From Classroom to Career | Soumer Seifeddine

For Soumer Seifeddine, 24, choosing to pursue a co-op placement wasn’t about checking a box. It was about standing out in a competitive job market and gaining clarity about where his degree could take him.

A finance student at the University of Alberta, Soumer took part in an optional co-op program, completing multiple work terms alongside his studies. The structure allowed him to graduate with a year of professional experience, but more importantly, it gave him confidence that finance wasn’t just something he was studying, but something he genuinely wanted to pursue.

That clarity was sharpened during his third co-op term at Optima Living, a senior living and continuing care provider based in Vancouver. The experience was supported through the Information and Communications Technology Council’s Work-Integrated Learning (WIL) Digital program, which provides wage subsidies to employers across Canada’s critical sectors, helping post-secondary students gain meaningful paid work experience through opportunities like co-op placements while still in school.

Finance in practice, not just theory

Unlike some academic programs, co-op was not mandatory for Soumer’s degree. But as a finance student navigating a crowded employment landscape, he saw it as a strategic decision. “Getting real experience while still in undergrad felt like the best way to set myself apart,” he explains. “It’s also how you start building real connections in the industry.”

By the time he joined Optima Living, Soumer was ready for a role that aligned closely with his academic focus. The position involved budgeting, forecasting, variance analysis and exposure to corporate development, work that finally felt like finance in practice, not just theory.

Finding confidence through responsibility

What surprised Soumer most wasn’t the work itself, but the environment in which he was doing it. Optima Living’s small team structure meant close collaboration, regular feedback and direct access to mentorship.

That balance changed how Soumer saw himself as a professional. Over time, he stopped questioning whether finance was the right path and started focusing on how to grow within it. “Co-op took away that doubt,” he reflects. “I knew I was on the right track because I’d actually lived it.”

A new relationship with learning

Returning to university after co-op also felt different. “Before, school felt like an extension of high school: assignments, exams, move on,” he says. “You don’t always retain what you learn.”

Work experience reframed that mindset. Back in the classroom, Soumer found himself more motivated, more curious, and more intentional. Learning became something he wanted to do, not just something required to pass.

That change carried into interviews and professional interactions. Confidence replaced hesitation. Conversations felt more natural. Expectations felt clearer — not just about what employers wanted from him, but what he wanted from his career.

Letting go of the ‘perfect’ plan

If there’s one lesson Soumer would pass on to other students considering work-integrated learning, it’s this: Don’t let uncertainty stop you from starting.

Rejection, he says, is part of the process, especially early on. But effort compounds. “No matter what job you’re doing, do it well. Stay curious. Keep a long-term view.”

Above all, co-op taught him not to over-engineer the future. “You don’t have to plan every detail,” he says. “Be adaptable, stay open, and trust that things will work out.”

For Soumer, work-integrated learning didn’t just provide work experience. It provided certainty, and the confidence to move forward with purpose. 
 

About ICTC’s WIL Digital Program

ICTC’s Work-Integrated Learning (WIL) Digital program provides eligible Canadian employers with grants to subsidize up to 50 percent of a student’s salary over their term. The program takes place over three terms a year: Winter, Spring/Summer, and Fall. Since 2017, it has facilitated over 23,000 student placements with more than 4,000 employers across Canada, and over 65 percent of placed students identifying as belonging to underrepresented groups. 

ICTC’s Work-Integrated Learning (WIL) Digital program is funded by the Government of Canada's Student Work Placement Program (SWPP).

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