Q. How did you get into poetry?

First of all, thank you for giving me this chance to share some of my story with everyone at Alexander College.

I’ve been lovestruck with poetry at least twice. When I was fifteen, I bought a paperback anthology in Toronto when my family was in Ontario for two weeks visiting my older sister, and her husband, who was an evangelical minister.

I had just stopped going to church months earlier and this small anthology of poems from the distant past into the 1950s offered a new direction for my faith.

I could believe in the effort of language to communicate wild imaginations, all depths of love and grief, and most importantly an openness to the diversity of the world. I fell in love with poetry and wrote a bit but some years later, after I moved from Surrey to Vancouver, I shifted my creative energies to theater and film.

When I went back to university in 2009 to do a Masters in Creative Writing at UBC, I intended to focus on short fiction, but it was in a poetry class with Keith Mallard where I was reminded of the exciting openness of poetry and that’s when I fell head over heels in love with poetry again.

I haven’t stopped writing it since.

My most recent chapbook is called Windowful and I’ll be reading from it April 19th at 5pm at the Tech Gallery, which is located at SFU Harbour Centre. I’ll be reading with Marc Perez and Andrew French.

Q. How would you describe your style of poetry?

A poem is a bucket under a leaky ceiling. A poem catches the small moments that continuously fall from an imperfect world.

What I mean by this is that my poetry is open to daily life and thoughts, and to extend the above metaphor, the bucket itself has been molded out of the poems of the past.

I read a lot of poetry old and new and so when I start working on a poem it’s influenced by all the various elements of craft that I glean in my readings. (Take English 102 if you want to know what is meant by “craft”!)

Q. Tell me about your latest book A Bouquet Brought Back from Space. What was your inspiration for this book?

Many things, but above all my partner Cheryl Rossi. There’s also a smattering of different languages used in the collection. In my own very small way, I’d like to make Canadian Literature as inviting as possible to people who speak other languages.

I’m always trying to learn bits and pieces of other languages in order to learn about other cultures. The book also has a number of elegiac poems for friends who’ve passed. I suppose curiosity and love is at the core of the book.

I’m also lucky to have many nieces and nephews and they are now having children. Here’s a poem (from the chapbook Windowful) that was inspired by an afternoon of playing with my nephew’s three-year-old: https://poets.ca/running-as-your-name-implies-by-kevin-spenst/

Q. What advice would you give to aspiring poets?

Read as much poetry as possible, especially the poetry that speaks most deeply to you, but also read widely so you can see poetry’s many forms, traditions and rebellious breakouts. The Best Canadian Poetry series is a good place to start.

Q. At AC, we have a poetry club. If students are interested in getting more involved with the local poetry scene, what would you recommend?

Vancouver’s newest poet laureate is Elee Kralji Gardiner and on her website there are many resources for finding out about poetry in the Lower Mainland. The best place to start is https://versevancouver.ca/a-guide-for-local-poets/

I’d recommend reading this interview with Elee Kralji Gardiner and the previous poet laureate Fiona Tinwei Lam: https://thetyee.ca/Culture/2024/12/27/Sample-Magic-Poetry-Merged-Sound-Video/

Here’s some of the above type interview:

Q. Is there anything else you would like to share with the readers?

I believe education is more important than ever and poetry is a concentration of learning, language and attention. There’s no better place to learn than inside the freedom, insights and diversity of poetry.

I’ll be leading a poetry-themed Jane’s Walk in the West End on the afternoon of May 4^th with a number of local poets. No links are up yet, but mark it in your calendar. It’s free and it will start (rain or shine) outside the Sylvia Hotel at 1pm! See you there!

The post Kevin Spenst on the Beauty of Poetry appeared first on Alexander College.

Q. I’ve read that SPARK Foundation also helps teach soft skills to students who may not have the opportunities to learn them through formal education. In all your years of working in education, do you think school systems have improved in this aspect? If not, how could they improve?

While some school systems have started integrating soft skills into their curricula, progress is inconsistent. Many students still lack access to leadership training, communication workshops, and financial literacy—skills essential for success beyond the classroom.

