Artist: Viktor Olynyk

As the challenges of wildland firefighting grow increasingly complex, the need for mental resilience among wildfire personnel becomes paramount. For Dan Clouston, MEd ‘24, this realization sparked an exploration into how mindfulness-based practices can support those working in high-stress environments.

Having worked the last two seasons as a rapattack wildland firefighter with the BC Wildfire Service (BCWS), Clouston gained firsthand insight into the challenges and stressors of the job – from physical and mental to interpersonal and environmental.

Dan Clouston

Motivated by his own journey, Clouston set out to explore how he could integrate mindfulness-based training into the BCWS. “Mindfulness-based practices have had, and continue to have, a transformative impact on my life. I feel fortunate to explore integrating this approach into the BCWS as it may support my coworkers in navigating stress and trauma they encounter,” he says.

His research focused on creating a guidebook that introduces mindfulness-based concepts tailored to wildfire personnel. The guidebook is illustrated by graphic artist Viktor Olynyk, also affiliated with the BCWS. Says Clouston, “I hope to make mindfulness-based training accessible and relatable, allowing my coworkers to incorporate these practices into their daily routines.”

Clouston’s illustrated guidebook also serves as a possible pathway toward Mindfulness-Based Mind Fitness Training (MMFT®) – a program aimed at enhancing mental resilience for people working in high-stress environments. Developed by Dr. Elizabeth Stanley at Georgetown University, research shows that MMFT® trains people to function well during and after stressful and traumatic experiences.

As a recent graduate, Clouston hopes his project can expand beyond wildfire agencies to benefit others in high-stress situations. “In today’s world, there are a lot of challenges, disruptions, and uncertainties on the horizon,” he explains. “I believe mindfulness-based practices can empower individuals and communities to navigate these complexities with courage, resiliency, grace, and wisdom, ultimately supporting positive transformational change.”

For students considering a master’s program, Clouston encourages them to remain open to the journey ahead. “As an avid adventurer, I have been fortunate to go on many canoe expeditions. These trips have shaped me as a person and how I view education. On a river trip you never really know what’s around the corner – you can study maps, forecast the weather, strap down gear – yet ultimately paddling down a river is a journey into the unknown. That unknown can sometimes feel scary, sometimes inspiring, sometimes beautiful. I think education is also a journey into the unknown; learning is a process of coming to know things we do not yet know. I feel fortunate to have found a flow within my own master’s journey. There was so much unexpected along the way: from challenging times, to serendipitous moments, to deep learning. My best advice would be to stay open to it all – and enjoy the river.”

***

In recognition of his transformational, creative and interdisciplinary research, Clouston received the Vicki Green Graduate Award on September 12, 2024.

“Being selected for the Vicki Green award is a real honour, and feels like a trail marker on an ongoing research journey,” he says. “It means a lot to be recognized for a project which I truly believe in. I had the pleasure of meeting with Dr. Green in June, and we had a lovely conversation covering many topics. In a roundabout way, this award has also inspired me to start fly fishing!”

The UBC Okanagan Library is hosting their first Okanagan Reads book club on October 21. The first book that will be discussed is White Space: Race, Privilege, and Cultural Economies of the Okanagan Valley. The book was edited by UBCO professors, Daniel Keyes and Luis L. M. Aguiar, and features an article by Dr. Bill Cohen.

Book Club Meeting on White Spaces
October 21 at 6 pm
Kelowna Downtown Library or on Zoom

Learn more

Dr. Bill Cohen and Dr. Natalie A. Chambers, co-authors of the first chapter in this collection of essays, will offer a talk on November 15, from 4 to 5 pm at the Okanagan Regional Library.

Join us for an information session to learn more about UBCO’s 16-month Bachelor of Education (BEd) program. This session is designed to provide you with insights into the admissions requirements, application process, program highlights and more! The session will be comprised of a brief presentation and an opportunity to ask questions.

Tuesday, November 12, 2024
3:45 p.m. to 4:30 p.m.
Online via Zoom

REGISTER

While this session will be in English, it is suitable for those interested in learning more about the BEd, French pathways. 

Can’t make the session? Reach out to us at education.ubco@ubc.ca if you have any program questions! We will also email the highlights of the presentation and the questions asked following the session if you join our Interested BEd Applicant Email list.

