Nurturing connection and belonging for Indigenous youth at college
By Patty Hambler, Associate Vice President of Student Affairs
Too often, Indigenous students begin their post-secondary education feeling unsure if they belong. Fostering Indigenous Readiness for Education (FIRE) supports youth through culturally grounded spaces of connection, growth and possibility.
This new program provides Indigenous youth and young adults aged 15–21 with opportunities to connect with mentors, current students and peers in an environment that nurtures their identity and values the knowledge, leadership and community they bring with them.
“FIRE is about creating a space where Indigenous youth feel cared for from the very beginning of their post-secondary journey,” says Jennifer Anaquod, Director of Indigenous Academic Initiatives. “Everything about this program is designed to help students feel welcome, supported and valued.”
The first program offering takes places Aug. 19–22 at Douglas College’s New Westminster Campus.
Ready to register? Sign up on our website.
FIRE at a glance
Rooted in Indigenous ways of knowing, FIRE guides youth through reflection, discovery and celebration. Over four days, participants will engage in:
- Relational learning through storytelling and shared experience
- Cultural grounding with ceremony, land connection and Indigenous worldviews
- Mentorship from current Indigenous students
- Exploration of academic programs, supports and services
- Community building that fosters confidence and connection
An evolving program
FIRE is not a static program. Like the students who attend, it is growing and evolving. Indigenous Student Services welcomes feedback, stories and new ideas from all participants.
Q&A: Building confidence in college
By Kevin Pilar, Current Student Communications
When Associate of Arts in Communications student Kia Ferrer started at Douglas, she never would have guessed the experiences she would have or the places her education would take her. From studying in the Philippines, Germany and Indonesia to gaining valuable hands-on experience and connections by volunteering at the Career Centre, Kia continues to make the most of her time in college.
What has your college and career journey looked like so far?
It definitely hasn’t been linear. After completing the Medical Office Assistant program, I decided to explore a different direction and returned to take courses in sociology and psychology. That’s when things started to shift. A Sociology instructor invited me to join a research project, which led to organizing events, creating my first zine, and travelling to present in Montreal and Toronto. Volunteering at the Career Centre grew into a student assistant role where I managed volunteers. I also studied abroad taking courses in business and sustainability. Giving myself permission to explore on my own terms, made all the difference!
Read more about Kia’s work on Inspired Journeys: A zine guide to careers in sexual violence prevention
How did studying abroad help you stand out when applying for jobs?
It gave me hands-on skills and meaningful experiences to draw from. Courses in international business and sustainable development taught me how to adapt quickly. In interviews, I can speak to working across cultures and overcoming challenges, and the global networks I built show employers that I bring a unique and well-rounded perspective.
What challenges have you faced in the job market, and how did your experiences help?
I started out working in retail and food service, which taught me a lot about communication, teamwork and time management. But when I wanted to explore roles in different settings, it was hard to know where to start. I didn’t feel confident applying to corporate jobs because I wasn’t sure I had the right experience. The Career Centre helped bridge that gap. I attended workshops, booked one-on-one appointments and got support building a LinkedIn profile. I went from zero connections to over 500 and even got recruited for a job through LinkedIn. Volunteering gave me real experience and helped me grow my skills, and study abroad taught me to be independent and open to new challenges.
What advice would you give other students thinking about Study Abroad, Co-op or Career Centre opportunities?
Think about the stories you want to tell after graduation. Co-op lets you test drive careers, and study abroad builds independence. If you’re unsure, book a Career Centre appointment or chat with Global Engagement. Financial support is available and your class projects already count as experience. Believe in yourself and take the first step.
All these opportunities made me more confident, globally aware and connected. I’m grateful I took that first leap and hope other students do the same.
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About Global Engagement
Kia participated in the 2023 Guided Study Tour to Germany, 2024 UMAP Discovery Camp in Indonesia and the 2025 Philippines Field School. If you are interested in studying abroad, explore opportunities through MyGlobal or contact Global Engagement at studyabroad@douglascollege.ca.
About the Career Centre
Kia has attended Career Centre workshops and events, and made use of CareerHUB. The Career Centre provides career resources, job postings, and programs including Co-op, the Business Internship Program, and the Advanced Career Development Program. Visit CareerHUB or contact the Career Centre at careercentre@douglascollege.ca.
Ask an Expert: Is Vancouver a lonely city?
By Aline Bouwman, Marketing & Communications
Vancouver is often pegged as a lonely or emotionally cold city, despite its vibrant urban culture. While Vancity is known for its politeness and diversity, many residents say they feel socially isolated. But is it just a Vancouver problem? Are there things we can do to make city life feel less lonely?
Dr. Joey Moore is a Sociology instructor at Douglas College who researches urban environments and the experience of belonging, community and place in the Canadian context. We sat down with Dr. Moore to chat about loneliness in the city and learn what we can do to feel more connected to our neighbours.
Q: Is Vancouver a lonely city?
