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
Myth-busting the Vikings: What this History student wants you to know about old Norse gender roles
By Aline Bouwman, Marketing and Communications
If you consume popular media like Marvel’s Thor and the History Channel’s Vikings, you may get the impression that most people in the medieval Nordic world were violent, masculine fighters. Even women, when they are shown in this media at all, are represented as powerful warriors.
History student Sierra Monforton wants you to know that the real history of people in early Scandinavia (500–1000 CE) tells a much different story.
“Part of the popular image of old Norse culture today is a caricature of violent masculinity, which has been co-opted by some political movements that call for a return to ‘traditional’ gender roles,” Sierra says. “But when you look at primary sources, you find that the story of sex and gender in old Scandinavia is more complex.”
Read more: How you can get involved in student research at Douglas
Discovering disenfranchised histories
Sierra’s historical research, which she presented at last year’s Student Research Days, focuses on the old Norse practice of seiðr – a form of Scandinavian shamanistic magic – and the women and gender non-conforming people who practised it.
By analyzing early Scandinavian sagas and archaeological burial sites, she found that women could occupy unique cultural roles and gender could be fluid.
Sierra’s research suggests that the use of seiðr was a largely accepted and integrated aspect of early Scandinavian culture. Women practising seiðr were often recognized as powerful seeresses, who could be approached for prophecies about the future, predictions and alterations of the weather, and even rites to inflict curses on people.
“While these women were unable to occupy positions of formal political power, they were able to exercise agency through rituals that aided in their empowerment and self-preservation,” says Sierra.
Read more: This Environmental Science student is using research to protect salmon habitats
Beyond the binary
But seiðr also seems to defy the gender binary itself.
Archaeological digs from cultural gravesites have found a significant number of human remains identified as male buried with “feminine” witchcraft tools such as wooden staffs, jewellery and psychoactive substances such as cannabis seeds.
Sierra says that while seiðr was predominantly practised by women, evidence from burial sites suggests that people who may have been gender non-conforming could align themselves with women who had mastered the craft.
“Men who practised seiðr were often stigmatized, labelled as effeminate and seen as deviating from traditional masculine roles,” she says. “Nevertheless, for men who didn’t fit the warrior archetype, seiðr may have offered an alternative path to express their gender identity.”
“It is important not to generalize or stereotype an area of history,” she says. “When political advocates call for a return to ‘traditional gender roles,’ historical research can help question what they consider traditional. It probably doesn’t include the women and gender-nonconforming individuals who practiced seiðr.”
Read more: Philosophy instructor explores the intersection of gender, sex and technology
Holding up the mirror
For Sierra, studying history isn’t just about the past — it’s about understanding the present.
Her historical research holds up the mirror to our contemporary place and time in history: what can we learn about our own cultural attitudes about gender roles from the medieval Nordic world?
Although contemporary political discourse often positions gender non-conforming people as a new phenomenon, history shows otherwise. Historians and archaeologists have long documented cultures around the world that recognized more than two genders.
“History is often generalized and simplified,” says Sierra, who plans to transfer to Simon Fraser University to complete a Bachelor of Arts in History. “But when we take the time to dig deeper, we find stories that complicate our assumptions. Primary sources are so valuable because they allow us to see history in its full complexity.”
Learn more about the Associate Degree of History program at Douglas College.
Attend the 2025 Douglas College Student Research Days.
Celebrating Black voices: Must-read books for Black History Month
By Elizabeth Douglas, Marketing and Communications
February is Black History Month. The Douglas College Library has compiled a collection of must-read memoirs, biographies, novels and research to celebrate the achievements and history of Black activists, pioneers, artists, athletes and more. To kick off Black History Month, here are a few titles to add to your reading list:
Books to read
Disorientation: Being Black in the World by Ian Williams.
Canadian poet, fiction and non-fiction writer Ian Willliams draws from personal experience to illustrate the impact of racialized encounters on people of colour. As he reflects on the past, examines the present and prepares for the future, Williams offers his perspective on making meaningful change.
They Said This Would Be Fun: Race, Campus Life and Growing Up by Eternity Martis.