Schools can improve by embedding soft skills into their courses, providing experiential learning opportunities, and forming partnerships with organizations like SPARK to bridge the gap between theory and practice.

Q. Do you think the prevalence of smartphones and online learning platforms has lowered the barrier to quality education?

Smartphones and online learning platforms have undoubtedly lowered barriers to education, making resources more widely available. However, access doesn’t always mean equity. Not all students have reliable internet, digital literacy, or the ability to navigate these platforms effectively.

The focus should now shift to ensuring that technology is used inclusively, with governments and educators working together to provide digital infrastructure and support for marginalized communities.

Q. What can educators do to make education more accessible and sustainable?

Educators can enhance accessibility by adopting flexible teaching methods, using open-access resources, and incorporating real-world applications into their lessons.

Sustainability comes from fostering lifelong learning habits, promoting critical thinking, and advocating for policies that prioritize education funding and equity.

Q. If there are students who want to get involved, what would be the best way to start?

Students that want to get involved can start by joining initiatives like SPARK Foundation, volunteering with local education-focused organizations, or even launching their own community projects!

For more information on volunteer opportunities head to SPARK Foundations Instagram page @sparkfoundation.ca

Q. Do you have any future projects or plans that you would like to share?

I’m currently working on expanding SPARK Foundation’s global reach, advocating for a Canadian Youth Observer to the UN, and exploring diplomatic opportunities focused on youth engagement in Fiji and Canada. My goal is to continue creating platforms where youth can lead and shape the future.

Q. Is there anything else you would like to share with the readers?

Education is more than just acquiring knowledge—it’s about empowerment, access, and action. Whether you’re a student, educator, or policymaker, there’s always a role to play in making learning more equitable and impactful. The key is to take that first step toward change.

The post Rochelle Prasad on Advocating for Quality Education appeared first on Alexander College.

Life and Background

Q. Tell me a little about yourself.

I am a professor of Canadian history here at Alexander College, but more than that, I think I’m an educator. I’ve been in the education business for the last 20+ years in a variety of institutions.

I started out as a high school teacher. I’ve taught high school in Abbotsford and Langley. I went overseas and spent 10 years in South Korea teaching English as a second language, so I have an ESL background.

For the last 6 or 7 years I’ve been here teaching high university transfer credit as well as university credit courses, not just here at Alexander College, but at other institutions like the University of Fraser Valley (UFV) as well as Kwantlen Polytechnic University (KPU).

I’ve been in classrooms for a long, long time, and that’s a big part of who I am and what I like to do, but when I’m not teaching, I really enjoy running, lifting weights, that kind of thing. The physical is always a nice counterpoint to the academic work because you sit and just think.

I am also a huge fan of Anime and Japanese culture. A legacy of living overseas for so long.

Q. What are some of your achievements and publications?

In terms of publications, my area of expertise is Canadian military history, Canada in the First World War in particular. One piece I published was on the Canadian Corps occupation of the Rhineland, which is a military history piece.

Another piece that I did is more of a war on society type thing where I looked at the University of Alberta and how the university itself was affected by the First World War — the loss of students, faculty, changes in student cultures, that kind of thing.

In my research in particular, I really like to look at the intersection between universities, military, and Canadian professoriate and Canadian society, like how do universities function during times of war?

I could make a good case that university professors were running the country during the Second World War. That’s what I research and enjoy looking at.

In terms of awards, the big one is the SSHRC (Social Sciences and Humanities Research Council) Doctoral Award. I also received the Instructor Appreciation Award during the last Convocation Ceremony.

Q. Which of your publications or projects are you most proud of and why does it stand out to you?

I think the one that I’m most proud of is a piece that I published in the International Journal of Canadian Studies. This was all about professorial secondments to the federal government.

It’s basically a transfer of university professors to the federal government during the Second World War, and it was really interesting to see that particular process, why that happened.

Basically, the impact of Canadian professors on the Department of External Affairs, the Department of Finance, so much of the heavy lifting during the Second World War in terms of government and policy was done by university professors.

Nobody knew about that, talked about that, or understood that, and it just continues to destroy that narrative surrounding the ivory tower, you know, that somehow universities are aloof or separate from a Canadian state.

