Congratulations to our Sharon McCoubrey Award in Visual Arts recipient and 2023/2024 Bachelor of Education graduate, Makeena Hartmann!

“Receiving this award is a huge honour,” says Hartmann. “I feel very grateful and motivated to continue sharing my love of art with future students.”

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Hartmann loves spending time in nature and sharing laughs with her family and friends. She stays active through sports and other fun activities, and also makes time to be creative. While she enjoys a range of mediums, lately she’s been focused on acrylic painting and sculpture, often using recycled or salvaged materials in her work. Her work is inspired by the beauty of the natural world and the importance of protecting it.

View her art on Instagram at @designsbymaki

QUESTION AND ANSWER SESSION WITH HARTMANN

What inspired you, or motivated you, to pursue the field of education as a career?
I have wanted to pursue a career in education for much of my life. I came from a family of educators, and my passion for knowledge and sharing the joy of learning with others grew from a young age. I worked with youth through coaching and volunteering in an art class, and the meaningful connections inspired me to continue in this direction.

Looking back, is there a moment at the Okanagan School of Education that stands out as meaningful, funny, or transformative?
For me, the most meaningful part of my time in the Okanagan School of Education was experiencing true, authentic kindness. From the specific acts and celebrations of kindness we practiced in the program, to my classmates’ sincerity, to the all-encompassing support provided by my instructors and advisors, it made me feel great hope for the future of education.

What advice do you have for incoming teacher candidates?
My advice would be to keep an open and receptive mind to absorb the wisdom being made available to you on a daily basis, and to enjoy the journey with like-minded individuals.

About the Sharon McCoubrey Award in Visual Arts Teaching

Associate Professor Emeritus Sharon McCoubrey created the award to be presented to a Bachelor of Education student who has demonstrated leadership and passion for creativity with a commitment to advancing the teaching of visual arts.

Congratulations to our Maxwell Cameron Award recipient and 2023/2024 Bachelor of Education graduate, Gaby Sandhu!

During her teacher education journey, Gaby demonstrated an unwavering commitment to fostering inclusive, socially conscious learning environments both inside and outside the classroom. During her candidacy field experience, Gaby stood out for her ability to build safe and compassionate spaces for students. Whether addressing themes of racism, misogyny, or LGBTQ+ rights in her English classes, or simply being a supportive presence during lunch breaks, she modeled the kind of care, courage, and critical thinking that transforms classrooms into communities.

While completing her certifying field experience, she went above and beyond her teaching responsibilities by volunteering with the school’s Global Awareness Club, supporting initiatives like a library movie night and multiple bake sales to raise funds for BC Red Cross wildfire relief. Gaby also connected with learners through her attendance at the BIPOC Awareness Club, further exemplifying her dedication to equity and student engagement.

Question and Answer Session

About Gaby Sandhu

 As a white-presenting Punjabi woman, my cultural identity is a critical part of the person I am today. My cultural identity is something I have spent nearly my whole life navigating. Having been raised in a Punjabi household, I have often found that the colour of my skin conceals much of my identity to the outside world, and likewise, the cultural funds of knowledge that I hold are not necessarily visible to others. I come from a long line of inspiring women, very much akin to a matriarchy, many of whom bravely immigrated to Canada in the face of arranged marriage, or maneuvered through the racial and cultural complexities of being second generation. Amazing women who have worked their entire lives to subvert oppression in the forms of class, racial, and gender inequality. The legacy of these women is something I carry in everything I do.

The honest truth is that my cultural identity does pose its challenges, but it also offers invaluable perspective that I am grateful to hold. As an adult, I find myself constantly reflecting on how I fit into the world as a minority and POC. Ultimately, my positionality fuels my advocacy for social justice. Through my experiences, I have come to understand the power of identity, and moreover, how visibility can serve as a catalyst to understanding oneself.

In my free time, I love being lazy and relaxing on my couch. Whether it’s reading, watching movies, or playing video games, couch time is my favourite. Recently I’ve been binge-watching “The Handmaid’s Tale,” and the best book I’ve read this year is Headshot by Rita Bullwinkle. It’s a wonderful novel about female boxers with tons of captivating feminist theory nestled into the narrative.

What inspired you, or motivated you, to pursue the field of education as career?

My aspiration to become a teacher began during my time in high school, as I was largely inspired by the important role that educators played in my own academic journey. Some of my fondest memories in high school include the remarkable educators who made me feel seen and valued during my adolescence. I feel indebted to my previous teachers for their ceaseless support and commitment, and thus feel inspired to do the same for my future students.