Dr. Moore: It definitely can feel that way. But it’s not just a Vancouver problem. Loneliness is common in many big cities around the world.
Over a hundred years ago, German sociologist Georg Simmel observed that city life tends to make people emotionally detached. With so much going on around us, we tune things out just to cope. That helps us get through the day, but it also means we often ignore the people around us.
There’s a positive side to that detachment, too: it can reduce prejudice and help us feel more comfortable with diversity. But it also makes it harder to truly connect with others. Add in long work hours, high housing costs, time spent in cars, and social media pulling us inward, and it’s easy to see why people can feel alone, even in a crowd.
Q: How can we make cities feel more connected?
Dr. Moore: It starts with how we build them. Research shows that when we design neighbourhoods for walking and cycling – when people actually move through shared spaces – there are more chances to interact.
Vibrant public spaces that don’t cost money to access also help. Parks, community centres and libraries are “third spaces” where people from all walks of life can meet, casually and naturally.
Vancouver does have some areas like that, but if we want to shake the city’s reputation for loneliness, we need more of them. Building connected cities means designing for human connection, not just efficiency or aesthetics.
From survivors to activists: Empowering careers in sexual violence prevention
By Elizabeth Douglas, Marketing and Communications
Sexual violence comes in many forms, can happen anywhere and to anyone. But it’s preventable.
Standing at the forefront of that change are students Broughan Jansz, Kia Ferrer and Rebecca Day. Through their zine, Inspired Journeys: A zine guide to careers in sexual violence prevention, they want to help stop acts of sexual violence altogether.
The zine, co-authored by Sociology instructor Dr. Lisa Smith, recent Sociology grad Nell Perry and Douglas Students’ Union Women’s Representative Kristina Bonface, connects social sciences students with organizations involved in sexual violence prevention and guides them on how to prepare for careers in the field.
A Statistics Canada study states sexual assault is the only violent crime in Canada to not decline over the past 20 years, with approximately 4.7 million women reporting experiencing sexual assault since the age of 15.
Despite the large population affected by sexual violence, mapping a career in sexual violence prevention isn’t always straightforward. For Lisa, smoothing out the journey for her students is a top priority, and working on Inspired Journeys further fuelled that passion.
“Social sciences careers do look different, and I think we as instructors need to help students see the pathways available and show them that they don’t all look the same,” says Lisa. “It’s not necessarily about finding just one job. It’s about understanding how your skills can be meaningful in a variety of roles.”
Identifying existing skills and knowledge is a prime component of the Inspired Journeys zine. Using reflective practices alongside career and job search resources, the zine helps students identify their strengths and find careers that align with their goals.
“It was important to make the zine approachable and encouraging. It can help you work through what your values are, what you truly believe in and how to leverage the skill set you already have to get the job you want,” says Kia, an Associate of Arts in Communications student.
It’s with those tools and support that she hopes to combat stereotypes in the field.
“Stereotypes teach us that there isn’t much you can do with a social sciences or arts backgrounds, but we want to show people that if you’re fulfilled and want to make a difference in the world, you’re going to find a career.”
While Broughan and Kia still have time before they graduate, this fall Rebecca will begin working toward getting her sexual health educator certification – a journey inspired by the zine she helped create.
“As a queer, disabled woman, the sex education I received didn’t give me the tools or the knowledge I needed at the time,” says Rebecca. “While working on the zine, I was able to use the reflection exercises we created to figure out what areas I was drawn to and where I can take my future.”
Read more about Dr. Lisa Smith’s advocacy for menstrual equity across the country
Lived experience prompts activism
“My interest in sexual violence prevention stems from lived experience and having so many people around me go through the same thing – especially women and non-binary folks who present femme,” says Rebecca, a soon-to-be Bachelor of Arts in Applied Psychology (Honours) grad. “I was feeling fed up, and that helplessness and frustration made me want to pursue something that would stop the next generation from going through the same things we did.”
Broughan and Kia’s motivation also comes from lived experience of sexual violence.
“We need to stop the normalization of sexual violence and how it’s assumed that everyone will know someone who has gone through it. It starts with teaching young people that it’s not OK and that it’s not normal,” says Broughan, a third-year Gender, Sexualities and Women’s Studies student. “I want to focus on how we can create a society where these things are talked about ahead of time so we can stop it at the beginning.”
Taking their project across the country
Last month, Broughan, Kia and Rebecca took their zine to the 2025 Canadian Sociological Association Conference at the Federation for Humanities and Social Sciences Congress in Toronto.
“Every copy we brought was snatched up. We saw folks sharing the zine on their social media, and we were even approached to guest-speak in undergraduate classes. We built so many new connections and created memories that we will cherish as we continue in our journeys and move on to new projects.”
Inspired Journeys comes at the end of a seven-year project aimed at addressing and preventing sexual violence on post-secondary campuses. iMPACTS is a $2.5 million partnership grant with the Social Sciences and Humanities Research Council of Canada, led by Dr. Shaheen Shariff at McGill University.