As post-secondary students navigate their first year of university, they are introduced to many new experiences, opportunities and challenges. For some, that includes adapting to a new learning environment.

Addie Mercuri, MA ’24, had long been interested in exploring how the human body works, but after receiving her undergraduate degree in Health and Exercise Sciences, she became increasingly fascinated by how the brain works — and learns.

“The brain is just incredible and almost miraculous, especially when you look at its adaptability,” she says. “What really interests me is how education and neuroscience come together. When we learn new things and practice, different neuronal pathways develop, and the brain changes as a result. We can’t see these changes as clearly as we can see muscles growing or running faster, so it’s really interesting to figure out how we learn better and what adaptations happen in our brain.”

Addie Mercuri

For her thesis, she decided to explore first-year university students’ self-reported executive functioning skills (EFS) and investigated the differences and correlations between variables such as age and academic performance.

“EFS play a really important role in students’ wellbeing and academic achievements,” says Mercuri. “These skills are essentially your brain’s ability to coordinate different areas to execute purposeful behaviour, for example, staying on task, or remembering a series of numbers.”

Her study used a Behavior Rating Inventory of Executive Function questionnaire comprised of 75 questions that measured nine different EFS. Her research found that there were high levels of shortfalls in the Task Monitor scale and Working Memory scale, and significant differences in the Emotional Control scale scores between assigned at birth males and females. No scales measured by the questionnaire resulted in a correlation with overall GPA measures.

“As my data was self-reported, it was interesting to see what students felt they were good, or not good at,” she says. “However, what I found to be the most thought-provoking though, was the differences in emotional control between assigned at birth males and females in that males reported self-perceived better emotional control than females.

When I was reviewing the literature, I found different psychological, sociological and biological theories as to why there might be those differences. One area I discuss in my thesis is language socialization and intraception.”

Intraception is our ability to determine if something changes within our body physiologically, she explains, for example, your heart rate raises and you’re able to detect and label the change. With language socialization, studies have shown that when a young girl cries, a parent is more likely to ask “what’s wrong?”, while with a young boy, they are more likely to ask “what hurts?”. These early encounters can later influence how attuned a student is with their emotional and physiological connections.

As a learning strategist for UBC, Mercuri has been influenced by her findings as she seeks to support students with ADHD and other cognitive challenges, offering tailored strategies to enhance their learning experiences.

“I want people to recognize that learning is more than just studying from textbooks. It involves understanding and leveraging our cognitive strengths and addressing areas where we may need support,” she said.

***

Addie Mercuri received the School’s Master of Arts Outstanding Thesis award on September 12, 2024. She completed her degree in April 2024, and her thesis can be found on UBC’s Library website. During her time with the School, Mercuri was a teaching assistant that that supported students in a variety of ways. She was also involved with the UBC Alumni Legacy Project, where she worked with other students across campus on the “Green Ribbon Crewneck Initiative,” a project that supported mental health awareness and raised funds for the B.A.R.K. program. She also received the Outstanding Graduate Student Award in 2022.

Dr. John-Tyler Binfet (left), Dr. Camille Rousseau (right) and Henry (dog)

From the nervous stutters to trembling hands, public speaking anxiety (PSA) is a common form of anxiety amongst people of all ages. Youth are particularly impacted by PSA, yet there have been limited interventions programs designed to support them.

Recognizing this gap, Dr. Camille Rosseau, PhD ’24, decided to explore this area in her dissertation. She conducted a series of studies to design and develop a canine-assisted public speaking pilot program specifically for grade 6 and 7 students who have PSA.

In her first study, she led focus groups with grade 6 and 7 teachers to learn more about the curriculum requirements around public speaking, what activities the students participated in and how the teachers supported their students who showed signs of PSA. She also interviewed students with PSA to understand how they experienced PSA in the classroom and what supports they leaned on. In her final stage of research, she surveyed dog handlers to learn what they thought researchers needed to consider when designing a therapy dog program for children.

“This study was the first to utilize a triangulated approach to incorporate teacher, student, and dog handler voices into the development of a research and practice informed canine-assisted intervention,” says Dr. Rousseau. “This helps ensure that the programming is mindful of educational and human-animal interaction considerations.”

Her findings from across the three studies informed the seven guiding principles developed for a pilot canine-assisted PS program, called Pups Uplifting Public Speaking (P.U.P.S.), for children with PSA.

