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Durham College, Johnson Controls celebrate three years of driving engineering innovation

Durham College (DC) and Johnson Controls are working together to bring the best in engineering technology education to students across Durham Region.

Since 2023, the multinational company has contributed close to $400,000 in grant funding to DC. The successful partnership has made a profound impact on DC’s Electromechanical Engineering Technology (EMTY) program by:

  • Delivering $56,000 in bursaries for students facing financial barriers
  • Funding the purchase of Building Automation Trainers and 3D Printers
  • Expanding hands-on learning opportunities that align education with industry needs
  • Pairing 27 students with mentors from Johnson Controls

“Through our partnership with Johnson Controls, we’ve been able to drive excellence in teaching and learning for those interested in pursuing a career in automation and engineering technology,” said Dr. Jean Choi, Vice President, Academic and Students.

“This partnership is a meaningful example of applied workforce innovation in action, highlighting how industry, education, and community collaboration work together to support student success, meet labour market needs, and drive regional economic growth.”

Last week, representatives from Johnson Controls as well as Oshawa City Councillor Jim Lee joined Dr. Choi and EMTY program coordinator Beau James for a tour of DC’s Integrated Manufacturing Centre.

One of those representatives was System Team Leader Ken Scott who, like a number of his colleagues at Johnson Controls, is a proud DC alumnus. In fact, that history played a key role in the creation of the partnership.

“Why was Durham College chosen? I would say it’s because so many of our employees got their start here,” said Scott, who reminisced about his days as a student working on his first traffic light project. “We know the value of the program; it has a sound curriculum crafted through outreach to industry partners. We know that DC students will bring value to Johnson Controls. We’re hoping that this collaboration can continue well into the future.”

The partnership continues to evolve. This year, a $5,000 grant went to the Robotics Club at O’Neill Collegiate and Vocational Institute, and third-year students enjoyed an experiential learning trip to Ripley’s Aquarium in Toronto. In addition, plans continue for a new teaching lab at DC; the Johnson Controls Building Automation Laboratory.

Johnson Controls continues to look to DC for new talent, with two 2026 graduates already having secured full-time jobs and one current student preparing for their summer co-op. With such a clear pathway available, it’s no surprise that enrolment in the program has been steadily rising since the partnership began in 2023.

Wherever our EMTY graduates end up, they’re sure to make us DC Proud.

“It’s inspiring to hear about our DC graduates who have been recruited by industry and have become leaders in their sector. It really does speak to why we do what we do,” said Dr. Choi.

Durham College and Ayrshire College advance international partnership through immersive training innovation

Durham College (DC) and Ayrshire College are strengthening their international collaboration through a project that emphasizes workforce development, learning innovation and industry-focused education.

At the centre of this project is a 3D mixed-reality model of a Boeing turbine engine, managed by DC’s Corporate Training Services and developed by DC’s Mixed Reality Capture Studio (MRC). The interactive model allows students to explore the engine in detail, virtually disassembling components to better understand how the technology is built, maintained and serviced.

“Our partnership with Ayrshire College demonstrates how collaboration can transform workforce development. Together, we are creating immersive learning experiences that give learners a deeper understanding of complex systems, while preparing them for the evolving demands of industry,” said Robin Young, Managing Director, Business and Workforce Development, Corporate Training Services at Durham College.

The model was developed after Ayrshire College secured funding in 2025 to enhance programming through advanced learning technologies, with DC working closely with partners in Scotland to bring it to life. A DC delegation recently travelled to Scotland to meet with Ayrshire College partners and participate in a funders’ event celebrating the launch.

During the visit, representatives from both colleges also identified priority areas for future work, with a focus on initiatives that respond to evolving industry and labour market needs.

“Partnerships like this are vital in ensuring our learners are equipped for the future world of work,” said Alistair Rodgers, Director of Enterprise Development, Ayrshire College. “Working with Durham College allows us to bring innovation to life through immersive, industry-relevant learning that enhances both skills development and learner experience. This collaboration reflects our shared commitment to delivering high-quality education that responds to the needs of employers, supports economic growth, and creates meaningful opportunities for individuals and communities both locally and globally.”