In her memoir, Martis revisits her time studying at the University of Western Ontario, and her complex experience as one of the few Black students there. This book confronts a painful reality and shows Martis’s resilience in forging her own path with the support of a community of other women of colour.
Raybearer by Jordan Ifueko.
For the fantasy series lovers, Raybearer is the first of two books from the Nigerian American YA author. Tarisai, a young girl raised in isolation, must compete for the chance at family and belonging. But her strength in loyalty and love is put to the test when the powers of magic get in her way. Redemptor is the second book in the series and is also available at the Library.
Go Do Some Great Thing: The Black Pioneers of British Columbia by Crawford Kilian, forward by Dr. Adam Rudder.
Following the migration of activist Mifflin Gibbs and nearly 600 other Black Californians to Victoria, B.C., this book highlights the tribulations and triumphs of the province’s Black pioneers.
Shut Out: The Game That Did Not Love Me Black by Bernie Saunders.
In the memoir of the retired professional hockey player, Saunders details his uphill battle against racism in the hockey community – from junior hockey in Ontario to the NHL.
“Where are you from?”: Growing up African-Canadian in Vancouver by Gillian Laura Creese.
Through interviews with Black Vancouverites, Creese’s study explores how a new generation defines their identity and how they experience racism in their city.
Bertha Maxwell-Roddey: A Modern-Day Race Woman and the Power of Black Leadership by Sonia Yvette Ramsey.
This biography details the life, activism, achievements and leadership of Dr. Bertha Maxwell-Roddey, an educational pioneer who fought for desegregation in North Carolina.
The Hate U Give by Angie Thomas.
Splitting her life between the poor neighbourhood she lives in and the prep school she attends, sixteen-year-old Starr Carter’s world is shaken when she witnesses her best friend shot and killed at the hands of police. This YA novel navigates police violence, protests and public’s perception of the incident, molded by the media’s divided narratives. Thomas’ debut novel was inspired by the Black Lives Matter movement and expanded from a short story she wrote in college.
To view a complete list of titles, see the Library’s Black History Month collection.
Three tips for future human resources students
By Angelica Largo, Marketing and Communications
In 2021, Celia Kurniawan decided to leave her career in hospitality to pursue her dream of leading and supporting people. Thanks to the Post-Baccalaureate Diploma in Advanced Human Resource Management at Douglas, she gained the fundamental business knowledge needed to excel in the field.
As a recent graduate now working as a recruitment coordinator for the First Nations Health Authority (FNHA), Celia has three essential tips for aspiring Human Resources (HR) students. Whether you’re in high school or planning to start an HR program soon, these insights will set you up for success.
Tip #1: Join the Chartered Professionals in Human Resources (CPHR)
Douglas’s HR programs are accredited by the Chartered Professionals in Human Resources (B.C. and Yukon), which means that if you maintain a membership throughout your studies and fulfil the GPA program requirements, you may be exempt from certain professional membership requirements, such as the National Knowledge Exam. Not only does this bring you closer to earning your CPHR designation, but it’s also an excellent way to network with industry professionals and other HR students. Plus, as a Douglas student, you benefit from discounted CPHR Student Membership fees.
“I learned a lot about the industry through networking with members of the CPHR. I gradually picked up the jargon and even how they dress for work,” she says.
Tip #2: Join the Co-operative Education program
The optional Co-operative Education program lets you explore different industries, gain paid hands-on experience and figure out what you love (or don’t!) before graduating. It’s also a great opportunity to learn and make mistakes in a supportive environment.
Celia maximized her time at Douglas by completing two co-op placements, which provided her with valuable paid work experience. One of her co-ops was with her current employer FNHA, an organization dedicated to improving health care quality and access for Indigenous peoples.
The connections Celia made during this co-op helped her secure a full-time role at FNHA as a recruitment coordinator – even before graduating! “I love my job. Being part of an organization that positively impacts the lives of others is really rewarding,” she says.
Tip #3: Get involved and build your interpersonal skills
HR is about humans! You can build your interpersonal skills right at Douglas:
- Explore volunteer opportunities with the Career Centre, Student Life, Global Engagement and more!
