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.
Ask an Expert: Mercury is in retrograde… but what does that actually mean?
By Elizabeth Douglas, Marketing and Communications
If you’re interested in astronomy, astrology or have spent any time on social media, you’ve likely heard the term “Mercury in retrograde.” When life becomes challenging, mistakes happen or it feels like things just keep going wrong, it has become commonplace to blame them on our solar system’s smallest planet. And while turning to the stars for answers may provide a certain level of comfort or entertainment, we at Douglas want to know what’s physically happening in the sky above us. We caught up with Physics instructor Dr. Will Gunton to break down the real meaning of “Mercury in retrograde.”
What does “Mercury in retrograde” actually mean?
Retrograde motion means that Mercury appears to be moving backwards. If you track the position of Mercury or any planet over many weeks, you will notice that the planet slowly moves from the west to east relative to the stars. This is a normal motion due to the orbit of the planets around the Sun.
However, occasionally a planet will appear to stop and turn around, moving backwards – now from east to west relative to the stars – for several weeks before turning around again and continuing the normal west to east motion.
So, when Mercury is in retrograde, it just means that it appears to be moving backwards compared to its normal motion relative to the background stars.
Why does it appear to be moving backwards?
This is an illusion caused by Earth and other planets “passing” each other during their orbit around the Sun. This is a similar effect to when you pass a car on a highway, and it looks like the other car is moving backwards.
Is Mercury’s retrograde motion different than other planets?
Yes. For superior planets – those that are further away from the Sun than the Earth – retrograde motion occurs when the Earth passes them.
However, Mercury is an inferior planet, which means that it is closer to the Sun than it is to the Earth. Because of this, Mercury orbits the Sun more quickly than the Earth does, thus catching up to and passing the Earth. Mercury’s distance from the Sun means that it’s motion relative to the background stars is dominated by the Sun’s west-to-east motion. However, when Mercury catches up to and passes the Earth it is on the same side of the Sun as the Earth, and its orbital motion is able to overcome the eastward motion of the Sun, making Mercury appear to move from east to west, which is retrograde (or backwards) motion.
How often does Mercury enter retrograde?
Because Mercury orbits the Sun every 88 days, Mercury and the Earth “pass” each other in orbit three or four times a year, which means Mercury undergoes retrograde motion most often of all the planets.
Don’t be alarmed when Mercury goes into retrograde starting Nov. 24. Instead, look up at the stars and ponder the orbits and influence of the planets in our solar system!
Visit our website to learn more about Physics and Astronomy at Douglas College.
On tap: “Brewmasters and Brewery Creek: A History of Craft Beer in Vancouver, Then and Now.”
By Elizabeth Douglas, Marketing and Communications
With a background in medieval cultural history and a deep love of beer, Dr. Noëlle Phillips couldn’t help but ask herself, “Why do people like beer? What’s enjoyable about it?”
With over 70 breweries in Vancouver alone, it’s undeniable that the city and its surrounding areas are hubs for the growing craft beer community. But as Phillips explores, our region’s love of lager isn’t just a modern trend. Stepping into the ale archives, she traces Vancouver’s brewing history back to the 1880s while uncovering little-known stories along the way.
While her previous books focused on brewing in medieval contexts, her newest book centres around a more recent, local history. Brewmasters and Brewery Creek: A History of Craft Beer in Vancouver, Then and Now takes us back to 1887 with the city’s first independent brewers. From the early pioneers, through prohibition and its resurgence in the 1980s, Phillips shows how beer is more than just a drink.
“Alcohol has always been an important industry in Vancouver, and it also became an industry that helped people feel at home,” says Phillips. “When they started making beer locally, as opposed to importing it, it was a way for newcomers to feel like they had some ownership in the city. It was a way to consolidate community.”
All in the hops
Not only does Vancouver have a rich history in independent brewing, but its modern-day beer scene rivals some of the top West Coast brewing cities. Competing with brewing heavyweights like Portland and San Diego, Phillips says that the reputation of our local beer is one to brag about.
It’s not just the quality of Vancouver’s beer, but also its unique flavour profile that puts it on the map.