Backed by an additional $3.7 million in donations, the team has hosted events, spearheaded research and produced numerous publications around sexual violence prevention. Douglas College joined the iMPACTS initiative in May 2018 and has since hosted numerous on campus events and initiatives.
To get a copy of Inspired Journeys or to browse other zine collections, visit the Douglas College Library.
Leading with compassion: Nick Blackman’s journey from Psychiatric Nursing grad to mental health services leader
By Aline Bouwman, Marketing and Communications
Psychiatric Nursing alum Nick Blackman has taken his Douglas education far beyond the hospital setting, guiding innovative solutions in supportive housing as a sector leader in community-based mental health services sector in Vancouver.
Nick graduated from the Psychiatric Nursing program at Douglas to launch a decades-long career in community-based mental health services. He is the executive director of the MPA Society, a not-for-profit that offers supportive housing to people facing challenges with mental health, substance use and housing security.
He says the strong foundation in compassionate care and the clinical experience he received in the Psychiatric Nursing program allowed him to build a career rooted in care, advocacy and community.
“The program didn’t just teach me how to be a nurse,” Nick says. “It taught me how to listen, how to understand and how to lead with compassion.”
The Psychiatric Nursing program offers students practical experience through clinical placements, preceptorships and strong mentorship from instructors. For Nick, these experiences shaped his future in mental health care.
“While theoretical knowledge is crucial, the most valuable learning experiences occur during students’ practicum and preceptorship,” he says. “These experiences provide invaluable opportunities to dispel myths surrounding mental health, substance use, aging in place and housing insecurity. They foster empathy and allow students to align their values with their future work.”
Read more: Two Psychiatric Nursing students want to change the way the LGBTQ2S+ community receives acute and community care in hospitals and other health-care settings
Housing that heals
Nick’s work with the MPA Society centres on providing stable housing with compassionate, community-centered care. One of the main projects is the Hampton Hotel, right above the organization’s head office in Vancouver’s Downtown Eastside.
Residents at the Hampton receive daily support with meals, medication and mental health services, along with help managing daily activities. But just as important is the strong sense of community the program fosters.
Several residents have lived at the Hampton for over 20 years, forming lasting connections with staff and one another. Group activities – from walking clubs, to cooking groups, to camping trips – nurture social connection and belonging.
“For individuals who have experienced long-term housing insecurity, this kind of environment can be transformative,” Nick says. “It offers not just safety, but a sense of home.”
The work can be complex, but Nick is inspired by the healing he witnesses. He mentions a woman who entered MPA’s supported housing after years of substance use and homelessness. With time and support, she stabilized and formed a healthy relationship with another program participant. They married and now live independently.
“Their story speaks to the power of housing-first approaches when paired with consistent, respectful support,” Nick says.
Read more: this Psychiatric Nursing grad found clarity by following her Indigenous roots
Supporting the supporters
While the rewards of working in mental health care can be profound, the field is not without challenges. Community housing is often at capacity, and clients can fall through the cracks. For mental health professionals – particularly those new to the field – this can be discouraging.
At the MPA Society, staff well-being is top of mind, Nick says. Staff are encouraged to stay connected and physically active through routines that support mental wellness, such as exercise, yoga and community involvement.
MPA also does regular mental health check-ins with its people – from front-line workers to senior leadership. Every meeting starts with a simple question: How are you doing? Nick says this practice not only builds a culture of care, but also embodies the values of empathy and connection that guide community-based work.
Preparing the next generation
As demand for mental health services continues to grow, so does the need for skilled, empathetic professionals. Nick is helping shape this next generation of mental health professionals at Douglas College. Under his leadership, the MPA Society has created and supported annual awards in the Psychiatric Nursing and Mental Health Worker programs at Douglas for the past 12 years. These awards honour graduates who embody and embrace the principles of psychosocial rehabilitation and mental health recovery.
“Supporting the next generation of people working in mental health, substance use and supportive housing programs critical in ensuring we have competent and compassionate graduates,” he says. “We need people in this field who care deeply and show up for others.”
Learn more about the Psychiatric Nursing program at Douglas.
Making space by taking space: First openly trans campus leader paves the way for gender-diverse inclusion
By Aline Bouwman, Marketing and Communications
When Margaret Waldron took on the role of Pride Representative with the Douglas Students’ Union (DSU), she knew she wouldn’t just be representing the 2SLGBTQIA+ community; she would also be paving the way for trans, non-binary and gender-diverse students simply by being visible as a trans woman in a leadership position.
A fourth-year Associate of Arts in Creative Writing student and the first openly trans representative in the DSU, Margaret is dedicated to creating inclusive spaces at Douglas College and helping gender-diverse students navigate the complexities of College life and gender identity.
Most importantly, her presence signals that Douglas campuses are places where trans students belong and can show up authentically.
“When people see someone like them, it opens the door for them to take up space as well,” Margaret says.
