Douglas College students to build AI and virtual reality training simulations for classmates with $500,000 Embark grant
Imagine a student walking into their first veterinary clinic placement and having to talk a worried pet owner through a tough diagnosis. Or picture a geology student suiting up for a field assessment on the side of a steep, rainy cliff.
Before ever stepping into a real clinic, lab or field site, Douglas College students will be able to practise those exact moments in immersive simulations built by their classmates.
Over the next three years, Computing Science students will gain hands-on experience building and maintaining custom AI, 3D, virtual reality and augmented reality applications to help train peers across four science programs.
Thanks to a $500,000 Embark Major Grant, secured through a partnership between the Douglas College Foundation and Alumni Relations team and the Faculty of Science and Technology, the College will launch the Embark Immersive Learning Hub at the New Westminster Campus to support this work.
Read more: World’s biggest video game hackathon levels up at Douglas College for second year
Built by students, for students
Most post-secondary schools buy pre-packaged training software from outside tech companies. Douglas is taking a different route. By having Computing Science students build and maintain the software in house alongside faculty, the College gains training tools tailored to its courses, while Computing Science students gain real software development experience before graduation.
“Our students will use AI and virtual reality to solve real classroom problems for fellow students across campus, putting what they learn in lectures into practice,” says Brian Chapell, Dean of Science and Technology at Douglas College. “Because our students and faculty are building the software themselves, Douglas owns the tools and can keep adapting them as courses evolve. That means this grant can benefit students long after the three-year project ends.”
Putting code to work
For Computing Science students, the project is a chance to see their code make a direct difference for students down the hall.
“Usually in class, you build a project, get your grade and that’s the end of it. Knowing that the AI characters and 3D environments we code will actually help a Veterinary Technology or Biology student feel ready for their first real lab is what excites me most. I think it will feel like working in a real studio right on campus,” says Alison Rempel, a Computing Science Diploma student in the Game Development stream.
Read more: Douglas student develops a drawing robot using Raspberry Pi
A safe place to make mistakes
The hub will give students in Biology, Earth and Environmental Sciences, Sport Science and Veterinary Technology a safe, repeatable space to test their skills and learn from mistakes before entering a real workplace.
- Veterinary Technology: Students will practise tough, emotional conversations with AI-powered virtual pet owners before entering a live clinic.
- Earth and Environmental Sciences: Students will inspect virtual geological sites that remove physical barriers for students with accessibility needs.
- Biology: Students will test and explore interactive 3D anatomy models prior to physical lab dissections.
- Sport Science: Students will analyze human movement and biomechanics in 3D space.
“Confidence comes from practice, and practice takes more than one try,” says Dr. Shahriar Khosravi, project lead and Computing Science instructor at Douglas College. “Real labs and fieldwork are essential, but weather, cost and equipment can sometimes limit those opportunities. This hub will give more students more chances to practise assessments or difficult conversations, learn from mistakes and arrive better prepared for the work ahead.”
Building on earlier research
The new hub builds on earlier Douglas research into augmented reality. A pilot study of 50 undergraduate psychology students found higher test scores among students using an augmented reality simulation that was built by Douglas College Computing Science students to learn how nerve cells send signals, compared with those using more traditional models. The findings were presented at the Canadian Neuroscience Meeting in May.
What happens next
The first nine months of the project will focus on setting up the lab and installing equipment, followed by software development and classroom testing.
“Giving computer science students the opportunity to have hands-on experience, while see the positive impact technology can have on other learners is a game changer,” says Andrew Lo, President & CEO, Embark. “Congratulations to Douglas College for taking this innovative, student-centered approach to learning.”
“The Douglas College Foundation is excited to partner with the Faculty of Science and Technology and Embark to support this innovative initiative and create new opportunities for hands-on student learning,” says Melissa Ren, Director, Foundation and Alumni Relations. “We look forward to seeing the impact of the Immersive Learning Hub and continuing to work with S&T and other departments and faculties to support student success.”
More information about Douglas College’s science and technology programs is available on our website.
The truth about storm drains and fish habitats
By: Naomi Higo and Kevin Chai, Institute of Urban Ecology
On Sept. 25, a chemical spill devastated fish populations in Coquitlam’s Hoy Creek, near Douglas College’s Coquitlam Campus. Two thousand dead fish were discovered along a one-kilometre section of the creek. Most of the salmon in the hatchery’s holding tanks also died.
The City of Coquitlam confirmed that industrial-strength chlorine from a pressure washing job had gone down a storm drain that fed directly into the creek, killing the fish.
