By Nicole Chiu, Research and Innovation Office
We all share the uneasy feeling of having to cross the border, whether it’s going into the U.S., or returning to Canada from a trip. There’s a lot more than the seemingly never-ending questions from the Canada Border Services Agency (CBSA) officers or the famous drug-sniffing dogs we all get excited to see while we wait to cross the land border in our cars.
Dr. Patrick Lalonde is a former student CBSA officer and has researched Canadian borders for many years. Patrick gives us the inside scoop on what goes on at these ports of entry that we may not know about. Some are bizarre and others can protect you and your family members when crossing the Canadian border.
1.Cheese is one of the most smuggled commodities in Canada.
This is due to the Canadian Government’s protection of the Canadian dairy farming industry. It’s sometimes referred to as the “Canadian Cheese Cartel”. Cheese exceeding the basic personal importation limit ($20 or 20kg) or imported for commercial use may result in a hefty tax. Companies importing cheese have been hit with taxes and duties up to 245%! This has resulted in some attempting to smuggle cheese into Canada.
2. Detector dogs do not focus exclusively on intercepting illicit drugs.
General detector dogs are trained to detect narcotics and firearms. Agricultural detector dogs are trained to intercept food, plant and animal products. Currency detector dogs are trained to detect large quantities of currency circulating through the border.
3.The CBSA generally employs Labrador Retrievers and Beagles as detector dogs.
Aww! Labrador retrievers are used to detect drugs, firearms and currency, and beagles to detect food, plant and animal products. Good boy/girl!
4. Coffins may be imported into Canada tax-free under the condition they contain the remains of the deceased and that the funeral service and/or burial or cremation will occur in Canada.
Coffins are exempt from harmonized sales tax and from any duties under the Coffin or Casket Remission Order. They say the only two things that are certain in life are death and taxes. And this order proves that only the former can bring relief from the latter.
5. Some foreign nationals with criminal records are allowed entry into Canada despite laws concerning criminal inadmissibility.
Have you ever wondered how your favourite musicians, actors, athletes and other celebrities are allowed to enter Canada despite their criminal past? This doesn’t just apply to celebrities; some foreign nationals with criminal records can request that the Minister of Public Safety and Emergency Preparedness make a declaration of relief. The Minister can grant relief on a case-by-case basis, and allow the individual to enter Canada if they are satisfied that the individual is not a security threat to the country. Rock on!
6. Under the Immigration and Refugee Protection Act (IRPA), foreign nationals can be turned away from Canada as “non-genuine visitors”.
Despite not being inadmissible for criminality, national security or other reasons detailed under IRPA, border officers may exclude a foreign national as a non-genuine visitor if they determine they are not being honest about the true nature of their travels to Canada. Believe it or not, people do try to lie to border officers about their true intentions.
7. Border officers are not entitled to ask where you were or what you did on your travels while outside of Canada.
Canadian citizens and residents are guaranteed mobility rights in Section 6 of the Canadian Charter of Rights and Freedoms. Officers may only ask questions about your whereabouts outside Canada if they have already formed a reasonable suspicion that you were being dishonest in providing answers to primary questions. The same right does not apply to foreign nationals entering Canada. People from other countries will be asked where they are going and the purpose of their travels in Canada as routine primary questions. They are also not entitled to the same Charter protections as Canadians.
8. While goods being imported by Canadian citizens or residents can be refused entry, they themselves cannot be refused entry to Canada.
Canadian citizens and permanent residents have an unconditional right of re-entry to Canada after travelling abroad. This includes all COVID-19 travel restrictions; as a Canadian citizen or permanent resident, you are legally entitled to enter Canada. This does not exempt Canadians from having their goods examined and/or possibly being personally detained or arrested at the border though – this is still permitted under the Customs Act and the Criminal Code of Canada. This legal right to re-enter does not extend to foreign nationals (including student or work permit holders). Temporary statuses can be revoked, and you can be excluded from entering Canada or possibly deported if the grounds exist for CBSA to do so.
9. Under the Customs Act, border services officers do not require reasonable grounds to believe something criminal is occurring to conduct a search.