Established in 2025 through the Scottish Educational Exchange Programme (SEEP), the partnership enables both colleges to pursue joint initiatives in applied research, skills development and industry engagement. By combining their expertise in workforce training and immersive technologies, they are creating new opportunities for learners and strengthening the global exchange of knowledge.

Spring Open House connects future students with opportunities at Durham College

For thousands of prospective students and their families, Saturday’s Spring Open House at Durham College (DC) was more than a campus visit. It was a chance to talk with DC experts, clarify program details, and explore the many pathways open to them.

Across both the Oshawa and Whitby campuses, visitors explored programs, asked thoughtful questions, and connected directly with the people who will guide them through their time at DC. Many prospective students took the next step right at the event, submitting applications in DC’s Apply Now room, while others left with a clearer sense of their options.

From specialized labs to collaborative learning spaces, guided tours gave guests a close look at where learning happens. Program areas brought their spaces to life with demonstrations and conversations that highlighted how DC’s programs align with the needs of today’s workforce and lead to strong career outcomes.

“Spring Open House is an important opportunity for future students to see themselves at Durham College,” said Dr. Jean Choi, Vice President, Academic and Students. “It allows them to explore their interests, meet our employees and experience firsthand the focused, welcoming environment that defines DC. We are proud to help students take the next steps toward a rewarding career.”

Beyond the classroom, visitors also learned about the services that help students thrive, including financial aid, wellness resources and career development. With more than $5 million available in scholarships, bursaries and awards, many left with a better understanding of how DC can help make their education more accessible.

The event drew future students at every stage of the process, some had already accepted their offers, others were still weighing their options, and some were simply planning ahead.

“I know that I want to go to college after I graduate from high school and even though that is a year away, I came to find out all I can about the skilled trades programs that are available,” said Dylan Rouse, a Grade 11 student. “Everyone here has been really helpful and answered all of my questions. It was easy to get all of the information I needed.”

Current students also played a key role throughout the day, sharing their experiences and offering practical insight into life at DC. Their perspectives added authenticity and gave visitors a grounded sense of what to expect.

This year’s Open House also featured Discover DC Degrees, an information session highlighting the college’s portfolio of degree programs and pathways. Visitors learned how DC degrees prepare graduates for in-demand careers and opportunities for graduate studies, and connected one-on-one with program experts and Transfer and Pathways advisors for personalized guidance.

Anyone who missed the event can register for DC’s upcoming Program Info Nights on May 12 and 13. These focused sessions allow future students to meet faculty and employees, explore specific programs in more detail, and get answers about admissions, pathways and next steps.

For many, Saturday was just the beginning, and an exciting first step toward a future at DC.

Durham College and University of the Highlands and Islands launch renewable energy training partnership

Durham College (DC) and the University of the Highlands and Islands (UHI) are launching a joint online Renewable Energy Project Management program this fall, addressing the growing demand for skilled professionals as the renewable energy sector continues to expand.

The first initiative to emerge from a new memorandum of understanding (MOU) signed during a recent DC visit to UHI House in Inverness, the program will combine expertise from both institutions to help learners develop the project management knowledge and sector awareness needed to advance renewable energy projects.

“Partnering with UHI allows us to bring global expertise directly to learners in the renewable energy sector. There is an immediate need for training that equips professionals with the expertise required to drive sustainable energy projects forward, and this collaboration helps us meet that need,” says Robin Young, Managing Director, Business and Workforce Development, Corporate Training Services at DC.

The MOU builds on discussions between the two institutions over the past several months, with leaders exploring opportunities to collaborate on programs that address evolving industry needs.

During the visit, representatives from both institutions also met with academic and institutional leaders to explore broader opportunities for collaboration in training, education and industry engagement.