On the morning of the 25th, a resident of the Hoy Creek area was walking through the park and noticed dead fish along the creek and the smell of chlorine. This Good Samaritan left a note on the Hoy-Scott Hatchery’s door and later alerted a hatchery volunteer they met on their walk home. Testing done by hatchery volunteers revealed the fish were killed by chlorine.
Many people may be surprised to learn just how many of our local waterways provide habitat for salmon. Across Metro Vancouver, salmon-bearing creeks and streams wind through urban neighbourhoods, parks and residential areas. These waterways are essential to the survival of salmon and other aquatic species, yet they remain vulnerable to pollution from everyday activities.
Sadly, stream pollution incidents are not new:
- In 2019, an estimated 80 percent of the salmon in Hoy-Scott Creek were killed from what was suspected were chemicals from a swimming pool drained into the creek.
- In September 2020, 100–150 fish were found dead in McDonald Creek in West Vancouver. They died from a high-bleach content mixture, meant for power washing, that was drained into the creek.
- In October 2025, two men were filmed dumping canisters of what was believed to be paint into Noon’s Creek in Port Moody, upstream of the Noon’s Creek Fish Hatchery.
- In August 2026, a woman was captured on video dumping garbage into Mill Lake in Abbotsford.
These stories are all examples of the risks that improper disposal of chemicals and other waste can pose to our waterways. They also demonstrate why public awareness, prevention and early reporting are so important.
Storm drains lead to fish habitats
Unlike the sanitary sewer system, which carries wastewater to treatment facilities, most municipal storm drains collect rainwater from streets, sidewalks and other surfaces. That water is sent directly into the nearest river or stream – unfiltered and uncleaned. Waste materials like bleach, chlorine, paint and solid litter often make their way into storm drains, intentionally or not.
Some storm drains in Metro Vancouver are marked with a yellow fish symbol. This is to remind us that fish and other aquatic life live at the end of storm drains. Many storm drains are not marked with yellow fish, but they still empty into fish habitats. The yellow fish are placed there by volunteers. Therefore, many neighbourhoods have simply not been marked yet. Even if the drain does not empty directly into a salmon spawning stream, it is likely that this stream will meet up with a fish-bearing stream somewhere along its journey to the Pacific Ocean.
Keep toxins out of storm drains
Dumping materials other than water into storm drains is harmful to the environment and can result in fines. Be mindful when using harmful fluids like bleach, chlorine or soap mixtures during activities like power washing or washing your car. Here are a few ways to reduce the risk:
- Washing your car on your lawn. The soil and grass roots help filter toxins out of water before it goes down the drain.
- Using soaps free of phosphates, chlorine, artificial fragrances and heavy petroleum surfactants.
- Taking your car to a car wash. Ground water from licensed businesses does go to wastewater treatment plants.
- Recycling paint, flammable liquids and pesticides at one of B.C.’s 200 designated drop-off locations.
- Notifying the city (and nearby hatcheries and stream keeper societies) immediately if you see someone dumping anything into a storm drain or stream or notice high numbers of dead fish. Fast and early reports allow the city and hatcheries to mitigate fish mortality in streams that have had chemical spills.
Get involved: Help protect salmon in your community
Protecting our streams isn’t just about preventing pollution. There are many ways to get involved and make a positive difference in the health of our local ecosystems.
- Join local stream keeper societies. These societies perform a range of activities including stream cleaning, salmon releasing and stream surveys, depending on the society.
- Mark storm drains with yellow fish. Visit the Fisheries and Oceans Canada website to learn more.
- Raise awareness. Host a neighbourhood nature walk and point out any marked storm drains or other signage in your neighbourhood. And please remember to educate with compassion –some residents and newcomers to Canada and B.C. may not have had the time or opportunity to learn about where salmon reside.
- Join a shoreline clean up. Events happen all year in many locations.
- Take part in a salmon festival. These events are a great way to learn more about salmon, the streams they live in and their ecological, cultural and economic value in B.C.
Here are some salmon festivals in the Lower Mainland:
- Salmon Come Home festival (Coquitlam)
- Steveston Salmon Fest (Richmond)
- Coho Festival (West Vancouver)
- Return of the Salmon (Maple Ridge)
Our urban streams are more than drainage channels; they’re living ecosystems that support salmon, wildlife and the health of our communities. By making thoughtful choices about what goes down our drains, reporting pollution and supporting local conservation efforts, we can all play a role in protecting these vital habitats for generations to come.
To learn more about the Institute of Urban Ecology, visit our website.
What peer tutoring can do for you
By Kevin Pilar, Current Student Communications
You might think tutoring is something you turn to only when you’re falling behind in your studies. But peer tutoring can help you in many different ways. You may need help understanding a concept, or maybe you need a second opinion on an assignment, a confidence boost or to just talk to another student who understands what you’re going through.
