage EV tooling systems. 

“We have an enormous space for our lab,” says Chris Pinard, Program Coordinator and faculty member in the Automotive Service Technician program, and a developer of the Electric and Hybrid Vehicle Service micro-credential. 

“We have four working bays with hoists and  lots of extra space to park vehicles as well as fully functional charging infrastructure. We also have a dynamometer on which we can drive an electric vehicle in class and scope and watch in  real-time what’s going on in the inverters.” 

Automotive Professor Bob Brown, and students Paul Vandervelde and Patrick Bareuther analyze live data from a vehicle on the lab's dynamometer.

There is also an embedded classroom in the middle of this entire shop, along with a bay dedicated to advanced driver assistance systems that include sensors and cameras. 

“The technology is new, but in many ways electric vehicles are less complex than an internal combustion engine vehicle, which is a huge bonus, but they are far more dangerous to work on in terms of working on high voltage. Automotive technicians have always worked on electrical systems, but now they’re working with 400 volts instead of 12 volts, so the safety component is critical.” 

Wearing special electric safety gloves, Licensed Automotive Service Technicians Zach Vermeer, Matt Pazzi and Tate Morgan work on a an EV battery under the watchful eye of Automotive Professor Chris Pinard.

With a focus on safety, the Electric and Hybrid Vehicle Service micro-credential includes a six-hour module completed before coming to the lab for 30 hours of hands-on work. Pinard says discussions have begun around a second level EV micro-credential, which will focus on diagnostics, powertrain, and HVAC systems. 

There is some fear of the unknown among licensed automotive technicians when it comes to electric vehicles, says Cavan Cook, who worked with Pinard to co-develop the current micro-credential and helped with planning and implementation of the lab space.

That can easily be overcome with training, he says. “It’s no different than anything; as soon as you get comfortable with it, you realize there’s nothing magical when you open up the hood. It looks like a bunch of wizardry, but when you start to dissect it, piece by piece, it’s just a power here and a ground here. It’s no different than a 12-volt battery.”

Cook is the owner of Wired Auto Works in Smithville, a shop that handles EV diagnostics, repairs, and after-market module programming, along with traditional mechanical repairs.

“When it comes to EVs at our shop, it’s more just making customers know that these cars can be taken apart, and fixed, just like it was before.”

Licensed Automotive Service Technicians Matt Pazzi and Paul Vandervelde train on servicing an electric vehicle battery.

Ahead of the curve 

During this time of transition, there is also an aging of the existing workforce and a growing shortage of licensed automotive technicians.

Mohawk College is working to address that challenge with its Put Your Future in Motion program. The initiative, launched in spring 2023, is designed to introduce elementary and secondary school students to in-demand careers in automotive and smart mobility. 

The program was supported through funding from the provincial government through the Ontario Vehicle Innovation Network’s Regional Future Workforce Program.

Put Your Future in Motion, which connected with more than 1,000 students in its first nine months, included a summer camp for grades 7 to 9 students, and skills-building and awareness activities to help grades 5 to 12 students explore career opportunities in the automotive field.

The program also partnered with Techsploration, a Nova Scotia based not-for-profit that aims to connect young women and gender-diverse youth to opportunities to participate in life-changing career exploration programs that actively highlight employers committed to creating a more diverse, skilled workforce. A total of 70 grade 9 youth participated and were connected with role models and employers in the automotive skilled trades and technology industries for a week-long mentorship. 

“I think Mohawk College is ahead of the curve in electric vehicles,” says Mike Tipert, Service Manager at Queenston Chevrolet Buick GMC. He sits on the program advisory committee for the college’s Motive Power Technician program, which he also graduated from. 

Tipert supports all efforts to draw more people into the automotive field. He has hosted a Put Your Future in Motion event along with partner dealerships and his shop currently employs seven co-op students from both school boards, including three going into a Level 1 Ontario Youth Apprenticeship Program at Mohawk College.

Of the 13 technicians and five apprentices at Queenston Chevrolet Buick GMC, five are EV- certified and three more will be by June.

“Technicians have to be critical thinkers now. They have to be hands-on with computers. All the diagnostics are done through computers. It’s different than it used to be, there are still the mechanical repairs that have to happen, but EVs require a different breed of technician.”

The change is like nothing the industry has seen before, says Tipert. “Drastic changes are coming at us very quickly and that’s where the technical training is so critical.” 

The Mohawk College difference 

Mohawk College will be contributing to research in batteries, battery storage and alternative fuels such as hydrogen and clean-burning fossil fuels, because there is no one single, worldwide solution to the climate change crisis, says David Santi, Dean, Marshall School of Skilled Trades & Apprenticeship.