But visibility, she emphasizes, is just the beginning. Her real work has been to educate allies, organize gender-inclusive events and help students access gender-affirming care.
The costs and benefits of representation
While Margaret is making history as the first openly trans person to serve with the DSU, she sometimes forgets that she’s breaking new ground.
“Often, I literally forget I’m trans until someone’s a bit transphobic toward me,” she says, laughing. “Then I remember, oh right, that’s still a thing.”
Still, being the first comes with being seen as a representative for the entire community, for better or worse. “At Pride flag raisings, I get shuttled from politician to politician – everyone wants a picture with the trans girl,” she says. “It’s a little surreal.”
Margaret has become a kind of unofficial “first” for many people. “I’m often someone’s first trans woman friend,” she says. “Or their only one. Sometimes, I’m the first trans person they’ve ever had a real conversation with.”
That comes with emotional labour. And, sometimes, baffling questions. “I’ve had people ask me, ‘Are you the gay man or straight man version of a trans woman?’” she says, with an amused shake of her head.
Her answer? “I think I’m a lesbian with the soul of a gay man and the body of a Midwestern woman.”
It’s a witty response, but it reflects a deeper truth about the misconceptions many people still carry about gender and sexuality.
“A lot of people still think of trans women as the ‘final evolution’ of a gay man,” she says. “And if you’re attracted to women, they ask why you even transitioned.”
But she also sees the deeper significance of being visible as a trans woman in leadership. “I know how hard academic environments can be for trans women. Even in queer or feminist circles, there’s still so much transphobia. So just being visible makes a difference.”
Read more about a Douglas alum who launched a career as an 2SLGBTQIA+ activist
If the clothes fit
One of Margaret’s initiatives this year was organizing a gender-affirming clothing swap at the College. For many trans and gender-diverse students, shopping for clothes that align with their gender identity can be a stressful and sometimes inaccessible experience.
“Especially if you’re early in transition, it can feel really intimidating to walk into a clothing store and shop in a section that people might think doesn’t align with your gender presentation,” Margaret says.
With the fear of discrimination compounded by the financial burden of assembling a completely new wardrobe, many trans and gender-diverse students don’t have much opportunity to explore clothing styles that feel right for them.
The clothing swap allowed students to expand their wardrobes in a non-judgmental environment where these barriers were removed.
Filling the gaps
From the day Margaret started as Pride Representative, she has been working to fill critical information gaps for trans students.
She points out that many trans students still rely heavily on peer-to-peer networks to understand their health-care options. Barriers to accessing gender-affirming care are multifaceted, ranging from financial obstacles and lack of trained providers, to stigma and discrimination. Navigating complex bureaucratic systems and encountering a lack of trans-competent health-care professionals can be overwhelming and confusing.
“I’ve done a lot of research for students,” Margaret says. “I’ve made spreadsheets of resources I can email when people ask about hormone replacement therapy (HRT) or gender-affirming care. Honestly, that kind of work has been necessary, because there just isn’t enough accessible information out there.”
“If you have a good doctor, HRT can be really customizable,” she explains. “But most people don’t even know that. There’s just not enough clarity or consistency, especially when you’re first starting.”
Margaret is taking steps to improve access to vital health information for trans students. She’s currently organizing a Q&A panel featuring gender-affirming health-care specialists. The panel event’s purpose is to give students a chance to ask questions in a safe, supportive environment.
Margaret also recognizes that asking questions, especially about deeply personal or intimate topics, can make trans people feel vulnerable
“We live in a transphobic society, and specifically, a transmisogynistic one,” she says. “A lot of questions about HRT are private, like, how will this affect sex? Or what about fertility? And it can be awkward or even shameful to ask.”
To reduce that barrier, students will be able to ask questions anonymously. “That way, folks don’t have to out themselves or feel exposed in front of a group,” she says.
Read more about how a Therapeutic Recreation student is championing trans-inclusive policies
Beyond visibility
At many past events, Margaret recalls being the only trans woman in the room. But that’s changing.
“I’m seeing more trans women showing up – not just to Pride Collective events, but to Women’s Collective events and other DSU events, too.”
Margaret’s work, both visible and behind the scenes, is already making a difference. Whether it’s compiling spreadsheets, organizing events or showing up to student-facing DSU events, her leadership is expanding equity, diversity and inclusion on our campuses.
“It means a lot,” she says, “to be in these spaces and know that another trans woman might walk in and feel less alone because of it.”
And for every awkward question or photo op, there’s someone in the room quietly noticing: if she can be here, maybe I can too.
Improving lives one soundwave at a time
Kei Tatsuno, a former rock band drummer from Japan, has always loved music. Over time, he decided he wanted to extend that passion to help others. With support from Douglas College, Kei made that a reality, learning how to combine music theory, technology and therapy skills to make a real difference.
By Maggie Clark, Marketing and Communications
After studying music in Japan, Kei Tatsuno lived the rock star dream, touring Asia with bands like Survive Said the Prophet and YesterdayFall. But he wanted more.