Rather, Canadian universities are integral to the fabric of what Canada is doing and have stepped up big, especially during times of war, so I think that was my best piece that I’ve done so far.

— Steve [Vice-President, Academic] mentioned you have written about Indigenization as well.

Yeah, that’s one of the big things going on here at Alexander College, and I think one of the most important things that we’re doing here.

As you know, this idea of truth and reconciliation and coming to grips with our histories and the legacies of residential schools, with Indigenous communities, and Indigenous Peoples of Canada.

Understanding those histories, understanding how Indigenous Peoples work or fit into Canadian society, or not as they choose. That Indigenization, I think, is some of the most critical and important work that is ongoing.

One of the good things about working at multiple institutions is I get to see what other people are doing on different topics, and of course in Indigenization is one of them. We have got a lot of work to do here.

I sit on the Truth and Reconciliation committee with Sebastian Huebel and others, and we’ve done a lot of really important work. We put together resources and we put together an instructor’s guide to help people get started.

I’ve also given a lecture to the college, to anyone who wanted to go, on the history of residential schools.

As I said, there’s still a lot more work to do in the sense that we have to reach out to the local communities, indigenous communities, and start working, collaborating, partnering with them to see what’s going on.

We’re just touching the edges of it now in terms of Denise Douglas, who is Stó:lō First Nation. That’s the beginnings there, but as I say, there’s so much work to be done, so hopefully we can continue some of that.

— Do you have any plans for future Indigenization projects?

Not at the moment, no. We took a break this semester, but next semester we’re going to fire up again and see where we go.

I think more than anything else it’s raising consciousness. It’s just talking to people, in the staff room or at the photocopier. It’s that conversation: What do you think about this? How can we do this?

We actually ran a survey and it was interesting because a lot of the staff for one reason or another, either doesn’t know about the history of residential schools — they recently arrived in Canada — or didn’t study it in high school or university since they’re of that age before it became really a thing and so the faculty here is rather new to this whole sort of Indigenization idea.

So you have to start at the beginning and just talk for sure.

Teaching at Alexander College

Q. What do you like about Alexander College?

The people here are amazing. I smile a lot when I come to work. It’s an honest answer because there’s just cool people here, you know, people who are fun to work with, people who are interesting, collaborative, and collegial. Really, really, good people.

Q. What is your approach when it comes to teaching?

When I step into a given classroom, I like to find out where the students are. I find that out through conversations, you work with them in class, you see how they react to lecture material, and you see how they react to certain assignments.

My goal as an instructor, as an educator, is to take a student wherever he or she is and move them forward in some meaningful way, whether that’s from 0 to 10, from 10 to 20, or 15 to 35. It depends on the given student and it depends on the given class.

They’re all different and I think an important part of education is meeting students where they are at that particular time, in that particular space, understanding who they are, and helping them with what they need and what they want at that particular time.

You can’t do an individualized class or individual instruction for every student, but as best you can, you try to make things make sense. To help them progress a little bit further, a little bit forward, is always good.

I think one of the other things, and this is kind of unique to Alexander College, is for the international students — I’m really trying to help them understand Canada and Canadians. Who we are as a people, who we are as a country, what does it mean to be part of Canada for a little while, and why is that important?

We have a lot of those kinds of conversations, and I think that’s important, especially at an international school.

Q. What can students expect in your class?

A lot of reading.

Outside of the reading and writing part of it, stories. I tell a lot of stories and I think that’s the essence of history, storytelling and conveying these particular stories about fascinating people and events and communicating those to students in a fun and interesting way.

The idea of narrative, the idea of story, the idea of characters, these are things that students can understand and it makes history a little more meaningful, intelligible to them.

One of the main things that I try to do with history is make it relevant, make it understandable, make it intelligible. Are there pop culture references that I can bring in? Are there connections to their daily lives that I can make?

It’s like, why should I care about history? What does this mean for me? Why is this important?

Well, let’s think about this for a second. That land that you’re walking on over there actually doesn’t belong to Canada. Let’s talk about that for a minute. And you have that kind of conversation.