“When a beer is called ‘West Coast’ or ‘Pacific Northwest,’ it’s usually about the hops that are used. Citra hops have very bright citrus flavours, as well as resin notes like juniper and pine make you think of the forest,” she says. “Malt is also becoming a staple. There’s more craft malt now, and there are a lot of breweries using locally produced, locally roasted malt. They’re making it right here in B.C. with their own style of roasting and growing it on B.C. agricultural land.”
While her love of local beer is strong, Phillips says a favourite would be impossible to choose.
“It all depends on what mood I’m in. I love a beer that fits whatever situation I’m in. One day it might be a pilsner, the other day it could be an imperial stout. There’s no one all-time favourite beer, that’s what I love about it.”
Barriers to brewing
Although craft brewing in Vancouver shows no sign of slowing down, the current economic climate and rising rental costs don’t come without a price to independent brewers. This financial reality furthers Phillips’s passion to promote them.
“I think sometimes people feel that craft beer is a luxury and that they’re charging too much, but you’d be shocked at how difficult it is for these brewers to survive,” she says. “They put their heart, soul and sweat equity into this job.”
For most craft breweries, small staffing numbers and low profit margins are the norm.
“Even companies as large as Red Truck Beer Company that make a lot of beer and have a huge facility, don’t have giant profit margins,” Phillips explains. “You’re working with limited employees, limited funds and you’re just trying to make beer good enough that people are willing to buy it.”
A future for fermentation
Despite the challenges local brewers face, Phillips is confident that with support, Vancouver will maintain its well-earned reputation.
“We may see slightly fewer breweries moving forward, but they’re going to be high-quality. They’re going to keep making beer that’s worth paying that premium price,” she says. “Help the local community, support your local business owner. They’re working so hard to brew this kind of beer for us. So, cheers to them!”
Browse publications from our other faculty scholars.
Ask an Expert: What are microplastics?
By Aline Bouwman, Marketing and Communications
We’ve all seen the alarming headlines about microplastics – tiny particles of plastic turning up in our oceans, our food and even the air we breathe. But what exactly are microplastics, and why should we be concerned about them?
Dr. Jessica Clasen is an Instructor in Biology and Faculty Coordinator for the Institute of Urban Ecology at Douglas College. Specializing in aquatic microbial ecology, oceanography and marine biology, she led a community workshop about these tiny particles that pose such a huge problem.
We sat down with Jessica to sift through the small stuff and see the bigger picture.
What are microplastics?
Microplastics are, as the name suggests, tiny pieces of plastic. Plastic doesn’t decompose, but it can be broken down, by physical and chemical forces, into smaller and smaller pieces we call microplastics. In fact, every molecule of plastic generated over the last 100 years is still here. These tiny particles are found everywhere, including in lakes, oceans, soils, and in human and animal stomachs, blood, hearts and muscles.
Plastics have found their way into almost every part of our life, from lightweight food packaging and other products to the synthetic fibres in our clothes. However, the convenience of plastics comes with a substantial environmental cost.
How do microplastics affect us?
Scientists aren’t sure about the long-term environmental or health effects of microplastics, but there is reason to be concerned. Data suggests that the accumulation of microplastics disrupts marine and terrestrial food chains. In humans, microplastics could affect food digestion, decrease hormone production, increase inflammation and even increase the risk of heart attacks.
What can we do to mitigate the effects of microplastics?
To reduce your risk of exposure, along with your contribution of microplastics to the environment, you can reduce your use of plastics, opting to use stainless steel or glass containers, cloth bags and make consumer choices based on reusable packaging. You can purchase natural fibre clothing, including pieces made out of cotton, linen and wool, and wash your clothes in cold water to reduce the amount of microfibres they shed. These fibres are huge contributors to the microplastics that end up in our oceans. Until we fully understand the effects of microplastics or figure out a way to mitigate the particles already in the environment, we need to be proactive in making good consumer choices and lobbying for change.