What does receiving the award mean to you?

 Receiving this award means absolutely everything to me. It validates much of what I understand and believe about teaching as a profession, and moreover, as an identity. As an educator living and working within Canada, I hold a responsibility to challenge the long-established colonial systems that are rooted so deeply in our education system. It is our sole responsibility to deconstruct and disrupt a long history of privilege and power that has dominated Canadian education. As profoundly said by the Honourable Justice Murray Sinclair, “it’s education that got us into this mess, and education is what will get us out of it.”

We do this by teaching in a way that truly honours and fulfills an equitable, inclusive, diverse, decolonized, AND Indigenized learning space for our students to explore curriculum in an environment that makes them feel seen, valued, safe, and represented. We do this by teaching through a lens that aligns with the First Peoples Principles of Learning, and making space for culturally responsive teaching.

Practicing decolonized pedagogy is difficult work. Advocating for learner inclusivity requires courage, and often, a willingness to engage in uncomfortable conversations with those who take it for granted. Maintaining a safe, welcoming, and inclusive learning space takes a tremendous amount of dedication, and involves a profound awareness of the power of modelling. Practicing inclusive, equitable, diverse, and decolonized pedagogies is a commitment made each and every day, to both yourself, and your learners.

This award deeply recognizes that effort. To be worthy of the Maxwell Cameron Award makes me feel even more certain of my pedagogical beliefs around EDID education, and allows me to feel proud of the educator I strive to be – someone who allows learners to feel safe in being themselves. With all of my gratitude, I sincerely thank the Okanagan School of Education and BCTF for this award.

Looking back, is there a moment at the Okanagan School of Education that stands out as meaningful, funny, or transformative?

Very early on, around the second week of September, the Okanagan School of Education hosted an IndigenEYEZ workshop for all the teacher candidates to participate in, which was facilitated by Kelly Terbasket. The entire workshop was greatly insightful an offered much opportunity for personal reflection. We spent the day unpacking concepts and participated in activities encompassing decolonization, affinity bias, racism, social identities, and code shifting. While the whole day was immensely transformative, I found one particular activity to be especially significant: the teacher candidates had gathered together and put forth our visions for what the future of education looked like twenty years from that day. Sharing aspirations of change with my peers, my friends, was profound and powerful work for us to do in the presence of each other. After that day, I remember feeling so grateful for the opportunity to study with the Okanagan School of Education. That day gave me so much faith for the 16 months to come.

What motivated you to get involved in supporting student clubs, such as the Global Awareness Club?

While completing my teaching internship at Kelowna Secondary School, I found myself in a role supporting the student Global Awareness Club. My motivation to get involved was largely inspired by the passion my student’s showcased for Global Awareness advocacy. I was fortunate to have the opportunity to teach English 11 AP to a wonderful group of learners, many of which belonged to the club. During class, it was common for students to discuss upcoming fundraising efforts and goals that the club was striving towards. In connecting with my student each day, conversations about Global Awareness became a regular occurrence. The club was primarily student-led, and I found myself constantly awe-struck by their outstanding collaboration to make a difference in the world around them. Lending a hand to support the club was entirely for the betterment of my learners. Their passion was infectious and I wanted to support them.

During your field experiences, you made space for students to explore complex topics like racism, tokenism, and gender identity in meaningful ways. How did you approach creating a safe, inclusive classroom environment where students felt heard and supported? Any advice for future teacher interns?

Over the course of my field experiences, I’ve definitely engaged in some very complex topics with students. For example, I’ve had fascinating conversations with learners dissecting hegemonic masculinity in William Golding’s Lord of the Flies. I’ve facilitated conversations with my class about Kimberle Crenshaw’s theory of intersectionality. However, one of the moments I am most proud of during my time at the Okanagan School of Education was creating and facilitating a six-week unit on Indigenous (mis) representation in cinema for English First Peoples 12. Since the unit touched on a multitude of complex (and often uncomfortable) topics, including stereotypes, racial and gender-based discrimination, prejudice, tokenism, white privilege, appropriation versus appreciation, and pan-Indigeneity, maintaining an emotionally safe and inclusive classroom was crucial. This was achieved using a few different approaches.

Firstly, it was my utmost priority to maintain the students’ emotional well-being and safety as we navigated course material. This concern was made immediately transparent to the learners as well. At the beginning of the unit, we had a very honest class discussion about how the subject matter may be tough, and therefore may require vulnerability. Ultimately, students were permitted an opportunity to privately submit non-negotiables of what they needed to maintain a safe classroom space. These safe-space necessities became our socially binding contract over the next six weeks, and included a list of responsibilities for the classroom community to uphold. On my part, I fulfilled my responsibility to provide content warnings for my learners well in advance, acknowledged participation in lesson material at a class, group, and individual level, and was readily prepared to make learning accommodations when a learner needed support in navigating material.

