Leading with compassion: Nick Blackman’s journey from Psychiatric Nursing grad to mental health services leader
By Aline Bouwman, Marketing and Communications
Psychiatric Nursing alum Nick Blackman has taken his Douglas education far beyond the hospital setting, guiding innovative solutions in supportive housing as a sector leader in community-based mental health services sector in Vancouver.
Nick graduated from the Psychiatric Nursing program at Douglas to launch a decades-long career in community-based mental health services. He is the executive director of the MPA Society, a not-for-profit that offers supportive housing to people facing challenges with mental health, substance use and housing security.
He says the strong foundation in compassionate care and the clinical experience he received in the Psychiatric Nursing program allowed him to build a career rooted in care, advocacy and community.
“The program didn’t just teach me how to be a nurse,” Nick says. “It taught me how to listen, how to understand and how to lead with compassion.”
The Psychiatric Nursing program offers students practical experience through clinical placements, preceptorships and strong mentorship from instructors. For Nick, these experiences shaped his future in mental health care.
“While theoretical knowledge is crucial, the most valuable learning experiences occur during students’ practicum and preceptorship,” he says. “These experiences provide invaluable opportunities to dispel myths surrounding mental health, substance use, aging in place and housing insecurity. They foster empathy and allow students to align their values with their future work.”
Read more: Two Psychiatric Nursing students want to change the way the LGBTQ2S+ community receives acute and community care in hospitals and other health-care settings
Housing that heals
Nick’s work with the MPA Society centres on providing stable housing with compassionate, community-centered care. One of the main projects is the Hampton Hotel, right above the organization’s head office in Vancouver’s Downtown Eastside.
Residents at the Hampton receive daily support with meals, medication and mental health services, along with help managing daily activities. But just as important is the strong sense of community the program fosters.
Several residents have lived at the Hampton for over 20 years, forming lasting connections with staff and one another. Group activities – from walking clubs, to cooking groups, to camping trips – nurture social connection and belonging.
“For individuals who have experienced long-term housing insecurity, this kind of environment can be transformative,” Nick says. “It offers not just safety, but a sense of home.”
The work can be complex, but Nick is inspired by the healing he witnesses. He mentions a woman who entered MPA’s supported housing after years of substance use and homelessness. With time and support, she stabilized and formed a healthy relationship with another program participant. They married and now live independently.
“Their story speaks to the power of housing-first approaches when paired with consistent, respectful support,” Nick says.
Read more: this Psychiatric Nursing grad found clarity by following her Indigenous roots
Supporting the supporters
While the rewards of working in mental health care can be profound, the field is not without challenges. Community housing is often at capacity, and clients can fall through the cracks. For mental health professionals – particularly those new to the field – this can be discouraging.
At the MPA Society, staff well-being is top of mind, Nick says. Staff are encouraged to stay connected and physically active through routines that support mental wellness, such as exercise, yoga and community involvement.
MPA also does regular mental health check-ins with its people – from front-line workers to senior leadership. Every meeting starts with a simple question: How are you doing? Nick says this practice not only builds a culture of care, but also embodies the values of empathy and connection that guide community-based work.
Preparing the next generation
As demand for mental health services continues to grow, so does the need for skilled, empathetic professionals. Nick is helping shape this next generation of mental health professionals at Douglas College. Under his leadership, the MPA Society has created and supported annual awards in the Psychiatric Nursing and Mental Health Worker programs at Douglas for the past 12 years. These awards honour graduates who embody and embrace the principles of psychosocial rehabilitation and mental health recovery.
“Supporting the next generation of people working in mental health, substance use and supportive housing programs critical in ensuring we have competent and compassionate graduates,” he says. “We need people in this field who care deeply and show up for others.”
Learn more about the Psychiatric Nursing program at Douglas.
Making space by taking space: First openly trans campus leader paves the way for gender-diverse inclusion
By Aline Bouwman, Marketing and Communications
When Margaret Waldron took on the role of Pride Representative with the Douglas Students’ Union (DSU), she knew she wouldn’t just be representing the 2SLGBTQIA+ community; she would also be paving the way for trans, non-binary and gender-diverse students simply by being visible as a trans woman in a leadership position.
A fourth-year Associate of Arts in Creative Writing student and the first openly trans representative in the DSU, Margaret is dedicated to creating inclusive spaces at Douglas College and helping gender-diverse students navigate the complexities of College life and gender identity.
Most importantly, her presence signals that Douglas campuses are places where trans students belong and can show up authentically.
“When people see someone like them, it opens the door for them to take up space as well,” Margaret says.
But visibility, she emphasizes, is just the beginning. Her real work has been to educate allies, organize gender-inclusive events and help students access gender-affirming care.
The costs and benefits of representation
While Margaret is making history as the first openly trans person to serve with the DSU, she sometimes forgets that she’s breaking new ground.
“Often, I literally forget I’m trans until someone’s a bit transphobic toward me,” she says, laughing. “Then I remember, oh right, that’s still a thing.”
Still, being the first comes with being seen as a representative for the entire community, for better or worse. “At Pride flag raisings, I get shuttled from politician to politician – everyone wants a picture with the trans girl,” she says. “It’s a little surreal.”
Margaret has become a kind of unofficial “first” for many people. “I’m often someone’s first trans woman friend,” she says. “Or their only one. Sometimes, I’m the first trans person they’ve ever had a real conversation with.”