The Supreme Court of Canada has ruled that it is reasonable to expect a lower degree of personal privacy at the border to search people and goods to keep Canada safe. Officers can conduct warrantless examinations whenever any level of suspicion has been formed that a violation of a law may be occurring. Whereas a public police officer would usually be required to have a warrant under the Criminal Code of Canada. In many cases, officers are also able to conduct random examinations in the absence of reasonable suspicion. In some cases, CBSA computer systems can generate random referrals of people and vehicles. It could just be your “lucky day” at the border – not exactly the kind of lottery we want to win!
Want to learn more? Patrick is designing a new course, Customs and Border Services (CRIM 3386), which will be offered in Summer 2022. The course will draw upon his research work on Canadian borders and experiences as a CBSA officer. Keep an eye out for this offering next summer! Can’t wait until next summer? Read more about Patrick’s research titled, Border security meets Black Mirror: perceptions of technologization from the Windsor borderland.
By Hannah Lohnes, Early Childhood Education student and Student Assistant, Student Life
Hello fellow students! My name is Hannah, and I am a soon-to-be second-year student in Douglas’s Early Childhood Education program.
I attended Strong Start: New Student Orientation when I started at Douglas in September 2020. It was my first semester back to school after taking a few years off from post-secondary education. I was incredibly nervous about navigating a new school during a pandemic, with online classes. I did not know what services were available to me, how the online system worked or who to talk to about the hundreds of questions I had. Ah! Starting anywhere new is terrifying, and I was so afraid I would miss something important.
Answers, advice, tips and more
Luckily, I got an email from the College asking if I wanted to sign up for Strong Start. I had no idea what it was but thought, “Might as well sign up for everything they send me. Something will probably be helpful!” It ended up being the best decision I could have made. Through the short online Blackboard course, I learned all the basics of Douglas, like its history, where the campuses are and the various College services. I swear I finished it with a notepad full of more questions and things to check out! But at that point, I knew where to go to get the information I wanted. The Blackboard course was very easy to use, and with it being self-paced, I could pause and go do other things. So I finished the course over a couple of days.
I had no idea there was so much support you can receive as a Douglas student. In my previous college experience elsewhere, we were not made aware of anything beyond, “enrolment services is in that building, and the cafeteria is over there.” I didn’t know that a college could have tutors that support you in your classes or a department that help you create a learning plan if you had accessibility needs (they have been amazing at working with my focus and memory problems!), or that you could even get a job as a student assistant with many of the service departments. After going through Strong Start, I wanted to be as involved as possible in college life.
Knowledge equals confidence
This orientation to Douglas also came in handy once I got hired as a student assistant helping with Kickstart coaching, in-person campus tours and the upcoming Friday Hangouts this Fall. I felt prepared to answer student questions about services and confident in leading the campus tours as I knew I could better assist my fellow students with the information I’d found most useful when I started.
I highly recommend Strong Start to any new student who has questions or concerns about starting at Douglas College. The information it provides was crucial to my first semester’s success, and for knowing what is available to me for the next few years of studies. You have the whole school supporting you and cheering you on, you just need to know where to look. Go forth and succeed – you’re going to have an amazing time here.
By Zach Siddiqui, Communications Coordinator
Recruitment is a thrill for Riddhi Shah. As a human resources professional, Riddhi loves the ever-changing, people-oriented nature of her work — every day means a fresh experience.
“I like to stay occupied,” she says. “And HR is a field where I can always look forward to a new conversation.”
Human resources wasn’t always Riddhi’s goal. But finding her aptitude for it led her to enrol in Douglas’s Post Degree Diploma in Human Resource Management. After a year of juggling her studies, career and extracurriculars, Riddhi’s proving that it’s never too late to break into this industry.
A sudden re-orientation
Once an aspiring journalist, Riddhi earned her bachelor’s degree in mass media. By graduation, though, her interest started flagging. Unsure of her next steps, Riddhi found direction after scoring an interview at a recruitment agency in her hometown of Mumbai, India.
“Honestly, I wasn’t sure what human resources was until I researched it before my interview,” she says. Despite that bottleneck, she got the job, soon throwing herself into a daily rhythm of research, outreach and connection.
“As a recruiter, you link the right people with the right opportunities,” she says. “But what does an engineer do? What about an IT expert? Which skills make someone the right candidate? I learned so much about not only HR, but also the lives people lead in the industries I was doing HR work for.”
Riddhi fell in love with her newfound trajectory and continued her line of work for almost three years. Nonetheless, she saw a widening gap in credentials between herself and her coworkers.