Extra Insights on Life and Learning

Q. If you had to elevator pitch history as a subject, how would you do it?

History: great stories, critical thinking, lots of fun.

Q. Do you think it’s important for students to learn history? Why or why not?

Yeah, it is. Why study history? Number one, creates understanding, understanding of different peoples, different cultures. It connects past and present.

In other words, it answers the question, how did we get here to this place at this particular time? It has great stories, it prepares people for citizenship and a way into a given society, you know, PR cards and then citizenship later on.

You can think about job training. Some of the most important skills that employers are looking for are in humanities courses, history in particular.

Whether it’s teamwork, presentation skills, public speaking, critical thinking, the ability to write and write argumentatively, those kinds of skills are transferable and in demand.

Q. What is a TV show you would recommend?

I think one of the best miniseries is probably Band of Brothers. It’s largely about a unit during the war and how they train together, work together, work through the war together and the trials and tribulations of going through that; it’s the small group aspect to war.

Often these movies and things are sort of the big scene, big picture, grand movement, but this is the narrow focus that makes it really interesting to see how it works.

Q. Are there any additional things you want readers to know about you or just life in general?

“To thine own self be true.”

Let’s see, to quote Hamlet, Polonius says to his son Laertes, “to thine own self be true.”

I think that’s really, really, good advice in the sense that you have to be who you are. Students can smell a fake a mile away. As a teacher, as an instructor, or just as a person, you have to be true to your own personality and who you are, and that’s who you should be in the classroom.

I think that it’s really important just to be honest with yourself and where you’re going and what you’re doing, and your own interests. I think students can handle that, and that would be a good thing, to thine own self be true.

The post Sitting Down with History Instructor Dr. Chris Hyland appeared first on Alexander College.

Life and Background

Q. Tell me a little about yourself.

I’m Jason Mirzaei, and I’m thrilled to be a chemistry instructor at Alexander College! Since joining the college in 2016, I’ve had the joy of teaching a variety of first-year and second-year chemistry courses and laboratories. It’s been a wonderful experience, and I love sharing my passion for chemistry with students!

Alongside my role as an instructor, I had the exciting opportunity to be the very first Canvas implementation supervisor back in 2018 when our college took the big step to launch Canvas.

In this position, I joyfully coordinated the implementation phase, collaborating with our amazing executive team, IT, and Canvas assistants, and connecting with wonderful individuals who could offer support to our faculty. I was also delighted to provide tutorials to help faculty members feel comfortable with the new system.

Since that memorable start, I’ve had the pleasure of participating in various community events at the college, including orientation and convocations, and I’ve been involved in several committees.

In addition, I’m proud to be one of the facilitators for the ISW workshop, which is recognized internationally and dedicated to enriching our faculty’s teaching practices.

Q. What are your hobbies?

I love watching great movies and exploring a wide variety of music genres! I see myself as an art enthusiast. During my graduate studies in Iran and later in Canada, while living in Winnipeg, I enjoyed visiting those cozy niche theatres known as Cinematheques, where they showcase independent films and unique productions. I spent so many enjoyable hours there! I also make it a point to dive into different music styles now and then—I find it fascinating to immerse myself in one genre before moving on to the next. Plus, I’ve attended a ton of amazing concerts along the way!

One of the things I cherish most is spending quality time with my family, especially my curious 7-year-old son. Whether we’re tackling fun projects around the house together or engaging with all his wonderful questions, I love every moment. I also enjoy coming up with fresh ideas to improve our organization and support our growth. This focus on both personal and professional development brings me so much joy and fulfillment!

Q. What are some of your achievements and publications?

I completed my undergraduate and master’s degrees in Iran, and I’m originally from there.

It wasn’t too long ago that I made the exciting move to Canada in 2010, which makes it about 14-15 years since I transitioned from Tehran to Winnipeg. I pursued my PhD studies at the University of Manitoba, and one personal achievement I cherish is that I navigated much of this journey on my own.

However, I owe a lot to my wonderful friends and mentors back home, whose support greatly influenced my choices. I’m truly grateful for their impact and knew I wanted to create new opportunities for my future. While I was working and even received appealing job offers, my determination to come to Canada never wavered.

