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      <title>100 ACTS OF CHANGEMAKING by Learning andDevelopment</title>
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      <description>Please share your Acts of Changemaking – big and small – to help Georgian share with Ashoka how far we have come since 2017 and support our application as we move through redesignation as an AshokaU Changemaker Campus.</description>
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      <pubDate>2023-04-02 18:06:11 UTC</pubDate>
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         <title>With which UN Sustainable Development Goal does your Act of Changemaking best align?</title>
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         <description><![CDATA[<div>The Office of the Registrar has created an RO social committee. As a group, we work on both internal and external facing activities including charitable work. This past year, we did a food fundraiser at Hallowe'en for the GC Food Locker, organized a peanut butter drive during the holidays (also for the Food Locker) and another needs-based drive for the Women's Shelter. They provided us a list of the items they needed. Currently, we are assembling a FUNDrive where we will be gathering gently used clothing, books, and household items to donate to Value Village who will pay us by the pound. Value Village also supports local charities with the sales from these items. We will then donate the raised funding to the Red Cross efforts for the Turkey/Syrian earthquake efforts. We want to ensure our international students see that we are good global citizens and support efforts around the world during times of crises.<br>~ Nene Brode</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul>]]></description>
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         <title>What is your changemaker pathway?</title>
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         <title>Changemaker Campus Pillars</title>
         <author>learninganddevelopment67</author>
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         <description><![CDATA[<div><strong>Visionary Leadership<br>Innovation Excellence in Changemaking Education</strong><br><strong>Institutional Culture and Operations<br>Institutional Field Building and Impact Influence</strong></div>]]></description>
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         <title>Description | INDIVIDUAL &amp; TEAM ACT</title>
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         <description><![CDATA[<div>Several years ago, a faculty colleague and I designed a class assignment allowing the students to explore the UN Sustainable Goals. After explaining that Georgian College was a designated Askoka college, we asked the students to identify a goal that they were passionate about and provide some Changemaking ideas to tackle support improvements.<br>~ Anonymous</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br></div>]]></description>
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         <title>Description | TEAM ACT</title>
         <author>learninganddevelopment67</author>
         <link>https://padlet.com/learninganddevelopment67/jbaihfgvkrq65uza/wish/2541295846</link>
         <description><![CDATA[<div>Back in 2020 I was sick at the news that 215 graves of Indigenous children were located at a Residential School in British Columbia. As a mom to 2 Indigenous children, I felt it in my core how awful it must have been for those children and parents to be separated like that and then for the children to never return home. I was speaking about it with my children and my daughter (8 yrs. old at the time) and she asked me, "So, that could have been me?" That statement changed me. I needed to do something to channel my feelings and to provide opportunities to discuss our dark history in Canada, honour those lives lost, do better as a human and make the world a better place for my children. I was having a visit with a friend and knowledge keeper, Roseanne Irving, and she shared her personal story of how her mother attended the Residential school in BC where the first 215 graves were located. I was so upset asked her what I could do as a non-Indigenous person. Together we decided to create a memorial at my children's school, Severn Shores Public School, with the support of the Principal and Vice Principal. We wanted to invite our school community to participate but we were only months into the pandemic. So, we improvised! We set up rock painting in my driveway at home. We invited the community to donate rocks and paint and they delivered! We collected 215 rocks and over a couple weeks the community stopped by to paint the rocks orange. Then we invited the community (hindsight tells me it was likely an illegal gathering) to carry the rocks to the school to place on the front lawn in the shape of a heart for 215 hours, representing the 215 graves. It was a very healing event. We had more people show up than we expected, and everyone wanted to learn and do something. The superintendent of SSPS contacted CTV news to cover the story of our little community project. And here is where Georgian comes in...my friend and colleague, Lance Triskle, saw the news and contacted me to ask if we could do something similar at Georgian. I contacted Mercedes Jacko, our Indigenous Student Advisor and Megan Fenton, our Associate Dean, and asked for their support in doing something similar at Georgian. They were in complete support and the four of us moved our vision forward to what is now known as the Truth and Reconciliation Trail on our Orillia Campus. We painted rocks and held a ceremony to begin lining the trail with orange rocks as a reminder to all of us that the land can be healing, that we cannot forget what happened and we must take action to move forward in the spirit of reconciliation. The trail is becoming an outdoor learning environment and will have teachings shared along the paths.<br>~ Angela Foster</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul>]]></description>