That comes with emotional labour. And, sometimes, baffling questions. “I’ve had people ask me, ‘Are you the gay man or straight man version of a trans woman?’” she says, with an amused shake of her head.
Her answer? “I think I’m a lesbian with the soul of a gay man and the body of a Midwestern woman.”
It’s a witty response, but it reflects a deeper truth about the misconceptions many people still carry about gender and sexuality.
“A lot of people still think of trans women as the ‘final evolution’ of a gay man,” she says. “And if you’re attracted to women, they ask why you even transitioned.”
But she also sees the deeper significance of being visible as a trans woman in leadership. “I know how hard academic environments can be for trans women. Even in queer or feminist circles, there’s still so much transphobia. So just being visible makes a difference.”
Read more about a Douglas alum who launched a career as an 2SLGBTQIA+ activist
If the clothes fit
One of Margaret’s initiatives this year was organizing a gender-affirming clothing swap at the College. For many trans and gender-diverse students, shopping for clothes that align with their gender identity can be a stressful and sometimes inaccessible experience.
“Especially if you’re early in transition, it can feel really intimidating to walk into a clothing store and shop in a section that people might think doesn’t align with your gender presentation,” Margaret says.
With the fear of discrimination compounded by the financial burden of assembling a completely new wardrobe, many trans and gender-diverse students don’t have much opportunity to explore clothing styles that feel right for them.
The clothing swap allowed students to expand their wardrobes in a non-judgmental environment where these barriers were removed.
Filling the gaps
From the day Margaret started as Pride Representative, she has been working to fill critical information gaps for trans students.
She points out that many trans students still rely heavily on peer-to-peer networks to understand their health-care options. Barriers to accessing gender-affirming care are multifaceted, ranging from financial obstacles and lack of trained providers, to stigma and discrimination. Navigating complex bureaucratic systems and encountering a lack of trans-competent health-care professionals can be overwhelming and confusing.
“I’ve done a lot of research for students,” Margaret says. “I’ve made spreadsheets of resources I can email when people ask about hormone replacement therapy (HRT) or gender-affirming care. Honestly, that kind of work has been necessary, because there just isn’t enough accessible information out there.”
“If you have a good doctor, HRT can be really customizable,” she explains. “But most people don’t even know that. There’s just not enough clarity or consistency, especially when you’re first starting.”
Margaret is taking steps to improve access to vital health information for trans students. She’s currently organizing a Q&A panel featuring gender-affirming health-care specialists. The panel event’s purpose is to give students a chance to ask questions in a safe, supportive environment.
Margaret also recognizes that asking questions, especially about deeply personal or intimate topics, can make trans people feel vulnerable
“We live in a transphobic society, and specifically, a transmisogynistic one,” she says. “A lot of questions about HRT are private, like, how will this affect sex? Or what about fertility? And it can be awkward or even shameful to ask.”
To reduce that barrier, students will be able to ask questions anonymously. “That way, folks don’t have to out themselves or feel exposed in front of a group,” she says.
Read more about how a Therapeutic Recreation student is championing trans-inclusive policies
Beyond visibility
At many past events, Margaret recalls being the only trans woman in the room. But that’s changing.
“I’m seeing more trans women showing up – not just to Pride Collective events, but to Women’s Collective events and other DSU events, too.”
Margaret’s work, both visible and behind the scenes, is already making a difference. Whether it’s compiling spreadsheets, organizing events or showing up to student-facing DSU events, her leadership is expanding equity, diversity and inclusion on our campuses.
“It means a lot,” she says, “to be in these spaces and know that another trans woman might walk in and feel less alone because of it.”
And for every awkward question or photo op, there’s someone in the room quietly noticing: if she can be here, maybe I can too.
Improving lives one soundwave at a time
Kei Tatsuno, a former rock band drummer from Japan, has always loved music. Over time, he decided he wanted to extend that passion to help others. With support from Douglas College, Kei made that a reality, learning how to combine music theory, technology and therapy skills to make a real difference.
By Maggie Clark, Marketing and Communications
After studying music in Japan, Kei Tatsuno lived the rock star dream, touring Asia with bands like Survive Said the Prophet and YesterdayFall. But he wanted more.
“I wondered what it would be like to perform with people from different cultures,” Kei says. “Listening to a lot of Western rock inspired me to leave my home in Japan and explore the world.”
Drawn by the allure of the West, Kei moved to Vancouver, Canada, a city that reminded him of his hometown, Sagamihara, with its mix of scenic nature and many artists. It was there that he discovered a fulfilling way to use his musical talent.
Shifting from rock star to music therapist
Upon arriving in Vancouver, Kei had to adjust to an English-speaking city life. But he didn’t let that stop him, gradually learning phrases of English here and there.
Settling into his new life, Kei married and became a father to two stepsons, growing especially close to his eldest, who is Autistic. The two shared a love of music, never hesitating to dance to the beat whenever the music was on.
This connection sparked Kei’s interest in how music can help neurodivergent people. It didn’t solidify into a plan, though, until he took a year-long trip to Japan to care for his father, who was dealing with depression.
“Whenever I struggled with my own depression, I found joy in playing the drums or listening to music,” Kei says. “My eldest stepson feels the same way and so did my father before his depression. It made me realize I wanted to use music to give people relief from the stress in their life.”