- Join the Douglas Students’ Union Human Resource Management Club, where you’ll gain networking opportunities and resources to help prepare you for life after graduation.
- Participate at the annual HRC West Case Competition, where student teams are faced with a business case that explores a pressing HR challenge.
- Take on customer-facing jobs.
- Go on coffee chats with professionals in the field.
- Ask questions in class and connect with your instructors.
Whether you’re introverted or extroverted, making connections will help you grow. “An instructor once told me that the best time to learn from industry professionals is when you are still a student,” says Celia. “Almost everyone I met as a student had a story to tell or a piece of knowledge to share.”
Have fun, gain hands-on experience and prepare for your future in HR!
With all these tips in mind, don’t forget to have fun and enjoy your days as an HR student – they go by fast. “I look back at my time as a student with fondness,” says Celia. “The Co-operative Education program allowed me to gain hands-on work experience in my field, and my instructors created engaging and supportive learning environments that made all the difference.”
Interested in studying business and preparing yourself for a career in human resources? Learn more about the Human Resource Management Concentration available to Bachelor of Business Administration in Management students:
douglascollege.ca/hrmanagement
Explore opportunities to grow in your field or pivot to a new career with a post-degree program. Learn more about the Post-Degree Diploma in Human Resource Management and the Post-Baccalaureate Diploma in Advanced Human Resource Management:
What does it mean to care? Creating space for growth and leadership in youth support
Driven by a desire to understand what it truly means to care, Kyle Brogan left acting to become a support worker for elementary school students. While he dreams of creating a new role within the school, he currently empowers kids to embrace their personal stories and become the authors of their own lives through trust and leadership.
By Tanta Siriporn Na Rajasima and Maggie Clark, Marketing and Communications
Before entering the child and youth care field, Kyle Brogan loved the world of acting. For him, acting wasn’t just about performance, but about analyzing people and learning what made them tick. But when the COVID-19 pandemic halted the film industry and auditions, Kyle began searching for a new purpose.
During this time, Kyle’s wife, a support worker for the Surrey School District and a Douglas College Psychology grad, played a pivotal role in his career transition. Inspired by her work with a young adult with autism, he decided to explore the field himself.
He posted in a Facebook autism support group, seeking information about how to get into the industry and was soon overwhelmed by over 70 responses. Among them was a behaviour consultant who was willing to help him start this career, teaching him about the role and helping secure a job for him at TLA Online, the school where he currently works. There, he began working with an autistic teenager on life and social skills development.
As his passion grew, Kyle decided to formalize his knowledge and pursue a professional career by enrolling in the Child and Youth Care (CYC) program at Douglas College.
“The word ‘care’ in the program name really stood out to me. I wanted to understand more about what it really means to care in this field,” Kyle says.
Emphasizing empathy and building trust
Although Kyle had prior experience working with children at TLA Online, the CYC program at Douglas College revealed dimensions of care he had never seen before. Through the course content and in-class activities, he realized that effective youth work hinges on empathy and connection rather than rigid methods.
“No two people are the same, but recognizing similarities helps me develop my empathy and improve as a professional,” he says. “When you work with youth, you’re working with real human beings who have emotions we may never fully understand, but we still have a responsibility to care for them.”
A core principle Kyle embraced from the program was the focus on each child’s individual strengths. “In CYC, we’re taught to be strength-based, focusing on how behaviours serve a child’s need. For example, if someone throws pens because they feel uncomfortable, I help them learn to express ‘I need space,’ so they can connect better with others instead of resorting to negative behaviours,” he explains.
A career that ultimately empowers children to find their own path forward
Equipped with his youth work experience and leadership skills, Kyle has set his sights on redefining what support looks like within the school where he currently works.
“The traditional school model speaks to the group, but CYC focuses on the individual. I want to blend in a more personal approach that helps students understand class-wide expectations in a way that fits them, especially those with different backgrounds or abilities,” says Kyle.