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         <title>Description | INDIVIDUAL &amp; TEAM ACT</title>
         <author>learninganddevelopment67</author>
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         <description><![CDATA[<div>My changemaking Act, has been to eliminate barriers that Georgian employees face to further their educational goals. I have raised questions as to why "historical" rules are still in place. There is much work to be done. However, our Course Fees for College Staff policy used to allow any employee that has been employed for more than 6 months to take up to three courses per semester at a discounted rate. We no longer put a maximum of how many courses folks can take per semester. This will help our PT staff upgrade academically faster. We are empowering folks to be more in control. Removal of this barrier was possible because of GC Flex, Ontario Learn and more flexible learning in-general.<br>This was an important barrier to remove as this will help with personal and professional development as well as career advancement.<br>~ Carolyn O'Neill</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br></div>]]></description>
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         <description><![CDATA[<div>Students in Community Practice (SSWK2014) worked with The 705 in Barrie. This organization is in start up mode and pursuing their charitable designation status. The students were able to use this early-stage organization as a platform for real community based work in terms of grant writing, theory of change, and other organizational tools. The 705 offers addiction recovery programs, mental and physical health and well being programs, and an array of other incredible services. For SSW students to apply their new knowledge to a real organization is incredible. The feedback from the organization has also been that the students' work is invaluable in helping them tell their story, frame their organization, and build their impact in the community.<br>~ Ross McIntyre</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br><br><br><br><br><br><br><br><br><br></div>]]></description>
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         <description><![CDATA[<div><strong>Visionary Leadership<br>Innovation Excellence in Changemaking Education</strong><br><strong>Institutional Culture and Operations<br>Institutional Field Building and Impact Influence</strong></div>]]></description>
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         <description><![CDATA[<div>Housing and Hoagies is an initiative led by the Housing and Outreach Coordinator to understand our student's housing needs, and by extension, basic needs. The program seeks to understand our students' needs before, during, and after their time at Georgian College. Local county resources, provincial assistance programs, and campus resources (ie the Food Bank) are shared with attendees.<br>~ Teddy Walsh</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br></div><div><br></div><div><br><br><br><br><br><br><br></div>]]></description>
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         <description><![CDATA[<div>The John Di Poce South Georgian Bay Campus in Collingwood hosted three community of practice sessions organized by the South Georgian Bay Roundtable of Social and Health Service Organizations.<br><br>The sessions brought together service providers to share personal and professional strategies for building collaboration and effective service delivery strategies.<br><br>They were facilitated by Dr. Claudine Cousins, Jillian Harris and Dana Kaluzny.<br><br>The campus often hosts — and loves to host — community conversations.<br>~ South Georgian Bay Campus - Collingwood</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br><br><br><br></div>]]></description>
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         <description><![CDATA[<div>Last year, with the move to remote delivery, a student from Ukraine returned home and did her best to continue her studies. There were setbacks due to illness and distance but I was able to connect her with a PAC member who agreed to serve as a mentor. It was a wonderful match and they formed a deep connection. The PAC member offered insights in career navigation and, more importantly, strategies for dealing with anxiety. Then war erupted and this student had to flee to Germany with her brother, leaving her home and parents behind. I reached out to the student via Georgian email but was not able to connect. I then thought to message the PAC member, who was in communication with her, and able to give me news. The student was waiting to be allowed to travel to Canada and this generous woman was not only greeting the student at the airport, but offering her a place in her own home. It was a short term solution but it offered comfort and safety. Once in Canada, the student was struggling with a lot of trauma and continued anxiety, and also the desire to have a job and her own space. My husband and I were able to offer financial assistance and along with our program coordinator, helped try to navigate a rather tangled financial position with the College. Eventually, the student was able to enrol to complete her final semester. With her permission, I shared a bit of her story with her classmates in hopes of their welcome being just that little bit warmer.<br>~ Anonymous</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul>]]></description>
