Winter weather is here
‘Tis the season for ice and snow! Winter weather is here and it’s time to prepare for colder commutes and slippery sidewalks. Learn how to stay safe and up-to-date on campus conditions.
Campus closures
Douglas College continuously monitors the weather and makes decisions about campus operations with the safety of students and employees as our primary consideration.
If weather takes a turn for the worse and a campus closure seems likely, Douglas will inform the College community prior to 6:30am for morning and afternoon closures and 2:30pm for evening closures.
The College website homepage is the best source for up-to-date information. Information is also available from the College information line (toll free 1 877 679 0823) and DC Alerts. DC Alerts subscribers get rapid campus closure updates sent via text, email and/or phone messages. Douglas College students automatically receive these alerts through their College email address; if you want to receive alerts to a different address or to a phone number, sign up for DC Alerts now.
When the campus is closed, you should check your College email and/or Blackboard to determine the status of your in-person classes, as they may move online or be cancelled. Online classes will continue as scheduled.
Campus buildings will remain open; however, all in-person services including, but not limited to, food, library, Bookstore and Enrolment Services will be unavailable. Some student services may be available at reduced levels online, and you are encouraged to check with individual service areas if you have a pre-scheduled appointment during the time of the closure.
What happens if the College is open but I’m unable to travel due to severe weather conditions in my area?
Douglas College serves a large and diverse geographic area. We make decisions based on the impacts to the largest portion of our population. But we understand this will never include every student or employee. It is the responsibility of each individual to make decisions about what is safe for them. If this means you are unable to travel to class, please notify your instructor as soon as possible.
Instructors have been requested to consider weather conditions when making decisions about attendance during winter weather. Ultimately, these decisions are at the sole discretion of individual instructors.
Sidewalk conditions
The College takes all precautions to ensure our campuses are safe. We will be keeping sidewalks and pathways on campus clear of snow and will apply salt to help melt any ice. If you feel sidewalk conditions on campus are unsafe, please contact the appropriate campus:
New Westminster Campus: facilities_nw@douglascollege.ca
Coquitlam Campus: facilitiescoq@douglascollege.ca
We understand sidewalks off campus can be treacherous when icy. Keeping city sidewalks clear is the responsibility of local businesses. If you feel sidewalk conditions are unsafe, please contact the appropriate city:
City of New Westminster: 604 519 2010 or parking@newwestcity.ca
City of Coquitlam: Snow Response Request
Winter weather preparedness tips
- Allow extra time to get to campus (whether by car, bus, SkyTrain, etc.)
- Wear appropriate footwear and winter clothing, especially if regularly moving between the New Westminster Campus and the Anvil Office Tower.
- If driving, use caution, and ensure you have winter tires that are in good condition.
- If walking, use caution and consider driving conditions while watching for vehicles (even at crosswalks).
- If taking transit, ensure you check your route before travelling to campus. TransLink posts service outages and updates on their website. You can also create a Transit Alerts Account to be notified by text message and/or email about disruptions, updates, or changes to the transit services you use.
Truth before reconciliation: Historian researches closing down of the residential school system
By Aline Bouwman, Marketing and Communications
Content warning: This blog story contains information related to residential schools. If you are a survivor and need emotional or crisis support, contact the 24-Hour National Residential School Crisis Line at 1 866 925 4419.
“The history of residential schools is not just about the past – it’s about the present. The intergenerational impacts are still being felt today and the responsibility to respond belongs to all of us.”
– Carling Beninger
When History instructor Carling Beninger tells her students the last residential school in Canada didn’t close until 1996, they often react with shock.
How could it take so long? And why did it?
Although Canada officially announced in 1951 that Indigenous children would be integrated into public schools, the last residential school did not fully close until decades later.
Carling, who specializes in Indigenous education and activism, researches why it took so long for the residential school system to be completely shut down – and why understanding the delays is crucial to truth and reconciliation today.
The Canadian government first committed to desegregating Indigenous education in 1951 and started to place children into provincial schools, a process called school integration.
“But the federal government really dragged its heels,” Carling says. “They cited a lack of infrastructure and human resources to integrate children into the public school system.”
The result was devastating. The slow progress on school integration led to the creation of the hostel and home boarding programs, which forced thousands more Indigenous children into systems where they were subjected to the same harms of cultural genocide and abuse as their family members before them.
“The process of integration still served to separate children from their families,” she says. “In these institutional settings, the same assimilation and abuse children suffered at residential schools continued to be perpetuated.”