Quinn, a peer tutor with the Douglas College Learning Centre, helps students develop essays, organize ideas, learn citation styles and communicate their thinking more clearly. He says some students come in with a specific problem, while others simply want another perspective on their work.
“Not everyone who visits the Learning Centre is struggling with the material,” says Quinn. “Sometimes, talking things through with another person is all they need.”
Don’t know what to ask? No problem
If you sign up for a tutoring session, you don’t need to arrive with a specific question or a clear idea of what you need help with. Your first session might simply involve talking through what’s going on and figuring out a place to start.
From there, your peer tutor will work with you to identify the challenge and help you decide what to focus on. And remember: The goal isn’t to provide answers or complete assignments for you. It’s to help you develop the skills and confidence to work through challenges yourself.
Get help when you need it
Kali, a peer tutor who helps students with subjects like math, chemistry, biology and physics, knows firsthand what it’s like to need support. During her studies, she got sick and wasn’t sure she’d be able to complete her education. But with help from Douglas College student services – including peer tutors at the Learning Centre – she got back on track, graduated from Douglas and is now at SFU.
Still a peer tutor at Douglas, Kali says her experience has shaped how she approaches her work with students. Having relied on support herself, she understands how difficult it can be to ask for help and wants students to know they don’t have to navigate challenges on their own.
“I think it’s important that students don’t feel afraid or shy to reach out and get help when they need it,” she says.
For Quinn and Kali, the most rewarding part of tutoring is seeing students become more confident. That might mean learning how to break down a complicated assignment, becoming more comfortable asking questions or realizing they understand more than they thought.
So, whether you’re preparing for an exam, working through an assignment, need another set of eyes on your work or just want to talk something out, the Learning Centre’s peer tutors are here to help.
But wait, there’s more
While the Learning Centre is often a starting point for academic support, it’s part of a broader ecosystem of supports available to you at Douglas. Depending on your area of study, you can access resources such as the Math Lab, Psychology Lab and Geography Open Labs. Together, these services give you multiple ways to ask questions, build confidence and strengthen your understanding of course material.
About the Learning Centre
The Learning Centre supports Douglas College students enrolled in accredited courses through a range of peer and professional learning services. Through tutoring, learning skills support, and other academic resources, students can build skills, gain confidence, and learn how to learn in an inclusive and accessible learning environment.
Are you ready for the Big One?
By Safety, Security and Risk Management
You’re working at your desk when suddenly the room begins to sway and shake. It’s an earthquake. What do you do?
On Oct. 15, in an effort to prepare for a potential earthquake, Douglas College students, employees and visitors can take part in the Great British Columbia ShakeOut – a province-wide earthquake drill – at both campuses (excluding Anvil Office Tower).
According to shakeoutbc.ca, “While potential earthquake hazards depend on your location, everywhere in British Columbia is considered at high risk in relation to the rest of Canada.”
Want to receive notifications when there’s an emergency at Douglas College? Sign up for DC Alerts.
Get ready to drop, cover and hold on
On Oct. 15 at 10:15am, an announcement will inform people on campus when the drill begins. When you hear the announcement, carefully drop to the ground, take cover under a desk or table, and hold on to the legs. If you are not near a desk or table, or are physically unable to drop, cover and hold on, cover your head and neck with your arms and crouch in a corner, away from any glass. The drill will last around 60 seconds. You will be advised when it is over.
Learn more about earthquake preparedness on our website.
Pick your kind of course: Understand the system
By Kevin Pilar, Current Student Communications
Choosing an elective that’s both interesting and fits your schedule and program requirements can be challenging. To help with that, we’ve started a blog series that explores courses across the College in a more meaningful way. By speaking directly with instructors and hearing from students who’ve taken these courses, we’re aiming to give you a clearer sense of what to expect and what you might get out of them.
This first set of courses focuses on one simple idea: understanding the systems shaping the world around you.
CMNS 2223: New Media and Society
Best suited for: students who are naturally curious, open to exploring ideas, and willing to move beyond searching for “the right answer” toward understanding how things connect.
The course title and description leave a lot open to interpretation – and don’t fully capture what you truly walk away with: a new way of seeing the systems shaping your everyday life.
Instructor Caitlin Turner notes that what surprises students most isn’t just what they learn, but how connected it feels to their own world. The course is designed to be flexible and responsive – you will be encouraged to bring forward the issues you’re already thinking about, and class time is used to explore those in real time. Throughout the course, you’ll build a toolkit around media literacy and platform thinking – something you can carry into future courses, projects, and even how you interpret the world around you.