“I hope this research can help us nurture diverse generations of young people that can actively and confidently participate in learning communities through clear communication and sharing of information,” she says. “This research forges ahead by exploring an innovative way to positively impact a developmental cornerstone of learning for our young leaders of tomorrow.”

Dr. Rousseau graduated earlier this year, and as she reflects on her academic journey, she emphasizes how the skills she’s gained have been are fundamental to the course and the success of her research career.

“It is only after starting my new research position that I have come to realize the extent of the skills I learnt at UBCO,” she says. “These include transferable skills pertaining to communication, organization, analytic thinking, critical thinking, computing, and writing, but also personal traits and attitudes such as independence, curiosity, integrity, fortitude, patience, and perseverance.”

***

Dr. Camille Rousseau is a Postdoctoral Fellow in the Cardiovascular Health Promotion, Education, and Social Determinants Laboratory, within the Division of Cardiac Prevention and Rehabilitation at the University of Ottawa Heart Institute (UOHI). She is working with Dr. Karen Bouchard to explore research priorities in heart failure using a patient- and community-oriented approach.

On September 12, 2024, Rousseau received the School’s Doctoral Studies Outstanding Dissertation Award for her dissertation titled, Pups Uplifting Public Speaking (P.U.P.S.) : developing a pilot canine-assisted intervention to support children with public speaking anxiety, which can be found on UBC’s cIRcle.

“This award acknowledges the work and the effort it took to conduct a research project with three different qualitative methods and to analyze the data within and across all three studies, whilst maintaining outstanding research quality befitting of a UBC graduate,” she says.

“Equally, receiving the award evidences the incredible support I received by my #1 cheerleader and supervisor, Dr. John-Tyler Binfet, the wonderful B.A.R.K. Coordinator, Freya Green, the B.A.R.K. student volunteers, dog-handler teams, my supervisory committee (Dr. Aisha Ravindra, Dr. Margaret Macintyre Latta, Dr. Scott Douglas, and Dr. Christine Tardif-Williams), and the OSE.

I also recognize that it is very humbling to be acknowledged by the Outstanding Doctoral Studies Award, particularly as the OSE had three students complete distinguished doctoral dissertations within the same year. Equally deserving of this award, I must acknowledge Dr. Jody Dlouhy-Nelson’s research on pre-service teachers’ perspectives on decolonizing and indigenizing learning spaces and Dr. Michael Landry’s research on developing intercultural communicative competence learning outcomes through an online, asynchronous module for students in an English for academic purposes program.”

Kelsey Heichert is this year’s recipient of the Kelowna Kiwanis Legacy Major Entrance Award in Education. Established by the Central Okanagan Kiwanis Community Service Society, the award is presented to a student pursuing the Teaching Children (Kindergarten to Grade 5+) pathway.

“I am so honoured and grateful to receive this award,” says Heichert. “The relief of this award has allowed me the opportunity to focus on my son, as well as my studies. This award has inspired me to continue to give a hand up to those needing a little extra support as it truly can make a world of a difference for them and no one should be left behind.”

***

After graduating from high-school, Heichert hadn’t decided on a career path, but she knew she wanted to help others. She went on to receive her Human Service Work Diploma from Okanagan College and quickly fell in love with working with children.

“At the time I had no idea I wanted to work with children,” says Heichert. “I had a one of my practicums in an elementary school and from there, there was no going back.”

After completing her diploma, she started working at the Boys and Girls Club (now known as BGC Okanagan) where she worked with children in the summer camps. She later started to work as a Certified Education Assistant (CEA) in elementary schools.

While working as a CEA, she was introduced to other careers within the school and became increasingly interested in obtaining a more specialized position. She decided to pursue her Bachelor of Arts Degree, Majoring in Psychology, and is now in the Bachelor of Education program. Her next plan is to complete a Master’s in Education for school counselling.

“I absolutely loved my job as a CEA and I am ready to take the next step in becoming a teacher,” she says. “I think it is important for children to have a welcoming environment where they can thrive and be proud of themselves. All students have different levels of support outside of school and I am hoping a positive learning environment can make all students feel valued. I am excited to make a positive impact in guiding the next generation in pursuing their passions.”