“UHI is committed to working with partners around the world to develop the skills needed for the energy transition. Our approach is based on sharing our experience while learning from others working in similar contexts internationally, helping to support new and innovative approaches to renewable energy development. This partnership with Durham College brings together international expertise to create learning opportunities that will help professionals plan and deliver renewable energy projects while supporting workforce development in the regions we serve here in the Highlands and Islands, Moray and Perthshire of Scotland and beyond,” added Vicki Nairn, Principal and Vice-Chancellor, University of the Highlands and Islands.

For DC, the agreement reflects a continued focus on developing international partnerships that connect industry, training, and education. Through engagement with global partners, the college will expand opportunities for learners while advancing workforce development in emerging sectors.

Future innovators shine at FIRST Robotics Competition hosted by Durham College

Hundreds of high school students showcased their engineering skills and competitive spirit at the 2026 FIRST Robotics Competition, hosted and sponsored by Durham College (DC).

A total of 28 teams and over 1,000 students, mentors, parents and supporters from across Ontario gathered at DC on March 14 and 15 for the district competition, where groups competed for a chance to advance to the provincial championships.

The event is part of the global FIRST Robotics Competition program, which challenges students in Grades 9 to 12 to design, build and program industrial-sized robots capable of completing complex tasks in fast-paced matches. Working alongside mentors, participants apply engineering, programming and teamwork skills to compete on a themed field as part of a three-team alliance.

This year’s season explored how discoveries from the past can inspire future innovation. Teams were invited to use modern engineering and robotics to reimagine the tools and technologies of earlier civilizations while solving dynamic challenges on the competition field.

In the weeks leading up to the event, participants used STEM knowledge and problem-solving skills to design, build and program 140-pound robots capable of navigating the field and completing game objectives. Throughout the weekend, alliances of three teams worked together to score points and outmaneuver their opponents in a series of high-energy matches.

“Events like the FIRST Robotics Competition highlight the creativity, collaboration and determination that students bring to engineering and technology,” said Dr. Elaine Popp, President, Durham College. “At DC, we are proud to welcome these young innovators as they test their ideas, work together and begin to see how their abilities can lead to meaningful careers in STEM and the skilled trades.”

After two days of intense competition, the winning alliance was Bolton’s Alpha Dogs (alliance captains) with their partners Mississauga’s Theory6, and Kincardine’s Kinetic Knights.

Congratulations to all participating teams for their ingenuity and perseverance throughout the weekend. By tackling engineering challenges and collaborating under pressure, these students are developing the curiosity, resilience and technical expertise that will help shape the future of science, technology and innovation. Hosting this competition reflects DC’s commitment to creating meaningful connections between the community and its programs in technology, engineering and applied trades.

New Durham College research supports children’s emotional development in the early years

Durham College (DC) has received nearly $360,000 in federal grant funding to lead a new research initiative that will support early childhood educators in helping preschool children build strong social and emotional skills during their most formative years.

The project – Transforming Early Years Education with Simulations: Building Teacher Efficacy to Support Children’s Social-Emotional Growth – is designed to develop conversational and immersive mixed-reality training simulations that allow educators to practice responding to real-life situations they encounter in early learning environments before they face them with children and families.

The initiative is led by Social Impact Hub Project Lead and faculty member in the Faculty of Social and Community Services, Corrine McCormick-Brighton, and brings together expertise from DC’s Mixed-Reality Capture (MRC) Studio and Ontario Tech University as well as community partners from the Regional Municipality of Durham Children’s Developmental and Behavioral Supports, Grandview Kids, and Simulation Canada. It is funded by the College and Community Social Innovation Fund through the Social Sciences and Humanities Research Council of Canada.

The project is rooted in local data showing ongoing challenges in children’s social and emotional well-being across the Durham Region. These early experiences, including how children manage emotions, focus attention and interact with others, play a significant role in shaping long-term academic success, health, and well-being. By focusing on early intervention, the project supports an in-demand workforce while helping educators feel more confident and prepared in their roles.