 Knowing your learners is an incredibly important piece in deciding to incorporate complex learning material. The class I was working with was a group of incredibly mature, dedicated learners who already demonstrated an eagerness for challenging material that would also provide valuable perspective. The learners in that particular group were also passionate about Indigenous rights, and a number of them participated in diversity advocacy clubs around the school. For these reasons, I felt comfortable facilitating lessons that focused on difficult subject matter.

Feedback. Feedback. Feedback. Throughout the unit, I felt it was essential to be constantly checking in on the student’s understanding of the films and learning materials being studied. Students provided me with reflective feedback incredibly often during our time together, through a variety of discussions (both class-wide and individually), through exit tickets, and a daily reflection placemat that they could essentially use to journal and collect thoughts that resonated with them (either positively or negatively), or questions about material that they wished to pursue further. I would take these placemats home each night, review them, comment on them, and come prepared to address any re-occurring questions or concerns the next day that I noticed. This created an ongoing line of communication between my students and I. When communication becomes a constant between educators and learners, it allows for any arising concerns to be more easily (and quickly) addressed.

 Finally, and likely most importantly, reframing discomfort was a vital piece in maintaining classroom safety and inclusion. I encouraged by students to be proud of themselves for doing the challenging work of deconstructing racialized stereotypes that occur in our everyday world. I reminded them all that discomfort is a teaching tool: that often, there is utility in discomfort. I reminded my students that if an uncomfortable feeling comes up for them, that there is a reason why, and that reason deserves to be explored. That feelings of discomfort hold teaching opportunities for you to learn something about yourself. This is a teaching I once learned in my undergraduate degree from my previous professor Dr. Jessie King, who identifies as Ts’ymsen.

What advice do you have for incoming teacher candidates?

 Firstly, there is a lot of value in being able to laugh at your mistakes. A certain genuineness can be found in laughing at your mistakes, especially when in-the-moment teaching goes wrong. The students also find it endearing!

Find a good group of individuals who will support you as you navigate the stepping stones of the education program, and more largely, preparing for the profession. We often encourage our learners to collaborate with their peers. Collaborating with colleagues is equally important. Find colleagues who will share, reflect, and contemplate with you. More importantly, seek out individuals who will nurture and broaden your pedagogical beliefs. Find others who are interested in the work of co-constructing meaning in the field of education and pedagogy.

 Finally, I cannot overstate the importance of forming valuable, meaningful, relationships with your learners. Admittedly, connecting with learners is the BEST part of the job, but it is also arguably the most important part of the profession. As an educator, you have the opportunity to be a student’s champion. You carry the unbelievable ability of making a substantial imprint in the life of another. As an educator, you have the opportunity to instill confidence in your learners. To hold faith in them when their own faith flounders. To root for them. To laugh with them, and sometimes, cry for them too. It is probably one of the best gifts we could ever be given. Teach from the heart, and choose to be champion.

About the Maxwell Cameron Award

The Maxwell A. Cameron Award is given annually by the British Columbia Teachers’ Federation (BCTF) to students completing the final year of the Bachelor of Education degree in elementary and secondary school teaching. The recipients of the award are those students who are considered to be outstanding students in the graduating class who have initiated, worked, or participated in a project that created positive change globally or in their local community, and or, been actively involved in issues related to poverty, LGBTQ rights, women’s rights, antiracism, peace, global or environmental issues.

The award is named after Maxwell Cameron who headed the Department of Education at UBC in the mid-1940s. Prior to that, he was on staff as an associate professor and director of UBC’s summer school.

On behalf of the Okanagan School of Education, it is my great pleasure to extend heartfelt congratulations to our graduating students on this momentous day!

Convocation is a time of both celebration and reflection. It marks not only the completion of your program, but also a passage into new responsibilities, new relationships, and new possibilities.

Your time at the Okanagan School of Education has been shaped by curiosity, care, and collaboration. You have engaged deeply with questions that matter, worked alongside peers and mentors, and committed yourselves to learning that is rooted in community and place. These experiences will continue to resonate in the lives you touch and the classrooms, schools, and organizations you help shape.

Today marks the culmination of your hard work, determination, and commitment to learning, growth, and community. As you cross the stage and step into new chapters as educators, leaders, and change-makers know that you carry forward the values of equity, inclusivity, and relational practice that define our community. We are proud of all that you have accomplished, and grateful to have been part of your journey.