“I wondered what it would be like to perform with people from different cultures,” Kei says. “Listening to a lot of Western rock inspired me to leave my home in Japan and explore the world.”
Drawn by the allure of the West, Kei moved to Vancouver, Canada, a city that reminded him of his hometown, Sagamihara, with its mix of scenic nature and many artists. It was there that he discovered a fulfilling way to use his musical talent.
Shifting from rock star to music therapist
Upon arriving in Vancouver, Kei had to adjust to an English-speaking city life. But he didn’t let that stop him, gradually learning phrases of English here and there.
Settling into his new life, Kei married and became a father to two stepsons, growing especially close to his eldest, who is Autistic. The two shared a love of music, never hesitating to dance to the beat whenever the music was on.
This connection sparked Kei’s interest in how music can help neurodivergent people. It didn’t solidify into a plan, though, until he took a year-long trip to Japan to care for his father, who was dealing with depression.
“Whenever I struggled with my own depression, I found joy in playing the drums or listening to music,” Kei says. “My eldest stepson feels the same way and so did my father before his depression. It made me realize I wanted to use music to give people relief from the stress in their life.”
Driven by this new discovery, Kei looked for local music therapy programs, which led him to Douglas College’s Diploma in Foundation for Music Therapy Studies.
To meet the English requirements for the diploma, he took the College’s English Language Learning and Acquisition (ELLA) program and chose to enhance his musical skill set at the same time with a Certificate in Basic Musicianship.
Discovering sound baths
Confident from his time in both programs, Kei was finally prepared for the Diploma in Foundation for Music Therapy Studies. It taught him valuable skills in understanding music theory, recognizing musical elements by ear and playing multiple instruments. It also gave him a chance to apply those skills in the real world through practicums.
During one of those practicums, Kei set up a variety of instruments – drums, guitar and a mallet – to create soothing rhythms for a senior care centre. As he watched the audience hum and clap along in harmony, Kei had a transformative realization.
“I felt a surprising connection to the group,” Kei says. “It wasn’t about creating a song or music. Then, it came to me: it was more of a harmonious sound. I wanted to learn more.”
He discovered that this soothing not-quite-music was a sound bath, a form of meditative experience where people relax, listening to resonant sounds. Studies have shown that it can be therapeutic, lowering anxiety, depression and overall stress. It was exactly the sort of support Kei wanted to provide to others.
Building on sound therapy with music technology
To refine his sound bath skills, Kei pursued Douglas’s Diploma in Music Technology, learning how to create backing tracks and program music. Combined with his previous training in music theory and multi-instrumental skills, these new insights enabled Kei to collaborate on “Seeds,” an immersive, nature-inspired sound bath project at Lobe Studio.
The experience was a positive one, proving to Kei that his plans to provide sound therapy were moving him in the right direction.
“What I value most is creating an inclusive space so that neurodivergent people can relax and connect with one another. Now, I can make that happen through sound baths, thanks to my time at Douglas.”
Learn more about the ELLA, Certificate in Basic Musicianship, Diploma in Foundation for Music Therapy Studies and Diploma in Music Technology programs at Douglas College.
Self-compassion and physical wellness: a student’s guide to thriving
By Ava Rose, Child and Youth Care practicum student
Have you ever stayed up late just to finish an assignment or catch up on studying? I know I have. Sometimes it feels like I need to really push myself just to keep up with school, work and life in general. When I fall short of those expectations, guilt creeps in fast. I know I’m not alone in this, and that it’s something many of us at Douglas have experienced at some point.
During my practicum with the Student Affairs and Services Wellness Team, I’ve come to realize how important it is to meet myself with compassion during tough moments. This mindset has helped me build more resilience and take better care of my mental and physical wellness. Especially during exam season, I’ve found that being gentle with myself and focusing on small, sustainable habits make the biggest difference. I genuinely encourage other students to take an approach of self-compassion when dealing with the stresses of school and personal life.
How self-compassion enhances physical wellness
With a self-compassionate mindset, students can better focus on their body’s needs rather than external pressures. As I’ve been exploring what a self-compassionate mindset looks like for me, I also asked a few of my friends how they’ve shifted their mindset when it comes to their physical wellness:
1. Reduce exercise guilt and encourage movement
Many students, me included experience guilt when they miss a workout or struggle to meet their fitness goals. Self-compassion has encouraged me to reframe exercise – now I see it as a way to care for myself, not a reflection of self-worth. Instead of feeling guilty for missing a workout, I am able to recognize that rest is essential for maintaining my wellness! Ben, a second-year Computing Science student, says, “I used to force myself to go to the gym even when I was burnt out from school and work. Now, I listen to my body. Some days I focus on letting myself get lots of rest since I know it’s the best thing I can do for myself at that moment.”
