Ahead of the 2026 Polytechnic Showcase, we connected with Fanshawe to discuss their session, Innovation in Education in Action: Canada’s First Post‑Secondary Military Co‑op.  We sat down with Lieutenant-Colonel Carlo Tittarelli, Assistant Chief of Staff at the 31 Canadian Brigade Group, and Darlene O’Neill, Fanshawe’s Military Connected College Lead Administrator, to learn more about their partnership.

Polytechnics Canada:  What inspired the partnership between Fanshawe and 31 Canadian Brigade Group (31 CBG)?

Carlo Tittarelli:  The partnership was inspired by a shared commitment to innovation, workforce development and community resilience.  Fanshawe saw a valuable co-operative education opportunity for their students and the Army Reserves were actively recruiting new members.  Both recognized an opportunity to bridge the gap between post‑secondary education and meaningful service by aligning academic programming with the real-world leadership, technical and interpersonal skills developed through service.

Darlene O’Neill: From Fanshawe’s perspective, there was a strong desire to create flexible, experiential learning opportunities that support student success while responding to evolving labour market needs.  For 31 CBG, the partnership offered a creative approach to meet evolving recruitment needs.

PC: How does the program work?  What do students experience while balancing their studies and participation in the Army Reserves?

DO:  Students who express interest in the program inform Fanshawe’s Co-op Coordinator.  The applicant is then directed to a recruiter within the 31 CBG.  There’s a standard recruiting process, which includes security screening, medical assessment and fitness testing.  The candidate is then assigned to a unit in the area and enrolled in the Army Primary Reserve.  Candidates complete basic training at Wolseley Barracks in London.

Candidates are paid for their service and have access to the benefits that accompany reserve service, including pension contributions, a comprehensive dental plan and a $2,000-per-year Education Reimbursement Program.

By the end of the semester, the candidate will have completed basic training and a qualification related to roles like Human Resource Administrator, Financial Services Manager or Material Management Technician.  There are plans to expand the program to include Signal Operator.

CT:  Reserve soldiers are permitted to end their contracts at almost any time.  However, soldiers would be encouraged to remain active following the completion of the semester.  There are opportunities for both part-time and full-time employment following completion.

Reserve service is designed to accommodate soldiers who are attending school or working full-time.  Typically, a soldier who has completed initial training attends at the unit one night a week, one weekend a month and a week-long exercise in the late summer.

PC: Have there been lessons learned that you would share with other campuses considering a similar kind of partnership?

DO:  One of the most important lessons is the value of building the partnership on shared goals rather than transactional outcomes.  Taking the time to align the priorities of student success, workforce development and recruitment created a strong foundation of trust and mutual understanding.  Clear communication and defined roles have also been critical.  Creating single points of contact for both organizations with clearly defined roles have led to program success.

Flexibility has been another key takeaway.  Post‑secondary institutions and military organizations operate with different systems, timelines and cultures.  Being open to adapting policies, co‑op structures and scheduling allowed the program to meet academic standards while accommodating the realities of Reserve service.  This adaptability was essential.

CT:  A key lesson was the importance of educating students and faculty about the Army Reserves, our culture and learning outcomes that accompany a co-op work term with the Reserves.  Information sessions and tours of 31 CBG were organized to create that knowledge.  Many students and faculty had pre-conceived ideas about the Canadian Armed Forces and so it was imperative that these were discussed and expectations managed.

Considering the student/recruit experience at every stage has also been fundamental.  Intentional coordination around mentorship and learning outcomes ensured that students/recruits could thrive both academically and professionally.  Meanwhile, students who were not successful in the application process had to be supported to secure another placement.  For institutions considering a similar partnership, I’d suggest starting small, piloting the model and being willing to learn and evolve together.

PC: Canada wants to attract new talent to the Canadian Armed Forces.  How might this partnership support those efforts?

CT:  This partnership allows the Canadian Forces Army Primary Reserve to attract applicants with educational backgrounds that support the roles they could fill within the Army.  It provides applicants with real experience and transferrable skills.  Applicants are well compensated for their time and have employment opportunities when they graduate.  That’s a model that can absolutely be replicated elsewhere.