Ultimately, Santi wants graduates of Mohawk College to stand out by how they think about climate change and the environment, how they think about equity, diversity, and inclusion, and how they think about Indigenous knowledge and how it can be used in the context of climate and environment.

“I want a waiting list of people committed to this who want to get into our school. And it doesn’t matter if you’re in the health sciences area, engineering, skilled trades, business… everything you do here will be built around this because this is a huge societal problem that we have and it will take all of us to get together to face it.”

This story originally appeared in Momentum Magazine.

Civil Engineering Technology student, Frankie Colombe is completing his final semester at Mohawk College before moving to Queen’s University to complete his Engineering degree. 

Civil Engineering Technology student among first to take advantage of a new precedent- setting pathway between Mohawk College and Queen’s University 

For some students, their post-secondary journey is direct and simple. For others, it’s more of a journey and may involve multiple layers of study and credentials, perhaps even at different institutions. 

Pathways recognize, simplify, and enhance that winding road. 

Mohawk College has over 30 articulation agreements with Ontario institutions and more than 200 pathways overall, which allow students to transfer into programs at other post-secondary institutions – both domestic and international – and receive credit for courses completed at the College. 

Most programs offered at Mohawk College also have Internal Pathways, which show how the program can lead to future credential choices, including graduate and professional studies, without having to repeat prior learning. 

A total of 148 Mohawk College students utilized external pathways during the 2022-23 academic year, including Frankie Colombe, who is one of the first students taking advantage of a new precedent-setting diploma-to-degree pathway with Queen’s University. 

The new pathway, Engineering Bridge, sees graduates of Mohawk College’s Civil Engineering Technology program heading to Queen’s University, in the Department of Civil Engineering at Smith Engineering. The Kingston-based university’s engineering program is considered one of the best in Canada. 

“The concept around engineering technology diploma transfer to accredited engineering degrees has never been explored from a pathways perspective in Ontario, so this is ground-breaking,” says Janet Shuh, Dean, Continuing Education and Academic Development. She oversees the pathways portfolio and articulation agreements at the College. 

The bridge is open to Engineering Technology graduates or students who have completed three or more semesters of their program. 

Developing this multi-institution pathway not only involved much collaboration between Mohawk College, Queen’s University, and other provincial colleges, but also required the review and approval of the Canadian Engineering Accreditation Board (CEAB) who accredit professional engineering degrees in Canada.

Colombe is in the midst of completing his last semester of Civil Engineering Technology at Mohawk College, along with his second transition course through Queen’s, to get him ready for full-time degree studies. 

Once he’s finished in April, he will move to Kingston to start a full-course load in the summer on his way to a Queen’s degree. Altogether, he will earn an advanced diploma and a degree in five years. 

Colombe says when he learned about the types of jobs available to him in his field, he decided he wanted to expand his learning to advance his career options. His program coordinator, Rocco Carbone, suggested the bridge option. 

This pathway is attractive, says Colombe, because it will get him into a job faster. 

Colombe isn’t sure what he wants to do after graduation but he’s leaning towards infrastructure work at the government level. He hopes his degree from Queen’s will differentiate him as a job candidate. 

“The benefit to students is really huge, because they're entering into not only a highly reputable engineering school, but also a path to securing a professionally accredited degree,” says Shuh. “Then they can write their professional engineering exams after they've completed their studies and secured the professional experience necessary.” 

Part of Queen’s motivation in developing this pathway with Mohawk College is to provide increased access to underrepresented groups, including, but not limited to, Indigenous, mature, and first-generation post-secondary students, says Shuh. 

The development of this pathway was funded by the Ontario Council on Articulation and Transfer (ONCAT) and Shuh says other colleges and universities are exploring engineering pathway agreements. 

“There are a lot of economies of scale and a lot more positive impacts on students, if it's happening at a sector-level versus one-off institutional agreements. ONCAT would like a future state where these pathways are available to all colleges and universities with specific programs to make that bridge province wide. So that's why this particular engineering pathways project has received quite a bit of funding from ONCAT, to facilitate that objective and open opportunities to more students.”

Smoothing the path 

Pathway agreements allow for a much smoother transition than if students were directly applying to a university for advanced standing themselves, says Pathways Coordinator Natasha Moledina. 

“Instead of having to collect course outlines, learning outcomes, and all their other information to then go to the university where they must assess every single credit transfer, with an established agreement, all of that is already sorted out. It’s already laid out how courses at Mohawk College will be applied toward their degree program.” 