Driven by this new discovery, Kei looked for local music therapy programs, which led him to Douglas College’s Diploma in Foundation for Music Therapy Studies.
To meet the English requirements for the diploma, he took the College’s English Language Learning and Acquisition (ELLA) program and chose to enhance his musical skill set at the same time with a Certificate in Basic Musicianship.
Discovering sound baths
Confident from his time in both programs, Kei was finally prepared for the Diploma in Foundation for Music Therapy Studies. It taught him valuable skills in understanding music theory, recognizing musical elements by ear and playing multiple instruments. It also gave him a chance to apply those skills in the real world through practicums.
During one of those practicums, Kei set up a variety of instruments – drums, guitar and a mallet – to create soothing rhythms for a senior care centre. As he watched the audience hum and clap along in harmony, Kei had a transformative realization.
“I felt a surprising connection to the group,” Kei says. “It wasn’t about creating a song or music. Then, it came to me: it was more of a harmonious sound. I wanted to learn more.”
He discovered that this soothing not-quite-music was a sound bath, a form of meditative experience where people relax, listening to resonant sounds. Studies have shown that it can be therapeutic, lowering anxiety, depression and overall stress. It was exactly the sort of support Kei wanted to provide to others.
Building on sound therapy with music technology
To refine his sound bath skills, Kei pursued Douglas’s Diploma in Music Technology, learning how to create backing tracks and program music. Combined with his previous training in music theory and multi-instrumental skills, these new insights enabled Kei to collaborate on “Seeds,” an immersive, nature-inspired sound bath project at Lobe Studio.
The experience was a positive one, proving to Kei that his plans to provide sound therapy were moving him in the right direction.
“What I value most is creating an inclusive space so that neurodivergent people can relax and connect with one another. Now, I can make that happen through sound baths, thanks to my time at Douglas.”
Learn more about the ELLA, Certificate in Basic Musicianship, Diploma in Foundation for Music Therapy Studies and Diploma in Music Technology programs at Douglas College.
Self-compassion and physical wellness: a student’s guide to thriving
By Ava Rose, Child and Youth Care practicum student
Have you ever stayed up late just to finish an assignment or catch up on studying? I know I have. Sometimes it feels like I need to really push myself just to keep up with school, work and life in general. When I fall short of those expectations, guilt creeps in fast. I know I’m not alone in this, and that it’s something many of us at Douglas have experienced at some point.
During my practicum with the Student Affairs and Services Wellness Team, I’ve come to realize how important it is to meet myself with compassion during tough moments. This mindset has helped me build more resilience and take better care of my mental and physical wellness. Especially during exam season, I’ve found that being gentle with myself and focusing on small, sustainable habits make the biggest difference. I genuinely encourage other students to take an approach of self-compassion when dealing with the stresses of school and personal life.
How self-compassion enhances physical wellness
With a self-compassionate mindset, students can better focus on their body’s needs rather than external pressures. As I’ve been exploring what a self-compassionate mindset looks like for me, I also asked a few of my friends how they’ve shifted their mindset when it comes to their physical wellness:
1. Reduce exercise guilt and encourage movement
Many students, me included experience guilt when they miss a workout or struggle to meet their fitness goals. Self-compassion has encouraged me to reframe exercise – now I see it as a way to care for myself, not a reflection of self-worth. Instead of feeling guilty for missing a workout, I am able to recognize that rest is essential for maintaining my wellness! Ben, a second-year Computing Science student, says, “I used to force myself to go to the gym even when I was burnt out from school and work. Now, I listen to my body. Some days I focus on letting myself get lots of rest since I know it’s the best thing I can do for myself at that moment.”
2. Nourish the body with kindness
Self-compassion also changes the way I think about nutrition. Instead of focusing on restrictive diets that often lead to guilt and unhealthy habits, I try to approach eating with mindfulness. That means paying attention to hunger cues, enjoying meals without judgment and choosing foods that fuel me. My classmate, Donna, a fourth-year Child and Youth Care student, shared with me a similar perspective: “I used to feel guilty about eating ‘unhealthy’ foods, but now I practice balance. One meal doesn’t define my health or well-being; if I want to have a sweet treat, I will let myself, without feeling guilty.”
3. Prioritize rest and recovery
Rest, whether it’s sleep or simply taking time to unwind, is a key part of mental and physical wellness. For me, practicing self-compassion helps me recognize when I need a break, instead of seeing it as being lazy. Sleep is often not prioritized by students because of the need to meet deadlines or cram for exams. But approaching rest with a self-compassionate mindset helps set boundaries, like calling it a night instead of pushing through. Claire, a third-year Financial Services student, has started prioritizing rest: “I constantly remind myself that time management is really important. If I’m not able to get something done and it’s getting pretty late, I know how important it is to prioritize rest so I can be more present when revisiting studying or assignments the next day.”
Douglas College supports
Douglas College offers resources that can help you integrate self-compassion into your wellness journey:
- Athletics and recreation: The College offers access – included in your student fees – to campus fitness centres, group fitness classes, and fun intramural sports to help you stay active and connected.
- Counselling: College counsellors can provide guidance on how to balance wellness and academic life, while also giving yourself kindness.
- Wellness events: Get support and learn strategies for self-compassion, stress management and holistic wellness. Contact saswellness@douglascollege.ca for additional support or information on events!