Driven by this desire to help students holistically, Kyle has submitted a proposal to establish a new role that integrates restorative justice principles, which seeks to repair harm done to people. With his proposal, he aims to help students reclaim their identity and find the individual support they need. “It’s about helping students not just meet deadlines but recover when they fall and move forward at their own pace, in a system that’s always ‘go, go, go’,” he explains. “It’s about ensuring students and their families have help beyond the school day.”
Learn more about the Child and Youth Care Bachelor and Diploma programs at Douglas College.
How to make new friends in college
By Haley Lam, Wellness Coordinator, Student Affairs & Services
New to Douglas? There may be a lot of changes and challenges you’re facing, from finding out where your classes are, to getting acquainted with on-campus resources, to meeting your instructors and classmates. Not to mention living away from family and juggling studying, working and extracurricular activities. It can feel overwhelming, so it’s important to have a supportive social network to help you get through it all.
Did you know friendships can help you with your academic performance? Solid friends can support you during the ups and downs of being a student, whether in providing moral support while you’re preparing for exams, joining you in celebrating an achievement or encouraging you to explore a new activity or skill.
Need a little help making new friends? Here are some tips:
Show up to events
Create opportunities to connect with folks by showing up to events on campus. The Douglas Students’ Union (DSU) and Student Life have various clubs and events for you to check out:
Embrace openness
Fear of rejection can make it difficult to make friends; we are more likely to reach out to people whom we think will not reject us. But the truth is that you never really know how others see you. If you believe that people will accept you, you are more likely to be open and warm, and naturally invite more interactions. Communicating openness and interest may feel scary, but it’s a key step to igniting new friendships.
Take the initiative to connect. Moments add up!
Friendships don’t just happen, nor do they happen right away – they emerge over a series of small efforts and moments. When you meet someone, be active in suggesting another time or opportunity to meet. Suggest checking out that new café or restaurant, park or club together. Even if it feels as insignificant as finding a classroom or lab you’re unfamiliar with, or walking to the bus stop together, these are moments that can build a friendship over time. You can also look up events on campus and consider inviting your new acquaintance along. College is filled with trying new things, so why not try them out with someone who’s also open to exploration?
Practice consent, curiosity and care
When making new friends, be mindful of people’s different communication styles and comfort levels, and approach interactions with kindness and inclusivity. Always remember to practice consent by checking in, asking, and listening to what people are comfortable with.
The college journey is about being exposed to new people and perspectives. One way to show curiosity is by asking open-ended questions about a person’s interests, preferences and experiences.
Another great way to show care for a new friend is to check in with them via a quick text or call on something – maybe it’s a school assignment or exam, or how they spent a long weekend. Showing interest in your new friend’s life will help build your connection as you learn more about each other.
Final words
There’s no single, right way to make friends. Friendships take time to build and can look and feel different for each person. What matters most is being authentic and making others feel valued so that you can build quality friendships that will allow you to grow and feel supported during your college journey and beyond!
References
Franco, M. G. (2022). Platonic: How The Science of Attachment Can Help You Make – and Keep – Friends.
Curtis, R. C., & Miller, K. (1986). Believing another likes or dislikes you: Behaviors making the beliefs come true. Journal of Personality and Social Psychology, 51(2), 284–290.
Nurturing interactions: A recent Social Work grad fosters community bonds through a peer mentorship club and outreach support in the Downtown Eastside
Sonia Nand co-founded a peer mentorship group to support fellow Social Work students at Douglas College. As a current facilitator at Community Living BC, she works with diverse groups of people, helping them regain stability and resilience while embracing community-building.
By Tanta Siriporn Na Rajasima, Marketing and Communications
Sonia Nand always knew she wanted a career in helping others, but didn’t know exactly what type of career that would be. After she completed high school, she worked various jobs, searching for something that truly resonated with her values. It was only after she took a continuing education course in Medical Office Administration at Langara College that she was exposed to an important role in the medical system – social work.
“Working in hospitals, I learned about the different needs of people and realized how crucial it is to provide care for others and walk alongside them in the stage of life that they’re present at. That’s what inspired me to pursue social work,” Sonia says.
