Simone Moreau-Rodgers teaches marketing and customer relationship marketing (CRM) at Fanshawe College, where students work on live client projects and learn from industry mentors.
Useful for marketing education partnerships that need a college classroom for applied CRM and mentorship.
Best for
A marketing education company seeking a college program partner for applied CRM and mentorship.
Not for
A B2B CRM software vendor seeking demo requests from marketing directors or sales leaders.
Key takeaways
Students built a CRM plan for the St. Thomas Elgin General Hospital Foundation.
Mentor Circles bring practitioners into class for candid career questions and feedback.
Career advice includes hands-on experience, transferable skills, connections, and a portfolio.
Check first: Confirm audience includes program decision-makers and ask for engagement data before contacting.
Main ideas
Students learn marketing by working on real problems · Practitioners make classroom learning more useful · Early-career marketers should build evidence of their skills
Simone Moreau-Rodgers teaches marketing and customer relationship marketing at Fanshawe College.
Their posts connect classroom learning with practical experience: students work on a live client challenge, meet industry mentors, and hear career advice grounded in the skills employers seek.
Follow them for concrete examples of applied marketing education and guidance for students starting a marketing career.
Moreau-Rodgers makes professional experience part of the lesson, rather than simply describing it.
In one post, they explain how students working with the St.
Thomas Elgin General Hospital Foundation will research audiences and develop a CRM plan around the Foundation’s priorities.
In others, they describe mentor circles where students can ask candid career questions, test their project thinking, and hear how professionals built their careers.
Their career advice to Western University students offers practical next steps: build hands-on experience, develop transferable skills, make connections, and show work in a portfolio.
Together, these posts show a teaching approach built around applying ideas, getting feedback, and preparing students for work.
Simone Moreau-Rodgers presents marketing education as practice, not just classroom instruction: students should apply frameworks to real briefs, hear directly from working professionals and leave with work and connections they can use in their careers.
Students learn marketing by working on real problems
They argue that applying classroom concepts to an organization’s actual needs connects theory with practice.
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Students do the research and strategic work rather than only hearing how marketing should be done.
In a CRM capstone project with the St. Thomas Elgin General Hospital Foundation, students were set to research markets, explore new audiences and develop a customer relationship marketing plan based on the Foundation’s challenges and priorities.
They describe mentors as a way for students to test ideas against professional experience.
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Students can ask candid questions, hear how careers develop and make connections while working through their projects.
For Marketing & Sales Mentor Circles, they say students discuss career paths and employer expectations, test capstone thinking with professionals and begin building networks. A separate post describes mentors as people who challenge students’ thinking and help bridge classroom learning and industry.
Early-career marketers should build evidence of their skills
Their career advice favours practical steps over waiting until graduation: gain hands-on experience, develop transferable skills, build relationships early and make work visible.
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Career preparation is something students can practise while studying.
In a discussion with Western University students, they recommend internships or projects, skills such as content, analytics, CRM and communication, networking before it is needed, and portfolios that show what a person can do.
Start here if you want to see what Simone Moreau-Rodgers' classroom actually does.
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It is the clearest account of the live-client model: who the partner is, what they provide and what students produce in return.
Moreau-Rodgers describes kicking off a Fanshawe College CRM capstone with the St.
Thomas Elgin General Hospital Foundation.
A Foundation representative, Ryan Byrne, joined the class to lay out the organisation's current challenges, opportunities and marketing priorities.
Over the following weeks, students conducted market research, explored new audiences and built a strategic customer relationship marketing plan.
The post frames the partnership as a way to turn classroom frameworks into real work on a real business problem.
For brands planning a campaign
A useful picture of what a college partnership asks of a partner: a live brief, a named contact willing to brief a class, and a semester of runway. In exchange, the organisation gets student research and a CRM plan it did not pay for.
This shows the second half of the teaching model: outside practitioners brought into the room.
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It explains what mentors are asked to do, in the creator's own words.
Moreau-Rodgers announces that they are hosting Marketing & Sales Mentor Circles in their CRM capstone and lists the mentors taking part: Ashley Rowe, Amanda DeVries, Faris A. and Christina Rapson.
The stated purpose is to let students experience marketing rather than only study it.
Mentors are described as challenging students' thinking, bringing clarity and bridging the gap to industry.
The post closes by celebrating real, applied learning and thanking the mentors involved.
For brands planning a campaign
A practitioner route into this classroom rather than a funding route.
A company seeking presence and credibility with marketing students can supply an expert for a mentor session; the visible benefit is proximity and goodwill, not measurable lead flow.