In addition to celebrating all of our graduates today, we have a few special acknowledgments:

• Congratulations to our Bachelor of Education, Head of Graduating Class, Tum (Alicia) Marchand.
• Congratulations to our Maxwell Cameron Award recipients, Corie Harsch and Gaby Sandhu.
• Congratulations to our Sharon McCoubrey Award in Visual Arts Teaching recipient, Makeena Hartmann.

Congratulations once again.

Warm wishes,
Dr. Kedrick James
Director, Okanagan School of Education

Photo credit: Kelsie Kilawna

Each year, UBC Okanagan faculties award a student with the University of BC Medal for the Head of Graduating Class. This award is presented to the top student based on their academic performance throughout their program. In the Bachelor of Education (BEd) program, this award is provided to the student who excels academically and embodies the qualities of a scholar-practitioner.

The Okanagan School of Education is pleased to announce that this year’s recipient is tum Alicia Marchand.

“I was completely taken by surprise. I was in shock at first—but I feel truly grateful and honoured,” says tum. “I never set out with the intention of receiving recognition. I just came to school every day focused on helping my community and, while I was in university, supporting my peers whenever I could. Receiving this award reminds me that simply showing up with heart and purpose can have a bigger impact than we realize. It means a lot to know that the work I do for my community, and the support I offered to others, made a difference.”

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As a mother, wife, and proud member of the Okanagan Indian Band, tum’s journey into teaching has always been guided by heart, family, and community. “My husband and I are raising three wonderful boys who keep us busy and grounded,” she shares. “I’m a homebody who finds joy in spending time with my family, but I also value being out on the tmʼxʷúlaʔxʷ.”

She began her career in education as Certified Education Assistant (CEA) at Nk̓maplqs Iʔ Snm̓am̓ay̓aʔtn Iʔ K̓l Sqilxʷtət, the cultural immersion school on the Okanagan Indian Band reserve.

“During my time there, I saw firsthand the need for more Indigenous teachers in our schools—educators who understand and reflect the identities and experiences of our students,” she says.

That realization sparked her decision to return to school. While continuing to work at the immersion school, tum completed her undergraduate degree at UBC Okanagan. However, when it came time to step into the Bachelor of Education program full-time, she admits it was a tough transition.

“Leaving that role was one of the hardest decisions I’ve made,” she says. “The students, staff, and school community meant so much to me. Thankfully, my co-workers were incredibly supportive, and my children still attend the school, which helped me stay connected.”

During her time at the School, tum presented at a literacy conference for her peers, where she shared a project that emerged from her thoughtful class work.

“I remember creating my project while sitting in my chair at home, having conversations with my family as I coloured and wrote. Everything about that process just flowed—it didn’t feel forced. There was good medicine in that project.”

When her professors encouraged her to share the project with her class, she followed that instinct—even though it was nerve-wracking.

“It felt meaningful to speak from a place of personal connection and lived experience,” she reflects. “Later, I was asked to contribute to the article about the conference. I didn’t realize at the time just how far it would go or how visible it would become. I just showed up, stayed grounded, and did what I was asked to do in a good and meaningful way. The whole experience reminded me how powerful our stories and perspectives can be—especially when shared with honesty and heart.”

Not all lessons happened in the classroom. Reflecting on her experiences, one of tum’s most memorable moments from her time in the program happened, unexpectedly, during a PE warm-up.

“I did a few light movements. Then we were told to skip across the gym floor, and on my third skip, I ruptured my Achilles … on a Friday!”

Rather than undergo surgery, Alicia chose to let it heal naturally, guided by ancestral knowledge. “I remember thinking, How did my ancestors heal? So I chose to let it heal naturally.”

By Monday, she was back in class with a peg leg. Despite the inquiry, Alicia completed the remainder of her course and community field experience with Awaken Inquiry & Adventure Okanagan — participating in walks and outdoor activities with an air cast.

“What really carried me through was the kindness of my friends and classmates. They drove me right up to the doors, carried my bags, and were always there to help when I needed it. Limləmt Laurie, Katy and Jaynie for helping me through that experience. As challenging as it was, that experience reminded me of the power of community and showing up with heart—even when things don’t go as planned.”

Today, tum is teaching Grade 4/5 at the same immersion school where her journey began.

“It means so much to be teaching in my own community, supporting our youth, and contributing to the revitalization of our language and culture through education.”

For future teacher candidates, tum encourages them to stay connected to their identity, lean into lived experiences and embrace community.