Wellness, as a whole, isn’t about perfection: It’s about being kind to yourself. Practicing self-compassion in movement, nutrition and rest can help us develop habits that support long-term well-being. As you navigate student life, remember that taking care of yourself isn’t selfish, it’s essential!
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References:
Gedik Z. (2019). Self-compassion and health-promoting lifestyle behaviors in college students. Psychology, health & medicine, 24(1), 108–114. https://doi.org/10.1080/13548506.2018.150369
Homan, K. J., & Sirois, F. M. (2017). Self-compassion and physical health: Exploring the roles of perceived stress and health-promoting behaviors. Health psychology open, 4(2), 2055102917729542. https://doi.org/10.1177/2055102917729542
Wong, M. Y. C., Chung, P.-K., & Leung, K.-M. (2021). The relationship between physical activity and self-compassion: A systematic review and meta-analysis. Mindfulness, 12(3), 547–563. https://doi.org/10.1007/s12671-020-01513-4
Meet the 2025 Student Leadership Awards winners
By Maryam Labani, Current Student Communications
Last night, the Student Leadership Awards honoured this year’s winners and nominees. The awards are presented to students, faculty and staff who have shown themselves to be leaders through their outstanding contributions to the College community. More than 160 attendees joined us to show their support.
Congratulations to all the winners and nominees of the 2025 Student Leadership Awards!
Student Leader Award
Margaret Waldron, Associate Degree in Arts – WINNER
“Margaret is the rep for the DSU Pride Collective. She is the first trans woman leader at DSU Pride, and the first openly trans person in leadership during their DSU term. One of her initiatives last year was a gender-affirming clothing swap, which was part social event, part resource event. She secured clothing donations, promoted the event, recruited volunteers and hosted an onsite information session for trans-/gender-affirming health care, clothing and overall wellness. For this upcoming year, she is in the process of organizing a hormone replacement therapy (HRT) info panel with a local endocrinologist and a nurse that specializes in hormone readiness assessments. This type of trans health information can be difficult and even stigmatized to access.” – Amber Dawn Upfold, nominator
Taranjeet Parmar, Bachelor of Arts in Applied Psychology – WINNER
“I first met Taranjeet when she was working at a student event in her capacity as a volunteer Student Assistant Wellness Leader, which she has done from September 2022 to January 2024. Her energy, enthusiasm and attentiveness to student needs and questions were immediately obvious. I work most closely with Taranjeet in her current position as a peer tutor at the Douglas College Learning Centre. Taranjeet has become a “go-to” tutor in the Learning Centre: On several occasions, when we have had students with special needs, we have called on Taranjeet to work with those students. When students have other challenges to their academic success, such as neurodivergent differences, Taranjeet is able to work with the whole student; that is, she is able to consider their emotional needs as well as their academic skills needs.” – Nancy Johnson, nominator
Tavleen Kaur, Bachelor of Business Administration in Financial Services – WINNER
“Tavleen is able to build instant connections and make people feel like they belong, no matter their background. She takes initiative inreaching out to people, building lasting relationships and including everyone. In the Learning Centre, she ensures her students feel comfortable and instills confidence in them. Tavleen is an excellent listener, consistently exhibiting active listing skills such as reflecting, clarifying and empathizing. Her openness enables her to see things from other perspectives and find common ground. Tavleen consistently contributes to the growth of communities she is a part of, including the Learning Centre and Student Life. Her colleagues regularly reach out to her for guidance, which she sees as an opportunity to improve confidence and cultivate connections. As a leader, she tries to build confidence in others so they can become leaders themselves.” – Ryan O’Connor, nominator
Thi Hoai Thuong (Kaylin) Le, Post-Baccalaureate Diploma in Advanced Supply Chain Management – WINNER
“Kaylin goes above and beyond to help first-semester international students navigate their academic and social lives in Canada, ensuring their transition is as smooth and successful as possible. Kaylin has shown remarkable initiative and commitment in her role within the mentorship program. She has organized and hosted a variety of events that foster connection, networking and the development of lasting friendships among international students. These events have provided invaluable opportunities for students to integrate into the College community and form meaningful relationships with their peers. She addresses inquiries with patience, clarity and care, ensuring students feel supported every step of the way. Her efforts are truly commendable, and she is an indispensable asset to the Douglas College community.” – Mia Trieu, nominator
Nominees for Student Leader Award
Congratulations to all the students who were nominated for the Student Leader Award.
- Nankling Dazel
- Martin Alejandro Cisneros Silva
- Hai Linh (Sophie) Hoang
- Natasha Spees-Courtepatte
- Lauryn Su
- Amarpreet Singh
- Kiyan Sheikh
- Tatiana (Taty) Gutierrez
- Berivan Chikh Ismail Zada
- Seyyed Khashayar (Kash) Anvari
- Srinithin Tirupur Rajendran
- Debanhi Herrea-Lira
- Komalpreet Kaur
Up and Coming Student Leader Award
Hai Linh (Sophie) Hoang, Diploma in Management – WINNER
“Since joining the DCI Ambassador Program in January 2024, Hai Linh Hoang (Sophie) has consistently demonstrated an unwavering commitment to the College and its student community. She embodies positivity and enthusiasm, always showing up with a smile and a can-do attitude. Her proactive involvement in student initiatives makes her a role model among her peers. She is approachable, dependable and inspires other students to engage in College activities. Sophie’s ability to balance academic excellence and extracurricular involvement speaks volumes about her strong work ethic and leadership potential.” – Napito Asahara, nominator
Kash Anvari, Diploma in Financial Services – WINNER
“Kash actively engages in finding unique solutions to tutoring challenges. He also works to create a welcoming environment in the Learning Centre. I frequently observe him greeting students who are new to the Learning Centre and helping them figure out their tutoring needs. He helps them find an appropriate tutor and guides them through the booking system. In tutor training activities, he frequently takes the lead with his small group.” – Nancy Johnson, nominator
Nominees for Up and Coming Student Leader Award
Congratulations to all the students who were nominated for the Up and Coming Student Leader Award.