In most cases, a pathway requires a minimum program average and some universities require a letter of recommendation for an applicant. 

Educational pathways allow students to complete a diploma and then degree in a condensed timeframe. In the case of two-plus-two agreements, students complete a Mohawk College diploma in two years and then enter the third year of a four-year degree program at a pathway partner institution. That saves money and lets students move to employment or further education in a faster timeframe. 

“It also allows students to get the best of both worlds—a college education and a university education. Specifically, students get the benefits of hands-on learning, placement or co-ops, and smaller class sizes before they head off to university,” says Shuh. 

The College continues to build new pathways, and has new ones in place with McMaster University, Laurier University, Brock University, and Queen’s University. 

It’s all governed by the Pathways & Credit Transfer department, which helps students understand the options available as they discover new interests and aspirations through their educational journey into, within, and beyond Mohawk College. 

The Pathways office also supports academic and program areas in developing pathways and participates in provincial-level transfer projects and initiatives to enhance student mobility between, and within, colleges and universities in Ontario, nationally, and abroad. 

In some cases, says Moledina, institutions approach Mohawk College with a proposed pathway and in others, the College pursues arrangements in highly sought-after programs or where there is an existing partnership with a university. 

“There's a real connectivity within the community of post-secondary institutions in Canada, I would say, particularly in Ontario, where there's lots of partnership opportunities and program opportunities for collaborations,” says Shuh. 

“We also work very collaboratively with Mohawk College International, where we are working with an international post-secondary partner.” 

Establishing pathways is an exacting, collaborative, and complex process that has to be aligned to the protocols and policies of both the sending and receiving institutions. Every course in the program has to be evaluated to confirm how they line up to the degree requirements of the university.

Students explore booths at Mohawk College's Educational Pathways Fair.

Educational Pathways Fair showcases breadth of options 

Each year in mid-January, Mohawk College hosts the Educational Pathways Fair, which features more than 35 institutions, from Ontario, elsewhere in Canada, and abroad. Students are able to get their questions answered regarding credit transfer, admissions, and deadlines. This year, more than 400 students attended. 

This annual pathways event is an important recruitment and marketing tool for various programs at Mohawk College as well as other post-secondary institutions, says Shuh. 

“Definitely students should take advantage of the Fair because they can make connections with many different institutions at one time. Further, students can access recruitment and pathway specialists who are prepared to answer questions they may have around program admissibility and admission.”

More than 400 students attended the fair which featured 35 different institutions.

Other pathway options

Other newer pathways include a bridge between Mohawk College’s Business Administration – Accounting or Business – Accounting programs and the accredited accounting program at Brock University. It was formally established in 2022. A student leaving Mohawk College with a two-year diploma is granted credit for one full year or two semesters at Brock, and a student leaving with a three-year diploma is granted one and a half years or three semesters. 

The accounting pathway allows students to choose a co-op option on their way to earning the credential necessary for a chartered professional accountant (CPA) designation. 

Another innovative pathway is that between Mohawk College, Laurier University and McMaster University that sees two-year General Arts and Science students advance to the third year of an Indigenous Studies degree at McMaster or Laurier. 

One of the longest standing pathways is the Mohawk College to McMaster University Bachelor of Technology partnership. The degree completion program provides an opportunity for students who have completed an advanced three-year Technology diploma with a minimum cumulative GPA of 75 per cent to then complete a degree in business management.

Degree completion requires finishing 24 courses, including seven management courses. All courses are offered during evenings and Saturdays at McMaster University or online.

There are also pathways that lead from the Biotechnology Advanced Diploma program at Mohawk College to enrollment in year three of the four-year Bachelor of Technology – Biotechnology program at McMaster, and from Mohawk College’s Child and Youth Care program (CYC) to advanced standing in the Bachelor of Arts in Child and Youth Studies program at Brock University.

Certain pathways also see Mohawk College acting as the receiving institution. For instance, Communications Studies students at Brock University can come to Mohawk College for its post-graduate certificate in Public Relations during their third year. Brock recognizes that year as part of a three-year degree.

“As the College expands our own degree offerings, then we'll want to be looking at new pathways, both internally and from other institutions into our degrees,” says Shuh.

This story originally appeared in Momentum Magazine.

Amanda White, Acting Director, Centre for Indigenous Relations, Knowledge and Learning, and Kerry Wabange, Human Resources Strategic Partner and Indigenous Specialist.