2. Nourish the body with kindness
Self-compassion also changes the way I think about nutrition. Instead of focusing on restrictive diets that often lead to guilt and unhealthy habits, I try to approach eating with mindfulness. That means paying attention to hunger cues, enjoying meals without judgment and choosing foods that fuel me. My classmate, Donna, a fourth-year Child and Youth Care student, shared with me a similar perspective: “I used to feel guilty about eating ‘unhealthy’ foods, but now I practice balance. One meal doesn’t define my health or well-being; if I want to have a sweet treat, I will let myself, without feeling guilty.”
3. Prioritize rest and recovery
Rest, whether it’s sleep or simply taking time to unwind, is a key part of mental and physical wellness. For me, practicing self-compassion helps me recognize when I need a break, instead of seeing it as being lazy. Sleep is often not prioritized by students because of the need to meet deadlines or cram for exams. But approaching rest with a self-compassionate mindset helps set boundaries, like calling it a night instead of pushing through. Claire, a third-year Financial Services student, has started prioritizing rest: “I constantly remind myself that time management is really important. If I’m not able to get something done and it’s getting pretty late, I know how important it is to prioritize rest so I can be more present when revisiting studying or assignments the next day.”
Douglas College supports
Douglas College offers resources that can help you integrate self-compassion into your wellness journey:
- Athletics and recreation: The College offers access – included in your student fees – to campus fitness centres, group fitness classes, and fun intramural sports to help you stay active and connected.
- Counselling: College counsellors can provide guidance on how to balance wellness and academic life, while also giving yourself kindness.
- Wellness events: Get support and learn strategies for self-compassion, stress management and holistic wellness. Contact saswellness@douglascollege.ca for additional support or information on events!
Wellness, as a whole, isn’t about perfection: It’s about being kind to yourself. Practicing self-compassion in movement, nutrition and rest can help us develop habits that support long-term well-being. As you navigate student life, remember that taking care of yourself isn’t selfish, it’s essential!
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References:
Gedik Z. (2019). Self-compassion and health-promoting lifestyle behaviors in college students. Psychology, health & medicine, 24(1), 108–114. https://doi.org/10.1080/13548506.2018.150369
Homan, K. J., & Sirois, F. M. (2017). Self-compassion and physical health: Exploring the roles of perceived stress and health-promoting behaviors. Health psychology open, 4(2), 2055102917729542. https://doi.org/10.1177/2055102917729542
Wong, M. Y. C., Chung, P.-K., & Leung, K.-M. (2021). The relationship between physical activity and self-compassion: A systematic review and meta-analysis. Mindfulness, 12(3), 547–563. https://doi.org/10.1007/s12671-020-01513-4
Meet the 2025 Student Leadership Awards winners
By Maryam Labani, Current Student Communications
Last night, the Student Leadership Awards honoured this year’s winners and nominees. The awards are presented to students, faculty and staff who have shown themselves to be leaders through their outstanding contributions to the College community. More than 160 attendees joined us to show their support.
Congratulations to all the winners and nominees of the 2025 Student Leadership Awards!
Student Leader Award
Margaret Waldron, Associate Degree in Arts – WINNER
“Margaret is the rep for the DSU Pride Collective. She is the first trans woman leader at DSU Pride, and the first openly trans person in leadership during their DSU term. One of her initiatives last year was a gender-affirming clothing swap, which was part social event, part resource event. She secured clothing donations, promoted the event, recruited volunteers and hosted an onsite information session for trans-/gender-affirming health care, clothing and overall wellness. For this upcoming year, she is in the process of organizing a hormone replacement therapy (HRT) info panel with a local endocrinologist and a nurse that specializes in hormone readiness assessments. This type of trans health information can be difficult and even stigmatized to access.” – Amber Dawn Upfold, nominator
Taranjeet Parmar, Bachelor of Arts in Applied Psychology – WINNER
“I first met Taranjeet when she was working at a student event in her capacity as a volunteer Student Assistant Wellness Leader, which she has done from September 2022 to January 2024. Her energy, enthusiasm and attentiveness to student needs and questions were immediately obvious. I work most closely with Taranjeet in her current position as a peer tutor at the Douglas College Learning Centre. Taranjeet has become a “go-to” tutor in the Learning Centre: On several occasions, when we have had students with special needs, we have called on Taranjeet to work with those students. When students have other challenges to their academic success, such as neurodivergent differences, Taranjeet is able to work with the whole student; that is, she is able to consider their emotional needs as well as their academic skills needs.” – Nancy Johnson, nominator
Tavleen Kaur, Bachelor of Business Administration in Financial Services – WINNER
“Tavleen is able to build instant connections and make people feel like they belong, no matter their background. She takes initiative inreaching out to people, building lasting relationships and including everyone. In the Learning Centre, she ensures her students feel comfortable and instills confidence in them. Tavleen is an excellent listener, consistently exhibiting active listing skills such as reflecting, clarifying and empathizing. Her openness enables her to see things from other perspectives and find common ground. Tavleen consistently contributes to the growth of communities she is a part of, including the Learning Centre and Student Life. Her colleagues regularly reach out to her for guidance, which she sees as an opportunity to improve confidence and cultivate connections. As a leader, she tries to build confidence in others so they can become leaders themselves.” – Ryan O’Connor, nominator
Thi Hoai Thuong (Kaylin) Le, Post-Baccalaureate Diploma in Advanced Supply Chain Management – WINNER
“Kaylin goes above and beyond to help first-semester international students navigate their academic and social lives in Canada, ensuring their transition is as smooth and successful as possible. Kaylin has shown remarkable initiative and commitment in her role within the mentorship program. She has organized and hosted a variety of events that foster connection, networking and the development of lasting friendships among international students. These events have provided invaluable opportunities for students to integrate into the College community and form meaningful relationships with their peers. She addresses inquiries with patience, clarity and care, ensuring students feel supported every step of the way. Her efforts are truly commendable, and she is an indispensable asset to the Douglas College community.” – Mia Trieu, nominator
Nominees for Student Leader Award
Congratulations to all the students who were nominated for the Student Leader Award.