Each week, you’ll move through topics like wearable tech and self-tracking, memes, influencer culture, or algorithms and bias – examining how platforms shape what you see, and what you don’t. You’ll apply that thinking in practical ways. As Turner shares, some students have rethought how platforms influence their decisions – like reconsidering dating apps after analyzing those systems – while others have applied it more directly, such as helping a family business better understand how algorithms affect their visibility online.
Instead of traditional exams, you’ll create podcasts, map out complex ideas, and investigate real-world problems – reflecting the kind of thinking and communication you build throughout the course.
Turner’s goal is simple: “I just need your world to look different in one way.” And for many students, it does. The common thread isn’t one specific takeaway, but a shift in how you see, question, and make sense of the systems around you.
ECON 3300: North American International Trade Issues
Best suited for: students who want a practical understanding of global systems and are interested in building confidence in analyzing and communicating complex ideas.
While CMNS 2223 is about seeing the systems shaping your everyday life, ECON 3300 helps break these systems down. North American International Trade Issues focuses on how global systems function, and how to think through them.
This isn’t your typical economics class. Beyond theory and models, you’ll learn to make sense of complex global issues and explain them clearly. As one student, Luna, shared, it offered “a better understanding of how trade affects countries, corporations, and everyday consumers,” while another noted how the material felt “extremely relevant to the current world we live in.”
Instructor Jeffrey Ward frames the course around application: “It goes beyond the textbook material – we’re using the theories and models to understand what’s happening day to day.”
You’ll begin by learning core concepts, then quickly move into applying them to real-world situations – trade negotiations, global tensions, and shifting economic relationships are brought into the room and worked through using what you’ve learned. You will be expected to take a position, support it using newly learned concepts, and respond to questions from others. So, if you enjoy a spirited debate, this is your kind of class. As Ward puts it, “there’s not necessarily right or wrong – it’s a matter of how you argue it.”
That shift toward structured, evidence-based thinking is where much of the learning takes place. Assessment reflects this, with a final presentation where you’ll explain a trade topic clearly and answer questions in real time.
For some students, it goes even further, shaping what they want to pursue next. One student, Mark, shared that the course “challenged my worldview.” He also noted that it confirmed his decision to continue in economics, while helping him connect big ideas like comparative advantage to everyday decisions – such as how he spends time and chooses a career path.
By the end of the course, you will be able to break down global issues, support your ideas with evidence, and feel prepared to actively participate in discussions in and beyond the classroom.
Are these courses for you?
- CMNS 2223 helps you notice and question the systems influencing everyday life – especially in media and digital spaces. CMNS 2223 is a University Transferable course. Prerequisites are CMNS 1220 or CMNS 1221 or 15 credit hours, and permission from the instructor (Caitlin’s email).
- ECON 3300 helps you analyze and explain systems – like global trade and policy – in a clear, structured way. ECON 3300 is a University Transferable course. Prerequisites are ECON 1150 and ECON 1250.
Connect with your Student Success Advisor to see how these courses can fit into your program and help you make the most of your course choices this Fall.
Related links
- Course description for CMNS 2223: New Media and Society
- Course description for ECON 3300: North American International Trade Issues
- About the Communications faculty at Douglas College
- About the Economics faculty at Douglas College
- BC Transfer Guide
Update (July 24, 2026): ECON 3300: North American International Trade Issues is no longer being offered in Fall 2026. If the topics discussed here sparked your interest, consider exploring other ECON courses available this term and stay tuned for future offerings.
Meet the Douglas College class of 2026 valedictorians
By Kevin Pilar, Current Student Communications
June graduation ceremonies are approaching fast. Next week, we’ll be celebrating over a thousand students as they cross the stage across nine ceremonies. Representing their fellow classmates are the 2026 valedictorians: Mariah Symchych, Hannah Hamilton, Christian Nilo, Alan Medina, Ryosuke, Liam Hilton, Caitlin Tolson, Madeline Blauth and Joseph Mohssenzadeh. We’re excited to introduce them to you here.
Mariah Symchych
Faculty of Health Sciences, Ceremony A – June 16, 11am
Mariah is graduating with a Bachelor of Science in Psychiatric Nursing. While they earned top marks in the program, it’s the time spent with their cohort that stands out the most. The sense of community, as Mariah says, “made all the difference.” Next, Mariah will begin work as a registered psychiatric nurse in an inpatient unit and looks forward to growing in a deeply rewarding career.
Hannah Hamilton
Faculty of Science and Technology, Ceremony B – June 16, 3pm
Hannah is graduating with a Diploma in Veterinary Technology. Coming in with a background in wildlife rehabilitation, the move to domestic animals felt like a natural next step. During her studies, Hannah volunteered as an animal husbandry assistant with the Vancouver Aquarium’s Marine Mammal Rescue Society and will be returning there as staff. She is excited to continue her work in wildlife rehabilitation, building on the skills she developed at Douglas.