“Early childhood educators play a critical role in shaping children’s social and emotional development during some of the most important years of life,” said McCormick-Brighton. “By using mixed-reality simulations based on real early learning and child care classroom experiences, this project creates opportunities for educators to practice responding to complex situations in a safe and supportive environment. Our aim is to strengthen educator confidence and ultimately support better outcomes for young children.”

Developed with essential expertise from the MRC Studio, the simulations reflect real scenarios drawn from community experience and regional needs. Aligned with the MRC Studio’s commitment to exploring cutting-edge technologies and creating immersive applications that power education and training, the initiative demonstrates how extended reality can move learning beyond passive instruction to training through doing. Educators will engage in realistic scenarios that allow them to practice, reflect, and strengthen their approach in a safe, supportive environment.

“Simulation is designed to meet the training needs of a diverse range of users,” said Kelly Bradstock, Project Partner, Child Care and Early Years Division. “For newer educators or students, the simulation may offer more prompts and guidance to help users meet the learning objectives. For more experienced ECE’s, the simulation can provide more complex situations to provide a richer learning opportunity. With the right design, the learning experience is unique to each user.”

While the research is informed by local priorities, its impact is expected to extend beyond Durham Region. The project will help inform early childhood education programs at the college level and contribute insights that can be shared with early learning communities across Canada.

In keeping with DC’s Social Impact Hub’s mandate to advance community driven applied research, this project will strengthen social-emotional learning in the early years, fostering positive outcomes for children and families, while helping to build more resilient, inclusive, and supportive early learning environments. 

DC paralegal student takes her place in court

When Robin Simion enrolled in Durham College’s (DC) Paralegal – Honours Bachelor Degree program, she was drawn by something she hadn’t seen before, a degree offered through a college. She did not yet know that her legal education would unfold, quite literally, inside a working courthouse.

In her Provincial Offences course, Robin’s professor, Dalton Burger, moved the classroom from campus to Courtroom 105 at the Provincial Offences Courthouse. There, students observed live hearings, analyzed case law, and applied legal theory to proceedings in real time.

“Learning in the courtroom provides so much real-life experience that a student just wouldn’t take away from classroom-only learning,” says Simion. “It gives us real examples of how a trial should run, how prosecutors interact with court staff and members of the public, and so much more.”

“By having the class at the courthouse, students are able to observe hearings and then discuss them in our classroom, gaining a much deeper understanding of our legal system,” adds Burger.

The course culminated in a mock trial held inside the actual courtroom. Burger, who also serves as a deputy judge, presided as students delivered opening statements, examined and cross-examined witnesses, and presented closing arguments. High school students were invited to observe, creating an audience that made the exercise feel authentic.

“Having the ability to prepare and present the mock trial, especially in front of high school students, was nerve-wracking, but helped to inspire so much confidence,” notes Simion.

Simion’s achievement in the course earned her the Durham College Provincial Offences Award. Burger’s networks in the legal community opened another door. Encouraged by his mentorship, Simion applied for a paid summer position at the very Prosecution’s Office where her class had been held and was successful.

That summer, she gained practical legal experience alongside practicing prosecutors. She reviewed files, observed proceedings, and in her first appearance in court in a professional capacity, eventually made submissions to a Justice of the Peace on her own.

“My first time making a submission to a Justice of the Peace was both intimidating and very validating,” says Simion. “What really made the experience positive was the support of the prosecutors. They all consistently encouraged me and were very generous with their time and knowledge.”

Simion credits Burger not only with preparing her for the role, but with helping her believe she could pursue it. “Professor Burger helped me realize I could have a future in this profession,” says Simion. “His passion for the program and teaching made a world of difference.”

That mentorship reflects a broader commitment at DC, connecting students with the communities and professional networks they will one day serve. The Honours Bachelor Paralegal program is designed to develop graduates who are ready to contribute to access to justice in Ontario, a field where qualified paralegals are increasingly in demand.