In her true nature of wanting to help others, she is also a volunteer for Mamas for Mamas, an organization that supports mothers and caregivers by providing essential resources and community connections.

“I am a fulltime single parent, and I am grateful for the support I have from family and friends,” says Heichert. “I could not imagine not having the support from them. I think everyone should have support to meet their needs especially when children are involved, and Mamas for Mamas gives a hand up to those in need. I really believe we are all in this together and Mamas for Mamas allows for this.”

In her free time, Heichert and taking full advantage of everything the Okanagan offers throughout all four seasons.

“I enjoy snowboarding, hiking, casual biking, and paddleboarding. I am currently enjoying introducing my four-year-old son to all these hobbies,” she says.

Congratulations Kelsey Heichert!

Please join us in congratulating Busola Akinbobola, one of our 2024 Stephen Daniel Pope Graduate Award recipients.

Busola is an international student from Nigeria. She is pursuing her Master of Arts in Education, and her thesis explores the motivating factors for continued schooling in Northern Nigeria. She has been a graduate teaching assistant with the English Foundation Program for the last two years.

“Receiving this award demonstrates to me that my work is valued and important,” says Busola. “It made me realize that people see what I do. Knowing that someone has heard about my research and finds my ideas worthwhile is incredibly valuable.”

Question & Answer with Busola Akinbobola

What has been a highlight for you during your graduate student experience?

The highlights for me have been the friends I’ve made, and the faculty. The openness of the faculty members has been invaluable; I know I can approach them with any issue and receive helpful guidance. My supervisor, Dr Bosetti, has been exceptional. As an international student who arrived alone, her consistent efforts to check in on me and her unwavering support have made a significant difference in my journey.

What inspired your research project?

My research project is inspired by my own experiences with education and its transformative power. Education has profoundly shaped my life, and I am aware of the opportunities it has opened for me. Without access to high school and my undergraduate degree, I wouldn’t be where I am today, pursuing a master’s degree. I am driven by a desire to ensure that other students have the same chance to experience the life-changing benefits of education. My goal is to provide actionable strategies that can enhance education access and equity, thereby helping others realize the full potential of education and to improve their lives in the way it has improved mine.

What advice do you have for future graduate students?

Focus on giving your best effort and put your best foot forward. You don’t need to know a lot about a thousand things, but you can know a thousand about one thing. So, embrace the learning process and stay committed to your goals. Your dedication and focus will make a significant impact.

About Stephen Daniel Pope Graduate Award

In memory of Dr. Stephen Daniel Pope, this award is presented to an Okanagan School of Education graduate student who shows great promise in the field of education. Dr. Stephen Daniel Pope is remembered for his passion for education and his significant contributions to the public education system of British Columbia in the 1800s.

Bailey Nerbus (left) and Mary Redfearn (right)

We are pleased to present our Outstanding Master-Level Graduate Student Award to Mary Redfearn!

“Receiving the Graduate Student of Excellence award is a meaningful recognition of the hard work and dedication I’ve put into my studies,” says Redfearn. “It’s a reminder of the powerful connections I’ve built with professors, peers, and academic content, which now influence my teaching practice by ensuring it reflects a deeper understanding of diverse perspectives and needs. This award motivates me to continue striving for excellence in my teaching and future endeavors.”

Redfearn recently completed her Master of Education where she deepened her commitment to creating inclusive spaces by focusing on equity, diversity and inclusion (EDI) throughout her coursework. Throughout her time with the School, she demonstrated her passion for education both as a student herself with an exemplary record of academic achievement, and as a teacher. As noted by her supervisor, Dr. Bill Cohen, Redfearn is a leader in her school, district and community as she created, implemented and participated in a number of EDI, decolonizing and Indigenizing initiatives. She has helped to foster a safe and inclusive school environment and supported the student’s resilience beyond the classroom with holistic wellbeing practices. She has also strengthened the relationship between the school and community through hosting events such as a powwow taco night.

“After starting my teaching career by googling “prettiest places in BC” from the back of a lecture hall at Queen’s, I feel incredibly lucky to be living and learning in the beautiful, ancestral, unceded territory of the syilx Okanagan peoples,” says Redfearn. “The Okanagan’s stunning scenery and vibrant community have been the perfect backdrop for building my career and continuing to grow as an educator.”

Congratulations Mary Redfearn!