Christian Nilo
Faculty of Commerce and Business Administration, Ceremony C – June 17, 10am
Christian is graduating with a Diploma in Accounting. After moving to Canada for school, Christian points to the confidence they’ve built at Douglas, and reflects fondly on the connections they’ve made through sport – especially hockey – where a growing love for the Montreal Canadiens has also meant trying (with “horrendously bad” results, in their words) to practice French. Next, Christian will continue at Douglas to pursue a Bachelor of Business Administration in Accounting.
Alan Medina
Faculty of Commerce and Business Administration, Ceremony D – June 17, 2pm
Alan is graduating with a Diploma in General Business. Along with serving as a valedictorian, he earned a place on the Dean’s List and received several awards and nominations for his achievements as a student. He speaks highly of his experience with instructors and peers, and he stayed engaged on campus as a New Student Orientation Leader supporting incoming students. Alan is now working full-time at Davidson & Company and plans to pursue his CPA designation.
Ryosuke
Faculty of Commerce and Business Administration, Ceremony E – June 17, 6pm
Ryosuke is graduating with a Post-Baccalaureate Diploma in Computer and Information Systems. Driven by curiosity and a willingness to try new things, Ryosuke is proud of having built and launched three web applications during his time at Douglas. He is currently working as a software engineer and wants to continue to build on his skills, apply his knowledge, and grow in his field.
Liam Hilton
Faculty of Language, Literature and Performing Arts, Ceremony F – June 18, 10am
Liam is graduating with a Diploma in Music Technology. A standout win for Liam is the personal growth and confidence he’s gained throughout his academic journey – something he’ll carry into his career, he says. Music has also been a way for Liam to build community, forming strong connections with fellow musicians at the College. Liam will continue his studies in the Applied Audio Advanced Certificate program and plans to pursue his passion in the live sound and recording industries.
Caitlin Tolson
Faculty of Applied Community Studies, Ceremony G – June 18, 2pm
Caitlin is graduating with a Bachelor of Therapeutic Recreation. She highlights her growth and the relationships she’s built at Douglas. Through placements at the Forensic Psychiatric Hospital and GF Strong Rehabilitation Centre, she’s built a strong foundation for a career in mental health and physical rehabilitation, which she’ll continue after a well-deserved graduation trip abroad with her classmates.
Madeline Blauth
Faculty of Humanities and Social Sciences, Ceremony H – June 19, 10am
Madeline is graduating with a Bachelor of Arts (Honours) in Psychology, with a concentration in Applied Theory and Research. She reflects back on the connections she built during her studies, with both peers and professors shaping her experience. Madeline found community through the Philosophy Club, where she valued hearing the “why” behind people’s beliefs, and spent time as a call taker with the Fraser Health Crisis Line, supporting others in meaningful moments.
Joseph Mohssenzadeh
Faculty of Science and Technology, Ceremony I – June 19, 2pm
Joseph is graduating with a Diploma in Geological Resources. He’s proud of his growth during his program: He turned a challenging semester into a turning point that led to him consistently earning top grades. This summer, he’ll be doing geological work with Apex Geoscience (and hiking as much as possible), before continuing his studies at UBC to pursue a bachelor’s degree.
Livestreams and final recordings of the June 2026 graduation ceremonies are available on the Douglas College website.
What your regalia means and how to wear it right
By Kevin Pilar, Current Student Communications
Graduation season is here, and as you celebrate your accomplishments and prepare to cross the stage, you’ll be sporting a special outfit: your academic regalia. Sure, it may not be your usual go-to fashion statement, but this traditional attire has a long history and a special meaning.
When worn correctly, it’ll look sharp in those photos! So, let’s break down what your regalia represents, how it should fit, and some tips to ensure you look and feel your best on your big day.
A global tradition
The academic regalia has been worn for centuries by graduates, faculty and stage party members at universities and colleges around the world. Originally designed to keep scholars warm in drafty lecture halls, today’s regalia serves as a symbol of academic achievement.
At Douglas College, every graduate wears a traditional black gown and a mortar board – the official name for the grad cap. The tassel on your cap is black, and the charm is gold, representing your transition from student to graduate. If you’re receiving a diploma, certificate or advanced certificate, your regalia includes a steel-grey stole. If you’re receiving a bachelor’s degree, post-degree diploma, post-baccalaureate diploma or graduate diploma, you’ll wear a coloured hood that signifies your field of study.