“Show up with heart and intention. Teaching is more than just delivering lessons—it’s about building relationships, being present, and making space for students to feel seen, heard, and valued. Stay connected to who you are and where you come from. For me, bringing my culture, language, and community into my teaching is what keeps the work meaningful. Don’t be afraid to lean into your identity and share your experiences—students connect with authenticity. Also, know that it’s okay to not have all the answers. Ask questions, be open to learning, and surround yourself with people who support you. Teaching is a journey, not a checklist. You’ll grow alongside your students. And finally—lean on your community. Whether it’s your classmates, colleagues, family, or Elders—you’re never in this alone. Let others walk with you and support you when you need it. These teachings really helped me get me where I am today. Limləmt”

When Huiming Ma, MEd ’24, arrived in Kelowna, BC more than two years ago, she was excited to start a new adventure — in a new country. Ma grew up in a rural area of China and as the middle child in a family of five girls, her family’s financial constraints made her dream of pursuing higher education seem impossible.

“My family didn’t have the means to support my university education, and the odds were against me,” Ma explains. “My teacher nominated me for the scholarship through Canadian Society for Educating Girls of Rural China and with their help I was able to attend university.”

The organization was founded by a Chinese-Canadian woman located in Vancouver. Ma always wondered why an organization in Canada would want to help girls in rural China.

After graduating, Ma worked as a preschool teacher and later in educational technology, where she helped design interactive, science-based storytelling content for children. Her creativity and passion for learning remained strong. As she was volunteering for the charity that first supported her evolved into a new program, its founder invited Ma to consider pursuing her master’s degree in Canada. That invitation brought her to UBC Okanagan.

“My first class with Dr. Christopher Martin was a culture shock,” she recalls. “In my school in China, we were taught to remember and repeat. Here, I had to form and defend my own opinions. I realized I had never truly learned how to think critically.”

That realization inspired her capstone project on critical thinking in the digital age, which earned a place at a national education conference in Montreal — a rare occurrence for a MEd student.

“All the other presenters in my group were PhD students—I was the only master’s student,” she explains. “At first I felt nervous, but after listening to their presentations and talking with them, I thought—oh, I get it. That experience gave me the opportunity to find my courage to express my opinion and speak out.”

With Dr. Martin’s guidance, Ma deepened her research and writing skills. His encouragement, patience, and belief in her potential became a cornerstone of her academic growth.

“He told me, ‘I’m here to support, not to judge’,” she shares. “It was the first I heard something like that.”

Ma’s academic journey also led her to the Centre for Mindful Engagement (CME), where she worked as a research assistant.

“Those meetings gave me a sense of belonging,” she says. “I received thoughtful feedback and learned what it means to be a reflective educator. That job built my confidence.”

Outside the classroom, Ma embraced life in Kelowna. She took up hiking and indoor rock climbing, explored yoga and meditation, and enjoyed walking along Okanagan Lake.

“Living alone here has taught me how to slow down and appreciate stillness,” she says.

Reflecting on her journey, Ma describes studying in Canada as both an academic pursuit and a personal awakening.

“This was the first time I asked myself: Who are you? What do you believe? Where do you want to go?” she says. “I learned how to think, how to listen to different perspectives, and how to be open to the unfamiliar.”

Most importantly, she found her answer to the question that began it all.

“I used to wonder why Canadians would support girls in rural China, and now I understand. The faculty and staff in the Okanagan School of Education showed me acceptance, respect, patience, and inspiration. I learned the value of every individual’s education. I appreciate that they welcomed me with open arms. In the future, I want to transfer the values and knowledge l learned from here to benefit others and make a difference in others’ lives.”

Her advice to future graduate students, especially those coming from different cultures:

“Be open-minded. Let go of assumptions. Embrace what is different. And most of all, believe in yourself, even when it feels impossible. You can do it.”

From left to right: Jacob Knight, Nancy Griffith-Zahner and Soli Ruiz-White

Jacob Knight (BEd ’25) and Soli Ruiz-White (BEd ’25) were no strangers to small communities.

Knight, who grew up in Rossland, BC, and Ruiz-White, from the Shuswap region, both arrived in Prince Rupert excited to explore life and teaching in a more remote setting. Both Knight and Ruiz-White brought with them a love for science and a willingness to dive into something new.

Helping guide their journey was Nancy Griffith-Zahner, a retired educator and field advisor for the Okanagan School of Education. After more than two decades of teaching French in Prince Rupert, Griffith-Zahner now mentors the next generation of teachers, supporting them in learning not just how to teach, but how to teach with care, connection, and cultural respect.