QUESTION AND ANSWER SESSION WITH REDFEARN

What inspired you to go into the field of education?

I have always gravitated towards working with children and teens, but it was my time at summer camp that truly ignited my passion for education. I loved the experience so much that I found myself wishing I could do it year-round. The joy of meeting the unique needs of diverse campers and helping them grow, learn, and connect in a supportive environment made me realize that teaching was the ideal path for me, inspiring me to apply for a Concurrent Education program right out of high school.

What motivated you to pursue your masters? 

Teaching is one of the few professions where graduate studies directly contribute to career advancement, and from the start of my career, I knew I would eventually pursue my M.Ed. While my undergraduate studies focused on Indigenous topics, they were primarily centered on teachings from Ontario. I sought a master’s program that would deepen my understanding of Western Indigenous cultures, particularly the syilx Okanagan peoples, to better address the holistic needs of my students. As I progressed through the program, I also explored how my previous work in the disability field could intersect with my current role in Indigenous education.

What advice do you have for future graduate students?

My advice for future graduate students or those considering a master’s program is to dive in with curiosity and a willingness to learn. Completing my M.Ed. was a rewarding experience, both for the knowledge I gained and the connections I made along the way. I took one class at a time for the majority of the program, and even paused for a term to maintain high standards in my own teaching practice. Taking it slow allowed me to fully enjoy the journey and absorb everything I was learning. Don’t hesitate to slow down, ask questions, explore new ideas, and engage deeply in the process—you’ll find it’s worth the effort.

Please join us in congratulating Zahra Basiri, one of our Stephen Daniel Pope Graduate Award recipients!

“Receiving this award is both an honor and a great motivation for my future work. It inspires me to continue striving for excellence in my studies and teaching,” says Basiri. “This recognition strengthens my commitment to making a meaningful impact in the field of education.”

Basiri’s passion for teaching and helping students has always driven her to stay current with educational advancements, which is why she is currently pursuing her second master’s degree. She has a Master’s degree in Teaching English as a Foreign Language and has been an English as an Additional Language teacher for more than 15 years.

QUESTION AND ANSWER WITH SESSION WITH ZAHRA

What has been a highlight for you, so far, during your graduate student experience?
One of the highlights of my graduate experience has been the opportunity to connect with students and faculty members who share a passion for education. Being a member of BARK and the English Foundation Program has been particularly fulfilling. It’s allowed me to connect with students on a deeper level and contribute to the supportive and inclusive environment that both programs foster within the university. These programs have provided me with invaluable experiences, allowing me to grow both professionally and personally.

What is your capstone project? Why did you choose to pursue that topic?
My capstone project focuses on learning strategies, specifically how to help students develop the skills to learn independently and take charge of their education. I chose this topic because I want to help empower students to become confident and self-directed learners. By equipping them with the right tools and strategies, I believe they can achieve their academic goals more effectively and enjoy the learning process.

What advice do you have for future graduate students?
My advice for future graduate students is to have faith in themselves. Delve deep into the subjects you are studying and reflect on them to the fullest. Never give up, even when challenges arise. Enjoy every moment of your graduate journey, because you will miss these days very soon after you graduate.

About Stephen Daniel Pope Graduate Award

In memory of Dr. Stephen Daniel Pope, this award is presented to an Okanagan School of Education graduate student who shows great promise in the field of education. Dr. Stephen Daniel Pope is remembered for his passion for education and his significant contributions to the public education system of British Columbia in the 1800s.

From left to right: Dan Clouston, Busola Akinbobola, Addie Mercuri, Zahra Basiri, Mary Redfearn

On Thursday, September 12, we celebrated our graduate award recipients and welcomed our newest graduate students to our scholar-practitioner community.

Please join us in congratulating:

• • Vicki Green Graduate Award, Dan Clouston
  • Stephen Daniel Pope Graduate Award, Busola Akinbobola
  • Stephen Daniel Pope Graduate Award, Zahra Basiri
  • Outstanding Master-Level Graduate Student Award, Mary Redfearn
  • Master of Arts Outstanding Thesis Award, Addie Mercuri
  • Doctoral Studies Outstanding Dissertation Award, Camille Rousseau
  • Doctoral Studies Outstanding Conference Presentation Award, Leslie Shayer

We will be sharing their student stories in the coming weeks.