Communicating for a cause: this grad fights for Afghan women’s right to education
A mom of two and former legal writer, Kristin Ignacz pivoted her career to human rights advocacy through Douglas College’s Professional Communications Post-Degree Diploma. Now in her role at Right to Learn Afghanistan, she incorporates public relations with activism, using her skills to champion Afghan women’s rights globally.
By Tanta Siriporn Na Rajasima, Marketing and Communications
After years of working as a legal writer – a role where she found the work rewarding but emotionally taxing – Kristin Ignacz decided it was time for a change. Immersing herself daily in the trauma of others, preparing legal presentations of car accidents and client injuries, left her seeking a new path where she could apply her talents in a way that more closely aligned with her passions. This need for change led her to Douglas College’s Post-Degree Diploma (PDD) in Professional Communications.
“I knew I needed a change, and the PDD program seemed like such a natural fit to advance my communication skills. I already had a solid base of experience, but the program allowed me to enhance and diversify that skill set with its well-rounded curriculum. I told myself to ‘be brave enough to suck at something new,’ and that motto, although far from eloquent, helped me take on this new challenge,” she says.
A program that fits
As Kristin continued working part-time and managing responsibilities as a parent, the flexibility of the PDD program was a major advantage for her. Unlike more structured programs like a master’s degree, the PDD at Douglas offered the freedom to balance education with other life commitments.
One of Kristin’s biggest achievements at Douglas was authoring the case study Better.com Doesn’t Live Up to Its Name, which focused on a PR crisis at the U.S. digital mortgage company where they mass-fired 900 of their employees via a three-minute Zoom call. As a result, her study was published in two open educational resources (OER) publications* by her instructor Sam Schechter.
“Receiving accolades from my professor and seeing my work published gave me the confidence to realize that this career was something I could truly excel in,” Kristin says.
Beyond public relations, she appreciated how the program’s diverse courses, including technical writing and graphic design, equipped her with essential skills she still uses daily. “Each component of the PDD program offered something unique, and I’m grateful for that,” she adds.
Inspired to act: From classroom listener to global changemaker
While the PDD program helped Kristin refine her communication skills, it also inspired her to pursue a new passion: advocating for women’s rights in Afghanistan. One class in particular, The Role of Social Media in Overcoming Global Gender Inequality taught by Roberta Staley, opened her eyes to the perplexing socio-political situation in Afghanistan.
“Afghanistan is the only country in the world that officially bans women and girls from receiving education. I was moved after hearing Roberta and guest speaker Dr. Lauryn Oates, the Executive Director of Right to Learn Afghanistan, speak to our class. As a woman who could attend university and send my own daughter to school every day, I knew I had to be a part of this movement,” she says.
This impressive speech led Kristin to collaborate with Right to Learn Afghanistan on her final research project, aiming to advance their mission. Her project centered on developing cohesive educational models for displaced Afghan women and girls. “I conducted secondary research and interviewed international program directors to provide model recommendations. While the evolving political landscape made it difficult to apply the research immediately, it influenced program development within the organization,” she explains.
Little did she know this project was more than an academic exercise; it was the beginning of her new career direction. “Just a month after I finished my research, I applied to an open position at Right to Learn Afghanistan and was selected,” she says.
Communication persists as long as challenges do
Since Kristin started working with Right to Learn Afghanistan as their Community Engagement Manager, she has applied her research in real settings, bridging the gap between public relations and human rights advocacy. This unique combination of expertise led her to a role that is both dynamic and fast-paced. “On any given day, I could be speaking publicly, managing media inquiries from around the world, or coordinating hundreds of volunteers across Canada,” she says.
Despite the challenges, Kristin remains committed to making a difference. Her communication efforts amplify the voices of Afghan women and bring global attention to the obstacles they face, particularly in the wake of the Taliban’s restrictions on women’s education. She credits the PDD program for setting her up well for success in such a demanding role.
For students considering the program, Kristin offers some advice: “Communications is a broad field with a lot of overlap. Make sure to choose a program that not only teaches theory but also offers diverse, hands-on learning experiences. And be brave enough to experience the discomfort that accompanies change. I recommend leaning into the challenge because with the PDD program supporting you, everyone can be set up to thrive.”