“I started teaching as my third career, and those experiences have helped me connect with students in a different way,” Griffith-Zahner says. “As a field advisor now, I try to support student teachers not just in learning to teach—but in learning to teach with care, with connection, and with respect for the communities they’re entering. It wasn’t just about teaching—it was about learning how to teach in a good way, on this land.”

The Reality of Teaching in a Tight-Knit Community

One of the most immediate differences the interns noticed was the warm welcome they received in the Prince Rupert schools, and community.

“You walk into a place and the first week people are saying, ‘You must be the new teachers at the school.’ It didn’t take five minutes for people to know who we were,” Knight says. “The school community here is incredibly welcoming. There’s a real desire for teachers to stay, which makes it feel much more supportive than in larger cities. The staff are always sharing resources and ideas.”

Ruiz-White echoed that sentiment, reflecting on her mentorship during the placement.

“Nancy was absolutely amazing, and a great adviser, who did so much for us—not just in terms of the program but also as a mentor. She was always there for us and constantly providing resources.”

Living in a small community also means encountering students everywhere: at the grocery store, gym sporting events, and on hiking trails.

“You can’t go to the grocery store without seeing a few of them,” he says. “They try to bug you when you’re doing something, but it’s all in good fun.”

Ruiz-White found these encounters enriching.

“I actually really did like bumping into my students outside of class because I liked to know what they were doing,” she says. “It just made everything feel more personal.”

Griffith-Zahner believes this interconnectedness is one of the city’s greatest strengths.

“Inside the classroom, you’re the teacher. Outside the classroom, you’re seen more like an aunt or a grandmother,” she says. “There’s so much overlap between school and community. It’s not just about teaching, it’s about being part of people’s lives.”

Where the School is the Heart of the Community

Ruiz-White quickly discovered that schools in Prince Rupert were more than places of learning—they were true community hubs.

“Everyone came out to support student plays, sports, and fundraisers,” she says. “It feels like everyone is rooting for the kids.”

But it’s not just the people that make teaching in Prince Rupert special—it’s also the place itself. As Griffith-Zahner emphasizes, Prince Rupert is firmly situated on Ts’msyen land, and Indigenous culture is highly visible and valued.

“This is 100% a city on Ts’msyen land,” she explains. “Indigenous perspectives and ways of knowing are part of everyday learning.”

Ruiz-White recalls being particularly moved by her school’s Remembrance Day ceremony.

“It wasn’t like anything I’d seen before,” she says. “Students sang traditional songs and wore regalia. It was emotional and powerful—and it showed how deeply pride and culture are woven into the school community.”

Looking Ahead

After completing his internship, Knight decided to stay in Prince Rupert, taking on a contract as a high school biology teacher.

“There was a job waiting for me, and I wasn’t ready to leave,” he says. “I like the idea of trying out different places in BC eventually, but for now, I’m happy here.”

Ruiz-White, meanwhile, has returned to the interior and is teaching at her former high school—a full-circle moment.

“Coming back to teach in the classrooms where I once sat has been surreal,” Ruiz-White says. “My time in Prince Rupert gave me the confidence and adaptability to step into this role.”

Teaching in a remote community like Prince Rupert offers a truly unique teaching environment. While limited staffing, fewer classroom supports, and geographic distance can pose challenges, they also create opportunities for meaningful growth. These conditions encourage new teachers to become more flexible, inventive, and deeply connected to their students and colleagues.

“You learn to differentiate your instruction, manage your time well, and be there for every student,” Ruiz-White says. “Even when resources are stretched, the community fills the gaps in ways that feel deeply human.”

Looking back on their northern adventure, both interns have advice for others considering rural placements.

“Get involved in the community right away,” Knight says. “If you don’t, it can feel isolating. But if you do, you’ll find your place. There’s always something happening and the people here will welcome you in.”

“Just go,” Ruiz-White says. “It’s only a few months of your life, and it might just change everything. You’ll learn so much—not just about teaching, but about yourself.”

Frances Radford, BA ’25, BEd ’27, always knew she wanted to teach. “It’s always been a calling, since as long as I can remember,” she says. That lifelong aspiration was recently recognized when Frances was named the recipient of the Provost’s Award for Teaching Assistants (TA) and Tutors in recognition of her outstanding contributions to the English Foundation Program (EFP) at UBC Okanagan.

“It was really special to see that my commitment and passion was being acknowledged,” Frances reflects. “To get letters from students and know that something you’re doing, while also managing your own classes, really made a difference. It showed me that what my work can have a real impact.”