The long road to closure
Carling, a settler historian with French, British, Irish and German ancestry, says it was the pressure from Indigenous activists that finally led the government to shut the residential school system down. The federal government was persuaded because the residential school system was expensive to operate, and a segregated educational system did not fit into a world more focused on human rights and equality post-WWII.
“But it took protests from Indigenous leaders, parents and communities, who demanded this change,” she emphasizes.
She points to the 1972 policy paper “Indian Control of Indian Education” as a landmark moment. Adopted by the National Indian Brotherhood (now known as the Assembly of First Nations), it asserts the right of Indigenous peoples to control their children’s education and challenged the federal government to recognize self-determination in schooling.
Carling’s current research focuses on protests against school integration staged by the Kainai Nation (Treaty 7). Through petitions and community organization, they fought to have their children remain on reserve to receive education to keep their families together.
“The Kainai Nation was active in demanding rights and justice, even when the government ignored or resisted those demands,” Carling explains.
Due to the activism, a high school was opened on the reserve, and in 1971 and a kindergarten was added. In 1986 Mi;kai’sto – Red Crow College opened as the fourth Indigenous college in Canada on the reserve.
Read more: This Applied Psychology alum looks at ways to combat anti-Indigenous racism
The role of education
For Carling, the lesson is clear: truth and reconciliation, in that order.
“Truth means hearing from survivors, acknowledging the full scope of these systems and centering Indigenous perspectives,” she says. “That’s the work we all have to keep doing.”
She believes education plays a pivotal role in ensuring this work continues. “When students leave my classes with a deeper understanding, they carry that knowledge into their families, workplaces and communities. That’s how broader social change starts.”
Carling’s teaching methodology is rooted in fostering reconciliation through historical research and educating others on Indigenous history. Required reading for her courses draws heavily on survivor testimonies, newspaper articles, class action cases and government archives. Her students also hear directly from Elders who survived the residential school system and experienced school integration.
Oral histories and community narratives, she stresses, are not secondary evidence. They are essential voices in understanding the past.
“We need to include Indigenous storytelling practices in our course curriculums. It is part of reconciliation to honour those ways of knowing.”
Creating this awareness allows students to bear witness to those stories and testimonies, Carling says.
“Students respond to this kind of learning with a lot of emotion. They’re angry, and they want to know why it took so long for the residential school system to be shut down.”
That anger, she says, can be constructive. “It drives them to understand the deeper structures that allowed these schools to persist.”
Classroom discussions often lead to broader questions about reconciliation. Carling notes that many students are eager to know what concrete actions they can take.
“Education is one of those steps. Learning the truth is a form of action in itself, and it helps create accountability,” she says. She also highlights the importance of engaging with local Indigenous communities and supporting Indigenous-led initiatives.
Ultimately, her research and teaching return to one central point: Reconciliation is not a destination but an ongoing process.
“The history of residential schools is not just about the past – it’s about the present. The intergenerational impacts are still being felt today and the responsibility to respond belongs to all of us,” Carling says.
Learn more about the History program at Douglas College: douglascollege.ca/program/aahist
Sound ambition: How Music alum Jackson Poling became a professional pianist
Jackson Poling never expected a music career to be a part of his life, but a surprising spark of curiosity led him to change his mind and in time, his entire future.
By Maggie Clark, Marketing and Communications
Since graduating from Douglas College’s Diploma in Music, Jackson Poling’s performances have been heard across the province of British Columbia.
As an accomplished pianist, he has filled his life with musical opportunities, performing with indie pop band Orchid Orchestra, teaching piano and collaborating with school choirs. He even recently had his own orchestral composition performed and recorded by the Vancouver Symphony Orchestra as part of the Jean Coulthard Readings.
While success has continued to follow his career, music didn’t always strike a chord with him.
Starting off on the wrong note
When Jackson first picked up a trumpet in elementary school, he couldn’t have imagined that music would one day become the centre of his life. Uncomfortable with expressing himself creatively at the time and uncertain about the point of playing music, Jackson didn’t understand why so many of his peers chose to pursue it.
It took a new experience for Jackson to see why others found playing music so compelling.
A playful discovery
Jackson’s musical awakening arose from an interest in video games. While indifferent to picking up a physical instrument, he found himself drawn to virtual ones in apps like Magic Piano. It was his first exposure to classical music, sparking an appreciation for the genre and presenting him with a life-changing decision.
“I remember falling in love with Beethoven’s Symphony No. 3 and many other classical pieces like it,” Jackson says. “The only way to really recreate those pieces myself was through the piano that my family had at home, so I thought ‘Why not just start learning to play right here?’”