Here are the hood colours by program:
- Bachelor of Arts in Applied Criminology – white with gold piping
- Bachelor of Arts in Applied Psychology – white with gold piping
- Bachelor of Arts in Child and Youth Care – white with red piping
- Bachelor of Business Administration – light grey
- Bachelor of Health Information Management – apricot
- Bachelor of Physical Education and Coaching – palmetto
- Bachelor of Science in Nursing – apricot
- Bachelor of Science in Psychiatric Nursing – apricot
- Bachelor of Social Work – chamois
- Bachelor of Therapeutic Recreation – salmon
- Graduate Diploma – black with silver piping
- Post-Baccalaureate Diploma – black with silver piping
- Post-Degree Diploma – black with silver piping
Students who receive graduation distinctions (Program GPA above 3.67) wear an additional Gold Honour Cord to symbolize their academic achievements.
Indigenous students may also choose to wear an Indigenous stole, a meaningful addition that represents their heritage and identity. The stole for Indigenous graduates features the College’s ceremonial badge embroidered on a red satin sash. This badge, designed by Coast Salish Stó:lō artist Carrielynn Victor, was unveiled during the College’s 50th anniversary celebrations in 2020 as an official element of the coat of arms. It includes a raven, fir bough and heart – each with its own significance. The raven, known for its intelligence and curiosity, is closely connected to local Coast Salish Indigenous cultures. The fir boughs represent the Douglas fir, native to the area, while the heart references both Scottish coats of arms associated with the name Douglas and the College’s guiding philosophy: “Do what you love. Be good at it.”
How to wear your regalia
Wearing your regalia correctly not only helps you look your best but also ensures you’re comfortable throughout the ceremony. Here are a few important things to keep in mind:
- Don’t overheat. Graduation gowns are made of thick material, and once you’re inside them, they can get warm fast. To stay comfortable, consider wearing light clothing underneath. Wear whatever makes you feel confident and comfortable – especially for all the photos you’ll be taking!
- Position your hood or stole correctly. Your hood should drape over your shoulders, with the pointed end hanging evenly at chest level. Stoles should also hang evenly over the shoulders, with the V‑shaped point resting on your back, not the front. After you receive your gown, you’ll head to the pinning room where you can get help adjusting and securing everything before the ceremony.
- Place your cap properly. The pointed tip should be at the front, and the elastic band should sit at the back of your head – there will be instructions under the cap to guide you. Wear it straight, not tilted back, with the cap resting about an inch above your eyebrows. Bobby pins will be available in the gowning rooms to help you get everything in place before the ceremony. If you’re wearing cultural headwear, you are not required to wear the cap, but you will still receive one as part of your regalia.
- Final touches for a polished look. For that picture-perfect graduation moment, keep your gown fully zipped. If you’re wearing a collared shirt, let it peek out evenly over the neckline. Remember to give yourself a quick mirror check before heading into the ceremony.
Need help? We’ve got you covered!
If you need assistance making sure everything is sitting just right, our team of volunteers will be there to help you adjust your gown, cap, hood and any other details to make sure you’re looking sharp for your walk across the stage.
Graduation doesn’t happen very often in a lifetime, and your regalia is a big part of the tradition. Now that you know what everything means and how to wear it properly, you’re all set to cross that stage with confidence.
Congratulations, Douglas College graduates!
Related links
- For more details and event information, visit the Douglas College graduation website.
- Watch our Instagram video on how to wear your regalia.
- Watch our Instagram video on the pre-arrival process.
Meet the 2026 Student Leadership Awards winners
By Kirsten Rose, Current Student Communications
Last week, 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.
Congratulations to all the winners and nominees of the 2026 Student Leadership Awards!
Student Leader Award
Afreen Gill, Bachelor of Science, Psychiatric Nursing – WINNER
“I have had the chance to get to know Afreen through class and by volunteering with the Psychiatric Nursing Community Outreach Project, where she serves as president. From my personal experience, I have seen her lead with dedication and care. Afreen has built upon the strong foundation created by past psychiatric nursing students who previously ran the club before graduating, and she has continued to grow the organization in meaningful ways.” – Navreet Grewal, nominator
Brandon Chou, Bachelor of Business Administration, Accounting – WINNER
“I recalled when I first knew Brandon, he shared that he attended lectures and went straight home every day in his first year at Douglas with almost no campus engagement. That changed when he started volunteering and found the gratification and reward that being involved in college brings. I am honoured witnessing him becoming a dedicated, accountable and impactful student leader in less than two years. I see so much growth and potential from Brandon, and I am confident that he will continue to excel and bring impacts to our community.” – Suki Chan, nominator
Kia Ferrer, Associate of Arts Degree, Communications – WINNER
“Kia is distinguished by her exceptional level of involvement, resilience, and commitment to service. She has volunteered with nearly every major department at Douglas College, including the Career Centre, Student Life, Global Engagement, academic research projects, and the DSU, while also helping lead a student club.” – Mitchie Nguyen, nominator
Mai Kieu, Post-Baccalaureate Diploma, International Supply Chain Management – WINNER
“Mai has the ability to make people feel welcome and helps our students feel a sense of belonging. I am often witness to this when I work with her in our Mentorship program where she is often speaking to new international students. In these events, she is able to take lead and instruct and direct students while ensuring everyone is having fun.” – Michelle McMorris, nominator
NOMINEES for Student Leader Award
Congratulations to all the students who were nominated for the Student Leader Award.