As an undergraduate Teaching Assistant, Frances supported students new to Canada as they navigated university-level English and academic culture. She designed and led weekly labs, organized cultural and community-building events, and acted as a bridge between instructors and students. “We’d take them off-campus for experiences, like walks at Mission Greenway to see the salmon spawning. I always enjoyed seeing something so familiar to me through their eyes. For some, it was a new experience to have access to nature so close. It made me appreciate it more.”

But it wasn’t just about lesson plans and field trips. Frances saw her role as deeply relational. “The students would often come to us first if they were struggling with an assignment or with homesickness, and as a TA you would help them, or connect them to the support they needed,” she says.

After spending the first two years of her undergraduate degree in online classes, the EFP supported her sense of connection to campus and highlighted the universal nature of the student experience.

“It helped me find community at UBCO after a disconnected start during the pandemic,” she explains. “I remember thinking throughout the semester how, even though we come from places thousands of miles apart, we’re really not that different. We’re all university students, dealing with the same challenges, asking the same questions, and worrying about our families back home. It was powerful to see people from all over the world come together in one small classroom in Kelowna and realize how much we share.”

To future TAs or students considering similar opportunities, she offers encouragement: “Just try. The students are probably ten times more nervous than you are, and it’s okay make mistakes in front of them or ask for help from your peers and instructors.”

Looking forward, Frances will start the Bachelor of Education program in September.

“I’m most excited to keep creating inspiring moments and meaningful connections with students. I want to build inclusive, welcoming classrooms where students feel supported, make happy memories, and experience the kind of teaching that truly makes a difference.”

Originally posted at bark.ok.ubc.ca

There was a ripple of excitement through the hallways of Helen Gorman Elementary as six therapy dogs trotted into Shannon Kirkey-Stead’s Grade 5 classroom, accompanied by their devoted handlers from UBC Okanagan’s B.A.R.K. (Building Academic Retention through K9s) program. 

The visit was far more than a feel-good moment—it was a carefully designed lesson in social and emotional learning (SEL). “We’ve been working especially on emotional regulation, observing body language, and reading the room,” explained Kirkey-Stead. “We wanted B.A.R.K. to visit because we knew their unique approach, grounded in research, would resonate with our Grade 5s, offering comfort, connection, and a new way to understand emotions and empathy.” 

The four-legged visitors, Golden Retrievers Memphis, Abby, and Dash; Goldendoodles Finn and Chloe; and a wire-haired dachshund named Helen, and human companions, Carla, Alyson, Maureen, Linda, and Jan, supported students as they engaged in a series of thoughtful activities. 

During the session, students: 

• Practiced respectful introductions with dogs and handlers 

• Learned about the importance of body language (both canine and human) 

• Participated in a “mindful mingle” to calmly meet and observe different dogs 

• Reflected on their experience through gratitude journaling and wrote thank-you cards to the B.A.R.K. team 

One of the most impactful outcomes, said Kirkey-Stead, was the emotional shift she observed. “Teaching a canine-assisted SEL session was heartwarming and powerful. The students opened up in ways we hadn’t seen before. The impact was immediate—calm, focused energy, engaged hearts, and a room full of smiles. The dogs didn’t just visit, they helped us teach and grow.” 

Student reflections echoed that impact: 

• “Being with the dogs made me feel warm and happy inside” 

• “During my time with the B.A.R.K. dogs, I learned neat things about kids in my class that I didn’t know before” 

• “I’m grateful for the privilege of spending time with the dogs because not all schools get them.”  

• “I’m grateful that the dogs helped me and my friends regulate our emotions.”  
• “I’m grateful for the B.A.R.K. program and the people for giving up your time when you could have been doing something else.”

By Dr. Catherine Broom, associate professor

We often hear calls for democracy, but what do we mean by the word, and do we all share the same meaning?

The roots of democracy in Western society lie in Ancient Greece: Democracy means “power by the people” (demo-people; kratos-power in Greek). In Ancient Athens this meant that citizens of the city (primarily free men born in the city) could participate directly in the affairs of the city. This would happen through open government forums that citizens would attend, where they could discuss issues and make decisions through voting.