“I’d started completely fresh. Meanwhile, some of my colleagues had already earned their Master of Business Administration in the HR field,” she explains. “As I advanced in my career, there were just too many fish in the pond. I had no MBA, diploma or certifications. I couldn’t show employers what I was capable of.
“If I wanted this career, I had to educate myself further.”
Training on passion
In researching her options for studying abroad, Riddhi eventually came across Douglas’s Post-Degree Diploma in Human Resource Management. The one-year diploma program teaches principles of management, labour relations, employment law and more. Students also receive support and training through the Career Boost Program, which coaches students through job-hunting before and after they graduate.
Riddhi began her first courses in the thick of COVID-19’s onset, making her one of many who had to navigate the switch to online instruction. However, she notes that she always felt supported. She credits the diligence of her teachers and counsellors for this, as they consistently provided quality education and resources despite the circumstances.
“The professors teaching in this program are very passionate about what they do,” Riddhi says. “Honestly, that gets transferred to us, too. Listening in class, you think, ‘I want to do this work as well.’”
Riddhi’s program is one of many paths to earn the Chartered Professional in Human Resources (CPHR) designation. Nationally recognized, and critical for aspiring HR professionals, the CPHR credential broadens students’ options for career advancement.
While enrolled in the Diploma program, Riddhi regularly looked for more ways to get involved in the HR world and learn more about the industry. She eventually landed on becoming a student ambassador for CPHR BC & Yukon, the non-profit organization which grants the CPHR in B.C. It also provides its members with benefits like job boards, networking events and professional development workshops. Riddhi has found these benefits instrumental in building her own career.
“If I hadn’t become a student ambassador, I wouldn’t have been so active in terms of being a part of the institution,” she says. “It keeps you updated, it helps you meet so many industry professionals and, as a student, it prepares you for the job search once you’ve graduated.”
As an ambassador, Riddhi’s main role was to liaise with the College and with fellow human resources students about CPHR, news from the Canadian HR scene, and the benefits of becoming a CPHR member. As a member of CPHR BC & Yukon, students can apply for the CPHR designation after graduating from an accredited human resources program like Douglas’ with a minimum 70 percent average and gaining three years of HR work experience.
Taking this route allows you to forgo the CPHR National Knowledge Exam. You’ll prove your expertise through your work in the classroom, instead. Besides the Post-Degree Diploma, another option for students with bachelor’s degrees is Douglas’s Post-Baccalaureate Diploma in Advanced Human Resource Management, a two-year program with a stronger focus on business fundamentals.
Strategic planning for the future
For people who want a career in human resources, Riddhi believes the most important thing is to be proactive.
“Long before your graduation date, you should know your goals — what field of HR you want to break into, what companies you want to target and what you want to accomplish,” she says. “That’s your homework.”
In an industry devoted to finding the “right candidate,” it’s doubly important to sell yourself as exactly that, Riddhi says. With confidence and preparation, she believes success in human resources is attainable for anyone.
“While working as a recruiter here in Canada, I’ve seen what companies are looking for. Students, especially, are getting rejected just because they’re not coming across as strong personalities in the interviews.
“But there are certainly jobs you can start your career with. It just requires that little bit more of an effort — that final push to present yourself with power.”
Having completed her diploma in April, Riddhi is moving forward with a career in the recruitment sphere of HR, earning a corporate recruitment position in May. Her current goal is to earn her CPHR designation and become a talent acquisition manager in the next five years. In the meantime, she wants to continue acquiring new credentials and certifications wherever she can.
“The diploma at Douglas played a significant role in helping me get my desired position,” she says. “The skills and knowledge I gained in the program have shaped my career. I want to keep growing and developing like that because the things you learn are what bring value to the life you live.”
By Zach Siddiqui, Marketing and Communications
If there’s one thing that defines Lucy Jakoncic, it’s the effort she pours into what she wants to accomplish. After over two years of working toward her Diploma in Marketing Management, Lucy is now taking on Douglas College’s newly established Bachelor of Business Administration (BBA) in Marketing – and the pressure doesn’t ruffle her at all.
“Goal setting is a really important part of my life. And whether it comes to career, fitness or personal goals, I always stick to them,” she says.
“To me, figuring out what my goals are and helping other people figure out theirs is the key to success. And that’s what I want to achieve.”