Inspired by her experiences working in medical clinics, Sonia applied to the Bachelor of Social Work (BSW) program at Douglas College, where she finally found the direction she had been seeking.
“As an immigrant, I’ve noticed gaps, particularly the barriers in areas like education and accessibility for people who are new to the country,” she adds. “Social work helps individuals overcome challenges in so many different areas, and that’s what drew me to it. It’s about finding those missing pieces and helping people not only get back on their feet but also pursue their goals during that time.”
A fresh take on empathy through the Social Work program
Once Sonia started her studies, it didn’t take long for the BSW program to affirm her choice by providing her with opportunities to explore the diverse facets of the field.
“In social work, there are so many avenues you can take. I like the flexibility of working hands-on at a micro level, where you engage directly with people in one-on-one settings, or taking a bigger, macro approach within an agency,” she says. “In medical clinics, the focus is often solely on medical treatment, but social work is more comprehensive. It looks at all the parts of a person.”
Sonia took this holistic mindset and applied it to her two practicums at the Lookout Society and the Take a Hike Foundation, where she gained an invaluable understanding of advocacy and empathy. “The practicums exposed me to different populations and taught me how to empathize, especially working in places like the Downtown Eastside where the challenges are deeply complex,” she says.
Beyond practical skills, the sense of community within the program was also a key part of Sonia’s development as a social worker. “I felt supported by the instructors without even having to ask because they were just always there,” she shares. This strong network helped her navigate the challenges of the program and reinforced her commitment to the field.
One class, endless impact: Sonia’s peer mentorship initiative
While Sonia’s education and practicums have shaped her to become a well-rounded social worker, it was one specific class, taught by instructor Cal Oliver, that induced her enthusiasm for community-building and shifted her perspective on social work.
“That class, Social Work Between Systems and Research Methods in Social Work, highlighted the power of communities working together to achieve inclusion and shared goals,” she says.
Motivated by this concept, Sonia co-founded a peer mentorship group for social work students at Douglas College with some support from friends.
“In our first semester, I wished I had guidance from students further along in their education. By the time I reached my fourth year, I wanted to change that by creating a support network across all years. The goal was to give advice, especially around practicum choices, so students wouldn’t feel as lost as we did,” she says. “As the leader of the group, it was also a chance for me to find my voice and advocate for others being their representative.”
Although the group is still in its early stages, it has already made a noticeable impact by providing students with a place to connect with senior peers for guidance. “I’ve received some informal feedback from students who are grateful to have a central space to seek advice, even though we’re currently only using a WhatsApp group while we work on building our website,” she says.
This experience brought Sonia back to the importance of community working together as a whole and further prompted her to consider launching nonprofit organizations in the future, with a focus on areas like South Asian mental health.
Helping the underprivileged reclaim their narratives
After graduating, Sonia handed the peer-mentorship group to current Douglas students and secured a full-time position as a facilitator with Community Living BC. She works with families, youth, and adults with disabilities, continuously learning and improving her social work skills. She also holds a part-time position as a community outreach worker with Vancouver Coastal Health, where she provides immediate support to people in shelters.
One of the most gratifying aspects Sonia found in her daily work is building deep, professional relationships with her clients.
“As a social worker, sometimes you’re the only support a client has. I once spoke with a homeless woman, just exchanging a few words, and when I returned the next day, she recognized me. That simple moment of connection was powerful because it showed how much even small interactions can matter, especially for people who often feel invisible. We social workers create connections on a personal level.”
These relationships underscore the collaborative nature of effective social work. Sonia stresses that social workers are an integral part of the healthcare team.
“Each health service profession works much better when we collaborate. Social workers complement the work of nurses, doctors and other professionals to deliver the best outcomes for clients,” she says.
As for her advice to other social workers? “Find your voice. Learn to advocate for yourself and your clients. That’s how I started the peer mentorship club, by realizing the power of using my voice. I’m still learning, but I know that advocating for people’s best interests and promoting self-determination is what will ultimately make a difference.”
Learn more about the Bachelor of Social Work program at Douglas College.
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