Learn more about the Professional Communication Post-Degree Diploma at Douglas College.
*Schechter, Sam. “Professional Writing Today.” Pressbooks, 22 Aug. 2022.
Ignacz, Kristin. “Case Study #1: Better.Com Doesn’t Live up to Its Name.” Public Relations Case Studies: Strategies & Actions, Pressbooks.
Douglas instructors find archaeological evidence for Indigenous oral histories in Líl̓wat territory
Aline Bouwman, Marketing and Communications
Photos courtesy of Bill Angelbeck, Johnny Jones and Kira Sokolovskaia
For the past 10 years, Douglas archaeologists have been excavating and mapping ancestral sites throughout unceded Líl̓wat traditional territory around Mount Currie, B.C. But they are not just uncovering the sites – they’re protecting them, too.
Co-led by Anthropology instructor Dr. Bill Angelbeck, retired Líl̓wat Nation cultural technician Johnny Jones (Yaqalatqa7) and Geography lab technician Sasha Djakovic, the project analyzes not just the concrete evidence produced through archaeological digs, but also the oral histories associated with the excavation sites.
This research evaluates the parallels between archaeological evidence and Indigenous stories to reach an integrated understanding of the cultural and geological record of Líl̓wat territory. The project is pursued in collaboration with the Líl̓wat Nation Lands and Resources Department and Líl̓wat community members.
“This project provides a collaborative platform for an ongoing relationship with the Líl̓wat community,” says Angelbeck. “We are weaving together ancient oral histories with scientific knowledge to strengthen and archaeologically validate Indigenous ways of knowing.”
Read more: How Anthropology students have assisted in excavations in Líl̓wat territory
Interweaving knowledge
For Johnny Jones, excavating cultural sites and documenting the findings is a way of protecting the land.
In the 1990s, Jones helped lead a road blockade to protest development in Ure Creek (Mkwal’ts), where pictographs sacred to the Líl̓wat had been found.
Construction of logging roads in the area had already destroyed a rock face with numerous pictographs depicting ancient Líl̓wat legends before Jones was able to photograph the site. In the court case that followed the protest movement, the judge cited a lack of material evidence and dismissed the Líl̓wat Nation’s case to have the site designated as a protected area.
“The judge said we had no proof. That’s when I started documenting everything,” Jones says. “I wanted to record evidence about all of our cultural sites so that we can protect them in court if we need to do so again.”
Jones, who is one of a few remaining carriers of the oral histories associated with Líl̓wat cultural sites, helped preserve more than 200 archaeological sites on the Nation’s territory since 2010 – including Ure Creek (Mkwal’ts Conservancy).
Although he retired as cultural technician in 2021, Jones continues to work on archaeological projects with Angelbeck and Djakovic, interpreting the artifacts excavated in light of their oral histories.
For instance, when the team uncovered fishing tools in a new dig area, Jones was not surprised – the Líl̓wat had long known the area as a significant fishing site for sockeye salmon.
“We say, ‘pal7míntwal i ucwalmícwa múta7 ti tmicw,’ which means ‘the land and people are together as one,’” Jones says. “The archaeology project is proving what we already know to be true, because we walked the land.”
By combining oral histories with archaeological investigation, the project has uncovered and determined the age of multiple Líl̓wat cultural sites. The excavation of eight pithouse village sites and radiocarbon dating of an ancient hunting camp have provided evidence that the ancestral territory has been home to the Líl̓wat for at least 5,500 years.
Angelbeck says Líl̓wat oral histories often parallel the geological record of the glaciovolcanic landscape around Mount Currie, indicating that they have inhabited the territory since the glaciers receded over 8,000 years ago.
“Líl̓wat oral traditions frequently portray dramatic landscape changes, which are corroborated by geologically documented flooding and volcanic events,” Angelbeck says. “Traditional Indigenous landscape knowledge, like Western science, is observational and evidence based. Oral traditions are equally important in holding landscape history.”