Pair this with the live client post: the two describe distinct ways to take part.
The most precise statement of the student-side value of mentorship, written as thanks rather than promotion.
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It identifies four things students are said to gain.
A thank-you post to Donna Sevenpifer of Fanshawe College, Karen Chalmers of interVal and Chris McInnis of United Way for giving their time to the Marketing & Sales Mentor Circles.
It sets out what students take from the sessions: hearing how experienced professionals built their careers, including the detours; asking candid questions about the industry and what employers look for; testing capstone thinking against real-world experience; and starting the professional network that often leads to a first job.
The names differ from those listed in the announcement post, suggesting the mentor group varies from one round to the next.
For brands planning a campaign
The follow-up post publicly names participating individuals and their organisations, the clearest visible return for a mentor's employer. It also shows which questions students are being prepared to ask, useful if you plan to send someone in.
The best single read for what Moreau-Rodgers teaches about early marketing careers and how they present that advice to students.
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Moreau-Rodgers describes speaking to students at the Western University Faculty of Information and Media Studies alongside Erin Pearson, PhD, about what a marketing career looks like and how to stand out early.
The four takeaways are: start building experience now through internships and hands-on projects; focus on transferable skills such as content, analytics, CRM and communication; build relationships before you need them; and show your work, because portfolios often speak louder than resumes.
The post also notes a discussion of how Fanshawe College graduate certificates can complement a degree by adding practical experience employers want.
For brands planning a campaign
The post positions graduate certificates as an addition to a university degree rather than a substitute, a framing an education partner would want to align with. It also identifies the audience: university students and early-career marketers, suited to awareness and recruitment messaging rather than purchase-intent campaigns.
In a CRM Capstone project, students work with the St.
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Thomas Elgin General Hospital Foundation to research markets and audiences and develop a strategic customer relationship marketing plan around the organization’s challenges and priorities.
Connect classroom frameworks to an organization’s stated needs, then have students research and develop a plan.
For brands planning a campaign
A college or marketing education partner could explore a semester-long client project that gives students a real brief and produces a CRM plan. The post describes the kickoff; ask for the completed project results.
Simone describes Marketing & Sales Mentor Circles in the CRM Capstone.
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Students hear career stories, ask industry professionals questions, test project ideas and build professional connections. A separate post describes a discussion with Western University students about marketing careers and early career preparation.
Bring professionals into class to share career experience, discuss students’ projects and answer their questions.
For brands planning a campaign
A program seeking to add practitioner perspectives could consider mentor circles or career conversations alongside coursework. Ask for evidence of student learning outcomes if those are central to the decision.
In a post about speaking with Western University students, Simone highlights the value of building hands-on experience, developing transferable skills such as content, analytics, CRM and communication, networking before a job search, and showing work through a portfolio.
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The post also discusses graduate certificates as a way to add practical experience.
Turn career advice into concrete actions: take on projects, build relationships and document work.
For brands planning a campaign
A curriculum or education partnership could assess whether its activities help students practise transferable marketing skills and produce work they can show employers. Ask for evidence of certificate outcomes if those are central to the decision.
Simone Moreau-Rodgers’s brand relationships are institutional rather than commercial sponsorships.
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The posts show one employment relationship—they teach the CRM capstone course at Fanshawe College—and one client relationship through that course: students work on a live project for the St.
Thomas Elgin General Hospital Foundation.
Guest speaking at Western University and mentor participation from a local agency and a nonprofit are mentions, not paid partnerships.
The posts show no sponsorship, affiliate, investment, or disclosed paid-partnership relationships.
Fanshawe College
Employment
Moreau-Rodgers describes the CRM capstone course they teach at Fanshawe College, where students complete a live client project and meet industry mentors through Marketing & Sales Mentor Circles they organize.
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They also promote Fanshawe graduate certificates to prospective students.
The Foundation is the capstone course’s live client.
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Its representative, Ryan Byrne, briefed the class on current challenges, opportunities, and marketing priorities. Students will conduct market research and build a strategic customer relationship marketing plan for the organization.
Chris McInnis of United Way volunteered as a mentor in the same Mentor Circles, giving students an outside view of industry expectations and career paths.
Simone Moreau-Rodgers writes about teaching marketing by putting students inside real work.
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The clearest way into the posts is the CRM Capstone sequence: one post opens a live client project with the St.