- Nankling Dazel
- Martin Alejandro Cisneros Silva
- Hai Linh (Sophie) Hoang
- Natasha Spees-Courtepatte
- Lauryn Su
- Amarpreet Singh
- Kiyan Sheikh
- Tatiana (Taty) Gutierrez
- Berivan Chikh Ismail Zada
- Seyyed Khashayar (Kash) Anvari
- Srinithin Tirupur Rajendran
- Debanhi Herrea-Lira
- Komalpreet Kaur
Up and Coming Student Leader Award
Hai Linh (Sophie) Hoang, Diploma in Management – WINNER
“Since joining the DCI Ambassador Program in January 2024, Hai Linh Hoang (Sophie) has consistently demonstrated an unwavering commitment to the College and its student community. She embodies positivity and enthusiasm, always showing up with a smile and a can-do attitude. Her proactive involvement in student initiatives makes her a role model among her peers. She is approachable, dependable and inspires other students to engage in College activities. Sophie’s ability to balance academic excellence and extracurricular involvement speaks volumes about her strong work ethic and leadership potential.” – Napito Asahara, nominator
Kash Anvari, Diploma in Financial Services – WINNER
“Kash actively engages in finding unique solutions to tutoring challenges. He also works to create a welcoming environment in the Learning Centre. I frequently observe him greeting students who are new to the Learning Centre and helping them figure out their tutoring needs. He helps them find an appropriate tutor and guides them through the booking system. In tutor training activities, he frequently takes the lead with his small group.” – Nancy Johnson, nominator
Nominees for Up and Coming Student Leader Award
Congratulations to all the students who were nominated for the Up and Coming Student Leader Award.
- Kumudumali Thilakshana Jayasundara Wijesinghe
- Lana Andjergoli
- Hai Linh (Sophie) Hoang
- Amarpreet Singh
- Tatiana (Taty) Gutierrez
- Avika Sawhney
- Rida Ahmed
Outstanding Contribution to Student Engagement from a Faculty or Staff Member Award
Mike Cornford, Faculty, Marketing – WINNER
“Mike has made an exceptional contribution to student engagement by actively supporting and mentoring students in leadership roles, both inside and outside the classroom. As my professor of Ecommerce Marketing (MARK 4240), he’s able to curate a dynamic learning environment that encourages critical thinking and hands-on application of marketing strategies. His commitment to student leadership was particularly evident during the Germany Marketing Field School at DHBW in Karlsruhe, where he went above and beyond to ensure students not only gained valuable international business insights but also developed leadership and collaboration skills. His ability to inspire, mentor and support students in leadership positions makes him a truly deserving candidate for this award.” – Lauryn Su, nominator
Nominees for Outstanding Contribution to Student Engagement from a Faculty or Staff Member Award
Congratulations to all who were nominated for the Outstanding Contribution to Student Engagement from a Faculty or Staff Member Award.
- Padmapriya Arasanipalai Kandhadai
- Aurora Faundo
- Eugene Dy
Global Citizenship Dean’s Award – WINNERS
Selina Lydell
Shea Perry
Maiya Schulz
Tha Mee Thu
Sevanna Cook
Colton Dube
Rebecca Alexander Barnett
Ka Wing Yan
Hannah Flynn
Brandon Chou
An Dao
Nhu Hung Le
Han Nu Ngoc Ton
Trisha Bioncio
Brianna Shanahan
Danna Domasig
Hershey Marasigan
Ngoc Nha Khanh Nguyen
Olivia Dixon-Lawless
Lucas Jackson Franck
Tianna Francis
Learn more about the Student Leadership Awards on our website. Learn more about the Global Citizenship Dean’s Award winners.
From soaked socks to self-growth: My Ireland field school experience
By Paige Webster, Creative Writing Student
wan·der·lust
noun
a strong desire to travel.