Read more: This Applied Psychology alum combats anti-Indigenous racism
Restoring names to places
With site names provided by the Líl̓wat Nation, Geography lab tech Sasha Djakovic is building a database that places traditional place names onto surface maps of Líl̓wat territory.
Djakovic creates detailed maps of the excavation sites using drone-powered LiDAR (Light Detection and Ranging) laser technology, which removes forest canopies and provides a view of the surface and any cultural features. He then adds descriptions that index oral histories to build an Indigenous archaeological record of each place.
The primary audience of the database is the Líl̓wat community, but Djakovic has presented examples in Douglas Geography classes to help students compare colonial place names with traditional place names. Djakovic says colonial place names often remove the archaeological record and cultural history of places.
Take, for instance, “Mount Meager.”
The mountain is known as Q̓welq̓welústen in Ucwalmícwts, which translates to “cooked face mountain.” This naming provides a cultural record that the ancient volcano’s eruptions – most recently 2,400 years ago – were directly observed by the Líl̓wat people, which helps date how long they have occupied their territories.
The mountain’s current, colonial, name comes from a much more recent history. It is named after J.B. Meager, the first holder of timber licenses in the area in the 1920s.
“He’s not an important figure at all, and yet the mountain is named after him. It’s just an insult,” Djakovic says. “A lot of colonial names are superimposed like that, but that’s not the traditional story.
“Traditional place names go back thousands of years and are embedded in the cultural heritage and geographical context of the Indigenous territory. We can only really connect to the land when we learn the ancient stories of places.”
Read more: An interview with Geography Open Lab tech, Sasha Djakovic
Decolonializing archaeology
Using oral histories to interpret the artifacts not only enriches the findings but also supports the Líl̓wat Nation’s right to determine how its cultural information is used and shared.
Angelbeck explains that historically, archaeology projects have often mirrored the exploitative practices of resource extraction industries, taking cultural knowledge as a resource from Indigenous communities without their permission.
“For a long time, archaeologists and ethnographers did not see a need to deliver cultural knowledge back to the Indigenous community they gleaned it from,” Angelbeck says. “Researchers would do work in a territory, interview Elders and then publish their findings in academic journals. That knowledge did not go back to the community. We think it should.”
Angelbeck and Djakovic say that fostering decolonial relationships in archaeology means collaborating with Indigenous communities in ways that make the knowledge available to members of the community.
“We want to avoid treating Indigenous knowledge as a research commodity,” Angelbeck says. “Any research we’re generating in their territories, including knowledge, will be in their archives for the community to access.”
Learn more about Douglas College’s Anthropology and Geography programs.
Ask an Expert: Why are B.C.’s forests vulnerable to forest fires?
By Aline Bouwman, Marketing and Communications
When the town of Lytton, B.C. burned down in 2021, it was a stark reminder of the growing threat wildfires pose to communities across the province. With Canada’s wildfires responsible for more carbon emissions than most industrialized countries annually, understanding their causes and impacts is more critical than ever.
Susan Smythe, an instructor in the Geography and the Environment program at Douglas College, brings a wealth of knowledge to this urgent issue. Specializing in biogeography, she teaches classes on wildfires and climate change, helping students grasp the complex interplay between natural and human factors that fuel these devastating blazes.
We sat down with Susan to learn more about what fans the flames of British Columbia’s forest fires.
Why are B.C.’s forests vulnerable to wildfires?
Fire is natural. It’s always been part of Earth’s history. But in recent times, we’re seeing a few changes. There’s been a pine beetle infestation that has added more dead wood to the forest floor. That dead wood is fuel for a fire when there’s a lightning strike.
What part do humans play in perpetuating forest firest?
We humans sometimes accidentally create fire. But we also suppress fires – we send out fire fighters and water bombers to combat wildfires. Ironically, that allows even more dead wood to accumulate on the forest floor for future forest fires to consume.
How does climate change exacerbate the issue?
In a warming world, we have more ignitable, drier fuel. Simultaneously, the warmer air rises to form more towering thunderstorms and lightning strikes. We’re getting larger fires that take out more habitat that all living beings need.
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