Thomas Elgin General Hospital Foundation, where students research audiences and build a customer relationship marketing plan around the organization's stated priorities; two others describe the Marketing & Sales Mentor Circles, where working professionals sit in with the class to answer career questions and pressure-test student projects.
A fourth post collects the career advice they give students: build hands-on experience, develop transferable skills such as content, analytics, CRM and communication, network before you need it, and show finished work in a portfolio.
Read those four together to see the pattern: applied briefs, practitioner contact, and evidence a student can carry into a job search.
Both are college educators who treat industry partnership as part of the teaching job.
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Spilman Vogt describes an optics and photonics program built around employer and industry partners, and gave a conference talk on building scalable workforce pipelines in precision optics — the same problem Moreau-Rodgers tackles from the marketing side, connecting coursework to what employers actually need.
Spilman Vogt's work is technical workforce training in optics and photonics, including a new advanced technology center, and their public material is largely institutional and conference-facing. Moreau-Rodgers keeps their work in the marketing classroom: live client CRM work, mentor sessions and student career advice.
Miller describes building an Adobe study product with student input, running beta testers and student feedback sessions at universities, and refining the tool around what students said was missing — a practice that echoes Moreau-Rodgers's approach, with students testing their capstone thinking against working professionals and shaping their own projects.
Miller works inside a software company building an AI study tool, so the subject is product and edtech rather than marketing curriculum, and the audience is students studying anything rather than marketing students preparing for agency or client work.
Like Moreau-Rodgers, Parker brings outside practitioners into a college classroom and connects coursework to how real operations run, hosting industry guests to walk supply chain students through merchandise logistics at a major tournament and taking part in podcast conversations that explain new industry topics for a general professional audience.
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The subject matter is supply chain and manufacturing, including digital product passports and automation, rather than marketing and CRM. Much of the public material is commentary through recorded conversations rather than classroom projects and mentorship.
For a marketing education company seeking college programs for applied CRM and mentorship, Simone Moreau-Rodgers offers a classroom-centered LinkedIn audience rather than a broad B2B buyer audience.
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Their LinkedIn profile lists 4,024 followers as of 9 October 2026.
The four posts address students, industry mentors and college partners, covering marketing career advice, a CRM capstone live client project with the St.
Thomas Elgin General Hospital Foundation, and Marketing & Sales Mentor Circles.
The content signals relevance to people interested in marketing education, CRM curriculum, applied learning and mentorship.
The posts provide no audience breakdown by geography, age, gender, employer, job title, seniority or industry, and include no engagement or reach metrics.
Treat the follower count as a reach indicator, not proof that the audience includes program directors, curriculum decision-makers or corporate learning buyers.
Request recent LinkedIn follower analytics by job title, seniority, industry and geography; engagement results for comparable CRM, capstone and mentorship posts; and any audience survey data from current or past students and mentors.
If reaching college program decision-makers is essential, ask for documented examples of posts or campaigns that reached that group.
Simone Moreau-Rodgers’s documented partnerships run through the CRM capstone course at Fanshawe College, rather than a personal sponsor programme or media kit.
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The posts show two routes: industry professionals joining the class as Marketing & Sales Mentor Circles mentors, and organisations hosting a live client project that students research over a semester.
Named participants include Donna Sevenpifer (Fanshawe College), Karen Chalmers (interVal), and Chris McInnis (United Way) in September 2026, plus mentors Ashley Rowe, Amanda DeVries, Faris A., and Christina Rapson in February 2026.
Ryan Byrne joined in September 2026 to launch a live project with the St.
Thomas Elgin General Hospital Foundation.
The posts publish no commercial terms, rate card, sponsor policy, deliverable list, exclusivity clause, approval process, or partnership inquiry contact.
A buyer should negotiate those terms directly.
Moreau-Rodgers also speaks to student audiences outside the capstone, including at a career session at Western University alongside Erin Pearson; the posts describe those appearances as career guidance rather than sponsored placements.
For a marketing education company, the entry point is the classroom, not a sponsorship inventory: contribute a person or a real client challenge to a semester-long course, with access to students, curriculum design input, and a visible role in applied learning.
Agree on fees, content rights, branding, and appearance frequency directly with Simone.
Marketing & Sales Mentor Circles
Buyer requirement
Provide a working marketing or sales professional to join the CRM capstone class, share how they built their career, answer students’ questions about the industry and employers’ expectations, and give feedback on capstone projects.
The posts describe mentors challenging students’ thinking and bridging the gap between classroom and industry, and name mentors who joined for a semester.
No time commitment, session count, or fee is published; agree the schedule and costs with Simone before the semester begins.