— I hear you work with nanoparticles.

Absolutely! During my time in Iran, I had the exciting opportunity to work as an Organic Chemist while pursuing my master’s degree. It was such a rewarding experience to create new compounds!

My master’s research took place in a dynamic pharmaceutical lab, where I focused on synthesizing innovative medical compounds. That’s also when I discovered nanochemistry, and I must say, I was completely captivated by it!

Transitioning from pure organic chemistry to nanochemistry, which leans more towards materials chemistry, was quite a shift for me. However I was fortunate to immerse myself in the subject through extensive study and countless articles.

It wasn’t an easy journey to break into this research area, especially since my first publication was outside of it. However, I was thrilled to dive into my PhD, which centred around nanoparticles, quantum dots, and other avenues in nanochemistry.

We utilize nanoparticles in a variety of fascinating applications. In particular, I became interested in how they could influence liquid crystals, which play a significant role in liquid crystal displays for TVs and other electronic devices.

It’s amazing to think that the latest generation of flat displays is actually built on quantum dot technology!

Continuing this path in my postdoc at UBC, I focused on the same research area, and I’m proud to have numerous publications showcasing my work. Overall, I’ve published around 15 peer-reviewed articles alongside my master’s and PhD theses, and I’ve had the privilege of presenting at various national and international conferences!

Q. Explain like I’m five: what are nanoparticles?

Did you know that the thickness of a single hair is about 100 microns? One micron is just one-thousandth of a millimetre!

Now, imagine if we took just one thread of hair at 100 microns and broke it down an astonishing 100000 times! We’d then dive into the fascinating world of nano.

But it’s not just about reaching those tiny sizes; the real magic lies in our ability to control and manipulate their properties at that scale. Many of these tiny particles behave quite differently than their larger counterparts.

For example, gold shows some captivating traits that disappear when it’s reduced to such small sizes, even changing colour—no longer yellow, it transforms into a beautiful deep red hue when in a solution! Plus, these particles have this incredible ability to assemble themselves, naturally coming together to form unique shapes.

If we can harness and control these self-assembly processes, we can unlock many novel optical and electric properties for various applications!

Q. What are your thoughts on receiving the Spring 2024 Faculty Award for Excellence in Instruction?

What a wonderful honour that was!

It brings me so much joy to see my students recognizing our shared efforts. I proudly expressed during my Convocation speech that I am truly proud of each and every one of them, and that’s why I’m here today.

I reminded them that their journey is just beginning on their graduation day; after all, commencement is all about new beginnings!

For me, this marks an exciting opportunity to bring even more energy into the classroom and share fresh ideas and expertise.

Teaching at Alexander College

Q. What do you like about Alexander College?

My teaching journey began at the University of Manitoba, where I found myself in quite a large lecture hall setting. In those early days, the smallest class I taught had about 120 students!

In a lecture hall, you can connect with a few students who sit up front and are eager to engage, but many more are just there to take notes and then head out quietly, often without asking any questions.

It’s understandable, as the amount of work is usually overwhelming. We had a teaching assistant to help mark papers, assignments, and exams, which meant I didn’t get to know each student’s unique abilities very well.

However, my experience changed when I started teaching at Alexander College. The environment here feels much more personal. With a maximum of 35 students in the classroom, I have the wonderful opportunity to learn about each student’s aspirations and performance in class.

This allows me to provide personalized feedback more frequently, and I believe this connection makes a big difference.

Students appreciate that someone is genuinely invested in their education, which is why I love working here – it’s so fulfilling to get to know students in a smaller classroom setting.

Moreover, the administration truly cares about the quality of education, as well as the work-life balance for both students and instructors. They are always attentive to our needs in the classroom. Knowing this supportive environment exists is definitely a reason why I’ve enjoyed teaching here for a long time!

Q. What can students expect in your class?

In my classrooms, I aim to create a variety of engaging activities that spark lively discussions. I devote much of our time together to equipping my students with essential skills for problem-solving, which I like to call a skill-based approach.