- Calista Simone Tumaru
- Hakeem Anibaba
- Jagraj Singh Mokha
- Kash Anvari
- Manav Suri
- Martín Cisneros Silva
- Neehaa Kannamreddy
- Rashi Goel
- Sophia Lim-Metz
- Winston Ebiyomare
- Xochilt Sucre Masea
Up and Coming Student Leader Award
Kimia Motamedi, Diploma in Sport Science – WINNER
“I witnessed Kimia’s work firsthand from the beginning of her semester as a student assistant, starting with her involvement in the New International Student Orientation. Her positivity, enthusiasm, and welcoming attitude helped new students feel comfortable, supported, and engaged. She stepped up quickly and took on key responsibilities for the event, and we received positive feedback from both student assistants and staff members regarding her performance and teamwork.” – Mia Trieu, nominator
Vijayta Thakur, Post-Baccalaureate Diploma, Accounting – WINNER
“From her first semester, Vijayta actively sought opportunities to contribute meaningfully rather than passively participate. She volunteered with Global Engagement as a GE Buddy, completing over 32 volunteer hours early on, supporting exchange and international students with academic navigation, campus orientation, and cultural adjustment. Her involvement extended to Friday Hangouts, language workshops, community-building activities, Study Abroad fairs, and frequent tabling in the concourse for Global Engagement and the Career Centre.” –Tavleen Kaur, 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.
- Afreen Gill
- Gaurav Rathor
- Diego Pinlac
- Jorge Antonio Monzon Nanez
- Xochilt Sucre Masea
- Daesha D. Allen
- Rashi Goel
Outstanding Contribution to Student Engagement from a Faculty or Staff Member Award
Colleen Reid, Faculty, Therapeutic Recreation – WINNER
“Dr. Reid has made exceptional contributions to student learning and development through her mentorship and hands-on, community-based research leadership. She is deeply supportive and passionate about student success, taking time to advise students on graduate school pathways, research opportunities, and career development.” –Afreen Gill, 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.
- Caroline Alarie
- Elizabeth Partridge
- Janice Fung
- Jeff McManus
- Melissa Soltani
- Michael Cornford
- Tina Fusco
- Tracey McVey
Global Citizenship Dean’s Award – WINNERS
- Brooke Walz
- Falisha Ali
- Farhiya Yassin
- Harnoor Sahota
- Jashneesh Singh Dang
- Lara Kantman
- Mikayla Ritchie
- Satyar Salehian Dardashti
- Taylor Dalton
- Thach Thao Nguyen
- Vijayta Thakur
- Willow Martin Seedhouse
Learn more about the Student Leadership Awards on our website.
Meet the 2026 Student Research Days winners
By Kirsten Rose, Current Student Communications
Earlier this month, Douglas College held its 18th annual Student Research Days event. Participants from across all six faculties presented their individual or group research projects in three categories: proposal, poster and paper.
Congratulations to all the winners, and every student who put their hard work and research forward this year.
Proposal category
Johanna Flanagan, Briana Stewart & Ella Storey; Sociology – First place
Food Bank Reform: from Emergency to Community
Johanna, Briana and Ella’s research investigated the social, environmental and health benefits of a comprehensive community focused food bank program.
Alex Danard; Social Work – Second place
SOGI Curriculum in Schools & Student Mental Health
Alex’s research investigated how the recent inclusion of the SOGI curriculum at Vancouver School Board has affected students’ mental health.
Travis Miller; Sport Science – Third place
After the Hit: Musculoskeletal Injury Risk Following a Concussion in Junior Hockey
Travis examined whether athletes face an increased risk of musculoskeletal injuries following a concussion compared to their pre-concussion injury data.
Poster category
Diego Pinlac II; Computing Studies & Information Systems – First place
Sentra: A Unified Scam Awareness System for Digital Messaging
Diego’s research explored whether a machine learning model integrated into a mobile application can effectively identify scam messages in real time.
Jessica Robson; Psychology – Second place
Mental Load in Families: the Role of Gendered Expectations
Jessica’s study aimed to better understand individual perspectives on mental load within families of origin and the role gender plays in shaping these experiences.