- Kumudumali Thilakshana Jayasundara Wijesinghe
- Lana Andjergoli
- Hai Linh (Sophie) Hoang
- Amarpreet Singh
- Tatiana (Taty) Gutierrez
- Avika Sawhney
- Rida Ahmed
Outstanding Contribution to Student Engagement from a Faculty or Staff Member Award
Mike Cornford, Faculty, Marketing – WINNER
“Mike has made an exceptional contribution to student engagement by actively supporting and mentoring students in leadership roles, both inside and outside the classroom. As my professor of Ecommerce Marketing (MARK 4240), he’s able to curate a dynamic learning environment that encourages critical thinking and hands-on application of marketing strategies. His commitment to student leadership was particularly evident during the Germany Marketing Field School at DHBW in Karlsruhe, where he went above and beyond to ensure students not only gained valuable international business insights but also developed leadership and collaboration skills. His ability to inspire, mentor and support students in leadership positions makes him a truly deserving candidate for this award.” – Lauryn Su, nominator
Nominees for Outstanding Contribution to Student Engagement from a Faculty or Staff Member Award
Congratulations to all who were nominated for the Outstanding Contribution to Student Engagement from a Faculty or Staff Member Award.
- Padmapriya Arasanipalai Kandhadai
- Aurora Faundo
- Eugene Dy
Global Citizenship Dean’s Award – WINNERS
Selina Lydell
Shea Perry
Maiya Schulz
Tha Mee Thu
Sevanna Cook
Colton Dube
Rebecca Alexander Barnett
Ka Wing Yan
Hannah Flynn
Brandon Chou
An Dao
Nhu Hung Le
Han Nu Ngoc Ton
Trisha Bioncio
Brianna Shanahan
Danna Domasig
Hershey Marasigan
Ngoc Nha Khanh Nguyen
Olivia Dixon-Lawless
Lucas Jackson Franck
Tianna Francis
Learn more about the Student Leadership Awards on our website. Learn more about the Global Citizenship Dean’s Award winners.
From soaked socks to self-growth: My Ireland field school experience
By Paige Webster, Creative Writing Student
wan·der·lust
noun
a strong desire to travel.
I’m standing on the streets of Derry, Ireland, shivering from the torrential downpour that has soaked my pants and shoes. The murals loom around me. I huddle closer to my friend, who was smart enough to bring her umbrella, as I strain my ears to listen to our guide, Neal, as he explains the meaning of the painting that sits behind him.
I think of my friends and family back home as another raindrop lands on my forehead, knowing that they are basking in 26-degree weather while I am halfway across the world, shivering in the middle of June.
How I ended up in Ireland
How I ended up in Ireland – let alone Europe (again) – after not even being home a year after my last trip is still beyond me. But the luck of the Irish was on my side when I discovered the field school being offered in the Summer Semester of 2024.
Travelling after high school had always been a goal of mine, though I was unsure at the time whether I wanted to do it right after graduation or save a bit more money first. But, having graduated in 2020, the choice was made for me courtesy of the pandemic. Spending the next two years (give or take) stuck inside made me antsy to explore. I wanted to start living my life the way I had imagined it, travelling to different places, meeting new people and experiencing other cultures.
Luckily, I had worked hard and saved enough money to finally go on my long-awaited trip in March of 2023. Europe was my destination of choice, starting in England, travelling up to Scotland, over to France, down to Spain, and then back to England to finish the trip off. As a young solo female traveller, I was nervous getting on to that plane – after a tearful goodbye to my parents. This would be the longest I had ever been away from home, and the furthest I had ever travelled without my parents. Every possible thought of what could go wrong raced through my head, but I was grateful to be meeting family on the other side, so if anything did go wrong, I knew I would be OK.
But I know not everyone has that sense of security while travelling, especially if solo travelling. I understand that feeling; it’s how I felt in France and Spain (Spain in particular, as I did not know the language), but I got by. Travelling solo, I understand you may want to go off the beaten path and explore the cities for all they have to offer, and while I recommend doing that, I also suggest sticking to touristy spots. Because if you’re in a country where you don’t know the language, there is a better chance that in those heavily populated tourist areas, there will be someone willing to help you. I tended to stick to myself and tried my best to blend into the crowd, but when I needed it, I would find a tourist info booth, and they were always very kind to me.
That said, my trip did not come without its hiccups. I got really sick when I was in Scotland and was practically bedridden throughout the whole week I was there. I had to cancel the Irish portion of my trip and instead head back to England, three weeks earlier than planned. It bummed me out at the time that I missed out on seeing Ireland, but I figured in a few years I could find my way back to it.