Unable to read sheet music, he strove to recreate his favourite melodies by ear.
What started out as curiosity quickly became a passion. By the time he entered high school, Jackson was already writing his own music, taking a class in composition taught by his high school’s band teacher while also studying the Royal Conservatory of Music at the Langley Community Music School.
Read more: Music Technology grad finds dream music-related career in sound therapy through Douglas
Fine-tuning a music career
Determined to pursue a career in music after graduating high school, Jackson enrolled in Douglas’s Diploma in Music. Except this time, classical pieces were not his focus.
“I actually chose Douglas’s program because it was less classical and offered a look at a diverse range of genres like fusion and jazz,” Jackson says. “I wanted to cover my bases and explore these new genres.”
That variety became a cornerstone of his experience. He jammed with several bands, playing a variety of music, including funk, learned to improvise musically, and even joined a small jazz group to perform at the College’s graduation ceremonies, which Jackson continues to do to this day alongside a rotating group of Douglas alumni.
“My time at Douglas gave me the confidence to perform with bands outside of a school setting,” he says. “It wouldn’t have been possible without the Performance-Based Tuition Scholarship.”
This scholarship helped support both years of Jackson’s education and encouraged him to take as many courses as possible, opening the doors to a stronger musical skill set and additional networking.
Read more: Empowered with a Douglas scholarship, this Music alum transfers to UBC with plans to teach music
Creating a symphony of success
After graduation, Jackson made good use of his skills and networking, leading him to teach piano at Prelude Piano Studios, perform with Orchid Orchestra and play with elementary school choirs through the Vancouver Extracurricular Music Society. He even has plans to play piano for a ballet studio.
But one of the biggest highlights of his career has been having his work performed by the Vancouver Symphony Orchestra. He now aims to further specialize in the field with a master’s degree in composition.
“Writing music is what’s most fulfilling to me,” Jackson says. “It’s my dream, and to hear a full orchestra bring my composition to life was amazing. Pursuing a master’s degree could open doors to join music committees, where I’d have even more opportunities to see my work performed by orchestras.”
Learn more about the Diploma in Music program at Douglas College.
Five common misconceptions about psychiatric nursing
By Afreen Kaur Gill, Bachelor of Science in Psychiatric Nursing student
As a psychiatric nursing student, I’ve come to realize that this area of health care is both vital and deeply misunderstood. Psychiatric nursing isn’t just about “talking to people” or “dealing with mental illness” – it’s a complex, skilled practice that requires extensive medical knowledge, compassion and critical thinking. Unfortunately, many myths continue to shape how people view psychiatric nurses and the patients we serve.
Here are five widespread fallacies about psychiatric nursing, and some reality checks I’ve learned through my training and experience as a third-year Bachelor of Science in Psychiatric Nursing student at Douglas College.
Myth: Psychiatric nurses are not real nurses
Reality check: We are trained extensively in both physical and mental health, and we work closely with other registered nurses (RNs) and health-care professionals to provide holistic, patient-centered care. Our expertise bridges the gap between mental and physical health, ensuring that individuals receive comprehensive support.
Suggesting that registered psychiatric nurses (RPNs) are “not real nurses” or “less important than RNs” is not only inaccurate but also stigmatizing. It implies that mental health care is secondary to physical health care, when in reality they are deeply interconnected. Such assumptions diminish the critical role psychiatric nurses play in promoting recovery, dignity and overall patient well-being.
Read more: This Psychiatric Nursing grad became a Vancouver mental health services leader
Myth: You don’t need much medical knowledge to be a psychiatric nurse
Reality check: Many patients have co-occurring medical conditions such as diabetes, cardiovascular disease or medication side effects that require close monitoring. We are able to identify and respond to changes in physical health alongside mental health symptoms.
At Douglas, we undertake multiple placements in both medical and psychiatric care settings throughout the program. We also undertake weekly clinical procedures classes where we practice our clinical skills, including IV insertion, catheter care, injections, wound care and more.
Our psychiatric nursing skills are especially important in areas where physical and mental health care overlap, such as in the treatment of eating disorders that require both medical stabilization and psychiatric assessment.
Myth: Psychiatric nurses only work with “crazy people”
Reality check: My patients are not “crazy” – they are human beings navigating mental health challenges, each with a unique story that deserves to be heard and respected. They are individuals enduring real pain, distress or illness, similar to someone experiencing hardships due to a physical health condition. They need compassion, support and care – not judgment or stigmatizing labels. My job as a psychiatric nurse is to comprehend what each patient is going through, advocate for them and help them progress in their journey to heal.