Live client project
Buyer requirement
Bring a real organisational challenge to the capstone class and let students conduct market research, explore new audiences, and build a customer relationship marketing plan over the semester.
The posts say the St.
Thomas Elgin General Hospital Foundation shared its current challenges, opportunities, and marketing priorities as the starting point for the student project in September 2026.
Expect to provide project context, a staff contact, and access to relevant background.
Agree on fees, deliverable ownership, and publicity terms before the project begins.
Strong fit. This is the campaign need their posts match most directly: the classroom work already combines applied CRM and mentorship.
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Brief
A marketing education company wants to partner with college programs to deliver applied CRM and mentorship experiences. Is Simone Moreau-Rodgers the right classroom partner?
Reasons
The CRM capstone is already a vehicle for applied CRM. Students worked on a live brief from the St. Thomas Elgin General Hospital Foundation. A Foundation representative outlined the organisation's challenges and priorities; students then conducted market research, explored new audiences and built a customer relationship marketing plan over the semester.
Mentorship is an established, recurring format, not a one-off. Two rounds of Marketing & Sales Mentor Circles feature different practitioners — Ashley Rowe, Amanda DeVries, Faris A. and Christina Rapson in one round, and Donna Sevenpifer, Karen Chalmers and Chris McInnis in another. A partner could supply a participant for an existing structure rather than design one from scratch.
The teaching priorities match a curriculum partner's language: hands-on experience, transferable skills such as content, analytics, CRM and communication, relationships built before a job search, and portfolios that show work. Graduate certificates are framed as complementing a degree with practical experience, not replacing it — a framing an education partner would want to be associated with.
The audience suits a campaign aimed at students, industry mentors and college partners. The LinkedIn posts report 4,024 followers as of 9 October 2026 and address all three groups.
What to confirm
No fee, rate card, session count, deliverable ownership or approval process is published. Ask for these terms before proceeding.
No measured outcomes are reported, including student results, partner satisfaction or employer feedback. Ask for outcome data if results are central to the decision.
No audience composition data (job title, seniority, industry, geography) or engagement metrics are provided. Ask for them if classroom reach is central to the decision.
When to choose a specialist
Poor fit for a campaign aimed at software buyers. The posts point to a student and educator audience and semester-length teaching formats, not a software buying audience or short-cycle demand generation.
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Brief
A mid-market B2B CRM software vendor wants sponsored LinkedIn posts that generate demo requests from marketing directors and budget-holding sales leaders.
Reasons
Their posts speak to students, mentors and college partners. They do not address directors evaluating a CRM purchase, and include no product, pricing or category argument.
There is no audience composition or engagement data to support a pipeline estimate. Job title, seniority, industry and geography are absent, and none of the four posts carries reach or engagement figures. The 4,024-follower count indicates potential reach, not that buyers are present. Ask for audience and engagement data before estimating pipeline.
Commercial terms are undocumented. The posts publish no rate card, deliverable list, exclusivity clause, approval process or partnership inquiry route. Ask for these before planning a paid sponsorship.
The documented formats run across a semester. A live client project gives students weeks to research and develop a plan; a Mentor Circle brings practitioners into a course round. Neither is a short promotional flight or delivers the demo-request mechanic the vendor wants.
What would change it
A different brief could work. For early-career brand awareness or campus recruiting — supplying a graduate pipeline or sending a practitioner into a Mentor Circle as an employer rather than a software seller — the same evidence supports a conversation. That's a new brief, not evidence that the vendor's brief works.
A worked campaign example
Angle
A co-taught applied CRM module built around a sponsored live-client brief, with the partner contributing both the client problem and the practitioners.
Honest limits
Their posts describe the model and name participants, but report no outcomes, satisfaction or results. Fees, contracts and an inquiry route are also unpublished. Plan for a semester timeline and treat the campaign angle as a proposal to agree on, not an off-the-shelf offer.
Steps
Agree on the semester slot and course — the CRM capstone is the documented setting — and confirm who on the partner side owns the relationship.
The partner supplies a real marketing challenge with enough background for students to work on, plus a named staff contact willing to brief the class, as the St. Thomas Elgin General Hospital Foundation did at kickoff.
The partner supplies one or two working professionals for a Mentor Circle session. They can discuss how they built their careers, including the detours, answer candidly about what employers look for and give feedback on capstone thinking.
Agree on the deliverable up front: student market research and a customer relationship marketing plan, who owns that work afterwards, and what the partner may reuse or publish.