Investing the effort
The BBA in Marketing is an eight-semester program. It blends classes on business and marketing theory with practical learning in the field. After completing the degree’s first two years, students can specialize in Hospitality Marketing, Digital Marketing Communications Management, Trades Marketing or Professional Selling and Sales Management – the latter being the concentration Lucy began in Summer 2021.
However, Lucy didn’t always have a business career in mind. She first started at Douglas for the Nursing program, but quickly decided that the career path wasn’t right for her. After that, it was at her mother’s suggestion that she chose to explore the marketing sphere, and she enrolled in the Marketing Management Diploma Program – though she admits openly that the transition wasn’t seamless.
“When I started this program, I hadn’t done sales classes or anything before,” she says. “So I was shy. Quiet. I hated doing things I wasn’t already skilled at or navigating any kind of website or software I wasn’t familiar with.
“Being here really taught me to adapt – now I push myself. Now I enjoy doing things that are out of my comfort zone.”
The original plan for Lucy was to finish her marketing diploma and transfer to another school for her bachelor’s. Through her friends in the program, she was excited to learn that she could complete her degree at Douglas.
“Why leave when it’s all right here?” she says.
Tested by the marketplace
For Lucy, one of the key aspects of her diploma – and by extension, the BBA – was the practicum component. Students in the BBA program will be able to take on a practical project as an intern with a local business.
“As much as the early parts of the diploma made me fall in love with sales, I was still missing the learned confidence, the real experience,” she says. “Back then, if I were to go for a job interview, I wouldn’t have known what to talk about.”
Securing an internship through her program at Douglas quickly changed that. Not only did Lucy develop hands-on experience through her new workplace, the Senior Services Society of BC, but after her practicum ended, the employer hired her for a paid full-time position. Now, she works with them in content creation, social media management and marketing campaigns.
Her professional portfolio has only diversified since then. She also manages social media for Wilson Media, a digital marketing agency, and balances her two jobs with studying for her degree at Douglas and a real estate license from UBC.
“I want to motivate other students to pursue this degree,” she says. “To know that the work you’re doing in this program is not just a course or busywork. It’s worth your full effort because it gets your foot in the door, it gets you the experience and it can even turn into something more. Just like it has for me.”
Reaching the targets
Speaking from experience, Lucy emphasizes that the BBA is accessible to anyone who wants to dive in and do the work. That includes not only Marketing students like herself, but also anyone looking to switch in from a different field of study.
“If you like marketing, there shouldn’t be anything stopping you,” she says. “Even if you’re not studying it already, there’s room for electives from your original program, or from other subjects you want to explore first. There are paths to just bounce in and get started.”
Lucy’s parting advice is this: Take it seriously, because what you put into the program is what you’ll get back out.
“I love the organizations I am working at now,” she says. “I’ve learnt so much. And as an individual, I’m now confident and prepared. Once I complete my BBA at Douglas, I’ll crush the interview for any marketing position.”
As for what that position might look like for her when the time comes? When it comes to setting that particular goal, she’s open-minded.
“Here’s the best thing about marketing,” she confides. “With so many possibilities out there, you really don’t know where your career path may take you.”
By Zach Siddiqui, Communications Coordinator
“It was always the idea of the saxophone that really captured me,” says Kaylar Chan, a graduate of Douglas’s Music Diploma Program.
Taking up music from a young age, Kaylar was inspired by her grandfather’s love of classic woodwind players like Plas Johnson. Now, as a Douglas alum, she has built a resilient, self-driven career in the Vancouver music industry, playing gigs and creating fresh sounds with all kinds of people.
We caught up with Kaylar to ask her about her beginnings at Douglas, her relationship with music today, and her advice for anyone interested in pursuing music themselves.
Why did you choose Douglas College?
I grew up in Surrey, so it was always just across the water. And it was in a part of town that I really loved: the New West Quay, a beautiful, historic place to spend time. I still remember my orientation day, and what it felt like walking into the school. The campus looked beautiful, but intimate. Just the right size not to feel intimidating. I still have the T-shirt from that day, you know; it’s one of my beloved pyjama shirts.
How did the Music program set you up for success?
Douglas taught me how important it is, as a musician or otherwise, to build relationships, to open yourself to people. The music industry reaffirms that for me the more I engage with it, and Douglas’s Music program let me connect with so many people. The program is how I met my current partner, at our audition – and we just celebrated our 11th anniversary. Some of my best friends are from Douglas, too, and I still play music with people from school. It’s the network I built there that I take forward with me into my current career and lifestyle.