Also, I have never heard anyone refer to a patient dealing with medical conditions such as diabetes as “crazy.” I’ve never heard anyone ask, “why can’t they just control their blood sugar on their own? Why do they need treatment or medication?” That approach would be seen as utterly inappropriate because we understand diabetes as a medical condition that demands prompt care. Similarly, this principle should extend to mental health. I do not see a client with schizophrenia as “crazy” because of their diagnosis. I see them as someone living with a serious health condition that affects their mind and body. Patients facing mental health challenges deserve the same compassion, support and access to care as anyone managing a chronic medical condition.
Read more: This Nursing grad is part of a new health care generation focused on mental well-being
Myth: Psychiatric nursing is more dangerous than other health-care professions
Reality check: Assuming psychiatric patients are dangerous solely on the basis of their mental health diagnosis is stigmatizing and false. Psychiatric care settings have explicit safety protocols, strong teamwork and structured environments to ensure staff and patient safety. Labelling the psychiatric nursing profession as unsafe disregards the preparation and collaboration that go into establishing therapeutic and secure spaces.
While psychiatric nursing can present strenuous situations, the extensive and specialized training we receive at Douglas equips us to handle such situations safely. Our education includes de-escalation techniques, crisis intervention, trauma-informed care, risk assessment and managing seclusion rooms. We also gain first-hand experience through acute psychiatric unit placements, where we observe how teams respond collaboratively to maintain safety.
Myth: Psychiatric nurses have limited career options
Reality check: Psychiatric nursing presents a broad and growing range of career opportunities. RPNs work in hospitals, emergency departments, acute psychiatric units, community mental health programs, corrections, addiction services, forensic settings, schools, Indigenous health settings and more. They can specialize in areas like crisis response, trauma care, geriatrics, substance use, leadership and management roles.
Many students also continue their education through graduate programs in psychiatric nursing, clinical psychology, education, counselling careers or health-care leadership. Some also pursue medical school. There are also paths to become mental health supervisors, clinical professors, policy advisors and leaders in health-care organizations. Psychiatric nursing is a versatile and dynamic field with many opportunities for advancement, specialization and leadership.
Final thoughts
Psychiatric nursing is a highly skilled, evidence-based and compassionate profession that plays a critical role in health care. The myths about it do not reflect the rigorous education, responsibility and positive impact psychiatric nurses have. Whether in hospitals, communities or academia, psychiatric nurses provide holistic care that supports the whole person – mind and body. The Bachelor of Science in Psychiatric Nursing program at Douglas unlocks various career paths and opportunities that can advance you academically and financially, while empowering you to make a meaningful, positive impact in your community.
Learn more about the Bachelor of Science in Psychiatric Nursing.
Breaking barriers for disability in the fitness industry
By Elizabeth Douglas, Marketing and Communications
Kat Lee is a Bachelor of Physical Education and Coaching student carving not only a path for her career as a personal trainer, but toward a more accessible fitness industry for all.
After being diagnosed with hypermobile Ehlers-Danlos Syndrome (hEDS) at 16 years old, she found herself adapting to a new way of life and rethinking her original career choice of marine biology.
Ehlers-Danlos syndromes are a group of 13 connective tissue disorders that can cause joint hypermobility and instability, fatigue, dizziness, digestive issues and bruise-prone skin, often presenting alongside other comorbidities.
“When I was diagnosed, the doctors told me that my career prospects in marine biology had to be dropped. I wouldn’t be able to tolerate diving or the cold water,” she says. “I had to think logically about what I could do with my life.”
Everything changed when a high school visit from the Douglas College Sports Institute led her to the Diploma in Sport Science – Kinesiology program.
“I changed my career from one field of biology to another, but I knew I wanted to do something physically active for my employment. Kinesiology felt like the logical choice,” she says.
Defying expectations
At only 25 years old, Kat has close to 10 years of experience working in the fitness industry and 31 active clients. Still, she gets asked how it’s possible for her to be a personal trainer with a chronic illness.
She’s eager to explain.
A comorbidity of her hEDS is dysautonomia, a nervous system dysfunction that can cause spikes in her blood pressure, followed by a plummeting heart rate. Working in an active environment combats these symptoms.
“When you pump your muscles, you’re moving lymphatic fluid through your body and pushing blood back to the heart and lungs,” she says. “So, when I’m exercising, I’m totally fine. Ask me to stand in line at the store? Not happening.”