Little did I know that less than a year later, I would once again be at YVR waiting to board a plane to Ireland. But this time, I wasn’t alone.
I first heard about field schools in my Basic French I class. About a month into the semester, the professor began talking about the field school she was organizing in Bordeaux, France. It intrigued me at first, as I’d have liked to explore more of France when I was there the first time, especially considering Bordeaux was a city I had stayed in for a few days, but didn’t explore much of outside the city centre. As the prof went on, the trip started to sound amazing. But the drawback was that it was only 3 credits, and I needed at least 6 to 9 per semester if I wanted to graduate as planned. So, I put my hopes of travelling again to rest.
But a few weeks later, I started seeing flyers around campus for other field schools. Spain, Mexico and Ireland.
What drew me to the Ireland field school was the three classes involved: History, Sociology and English. Three subjects that interested me, in a country I’d missed out on, with people I’d be able to make memories with?
I signed up immediately.
My initial thought was to get my name in the running and think of the logistics later. I’d rather have the opportunity to interview with the professors running the field school than miss out entirely. It’s not necessarily a route I’d recommend for everyone, but if travel is something you’re interested in, but something you aren’t sure how to pursue, I would highly suggest this.
What is a field school exactly?
I found myself having to explain it a lot to my friends and family. A field school is a version of a study abroad program. However, unlike being away for a whole semester and living on your own in a foreign country, you get to know a group of students who also attend Douglas and travel with them for a few weeks in a foreign country. It’s like a field trip! For my field school, we spent the month of May at the Coquitlam Campus, attending classes four times a week. At the beginning of June, we left for Ireland and spent three and a half weeks there. I found that the field school was a great way to get to know both the professors and my peers. Unlike a regular semester where you attend a class maybe once or twice a week and don’t socialize much with the peers in your class, in a field school, you get to know everyone well and can even make some pretty good friends.
I understand a field school may not be for everyone. For those who would rather travel and explore on their own, I would highly suggest doing a study abroad program through Douglas. But if you are hesitant about solo travel, though still want to explore other cultures and parts of the world, a field school is the perfect opportunity to do just that.
There are always opportunities at Douglas for travel.
If travel is something you’ve always wanted to do, a field school or other study abroad programs may be just what you’re looking for. Don’t let the opportunity pass you by, you never know where studying abroad may take you.
It may not take you to the rainy streets of Derry, but if it does, remember your umbrella.
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Paige Webster is a second-year Creative Writing student at Douglas. In Summer 2024, Paige participated in the Ireland Field School. If you are interested in studying abroad, have a look at Myglobal or contact the Global Engagement office at studyabroad@douglascollege.ca
Meet the 2025 Student Research Days winners
By Maryam Labani, Current Student Communications
Earlier this month, Douglas College held its 17th 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
Neda Samarbaf-Zadeh, Social Work – First place
Are B.C.’s Settlement Service Agencies Meeting the Needs of Middle Eastern Refugees?
Neda’s research investigated the effectiveness of the settlement service programs offered by the Immigrant Services Society of British Columbia (ISSofBC) for Middle Eastern asylum seekers. Approximately 17,000 refugees settled in British Columbia between April 2023 to April 2024, many from the Middle East/North Africa region. Neda’s project explored the impact of available settlement services on this specific demographic of refugees within a Canadian context.
Khanh Nguyen and Sophie Hoang, Health Information Management – Second place
Awareness and Understanding of Indigenous Peoples: A Study of Douglas College International Students
Khanh and Sophie’s project assessed international students’ awareness, knowledge and perceptions of Indigenous peoples in Canada. Students who are new to Canada may have limited knowledge of the role that First Nations, Métis and Inuit communities played in shaping the country’s history, culture and identity. Understanding the level of knowledge that international students have regarding Indigenous peoples is essential for fostering cultural awareness and reconciliation.
Simran Vanjara, Sociology – Third Place
From Farm to Fork: Sustainable Plant-Based Eating
Simran focused on understanding the barriers to introducing a plant-based diet and explored strategies to promote plant-based eating within the Douglas College community. Implementing targeted sustainability initiatives and educational campaigns could increase awareness of the environmental benefits of plant-based eating and reduce resistance to adopting plant-based diets.
Poster category
Sophia Wong, Psychology – First place
Sophia’s research examined the effectiveness of delivering cognitive-behavioral therapy (CBT) through AI voice-generated exercises. Participants engaged with an AI-based CBT intervention and compared before and after self-assessments of their anxiety reduction and cognitive restructuring. This study explored whether AI-driven interventions could offer a scalable solution to increasing demand for accessible mental health care.
Namesh Mathara Arachchi Vidanalage, Computing Studies & Information Systems – Second place
Ecomatch AI: An Automated Product Inquiry Response System for Light Recycling
Namesh aimed to develop an AI-powered Product Inquiry Response System to enhance efficiency in the process of diverting post-consumer lighting products from landfills by leveraging machine learning. Namesh found that the current product inquiry process for determining whether a product qualifies for recycling is largely manual, leading to inefficiencies, inconsistent decision-making and operational delays.