I’m standing on the streets of Derry, Ireland, shivering from the torrential downpour that has soaked my pants and shoes. The murals loom around me. I huddle closer to my friend, who was smart enough to bring her umbrella, as I strain my ears to listen to our guide, Neal, as he explains the meaning of the painting that sits behind him.
I think of my friends and family back home as another raindrop lands on my forehead, knowing that they are basking in 26-degree weather while I am halfway across the world, shivering in the middle of June.
How I ended up in Ireland
How I ended up in Ireland – let alone Europe (again) – after not even being home a year after my last trip is still beyond me. But the luck of the Irish was on my side when I discovered the field school being offered in the Summer Semester of 2024.
Travelling after high school had always been a goal of mine, though I was unsure at the time whether I wanted to do it right after graduation or save a bit more money first. But, having graduated in 2020, the choice was made for me courtesy of the pandemic. Spending the next two years (give or take) stuck inside made me antsy to explore. I wanted to start living my life the way I had imagined it, travelling to different places, meeting new people and experiencing other cultures.
Luckily, I had worked hard and saved enough money to finally go on my long-awaited trip in March of 2023. Europe was my destination of choice, starting in England, travelling up to Scotland, over to France, down to Spain, and then back to England to finish the trip off. As a young solo female traveller, I was nervous getting on to that plane – after a tearful goodbye to my parents. This would be the longest I had ever been away from home, and the furthest I had ever travelled without my parents. Every possible thought of what could go wrong raced through my head, but I was grateful to be meeting family on the other side, so if anything did go wrong, I knew I would be OK.
But I know not everyone has that sense of security while travelling, especially if solo travelling. I understand that feeling; it’s how I felt in France and Spain (Spain in particular, as I did not know the language), but I got by. Travelling solo, I understand you may want to go off the beaten path and explore the cities for all they have to offer, and while I recommend doing that, I also suggest sticking to touristy spots. Because if you’re in a country where you don’t know the language, there is a better chance that in those heavily populated tourist areas, there will be someone willing to help you. I tended to stick to myself and tried my best to blend into the crowd, but when I needed it, I would find a tourist info booth, and they were always very kind to me.
That said, my trip did not come without its hiccups. I got really sick when I was in Scotland and was practically bedridden throughout the whole week I was there. I had to cancel the Irish portion of my trip and instead head back to England, three weeks earlier than planned. It bummed me out at the time that I missed out on seeing Ireland, but I figured in a few years I could find my way back to it.
Little did I know that less than a year later, I would once again be at YVR waiting to board a plane to Ireland. But this time, I wasn’t alone.
I first heard about field schools in my Basic French I class. About a month into the semester, the professor began talking about the field school she was organizing in Bordeaux, France. It intrigued me at first, as I’d have liked to explore more of France when I was there the first time, especially considering Bordeaux was a city I had stayed in for a few days, but didn’t explore much of outside the city centre. As the prof went on, the trip started to sound amazing. But the drawback was that it was only 3 credits, and I needed at least 6 to 9 per semester if I wanted to graduate as planned. So, I put my hopes of travelling again to rest.
But a few weeks later, I started seeing flyers around campus for other field schools. Spain, Mexico and Ireland.
What drew me to the Ireland field school was the three classes involved: History, Sociology and English. Three subjects that interested me, in a country I’d missed out on, with people I’d be able to make memories with?
I signed up immediately.
My initial thought was to get my name in the running and think of the logistics later. I’d rather have the opportunity to interview with the professors running the field school than miss out entirely. It’s not necessarily a route I’d recommend for everyone, but if travel is something you’re interested in, but something you aren’t sure how to pursue, I would highly suggest this.
What is a field school exactly?
I found myself having to explain it a lot to my friends and family. A field school is a version of a study abroad program. However, unlike being away for a whole semester and living on your own in a foreign country, you get to know a group of students who also attend Douglas and travel with them for a few weeks in a foreign country. It’s like a field trip! For my field school, we spent the month of May at the Coquitlam Campus, attending classes four times a week. At the beginning of June, we left for Ireland and spent three and a half weeks there. I found that the field school was a great way to get to know both the professors and my peers. Unlike a regular semester where you attend a class maybe once or twice a week and don’t socialize much with the peers in your class, in a field school, you get to know everyone well and can even make some pretty good friends.
I understand a field school may not be for everyone. For those who would rather travel and explore on their own, I would highly suggest doing a study abroad program through Douglas. But if you are hesitant about solo travel, though still want to explore other cultures and parts of the world, a field school is the perfect opportunity to do just that.
There are always opportunities at Douglas for travel.
If travel is something you’ve always wanted to do, a field school or other study abroad programs may be just what you’re looking for. Don’t let the opportunity pass you by, you never know where studying abroad may take you.
It may not take you to the rainy streets of Derry, but if it does, remember your umbrella.
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Paige Webster is a second-year Creative Writing student at Douglas. In Summer 2024, Paige participated in the Ireland Field School. If you are interested in studying abroad, have a look at Myglobal or contact the Global Engagement office at studyabroad@douglascollege.ca
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