Training a diverse range of clients – from others with EDS, to seniors, and even clients just looking to build some muscle – stems from an acute awareness that fitness doesn’t have a universal approach. Kat’s process centres around building client knowledge on muscle and joint function so that they can exercise safely and more efficiently on their own.
“I try to be as educational as possible. I know some of my clients could care less about anatomy, but I want them to understand how their body works,” she says. “This is why the Sport Science program’s emphasis on teaching was really attractive to me. A big component of that is getting trainers more familiar with muscular anatomy, ergonomics and biomechanics. If they know it, then they can teach their clients.”
While EDS affects so many aspects of her life, it has allowed her to relate to her clients and find efficient solutions to their own fitness challenges. She focuses on what her clients can do, while being attentive to their limitations.
“I had a client who never felt sore in his muscles after lifting heavy weights but always did in his joints. Then I noticed that his elbows were hypermobile and turned backwards, like mine. All it took to alleviate his joint pain was a simple grip adjustment,” she says. “It’s all about adapting the exercises to people’s anatomy, regardless of their ability or disability.”
Raising awareness
According to the EDS Canada Foundation, there are more than 126,000 Canadians living with hEDS. But obtaining that diagnosis is far from straightforward.
“Your connective tissue is everywhere – cartilage, ligaments, tendons, blood, bone, everything. Anything and everything can be affected, so you kind of sound like a hypochondriac,” she says. “I’m extremely lucky to have had a doctor who noticed my hypermobile elbows. The average diagnosis time is 21 years, but I got mine in just three.”
Kat uses her Instagram account to raise awareness for EDS and hopes that bringing attention to it will allow more people to obtain a diagnosis in a shorter period of time.
During Ehlers-Danlos Syndromes Awareness Month in May, Kat showed support for the Ehlers-Danlos Society’s “Light it Up” challenge, organizing for Science World, BC Place and New Westminster City Hall to be lit orange.
While working on a reflective Instagram post about achieving small wins, Kat noted her petition to get Science World to light up. Her partner insisted it was more than a small win.
“All I did was send an email, but he said it didn’t matter, that I did it anyway. Some people with my condition don’t have the energy, the means or the function of their hands to type that email,” she says. “I acknowledge the vast amount of privilege I have as someone with a milder case of Ehlers-Danlos, because I’m able to do all of this. I have the capacity physically and energy-wise to advocate,” she says.
An accessible education
For Kat, coming to Douglas wasn’t just about strengthening her sport science skills, it was about choosing a post-secondary that placed importance on accommodating her needs in pursuit of success.
Meeting with Accessibility Services helped Kat obtain a student loan, disability grant and technology like a laptop and a smart pen to help with notetaking, as well as assisting her plan for her future British Columbia Association of Kinesiologists (BCAK) certification.
“It was important to me that coming to Douglas meant accessing good accessibility services,” she says. “When my friends decide to go to post-secondary, one of the main reasons I urge them to come to Douglas is because of the accommodations.”
Read more: Student researcher unveils why mirrors could affect dancers’ body image
Staying safe in a heat wave
With temperatures rising, it’s important to be mindful of potential risks and learn how to prepare yourself when commuting to and from campuses, and at home. Follow these tips to keep cool and safe during a heatwave:
Hydrate: Drink plenty of water throughout the day, even if you don’t feel thirsty. Avoid sugary drinks and excessive caffeine, as they can contribute to dehydration.
Stay cool indoors: Close blinds during the day to block direct sunlight. Use fans or air conditioning to circulate cool air. If you don’t have AC, consider visiting a local cooling centre, library or coffee shop.
Dress appropriately: Wear loose-fitting, light-colored clothing. A wide-brimmed hat and sunglasses can also provide significant protection.
Take breaks: If you’re spending time outside, ensure rest breaks in cool, shaded areas are taken regularly. Be sure to use them to allow your body to recover.
Check on others: Remember to check on vulnerable family members, neighbors and friends who may be at a higher risk, such as the elderly or those with chronic health conditions. If you’re studying with peers, monitor each other for signs of heat-related illness, such as dizziness, nausea or excessive sweating.
Adjust your schedule: If possible, schedule physically demanding tasks for the cooler parts of the day, such as the early morning.
Recognize the signs: Be aware of the symptoms of heat exhaustion (heavy sweating, weakness, cold/clammy skin) and heat stroke (high body temperature, hot/red skin, confusion, loss of consciousness).
If you or someone else experiences symptoms of heat stroke, call 911 immediately.
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.
—
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.
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