“I did some outside research and learned about the growing scope of practice for paralegals in Ontario and the current need for more practicing paralegals,” says Simion. “The program presents a very practical approach, with a focus on legal procedures and advocacy strategies.”

DC’s Paralegal – Honours Bachelor Degree program prepares graduates to become licensed paralegals in Ontario, with pathways into areas including provincial offences prosecution, tribunal advocacy, and more. Graduates are equipped to enter a profession that plays a meaningful role in making the legal system more accessible to all Ontarians.

Alumni from DC’s first class of Business Administration students reconnect for 55-year reunion

In 1967, Durham College (DC) had just opened its doors and a brand-new program, Business Administration – Information Systems, was preparing students for careers in an emerging field.

This fall, members of that pioneering class returned to DC to celebrate their 55-year reunion, reconnect and reminisce how much the college has grown over the past five decades. The alumni met at Bistro ’67, DC’s on-campus teaching restaurant – a long way from the limited vending machine options the alumni enjoyed as students.

“When we’re together it’s just like we’re sitting in the classroom again,” said Adrian de Laat, who attended the event organized by Beth Sheyan and Gary Dionne. “Fifty years disappears and we just pick up right where we left off. We’re all proud to be DC graduates. I meet fellow alumni everywhere I go and I say ‘I’m student number 23.’”

De Laat and his friends have been connected for the majority of their lives, first meeting during their first semester.

“At the time I had the option to complete Grade 13,” explained de Laat. “But I had heard Durham College was opening up close to home and I was eager to start learning something I could apply to my future.”

After completing his credential, de Laat enjoyed a long career in information systems. Working at GMAC – a subsidiary of General Motors (GM) – right out of college, he set up their computer rooms, including the equipment, procedures, and practices. He was then hired on as a Programmer at GM in 1972. During his time at GM, he was promoted to progressively senior roles and then continued to work as a Senior Security Systems Analyst at Electronic Data Systems until retiring in 2005.

Looking back, de Laat credits DC’s industry-informed education for helping prepare him and his classmates for long, successful careers. “The faculty truly cared and treated us like adults,” said de Laat. “I remember Jim Walker took time to teach us how to write our resumes and do mock interviews to ensure we were prepared.”

They also reflected on how much the college has grown since its first year, noting the campus was made up of 16 portable classrooms. Lunch options consisted of four vending machines and a food truck operated by Tony’s Refreshment Services. All extra-curricular activities were organized by the Students Council, including the memorable Winter Carnival. DC’s first building was erected in 1970, during the final year of their program, and Alice Cooper came to play in the student lounge.

This reunion is not the first time the group has met up over the years. They began meeting in 2007 and have since met a total of five times. The driving force behind the ongoing reunions was their friend and classmate Rob Stewart who passed away in 2025. To honour their friend and celebrate his deep appreciation for DC, Stewart’s classmates made donations to the college, which supported the Faculty of Business and Information Technology’s annual Business Conference.

“Hearing stories about how our graduates’ time at Durham College shaped their lives always brings me joy,” said Sally Hillis, Senior Alumni Development Officer, Advancement and Alumni Relations. “I’m so thankful for people like Rob Stewart who inspire DC pride and life-long connection.”

If you’re a DC graduate celebrating a reunion, let us know. Contact the Office of Advancement and Alumni Relations at alumni@durhamcollege.ca.

Building confident, career-ready dental office administration graduates

Behind every successful dental practice is a skilled administrative professional who keeps appointments running smoothly, supports patients, and manages complex insurance processes with confidence. Durham College’s Dental Office Administration program prepares graduates to step into these roles ready to contribute from day one.

For Dental Office Administration student Shabaana Mohamed, the first time she was asked to log in to Dentrix, one of the most widely used dental practice management software systems in Canada, during her field placement could have been intimidating. Instead, it was affirming. As she sat down at the front desk and entered her credentials, she realized she already knew exactly what to do. “Because we had worked with Dentrix in class, I felt confident performing daily administrative tasks right away,” she says. “It made the classroom learning real and I felt well-prepared for my role in a dental office.”