What career path have you taken since graduating?
Before COVID-19, I had made it to a point where I was self-employed, my own boss, deciding my own schedule. Just making music with as many people as possible. I was performing two to five times a week, especially with my main band, Raincity, which started with three Douglas students. Then, once COVID hit, I was fortunate enough to have been able to reorient my work somewhat. That meant doing less gigging and more creating, discovering what I wanted to say with my craft. I focused more on teaching lessons, producing film scores, painting and recording/writing lots of music, including my first solo works ever. Luckily, gigs are trickling back in now. But we can only wait and see.
Can you tell me more about Raincity and the music you make?
We’re a five-piece rage-funk band. Defining our genre is hard because we’re trying to create something people haven’t heard before. But we make music that might speak to those who’ve felt unseen in the world.
What about this band resonates with your personal values?
Raincity embodies a lot of what is important to me – especially the representation and recognition of women in the music industry and in the world in general. There are three women in the band, and us five coming together… The strength and support of my bandmates are why I’m comfortable with dancing on stage, swinging the saxophone while yelling into the world.
At the same time, this isn’t a story unique to me. Growing up, I only saw a few artists in the media who would make me think, “I’m capable of that, too.” I didn’t experience that until I searched it out myself in my 20s.
What’s your biggest goal for the next five years?
A huge goal we’re trying to realize right now is creating a studio space on the property I live on. With a base like that, you can really foster a community — not just one of talented musicians, but also of amazing friends, all with different perspectives. It’s like I said before: music comes down to the network you build and how you interact with people. That’s especially true in Vancouver, surrounded by a sea, snow, mountains and a national border. There’s not a lot of directions that we can easily take, so there’s this close sense of community. Everybody knows everybody, especially if you’ve been around and have been putting yourself out there for a long time.
What’s your advice for students considering the Music program?
The great thing about Douglas is that the College is always doing their best to stay ahead of the curve. This is especially true when it comes to keeping up with the industries its students are working to enter, like music. And they do so in a way that is much more affordable for young people starting to make these big decisions. My courses at Douglas were completely affordable for me, just from working part-time.
What would you say to a budding musician who’s hesitant to pursue music as a career?
As a career path, music gets a bad rap for certain things, like financial stability. Be open to surprising yourself, though, especially if you already have a relationship with music. It’s an artform that can connect you with people, networks and opportunities for success in ways you’d have never even considered. In the end, happiness is really the point, right? Spend the time you have doing things that fulfil you. And music is that for me.
By Nicole Chiu, Research and Innovation Office
The need for speed
In 2018, Selene Lincoln pursued a degree in Therapeutic Recreation at Douglas College. When it came time for her to develop a community-based research project as part of her program, she had the perfect focus: her newfound love for trail running. Selene wanted to look into the gendered differences in building resilience through trail running.
“It’s important to understand that gender and other social determinants of health impact the way we experience and conceptualize outdoor adventure,” says Selene.
As an avid runner, clearing trails on a weekly basis, she knew firsthand that missing a trail run often affected her mental and physical well-being. On days when she missed a run, she would feel run-down and stressed. Inspired by her own experiences, Selene decided to explore whether trail running develops and supports resilience.
In therapeutic recreation, resilience-building is an important factor for many clients. Therapeutic recreation is a rehabilitation process which uses recreation and other leisurely activities to address physical and mental illness or disabling conditions in people.
Ready, set, go… and interpret the data
Selene began by sending a survey to local trail running communities. The survey caught the attention of North Vancouver’s Gary Robbins, a celebrity trail runner, who shared it with his social media followers. Soon, responses started pouring in from all over the world, including Germany, Italy, New Zealand and the U.S.
A total of 121 women and 28 men filled out her survey. Due to the imbalance of survey responses from women and men, the men’s responses were omitted from the study; she decided she would instead dive deeper into the women’s perspective.
To prove that trail running built resilience, Selene had to show that her data matched the themes set out in a previous study on building resilience through outdoor activities. (“Gender matters: Exploring the process of developing resilience through outdoor adventure.”)