Berntina Hambly, Interdisciplinary Science – Third place
Bertina’s research explored how soil bacterial diversity was affected by invasive Himalayan Blackberry, the most common invasive plant in southwest B.C. Understanding the effects of invasive plant species on microbes is crucial, as microbes play significant roles within ecosystems. The interactions between invasive plants and soil microbiology can have cascading effects on the heath of coastal ecosystems.
Paper presentation category
Eve Green, Child and Youth Care – First place
Addressing Anti-Black Racism in Child and Youth Care Education
Eve explored the lack of intentional and specific discourse on anti-Black racism within Child and Youth Care (CYC) classrooms and the unique needs of Black children, youth and families. There are gaps in curriculum pertaining to Black youth and anti-Black racism (ABR) within CYC; this research explored the impact of those gaps on CYC practitioners and subsequently, the Black children, youth and families they seek to serve.
Elton Henrique de Oliveira Evangelista, Computing Studies & Information Systems – Second place
Elton examined the impact of video-capturing AI technology within the trucking industry, focusing on its efficacy in improving road safety. Enhancing road safety within the trucking industry has become imperative due to the critical role trucks play in economic activities and the inherent risks associated with their operation. This research aims to provide insights into the current utilization, performance and efficiency of video-capturing AI in the trucking industry, and its impact on road safety.
Alanna Stockford, History – Third place
Alanna’s research investigated the fate of people with disabilities in the Holocaust. The identity of the first victim of Aktion T4 – arguably the first victim of the entire holocaust – had not been definitively known until 2007, indicating that there needs to be more careful research done on Aktion T4 overall. Alanna’s primary research focused on updating a master’s thesis written in 2000 about a particular asylum in Eichberg Germany to see if there was more to add in the 23 years since the paper had been written, with a particular focus on names of the victims and memorializing them.
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. This year’s entries are available to view on DOOR.
Paying your tuition: What you need to know
By Alex Song, Enrolment Services
Understanding tuition payments and fee deadlines isn’t always straightforward. That’s where our Enrolment Services Advisors (ESAs) come in. As experts in the course registration process, we help you navigate fees, deadlines and payment options, so you can stay enrolled in your courses and avoid stress.
We’ve pulled together some of the most common questions we hear from Douglas students and answered them here. So, let’s dive in.
1. How do I pay my fees?
All tuition and fees must be paid online. Both domestic and international students can pay through online banking by adding Douglas College as a payee through your bank or credit union’s bill payment system. Keep in mind that online banking payments can take two to three business days to process, so ensure you make your payment a few days before the deadline. International students can also pay by credit card (Visa or Mastercard) through the Douglas College student portal. You may also use Flywire for secure international wire transfers.
2. When are the payment deadlines?
If you register for courses before the first payment deadline, make sure your tuition is paid by that date. This is usually about three weeks before the semester begins. If you register after the first payment deadline, your payment is due by the second payment deadline, which typically falls at the end of the second week of the semester.
Altogether, there are four fee payment deadlines each semester, each with different impacts on your enrolment:
- First deadline – deregistration: If you miss this deadline, you will be deregistered from your classes, including wait-listed classes.
- Second deadline – financial hold + $25 late fee (per course): You won’t be deregistered, but you’ll receive a hold preventing you from registering for future courses until fees are paid.
- Third deadline – financial hold + $100 late fee: The financial hold continues, and the penalty increases until feels are paid.
- Fourth deadline – Financial hold + additional late fees: The hold remains, and an additional $100 late fee is applied.
Check Dates & deadlines for the current semester.
3. Can I pay my fees in person on campus?
We do not accept in-person tuition payments. Payments must be made online.
4. What is a fee deferral, and how does it work?
A fee deferral gives you extra time to pay your tuition and is usually granted to students waiting on student loans. If you think you might qualify, check the Fee Deferral page.
5. My student loan might not arrive on time. What should I do?
If your student loan is approved, you’ll qualify for a fee deferral. This usually gives you until the end of the first month of the semester to pay. Apply early to avoid penalties or being dropped from your classes.
6. Do I need to pay for wait-listed courses?
No, you don’t pay for wait-listed classes. You only pay for them once you are officially enrolled.
7. What if I register or get a wait-list offer after the first fee payment deadline?
If you register or accept a wait-list offer after the first deadline, you have until the second deadline to pay your fees.
Using this upcoming Summer Semester as an example, if you register for courses after the first payment deadline (April 22), the payment is due by the second payment deadline (May 21).
Need more help?
Move your body, boost your mind
By Sean Velasco, Athletics and Recreation
College life can be a whirlwind—especially with finals approaching. Stress piles up quickly, and it’s easy to feel overwhelmed. We often hear about the importance of mental health, but one of the most effective ways to support it is often overlooked: movement.
We all know that physical activity is good for our bodies, but its impact on mental health is just as important. Whether it’s stretching, lifting weights, or playing a sport, movement can help clear your mind, boost your energy, and improve focus. The key isn’t about pushing yourself to the limit—it’s about finding ways to move that fit into your life.
At Douglas College, we’re committed to student well-being. Through our Mental Wellness Strategy, we recognize movement as a vital tool for mental health. Whether it’s an intense workout or a simple stretch between classes, every bit of movement contributes to a healthier mind and body.
The benefits of moving your body
- Stress reduction: Exercise triggers endorphins that boost mood and relieve tension.
- Improved sleep: Regular movement enhances sleep quality, leaving you refreshed and ready to focus.