How does Canada’s form of government relate to the Ancient Greek concept, and what exactly is a democracy today? As Canadian citizens vote for Members of Parliament (MPs) in their ridings, Canada is a “representative democracy,” in the sense that citizens elect “representatives” to govern on their behalf in parliament (not the senate). These individuals are voted in according to the party platforms they run on. When in power, they are (in theory) to govern based on the platform that elected them. Thus, Canadian citizens are not part of a direct democracy in that they do not vote directly on the affairs of state, as in Ancient Greece. However, there is democracy in the sense that citizens vote for Members of Parliament, and citizens have rights to be informed of and comment on how the affairs of the state are run through letters to their Members of Parliament or the news. Citizens, further, hold a number of rights and can have their say through political actions such as voting, writing their opinions in public venues, and protesting.

Canada is a democracy in the sense listed above, but also in the important sense that democracy, as a lived practice, could be argued to be one in which individual members of the public are most valued. That is, in a democracy, citizens are valued as individuals able to participate in the affairs of the state through voting, acquiring knowledge, discussing current issues, and protesting, and the government is meant to be run “of, by, and for” the people, to take an expression from a famous American (Abraham Lincoln).

Is this how Canadians generally understand the term? A recent survey study found that “democracy” is valued by many, but that they hold diverse views of what it entails. For some, it’s respecting the voice of people, for others it’s about “civil liberties” or Charter rights and freedoms. Perhaps we can find some common ground about the idea of democracy by starting with what democracy is not: it is not using intimidation, imposition or violence to push forward one’s ideas of what should be.

Democracy involves more than just voting for the next leader or party in power. It is about having awareness of which laws and policies are developed in order to work towards providing conditions that most promote the well-being, or growth, of people in society. This concept also comes from Ancient Greek times, based in the concept of Eudaimonia, composed of the words eu (good) and daimon (spirit). This term refers to achieving our human potential of living a happy and successful life as a good citizen. Happiness is not understood as the Post-Modern obsession with wealth or fun, but rather as contentment that arises from a life lived ethically (or virtuously [arête]), encompassing intellectual, social, emotional, physical, and spiritual qualities. Success, similarly, does not refer to the collection of monetary or other goods, but rather to the living of life in a manner that fosters the well-being of the individual and those around the person, and the civic community in general. In this sense, democracy is about engagement in the deliberations and decisions which create the conditions that support each individual, as well as the community.

Thus, democracy is more than a system of decision making or governance. It is founded in a belief in the value of each person and a collective commitment to decision making in the interest of the greater or common good of each and all, which is messy and complex and requires discussion, deliberation and (sometimes) conflict resolution. It aims towards providing individuals with the space and context to develop into their best selves while bounding individuals from actions that harm others. For instance, a child with ADHD who needs to move physically in order to learn should be given the space and learning conditions that allow them to grow and find their passion and place in society where they can contribute their gifts (Hallowell & Ratey, 2023).

In the survey mentioned above, participants also mentioned personal qualities such as being open minded, generous, and committed to personal and community well being. These qualities are rooted in respecting diverse individuals and perspectives and engaging in peaceful conflict resolution processes, from protests, to strikes, to arbitration, negotiation, and compromise. The concept of democracy described here is Western and rooted in Ancient Greece, but the ideas of respect for each individual and a commitment to conflict resolution and actions that support larger community wellbeing are found across diverse cultures and traditions, as illustrated in the idea of Restorative Justice.

References

Hallowell, E. & Ratey, J. (2023). ADHD 2.0. London: Sheldon Press.

We are excited to share that the Building Academic Retention through K9s (B.A.R.K.) program has received funding from the Critical Research Equipment & Tools (CRET) Program. This funding will help enhance B.A.R.K.’s research capabilities, and support the well-being of university students.

Since 2012, B.A.R.K. has been a leader in exploring the benefits of therapy dogs on student mental health. Through rigorous studies, including randomized control trials and long-term intervention research, B.A.R.K. has collected data from thousands of students, shaping how therapy dogs are integrated into academic settings to reduce loneliness, decrease homesickness, and improve overall well-being.

The funding will enable the program to acquire essential equipment that will further improve research and support community initiatives. This includes mobile lab equipment for maximizing reach across campus and community partners, and specialized canine safety equipment to ensure the health and comfort of the therapy dogs involved in our studies

This funding is not only vital to our continued success at UBCO but also allows the program to expand their research partnerships with community organizations, such as the RCMP. These partnerships will enable the program to explore new avenues in the field of human-animal interactions, including studies focused on neurodivergent students, supporting students struggling with addiction, and refining interventions to reduce loneliness in first-year undergraduates.

B.A.R.K. has long been a collaborative effort, with Dr. Binfet co-authoring 32 published articles with students on the effects of therapy dogs on well-being. With the support of this new funding, the team will continue to provide valuable research training to undergraduate and graduate students, offering hands-on experience in a field with few equivalents in Canada.