The study suggested an outdoor activity can be effective in building resilience if it meets specific criteria:
- participants spend time in pristine environments
- it allows them to have a separation from normal life
- it provides social support
- the experience is intense and challenging
Selene found each of these criteria reflected in her female participants’ responses. First, participants said that while trail running they spent time in natural environments. They mentioned being in forests and that the outdoors was a main motivator for trail running.
Secondly, trail running gave them a separation from normal life. Participants discussed trail running as something that allowed their minds to wander and took them physically away from their normal routine or challenging emotions.
Thirdly, being a part of a trail running community provided them with social support. They viewed trail running as a chance for networking, interacting and connecting with others. This community offered participants both support and motivation.
Lastly, participants discussed the intense, challenging experiences they faced while trail running, and the positive impact on their day-to-day life. Respondents felt a sense of accomplishment and increased confidence after tackling a trail run. While the first few miles of a run were always the hardest, they also knew it wouldn’t last forever. They were able to apply this mindset to challenges in their daily lives.
Selene says the data clearly shows there is a relationship between trail running and resilience. Moreover, it showed a profound relationship between women and the wilderness.
“The women are articulate about their motivations for trail running. They are rejecting the dominant messaging found in history and media that tend to masculinize nature. Instead, they are reclaiming their experiences as a profound opportunity for personal growth and the development of resilience,” says Selene.
Participants indicated that they gained a sense of empowerment, bravery and tenacity through trail running. They also reported a gain in transferable outcomes such as resilience, perspective and mental health supports. Each of these changes improved their daily lives.
Selene says understanding how resilience is built and supported is a significant factor in therapeutic recreation.
“We work with client groups who are marginalized in a variety of ways, whether through disability, mental health or socioeconomic status, and we use recreation as a tool to move people towards their goals. Understanding how resilience is built, supported and drawn out is key to creating a successful and person-centered plan.”
Crossing the publication finish line – what’s next?
Earlier this year, Selene’s article, “Building resilience through trail running: women’s perspectives,” was published in the Leisure/Loisir academic journal, a publication which focuses on scholarly papers in areas of recreation, arts, parks, sport, travel and tourism. In the future, Selene hopes to pursue more research into resilience-building within nature and its relevance to COVID-19.
“The pandemic has solidified the importance of access to recreation, leisure and natural spaces as were adapting to social distancing requirements during the start of COVID-19,” says Selene.
From the classroom to the frontline: How one Douglas grad combined his education with a career in firefighting
By Carly Whetter, Foundation and Alumni Relations
Nick Cirillo always had firefighting on his career radar.
“My dad was a firefighter, so it was always in the back of my mind,” says Nick, a Bachelor of Physical Education and Coaching (BPEC) grad who has been working at Richmond Fire-Rescue since 2019. “But I wanted to get an education first. That’s where Douglas came in.”
Blazing his trail
Nick knew there was no one-size-fits-all approach to the career. Fire departments like to hire firefighters with diverse skillsets, he explains.
“You never know what you’re going to come up against in the field, so they’re looking for a variety of tools to outfit their firefighting toolbox, so to speak,” Nick, whose colleagues have backgrounds in everything from finance to a Red Seal trade to the military, explains. “The hiring process is based on a points system where different things can give you an edge over other candidates. My bachelor’s degree was one of those things.”
Not only did Nick’s BPEC degree give him a leg up on other candidates, but he credits his college experience as one of the reasons he was able to keep up with the rigorous hiring process.
“I treated becoming a firefighter like preparing for a final exam,” says Nick. “The easiest way to get eliminated in the hiring process is by making a mistake. You really have to make sure all your i’s are dotted and t’s are crossed. Using the skills I gained as a student at Douglas really helped me during this stage.”
Climbing the firefighting ladder
Though still a junior firefighter, Nick is excited about his career development.
“I look forward to the potential of becoming an instructor and helping future probationary firefighters,” says Nick. “The coaching aspect of my degree gave me a solid understanding of how people learn. This will help when teaching skills to firefighters in training.”
Nick says that when he was a probationary firefighter, he found the training officers who had a more hands-on, individual coaching method – like he learned in the BPEC program – had the most success in teaching the skills needed for the job.
“They performed personalized evaluations and gave on-the-spot, constructive feedback to correct mistakes. I’m a better firefighter today because of their approach.”
Adjusting to a new normal
Nick’s first year at Richmond Fire-Rescue has been far from ordinary. Having wrapped up his mandatory year-long probationary period with the department in October 2020, most of Nick’s experience firefighting has been during the pandemic.