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         <description><![CDATA[<div>As Coordinator of the Museum and Gallery Studies program and professor of their Educational Program and Development course, my focus and passion is in creating dynamic experiential learning opportunities that engage with Social Justice and cultural awareness. Working in partnership with the MacLaren Art Centre, MUSM students worked in small groups in developing and leading a one hour art activity with March Break campers based on an exhibition at the gallery. One of the exhibitions at the MAC, Angela Aujla's "My Grandmother's Dress" highlights her South Asian cultural roots, family, and relocation. In response to this exhibition, one of the MUSM student groups made up of International students from India, created art activities for the children attending the March Break camp that celebrated traditional Indian dance, Indian block printing, and Indian culture. In this way, the campers, the artist, and the MUSM student activity leads showed the importance of diverse representation in the arts and celebrating culture and inclusivity. The joy was felt by all participants in this dynamic activity. In this way, changemaking shows up in community collaborations, experiential assessment, cultural awareness, and creative actions.<br>~ Amy Bagshaw</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br><br><br></div>]]></description>
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         <description><![CDATA[<div>Tech Stewardship Practice Program (TSPP) - Community of Practice (CoP): Group of faculty and staff come together weekly to support each other through the completion of the TSPP (independent asynchronous training module). By sharing in the CoP, participants see the value of the tech stewardship work and how it can be applied at Georgian College. All Georgian employees and students have the opportunity to take TSPP and move forward as tech stewards in their areas of practice and change. The TSPP has been available to Georgian College community since Summer 2022 and offers enrollment every semester.&nbsp;<br>~ Samantha Sullivan Sauer</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br><br><br><br><br><br><br><br><br></div>]]></description>
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         <description><![CDATA[<div>Open Educational Resources (OER) in Chemistry: A group of faculty from three Ontario institutions worked together to generate an introductory chemistry textbook through eCampusOntario and Pressbooks. The adaptation of this resource will save students money, provide more accessible access to content, and encourage EDIB and Indigenous conversations in chemistry. Multiple programs and courses across the three colleges will be transitioning to this resource and other colleges have expressed similar interest. <br>~ Samantha Sullivan Sauer</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br><br><br><br><br><br><br><br><br></div>]]></description>
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         <description><![CDATA[<div>Every course I teach (or more aptly, facilitate,) at Georgian not only includes an overview of the UN SDGs (and a deeper dive on specific ones as appropriate) but each course has (at least) one assignment that DIRECTLY draws upon applying elements of the (relevant) SDGs in submitted work. Moreover, within departmental policy, all syllabi and assignment overview documents contain direct links to the relevant SDGs being explored in that week/deliverable.<br>~ Quentin Evans</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br></div>]]></description>
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         <description><![CDATA[<div>For the past number of years, our Interior Decorating students, through their Selling and Merchandising course, have worked with the Barrie Furniture Bank. The mandate of this not-for-profit is to provide a respectful, dignified resource for people in crisis to furnish their space and build a safe, comforting home for themselves and their families. By editing their capstone project through the lens of Changemaking, I have provided them the framework to use their skills and talents to enhance the physical “showroom” where clients will come to shop for furnishings. Students research homelessness, interview former clients of the furniture bank, visit the showroom, and work in teams to create and present design concepts and solutions that address key areas identified as priorities by the furniture bank each year. Finally, after receiving client feedback, student write a reflection paper on the experience. This allows them to see themselves as Changemakers and to define how they can support good works in our community through their chosen profession.<br>~ Mary Dobson</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br><br><br></div>]]></description>