Lauren Malmsten; Psychology – Third place
Transgender and Gender-Diverse Perspectives on Eating Disorder Services in Canada
Lauren’s research examined how transgender and gender-diverse adults in Canada perceive the accessibility, inclusivity, and effectiveness of eating disorder services and supports.
Paper category
Mohaimen Al-Ghreibawi; Psychology – First place
Acute Exposure to Short-Form Social Media Videos, and its Immediate Effects on Sustained Attention. Is Mindfulness an Effective Buffer?
Mohaimen’s study tested the effects of acute exposure to short-form social media videos on sustained attention, and whether mindfulness training mitigates that effect.
Sandali Silva; Computing Studies & Information Systems – Second place
Sandali’s research examined how integrated digital systems can improve workplace safety management.
Neda Ziabakhsh; Continuing Education, PEAK/Buildings – Third place
Neda’s study investigated whether interior architectural quality can function as a therapeutic and energy-relevant design factor.
Douglas College Student Research Days is an annual event where students showcase their hard work and discoveries from individual or group research projects. Learn more about student research at Douglas.
Psychiatric Nursing students provide compassionate, hands-on support to unhoused community
By Afreen Kaur Gill, President of the DSU Community Outreach Project
As Psychiatric Nursing students, we are committed to enhancing equitable access to care and promoting compassionate, person-centered and holistic care.
The Community Outreach Project meets unhoused people where they’re at.
Founded by Psychiatric Nursing students, the Douglas Students’ Union student-led and volunteer-run group provides holistic care that respects these individuals’ current needs and abilities, rather than expecting them to change first.
Since 2018, we have distributed thousands of care packages to people experiencing homelessness and housing insecurity. Each care package includes items such as clothing, nonperishable food, toiletries, emergency blankets, menstrual products, hand warmers, supplement drinks and other essentials.
While these items make a difference, outreach is also about connection and respect. We recognize and honour the strength and resilience of unhoused individuals in our community. Many persevere through extremely challenging circumstances, and their resilience reminds us why compassionate support is so important.
The Community Outreach Project engages Psychiatric Nursing students in community outreach while fostering teamwork and leadership. The project helps students to step beyond the classroom and connect directly with the people they are training to work with. These experiences help future psychiatric nurses better understand the social determinants of health and the challenges faced by individuals at the intersection of housing insecurity, poverty and mental health concerns.
Watch the Community Outreach Project in action: https://www.instagram.com/p/DU6xjfGktJs/
Harm reduction and overdose prevention
Harm reduction is an integral part of our efforts. Harm reduction approaches emphasize dignity, compassion and the importance of providing life-saving resources to those who need them. During outreach events, we distribute naloxone kits and teach community members how to recognize the signs of an overdose. We also demonstrate when and how to properly administer naloxone.
By increasing awareness and access to naloxone, we hope to help prevent overdose deaths and enhance community safety.
Read more: Social Work grad fosters community in the Downtown Eastside
Destigmatizing mental health
Individuals experiencing homelessness often face intersecting challenges that may include trauma, mental illness, substance use and social marginalization. As mental health stigma continues to be a significant barrier to care, as Psychiatric Nursing students we are committed to actively reducing stigma, enhancing equitable access to care and promoting compassionate, person-centered and holistic care.
Beyond hosting outreach events, our work continues through blogs, research, social media engagement and other initiatives that share vital knowledge related to mental health stigma. This is important because reducing stigma demands engaging not only those directly affected by homelessness, substance use and mental illness, but also the wider public, whose awareness and understanding play a critical role in fostering supportive attitudes, early help-seeking and more inclusive communities.
Read more: Psychiatric Nursing grad turns mental health services leader
Recognition and impact
Advocacy is a central part of psychiatric nursing. Through the Community Outreach Project, we also work to increase awareness of the psychiatric nursing profession. Our team participates in educational events and presentations at local high schools and post-secondary institutions such as the University of British Columbia. These opportunities allow us to share information about the psychiatric nursing profession, highlight the importance of mental-health care and inspire students who may be interested in pursuing careers in mental health.
Our work has been recognized beyond Douglas College. In 2020, the Community Outreach Project was awarded the John Gibbard Memorial Award from the United Nations Association in Canada (Vancouver Branch), an honour presented annually to a student or group dedicated to creating positive change locally or internationally.
Nursing with purpose
It is a privilege to be part of this initiative and to work alongside students and volunteers who care deeply about supporting vulnerable members of our community. As the current president of the Community Outreach Project, my hope is that each graduating class passes the torch of this mission to the next generation of nurses, so that the project will continue to grow and extend its influence far and wide.
Learn more: Psychiatric Nursing at Douglas College
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