While firefighters are highly trained to respond to medical emergencies of every degree – including those that might be associated with COVID-19 – in order to provide additional support to other emergency responders, Nick and his team have only been responding to serious, life-threatening medical calls since March 2020.
Despite these new barriers, Nick can’t imagine being anywhere else.
“My team is more like a family to me at this point, and the job definitely keeps me on my toes.”
Not only for improving English: how the ELLA program helped this Post-Degree Diploma student’s journey every step of the way
By Maggie Tung, Communications Coordinator
When Amie Sarabosing, a Post-Degree Diploma in Marketing Management student, was looking to study at Douglas College, she didn’t think she needed to take classes to improve her English. It’s her second language, and she thought her language skills were up to par. She got a wake-up call when she couldn’t meet the English proficiency requirement to start her post-degree.
Amie realized that while her English was serviceable for day-to-day activities, her academic writing and speaking needed improvement. So, she enrolled in the English Language Learning and Acquisition program (ELLA) — and she’s never regretted her decision.
ELLA focuses on improving students’ English ability in a college environment. Its courses teach them how to write effectively, understand academic texts, and conduct university-level conversations – all things that Amie is very grateful for.
“Doing ELLA before taking my academic courses was the best decision,” Amie says. “It made my transition to studying my post-degree a lot smoother. Instructors don’t spoon-feed you, so you have to do your part and take initiative.”
Before her time in ELLA, Amie wasn’t confident in her ability to express herself in English, especially in public speaking or conversation. Now, not only has ELLA strengthened her English skills, but it has also made her more self-assured.
“I was able to comfortably talk to my professors and ask questions,” she elaborates. “It actually felt like I was ahead of my classmates in my post-degree diploma program because I was exposed to the library and resources from the ELLA program. I knew how to do citations perfectly too. Since ELLA class sizes are so small, I improved so quickly in just one semester. It made studying at Douglas so much easier.”
Learning more than English in class
ELLA made learning English fun for Amie because it covered topics relevant to her everyday life.
“I think what’s unique about the ELLA program is we got to discuss Canadian culture and global issues. In an academic class, the focus is only on specific topics relating to the program, not necessarily real life. They don’t talk about culture and ways to adapt to it. In ELLA classes, Canadian and international studies and issues were incorporated into the teaching in ELLA classes. It made the class very interesting.”
Instead of being forced to write and speak about topics she felt detached from, Amie felt free to explore the subjects she had a genuine connection to.
“For example, in our speaking class, we practiced public speaking a lot. The class expounded on many different topics. We weren’t just learning English but also about current events and international and domestic cultures.”
Making lifelong friends
Taking ELLA in her first semester at Douglas allowed Amie to meet like-minded people.
“In the class, with both domestic and international students all learning English, we bonded quickly over how difficult it is to learn the language.” She continues, “My classmates were from China, Korea, Hungary, South America and the Middle East. We learned a lot from each other. ”
More than that, Amie is confident that many of the fellow students she met through ELLA will be lifelong friends.
“I am still close with people I met on the first day of class,” Amie exclaims. “I wrote a note here, ‘Friends for life’; that was one of the best parts about this program.”
Using ELLA to go beyond her studies and to employment
Amie is finishing her post-degree diploma this August. While excited, she isn’t nervous about her next step because she already has a job in Douglas College’s Student Support Department, working as a Student Support Navigator Assistant. She applied for the position as a student, and plans to continue working there after graduation. Her employment there is something she credits to the help of her ELLA instructors.
“I didn’t have anyone I could use as references to find a job when I started at Douglas. I was able to get my job with the help of my ELLA teachers. Because I was a hardworking student, they gave me a nice reference. I think it was a huge factor in my getting hired.”
Sharing her positive ELLA experience
Amie wants other students to know the importance of learning a language and culture thoroughly before beginning their academic studies.
“I highly recommend that students who are new to Canada take ELLA first before transitioning to academic studies. Even if they think they have a good command of the English language, Canada has certain standards. I say this because I lived it.” Amie says. “The ELLA program helped me not only academically, but with my employment, and I met great friends along the way. It is one of the best and most unforgettable experiences of my life!”
Interested in the ELLA program? Visit the Douglas College website and complete the eligibility form.