- Increased energy: Staying active fights fatigue and helps you tackle student life with a positive mindset.
- Sharper focus: Physical activity acts as a mental reset, improving concentration and productivity.
- Boosted self-esteem: Achieving movement goals—big or small—builds confidence and well-being.
- Social connection: Fitness classes, intramurals, or even a stroll with a friend create opportunities for connection.
Ways to get moving at Douglas
The best part? You don’t have to be an elite athlete or spend hours in the gym to benefit. The goal is to find movement that works for you and make it part of your routine. Athletics and Recreation offers great ways to get started:
- Chris Johnson Fitness Centre – A fully equipped gym available for free at the New West Campus. Coquitlam students can access the Pinetree Community Centre gym at no cost.
- Fitness Classes – There’s something for everyone from yoga and Zumba to strength training and spin. Check the schedule for current offerings.
- Intramurals – Get active and connect with others through recreational sports leagues. Douglas offers intramural badminton and basketball. Find out more and sign up online.
- Small daily movements – Adding movement to your routine can be as simple as stretching between classes, taking the long way to your next lecture, or heading to Lafarge Lake after class for a walk or some self-directed yoga.
The most important part is finding movement that works for you. Prioritizing physical activity isn’t just about fitness; it’s a powerful way to support your mental well-being.
An Autists guide to college
By Heather Mason, Psychology student at Douglas College
Navigating college can be challenging for new students. It’s even harder when you are Autistic and ADHD (AuDHD) – and even more so if you don’t know you are AuDHD.
For the first five years of my degree, I had no idea why everything felt so difficult. I projected the perfect illusion of a studious, inquisitive and organized student: I had a fancy planner, dozens of pens and highlighters, rarely missed class, asked lots of questions and answered plenty more. Yet outside of the classroom, I was a mess.
It took me ages to complete my readings and I cried over vague assignments that I could not start. Despite my colour-coordinated planner, I struggled to manage my time and stay on track, routinely pulling all-nighters to finish assignments at the last minute.
Being on campus was a sensory nightmare for me, it was bright, busy, loud and I often felt ill. Existing like this was unsustainable. I would manage for a semester or two, then I would have to take a semester off to recover, only to repeat the cycle.
A helping hand
Eventually, a caring instructor noticed my struggles and suggested I get in touch with Accessibility Services at Douglas. I still had no idea I was AuDHD, but my mental and physical health had hit rock bottom. I had developed a seizure disorder, was given multiple (mis)diagnoses and needed help.
The wonderful people at Accessibility Services set me up with accommodations like extra exam time, flexible deadlines and a cool pen that records your lectures as you take notes. These initial accommodations helped me get back on my feet and allowed me to manage my then undiagnosed ADHD.
A couple of years later, I finally learned that I was Autistic and ADHD. With that knowledge, I added more accommodations: separate setting exams, access to lecture slides, use of noise-cancelling headphones and preferential seating (front and center, to minimize distractions), to name a few. To help navigate these supports, I was assigned an accessibility specialist who works with me to plan my accommodations and advocate for my needs in class.
Accessibility Services also provide a quiet room with dim lighting, comfortable chairs, blankets and sensory tools, which felt like a refuge from the often-overwhelming campus environment. If I’m not in class, you’ll probably find me there. I also qualified for permanent disability status with StudentAid BC, which gave me access to grants for a learning strategist to help me prioritize tasks and manage projects, as well as assistive technology like a laptop, iPad and noise-canceling headphones.
A guide to succeeding in college
Since my Autism and ADHD diagnoses, I’ve learned how to manage college life more effectively and started enjoying it again. Here are some tips that helped me navigate college:
- Make neurodivergent friends! Finding your people is so important, and I promise you, they’re out there. Joining a club at Douglas is a great way to meet people outside of class.
- Get a giant three-month whiteboard calendar. Write all your classes and deadlines on it and hang it above your desk. Seeing most of the semester at once helps prevent surprises.
- Communicate with your instructors. If you’re struggling, let them know. They’re there to help and it’s better to ask for support before you hit rock bottom. Ask them about key lecture points and how they’d recommend studying for their class.
- Get (and actually use!) test accommodations. Remember, you can adjust these to fit your needs.
- Arrive to college at least 30 minutes before your class. This gives you time to settle into the classroom, adjust to the environment and prepare for the day.
- Come prepared to class and complete your readings beforehand. It makes following the lecture easier and gives you a chance to ask questions about tricky topics.
- Schedule time for hobbies and rest. College isn’t just about academics, you need balance.
- Take your time. It’s not a race. If you have a documented permanent disability (like Autism or ADHD), you can take fewer courses (two) while maintaining full-time status. And if you need a break, take the break. You can always come back.
Do what you love, no matter your neurotype
It has taken me 10 years to graduate, but I have managed to keep my sanity intact, maintained a decent GPA and I have genuinely enjoyed the journey. Post-secondaries were not designed with Autistic and ADHD students in mind, and you may face challenges others don’t. But that does not mean you don’t belong. You do.
The wonderful thing about Douglas is its welcoming environment and Accessibility Services, which make it easier to feel like you belong. Douglas gives you the time, space and tools to do what you love and succeed, no matter your neurotype.
Interested in psychology? Learn more about the Bachelor of Arts in Applied Psychology program at Douglas: douglascollege.ca/bapsych
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