The program’s hands-on approach is a key differentiator. Students work with industry-standard dental office software, including Dentrix and AbelDent, applying it to authentic tasks such as scheduling appointments, managing patient accounts, coordinating billing, and submitting insurance claims. By using these tools in realistic scenarios, students build skills and adaptability that employers value.

Insurance administration is another area where students gain expertise. Real-world case studies teach them to interpret benefit plans, manage predeterminations and claims, resolve rejections, and communicate coverage information clearly and ethically to patients. “Understanding insurance processes gave me confidence to support both patients and the clinic efficiently,” says Nicole Brouillard, DOFA graduate.

Field placements are structured to support progressive learning. Early placements focus on observation and guided reflection, while later placements provide hands-on responsibility in the same practice whenever possible. This continuity allows students to deepen skills, build professional relationships, and transition seamlessly into the workforce.

Beyond technical skills, the program emphasizes professionalism, communication, and resilience. Small cohorts ensure individualized support, and students receive enhanced Infection Prevention and Control (IPAC) training, preparing them to contribute safely and effectively in clinical environments.

“Our Dental Office Administration students are trained to manage infection control procedures such as cleaning, disinfecting and sterilization to help clinics remain compliant with regulatory standards,” says Sara Gordon, dental programs professor. “They also develop a clear understanding of instrument reprocessing and documentation requirements, which strengthens patient safety and allows them to step in and support the clinical team when needed.”

Graduates leave the program ready to make an immediate impact in dental offices, specialty clinics, and related health-care settings. As Mohamed notes, “The combination of classroom learning, software training, and field experience gave me the foundation to succeed in my placement and step into my career with confidence.”

Discover how the Dental Office Administration program can prepare you to launch your career with confidence.

Durham College joins Canada-ASEAN Business Council Nuclear Energy Working Group

Durham College (DC) has joined the Canada-ASEAN Business Council (CABC) Nuclear Energy Working Group, creating new opportunities to help shape the future of global energy workforce development.

Through this new partnership, DC will contribute to critical conversations about nuclear energy, clean power, and the upskilling and reskilling required to support a rapidly evolving global energy sector. The collaboration underscores DC’s role as a leader in applied, industry-aligned education and reinforces its commitment to supporting innovation, sustainability and economic growth at home and abroad.

“Joining the CABC Nuclear Energy Working Group reflects Durham College’s commitment to supporting Canada’s leadership in clean energy and workforce development,” said Dr. Elaine Popp, President, Durham College. “This partnership gives us the opportunity to contribute our expertise on a global stage, strengthen international relationships, and help shape the skills and talent strategies that will power the future of energy.”

The CABC, Canada’s only entity officially associated with the Association of Southeast Asian Nations (ASEAN), works to strengthen trade and investment between Canada and Southeast Asia. As a member of the Nuclear Energy Working Group, DC will engage in knowledge sharing, partnership development and sector-specific initiatives that support workforce readiness in highly regulated, safety-critical industries.

DC’s Corporate Training Services (CTS) will lead the college’s involvement, with a primary focus on workforce development for the energy sector. This includes customized training solutions for industry and government partners, as well as potential research and innovation collaborations through the Office of Research Services, Innovation and Entrepreneurship.

“We are pleased to welcome Durham College as a member of our Nuclear Energy Working Group. Durham College’s applied expertise in nuclear energy, green technologies, and industry-aligned training brings a practical, workforce-focused perspective that is essential as Southeast Asian countries advance their clean energy ambitions,” said Wayne Farmer, CABC President. “Their strengths in capacity building and curriculum development will add meaningful value to the Working Group’s efforts to support nuclear deployment and long-term energy transition across the region.”

For students, the long-term impact could include expanded partnerships, new co-op and work placement opportunities, and more industry-focused applied research projects. Insights gained through the working group will also help inform future programming and curriculum development, ensuring graduates are equipped with the skills needed in a growing sector that continues to see significant investment worldwide.