Agree on attribution before the class starts. Mentors and their employers have been publicly thanked by name in follow-up posts. Expect the partner to be named in the same way, and settle any approval rights over that mention.
Close the loop with a partner debrief and a short written handover to students, giving both sides something to point to at the end of the semester.
Terms to settle
Agree on the fee or in-kind arrangement, number and length of sessions, exclusivity, approval over any public mention, and handling of confidential brief material. Ask for these terms; none is published.
Why this shape
It takes its cues from two practices the posts show in action: an organisation giving a class a real marketing challenge to work on over a semester, and outside professionals joining discussions to test and sharpen student thinking. The partner does not need to invent a new format, and they do not need to change the capstone’s existing approach.
Choose Marty Parker when a partner wants a course that brings outside operators in front of students and is willing to run the programme outside marketing—in supply chain, operations or merchandise.
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The two posts show a repeatable guest-speaker format: Mark Wells and Jenny Cogan from Augusta National Golf Club spoke to a class about working in merchandise during the tournament, covering how the patron experience is planned and the two routes into the operation: front-of-house sales of shirts and hats, and behind-the-scenes inventory work.
A second post covers a podcast appearance on The Buzz with Supply Chain Now, where they discussed digital product passports, AI and automation in manufacturing, and customer feedback.
It shows a wider industry-conversation channel a partner could share.
Parker is a better choice if the buyer's curriculum is closer to supply chain or operations, or if they value an established rhythm of employer guests over building one.
The subject matter is supply chain, not marketing or CRM, so a marketing education partner would be buying the format and classroom access rather than the content.
Neither post shows CRM teaching, a capstone structure or a mentor-circle roster; one is a media appearance rather than classroom work.
A buyer seeking marketing-specific applied learning would need to adapt the format to their own discipline.
Choose Charlie Miller when the buyer wants student co-creation as product development at scale rather than as a taught course.
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The posts describe leading development of Adobe Acrobat Student Spaces, a free AI-powered study tool built with students: hundreds of student beta testers, dozens of live feedback sessions, and student groups at Berkeley, Brown, Harvard, Marshall, San Jose State and the University of Minnesota.
The later post reports more than a million students a month using the tool and lists features that came directly from student feedback, including turning handwritten notes into editable text, exam cheat sheets, editable quizzes and flashcards, and resume feedback.
Miller is a better fit if the partner offers a platform or tool, or seeks a research-and-development relationship with students, and values reaching a large student user base over working within one college course.
This is not a classroom delivery partner.
The posts show product ownership and student co-creation, not an instructor running a CRM capstone, a live client brief or a mentor circle.
A partner seeking course-based applied CRM and mentorship would need to build that layer themselves.
The relationship is also tied to one employer's product, shaping what a partner can co-create and how the work is presented.
Choose Alexis Spilman Vogt when the need is workforce-pipeline development and industry-partner facilities in a technical discipline, or when the buyer needs a community college partner connected to a professional society.
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The posts describe the new Sydor Optics Advanced Technology Center at Monroe Community College, scheduled to open in September and built to prepare optics and photonics technicians, with named partners including Monroe Community College, Pike Construction Services, LaBella Associates, Monroe County, Sydor Optics, SPIE, contractors and industry stakeholders.
A second post covers a talk at the SPIE Optics + Photonics Conference titled 'Building Scalable Workforce Pipelines in Precision Optics', about connecting students to careers while serving industry workforce needs.
Vogt is a better choice for a partner whose offer centres on employer pipelines, technical training or a named industry consortium rather than a marketing course.
The discipline is optics and photonics, not marketing.
The documented work is a capital facility and technician-pipeline development, not a course with mentored client projects.
Neither post shows CRM content, a mentor-circle format or a live client brief.
A marketing education partner would be buying industry-partnership credibility and workforce-development experience, not an existing applied marketing programme.
Four LinkedIn posts by Simone Moreau-Rodgers cover a live CRM capstone client project with the St.
Thomas Elgin General Hospital Foundation, two rounds of Marketing & Sales Mentor Circles, and a marketing career talk for students at Western University.
The posts describe the teaching practice; the follower figure for the account was observed on 9 October 2026.
The posts do not carry publication dates, so this page describes current practice rather than a timeline of changes.
Comparisons with other educators draw on two posts each, enough to describe the shape of their work and no more.
The posts do not say anything about audience composition or engagement data, commercial or sponsorship terms, programme outcomes, or earlier or off-platform work such as books or shows.
These are open questions, and the first things to check before acting on the classroom and curriculum-partnership material.