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         <description><![CDATA[<div>Creating opportunities for experiential leaning through sustainable projects<br><br>*Details in file<br>~ Ron Sky</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br><br><br><br><br><br><br></div><div><br><br></div>]]></description>
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         <description><![CDATA[<div>I have a modest social media following and I am happy to use it to promote events and causes for my students and the College at large. Each year I invite all of my students to follow me as a way to foster a positive connection, and I remind them again at graduation to use this as a way to remain in touch. By building this network, I have been able to connect students and alumni within my own program with employment, continuing education opportunities, awards and program highlights, mentorships, and field placements. I have also been able to connect other programs with potential co-op placements that are shared by others in my network.<br>~ Anonymous</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br></div>]]></description>
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         <description><![CDATA[<div>In our classroom, we have used active discussions around the purpose of land acknowledgement readings to fuel our learning around Indigenous perspectives, traditions and resiliency. Each week that we meet for our lecture, we discuss a different resource, piece of learning or questions that we can explore together. Students felt this would add meaning to our efforts towards indigenization in our classroom.<br><br>Through the weeks, we have moved our reflection to "how do we include learning about other equity-deserving groups while spending time together?". Our classroom collaborated to bring an additional learning activity to our lecture time. We now create space for students to volunteer to share information about an equity-deserving group from their own perspective. This sometimes involves sharing their own lived experience, information about someone who is celebrated within an equity-deserving group or a resource that the group can learn from. This is not a required piece of learning, but is a student-led initiative within our classroom that has brought us to learn more deeply about each other.<br><br>-Happening in the first year of the Child and Youth Care Program, Orillia Campus<br>~ Fallon Miller</div><ul><li><mark>EMPATHY</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br><br><br></div>]]></description>
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         <description><![CDATA[<div>Co-hosted by the Internationalization Steering Committee and the Mental Health and Well-Being Department, the recent Employee World Café on supporting student mental health event took place at the Barrie Campus on March 20th. Over 40 employees, including faculty, admin and support staff from various campuses and departments came together to discuss how we might - together - design a vision for internationalization and inclusion that supports student mental health.<br><br>Jennifer Lloyd, Manager, Mental Health and Well-Being, kicked off the event by putting it in the context of the current initiatives underway at Georgian to improve access to mental health support for international students. Julia Goldsteins, Globalization Coordinator, situated the event with the context of Come Together Week: #ITSTARTS With Us and reminded everyone of the other events taking place this week.<br><br>Our café idea baristas, Joanne Foxton, Manager, #ChangeTheNow, and Kenta Shirakura, Co-op Consultant, then walked participants through three questions:<br><br>1. “When it comes to mental health for international students, what things come to mind?”<br>2. “As someone who works in post-secondary education, what would enable you to better support the mental health of international students?”<br>3. “How do we adapt to offer meaningful and appropriate mental health supports to international students at GC?”<br><br>Data was collected via sticky notes and chart paper and was grouped according to themes that will be examined to better understand what employees need to help students.<br>If you didn’t have the chance to attend, or if you attended but have more to say, please take some time to provide us with your thoughts on the questions above. Additionally, any feedback can be sent to: Jennifer Lloyd, Amanda Duncan or Mark Dorsey.<br><br>This is the 3rd World Café on internationalization that the Internationalization Steering Committee has hosted in the last 12 months, the first two being student focused. With the help of the Vice President, Academic’s office, Social Innovation, and the Mental Health and Well-Being department, the data will be analyzed to draw out larger themes about what we’ve accomplished and what we still need to work on. Stay tuned for a future report about the findings as well as recommendations for the Senior Leadership Team on next steps for us as a community.<br>~ Mark Dorsey, Amanda Duncan, Jennifer Lloyd, April Jones, Nicole Norris, Kenta Shirakura, Joanne Foxton, Jeremy Sauve</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br><br><br></div>]]></description>