Mohawk College launches new Centre for Indigenous Relations, Knowledge and Learning and commits to embed Indigenous learning outcomes into all programs.

Mohawk College is making a deep and wide-ranging commitment to Truth and Reconciliation with the new Centre for Indigenous Relations, Knowledge and Learning (CIRKL) and an ambitious plan to embed Indigenous learning outcomes into each of its programs. 

Meaningfully advancing Truth and Reconciliation is among six aspirations contained with Mohawk College’s 2022-2025 strategic plan. 

CIRKL is a significant piece of achieving that aspiration and will lead the way in ensuring that all academic programs include land-based Indigenous ways of learning, says Amanda White, Acting Director, Centre for Indigenous Relations, Knowledge and Learning. 

“We have broad support and commitment from the College’s executive and senior leaders, and among faculty, staff, and students. There is acknowledgement that this is the right path to take,” she says. 

Building relationships is foundational to the work of CIRKL. 
 

The College’s approach to reconciliation, as well as its ambitious commitment to climate change action, is built on the framework of “Two-Eyed Seeing”. 

The concept is that faculty, staff, and students can learn to see from one eye with respect for the strengths of Indigenous knowledge and ways of knowing, and from the other eye with the strengths of Western knowledge. This dual understanding is meant to benefit all and find common ground, while upholding Indigenous perspectives as autonomous and equal. 

“We're not just looking to be included in the systems that are in place right now, we want to change the systems because those systems weren't built for us,” says White. “It’s really about different ways of doing things from that Indigenous lens.” 

Embedding learning outcomes 

A critical step forward is the establishment of seven Indigenous knowledge learning outcomes (IKLOs) that were developed through two years of deep consultation with Elders, Knowledge-Keepers and Indigenous leaders of Six Nations, Mississaugas of the Credit, and the urban Indigenous community, along with faculty, staff and students at Mohawk College. 

IKLOs will help all college learners, regardless of their field of study, better understand Indigenous peoples, histories, cultures, and realities by the time they graduate. They present an opportunity to decolonize curriculum and education and to make education safe for those who are underrepresented. 

“We know, through the work that was done through the Truth and Reconciliation Commission, that education has historically been weaponized against us,” says Carlie Myke, Acting Manager, Centre for Indigenous Relations, Knowledge and Learning. 

“We need to be able to see ourselves, our ways of knowing and our ways of doing things reflected in institutions. We need to be able to see our histories and our true history reflected in what is taught. Seeing that we have prioritized Indigenous ways of knowing and doing in content and curriculum, I think that that's very meaningful.” 

This work has also been heavily influenced by the success of similar learning outcomes developed by Confederation College. The CIRKL team was mentored by Confederation’s Indigenous leaders to learn about the challenges and opportunities in implementing the IKLOs. 

With support from CIRKL, consultations with each of the College’s academic areas have begun through the Centre for Teaching and Learning Innovation (CTLI), which will contribute to plans that will introduce and build content around such things as residential schools, treaties, royal proclamations, the First Nations principles of ownership, control, access, and possession, and wise practices around engaging with Indigenous communities. 

Also being closely examined is the College’s approach to research involving Indigenous people or communities. 

Too often, research focused on Indigenous people or practices or culture includes gathering and extracting data without the community understanding what has become of the information. 

“There must be understanding that we own and control how that information can be used, how it's protected, how we share it. It's meant to govern the idea of data sovereignty. As we say, nothing about us without us,” says White. 

The Hoop Dance Gathering Place at Mohawk College's Fennell campus.

Indigenous visibility 

CIRKL is located at the Fennell campus, where a new indoor Indigenous gathering place is to be opened this spring. It will be the site of meetings, gatherings, and events, in conjunction with the outdoor Hoop Dance Gathering Place, which opened in 2016. 

“It's important that our staff and students from our communities see themselves reflected at the College and that they belong here. These spaces are about visibility,” says White. 

That will be augmented with more representations of Indigenous language and artwork and extended to the Stoney Creek campus and the Institute for Applied Health Sciences at McMaster University. 

When it comes to faculty and staff, the College’s people strategy includes seven pillars and Truth and Reconciliation is at the heart of each, says Kerry Wabange, a Human Resources Strategic Partner and Indigenous Specialist. 

Her work includes developing and training HR staff and leaders in cultural fluency, reviewing all employment policies and practices to ensure Indigenous worldviews are included, and integrating Indigenous knowledge and practices into employment procedures. The goal is strong recruitment and retention among Indigenous candidates. 

“In order for HR-focused reconciliation to be meaningful it is imperative that as Indigenous employees, we see ourselves reflected in the work environment as well as the policies, procedures and programs. Additionally, there should be an authentic sense of belonging and cultural and psychological safety so that we can confidently bring our whole selves to work.” 

This story originally appeared in Momentum Magazine.

Instructor Darren Hyland (black shirt) along with Construction Engineering Technician – Building Renovation program students Jeron Melville, Jack Donald and Han Shao.

Students in Mohawk College’s Construction Engineering Technician – Building Renovation program have spent two semesters making two CityHousing Hamilton townhouses fit for new tenants. 

Mohawk College and CityHousing Hamilton have once again partnered on a project that is renovating city-owned units to allow for move in by people in need of affordable housing. 

The program’s students began work on two townhouse units on the west Mountain in the first week of October. 

Once complete, the newly remodeled units will see families on the CityHousing waiting list get the safe and affordable housing they need. 

The 65 students, in their final year of the Construction Engineering Technician – Building Renovation program, split their time between their shop and lab at the Marshall School of Skilled Trades & Apprenticeship at the Stoney Creek Campus for Skilled Trades. 

The students are required to finish 112 hours of hands-on work to complete their two-year program. 

These real-life projects give the students an opportunity to work in a environment where floors aren’t quite level, door frames are not straight and they have to work within a timeline and budget. 

“What better way is there to get them on the tools in a real-life situation?” says Mohawk College faculty member Darren Hyland, who teaches the third-semester Building and Renovation - Practical course. 

“They get all the experience of a job site and learn what it's  like dealing with clients.” 

The students have done everything from taking the lead on inspecting the property and assessing the work to be done to demolition of kitchens and bathrooms to installing flooring, drywall, baseboards and cabinets, and painting. 

Mohawk College received federal funding from the Innovative Work-Integrated Learning Initiative and the Co-operative Education and Work-Integrated Learning (CEWIL) iHUB to support the partnership with CityHousing. The funds supply the students with CSA safety boots, high-visibility long-sleeve shirts, construction safety glasses, dexterity gloves, hearing protection, and N95 respirators. 

“There is a great feeling of satisfaction with this and the students understand it too,” says Hyland. “Families in need will live here soon.” 

Joewayne Watson is working in the three-bedroom unit. He had been working as a personal support worker when he decided to build on some experience in the renovation sector by returning to Mohawk College. 

Joewayne Watson, Student, repairs a damaged wall in one of the units.

Students complete a daily journal entry that includes before and after photos, how the team worked together, and what comes next. Instructors also evaluate specific tasks. 

Andres Orjuela is working at a four-bedroom unit a few doors down. 

He is an international student from Colombia who has a background in industrial design and was attracted by the structure of the program. 

Andres Orjuela, Student, prepares a to install hardware on a newly installed door.

“Seeing the final results here will be awesome. I know people who have lived in affordable housing, so it feels good to give good units to someone who really needs it.” 

CityHousing is the largest provider of social housing in Hamilton, managing 1,100 properties and 6,974 units that house more than 13,000 tenants across the city. 

There is a backlog  of vacant units in need of repair, says Brian Kinaschuk, head of the maintenance unit at CityHousing. Budget restrictions, the City’s procurement process, and the state of disrepair in some of the units makes it difficult to address the backlog even during a time when the wait list is thousands deep. 

The partnership with Mohawk College, and another with Habitat for Humanity that sees high school students working on units, allows CityHousing to get units back out for rent faster than it could otherwise, Kinaschuk says. 

“Mohawk College is an important part of the solution,” he says. “The partnership is valuable to our community because tenants can get into these units more quickly and also for the students because they get hands-on learning.” 

Since 2009, Building Renovation Program students have worked on projects with several local organizations including Habitat for Humanity, Indwell, Delta United Church, Christian Horizons, and Kiwanis. 

The CityHousing partnership comes out of CityLAB Hamilton, an innovation hub that brings together students and academic and civic leaders to co-create a better Hamilton. Mohawk College is a partner in CityLAB, along with the City of Hamilton, McMaster University, and Redeemer University. 

CityLAB matches students and faculty with City staff to develop innovative solutions to city-identified projects that align with the City’s strategic priorities. That includes transit, climate change, housing, cycling infrastructure and green spaces. 

Since it was founded in 2017, CityLAB has undertaken 220 projects, involving 3,122 students – including 1,449 students from Mohawk College. Those students have amassed more than 32,500 hours.  

This story originally appeared in Momentum Magazine.