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         <description><![CDATA[<div>Our second year Interior Design Students do a project each year with a toy company out of California called Discovery Toys. Their primary toy designer gives the students a toy type or theme they are currently searching to market. The students have designated blocks, dolls and games in the past. This year the project was more socially focused. Discovery Toys philosophy is about children learning through play. They take childhood development very seriously. One of their most recent concentrations has been focused on inclusion and diversity. They see a huge gap in the market, teaching children this difficult and important topic, so this year they tasked our students with developing a toy that focused on on just that - diversity and inclusion.<br><br>There was no limits.<br><br>The students used the design thinking process to work through the problem. They developed prototypes and tested them with a local elementary school before presenting to the client. The final designs were varied in their outright statement on diversity to subtle tones. I believe our students, the elementary students and our faculty learnt just a little more about the concerns and importance of such a topic. It was an interesting and rewarding experience.<br><br>If you would like the student presentations I would have to get written permission, but I think it would be fine with the students.<br>~ Andrea Vorstermans-Zado</div><div><br></div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br><br><br></div>]]></description>
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         <description><![CDATA[<div>Back at home, I organized a community clean-up event in my neighborhood to pick up litter and trash in local parks and streets. I reached out to sponsors and volunteers, distributed supplies, and provided snacks and water to keep everyone motivated. After the event, we properly disposed of the collected trash. Through this Act of Changemaking, I was able to make a positive impact in my neighborhood by helping to improve its appearance and promoting a sense of community pride and engagement.<br><br>~ Sahaj Dua</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br><br><br><br><br><br></div>]]></description>
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         <description><![CDATA[<div>The hairstyling program is supporting and fundraising the hairaid organization that raises funds and awareness to train skills of hair cutting in developing countries to provide them with the skills to become self sustainable. Please see hairaid.org for the amazing work this organization is doing.<br>~ Rena Lang</div><div><br></div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br><br><br></div>]]></description>
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         <description><![CDATA[<div>I facilitaed a field trip to Wye Marsh for a group of students from diverse backgrounds. By planning an engaging and interactive trip students were able to learn about Ontario's culture and history while building relationships with one another. Throughout the trip, I observed students forming new friendships and engaging in meaningful conversations with each other. By the end of the trip, the students had not only gained knowledge about Ontario's culture and history, but they also formed a strong bond with one another that will last beyond the trip.<br>~ Amanda Graham</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br><br><br><br><br><br><br><br><br><br><br></div><div><br></div>]]></description>
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         <description><![CDATA[<div>We were struggling to find in person placements for our students after the pandemic that would allow them to practice their entry level skills. At the same time we were made aware of an opportunity to have new clothes donated to us by a contact in the community. We have always noticed a need for our students to have different clothing options and assumed other students within the College would be no different - which is where the idea for the Clothing Locker came into play. Developed in the same way the Food Locker is we offer new clothes to students in need which has also allowed us to create two really important field placements for our CICE students where they get to work on their organization, customer service, communication, and teamwork skills. With over 200 requests for clothing since we've opened this past semester, we know the need is there and we are so happy to be able to help. We are partnering with other departments and hope to open up a new location by the bookstore for Fall 2023 which will allow for more space and more community connections. This is only the start!<br>~ Rebecca Dewar</div><div><br></div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br><br><br><br><br><br></div>]]></description>
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         <description><![CDATA[<div><strong>Visionary Leadership<br>Innovation Excellence in Changemaking Education</strong><br><strong>Institutional Culture and Operations<br>Institutional Field Building and Impact Influence</strong></div>]]></description>
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         <description><![CDATA[<div>At Orangeville campus, ‘Come Together: ITSTARTS With Us’ week was organized. It was hosted by the Segal International Centre on March 22nd, 2023. It was a first time that this event happened in campus. Many tabling activities were there. Lot of students took part in these fun activities. The main aim of ITSTARTS was to bring all communities together and reduce discrimination in society. Students took part in this campaign at campus. Short movie was displayed to aware students against Racism. Cultural food was given to students so that everyone can try new foods. Students wrote Welcome in their own language on poster and those posters were sticked on the wall of one of the walls of the campus. This gave opportunities to students to learn a word in different languages and giving importance to other cultural languages. This is changemaking, bringing services and experiences like this to Orangeville campus.<br>~ Navjot Kaur</div><div><br></div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br><br><br><br><br><br></div>]]></description>
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         <description><![CDATA[<div>During ITStart week, the Canadian Idiom Flashcard activity was conducted with the goal of promoting cultural inclusivity and student engagement. The activity was designed to be interactive and engaging. It also aimed to break down cultural barriers and promote understanding among students. The participants were students/faculty/staff of Georgian College belonging to different cultural backgrounds who came together to learn about Canadian culture and language.<br>The activity involved providing participants with flashcards containing Canadian idioms and phrases. Participants were then asked to tell its meaning either individually, in pairs, or in teams. The activity also included prizes for the winners, making it more engaging and fun.<br>The activity was well-received by the students, who expressed enthusiasm for learning about Canadian culture and language. The game was effective in improving language skills, critical thinking, and problem-solving abilities. It also helped to foster a sense of community among the participants by encouraging friendly competition, teamwork, and communication.<br>In terms of key learnings, the Canadian Idiom Flashcard activity helped to promote cultural inclusivity and student engagement. The activity was successful in achieving its goals by encouraging students to learn more about Canadian culture and language, and by fostering a sense of community among participants.<br>~ Pranjali Agarwal</div><div><br></div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul>]]></description>
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         <description><![CDATA[<div>Napoleon design competition for Georgian students<br>When: April 4th from 5-8 pm<br>Where: Barrie campus, in the ABSC space in N-Building<br>Details: Students from the Bachelor of Interior Design program have been working hard designing a new gas stove heater for Napoleon with a sustainable, contemporary twist. The students will present their design concepts to a judging panel of Georgian faculty and Napoleon staff. Napoleon has generously offered $4,500 in scholarships for the three winning entries.<br>Background: Napoleon is a long-time partner of Georgian College. This is the second annual partnership design competition with Napoleon. Napoleon also offers co-op opportunities to Georgian students.<br>~ Anonymous</div><div><br></div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br><br><br></div>]]></description>
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         <description><![CDATA[<div>I think one of the biggest act of changemaking I like to do is giving back to our Earth. It's something I've always had a strong opinion about and something I will always care about. Why this may be is because we only have one Earth that we can live on and the way it's been treated isn't good for our safety of living here and Global Warming is something that everyone is experiencing and if we don't find a way to give back and help out the Earth in every way we can, we won't have that much more time here. Even if you're way of giving back is doing something small like picking up trash, reusing more and more items, going to a re-usable item store to find clothing or things for you home, sticking to re-usable kitchen items, or simply choosing to walk or bike somewhere instead of driving could also really benefit our community in the long run. Be environmentally safe and being aware of what your doing and how it can affect others, the Earth or animals can change the way you view things.<br>~ Anonymous</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br></div>]]></description>
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         <description><![CDATA[<div>We did a team project to renovate and improve the interior of the office and warehouse building of the non-profit association Furniture Bank located in Barrie.<br>This organization collects and renews furniture to be donated to homeless people who are changing their lives. The objective of this project was to renovate a part of its offices, the warehouse, to improve the experience of people who come looking for help, as well as its employees and volunteers. We apply all our knowledge as interior decoration students to solve the needs of users and make them safe and functional.<br>~ Abril Melissa Reyes Mavil</div><ul><li><mark>EMPATHY</mark></li><li><mark>TEAMWORK</mark></li><li><mark>SHARED LEADERSHIP</mark></li><li><mark>PRACTICING CHANGEMAKING</mark></li></ul><div><br><br></div>]]></description>
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