“I’m not going to talk about how you should ride a bike or what are the benefits of riding. Let’s just find a bike and ride it! That’s how you’re going to learn.”

I often remind my students that the key to understanding these challenges lies in actively engaging with them. They should encounter problems in different forms, break them down, analyze them, and use their knowledge to find solutions.

It’s similar to learning to swim—watching videos or reading about swimming theories just isn’t enough. You have to dive into the pool and start! Sure, there may be moments when you struggle or even go under, but with practice, you’ll learn to keep yourself afloat and thrive!

Q. What are some common misconceptions students have about the subject that you teach and how do you address them?

It’s common for students to feel that science, especially chemistry, is a bit tough and inflexible at first. I totally get their perspective, as this is often how science has been presented in the past. Other students say, “I had to take this course because I need a lab science, and the others were full.”

Traditionally, science has felt like a lot of memorization – it’s often seen as tedious and dull. Plus, there are tough questions that sometimes involve complex math. This leads to a common misconception that I really want to change. I’m here to show them that there’s so much they can learn and apply in their lives!

To make it relatable, I bring in lots of real-life examples. For instance, we might discuss a type of painkiller they’ve encountered in their day-to-day lives. Or we can explore the chemistry involved in cooking – understanding why certain ingredients create specific textures and flavours.

By using these examples, I see my students becoming more engaged and interested in the topics we cover.

It’s truly my mission to help reshape how they view sciences, especially chemistry, and I find it very rewarding when they start to see its relevance in their everyday experiences.

Extra Insights on Life and Learning

Q. What are some challenges you see students facing right now and what advice would you give them?

Many students seem to lack clarity about their short-term and long-term goals. This uncertainty can sometimes lead them to make choices that aren’t beneficial or, in some cases, could even be harmful to their future.

Essentially, what I’m trying to convey is that college is a time for preparation. If students can envision their long-term goals, they’ll be more likely to ensure that their preparation aligns beautifully with those aspirations.

— Is there any advice you would give to those students who don’t exactly have clarity at the moment, like what they want to do?

I wholeheartedly encourage all students to reach out for help whenever you feel it’s needed! It’s such a fantastic opportunity to chat with your instructors about your goals and dreams during their office hours—they’re genuinely excited to lend their support!

Plus, the college offers an amazing variety of services, like Career Advising and Health and Wellness, all geared to help you thrive.

Usually, students who actively seek support and communicate their ambitions tend to excel in their courses.

For instance, those who get involved in extracurricular activities, like volunteer work, often find themselves doing exceptionally well in subjects such as physics, math, chemistry, psychology, and business. Ultimately, it’s all about nurturing hope and uncovering new opportunities that enrich your learning journey!

Staying active and keeping a positive mindset can lead to wonderful results over time. This is something I’ve learned and am eager to share with my students to inspire them on their paths!

Q. Is there anything else you want readers to know about you or just life in general?

It’s easy to forget just how precious our connections and friendships truly are and all the wonderful potential they hold. As we grow older, feeling that sense of connection and support—from both family and friends—becomes even more meaningful.

Think of it like an investment; these relationships require time, thoughtfulness, and a little planning to thrive.

Meaningful things don’t just happen by coincidence; they truly flourish when we invest our love and care into them. As I journey through life, I hope to maintain those cherished connections and friendships that uplift us during both the highs and lows. I also see such a beautiful dynamic among my colleagues.

I feel incredibly fortunate to have met wonderful coworkers with whom I can share not just work-related thoughts, but also personal experiences, feeling safe and comfortable in doing so. These connections are invaluable, and it’s so important to appreciate and nurture them.

Having dependable family members and a support system makes such a positive difference in our lives.

The post Getting to Know Chemistry Instructor Dr. Jason Mirzaei appeared first on Alexander College.

Life and Background

Q. Tell me a little about yourself and what you do.

I am originally from Iran and came to Canada as an international student. I completed my studies at the University of Ottawa, Ontario, earning a Ph.D. in Biochemistry. Following that, I undertook a postdoctoral fellowship at Health Canada in Ottawa.

Later, I was awarded a fellowship by Canadian Blood Services to explore the novel functions of blood coagulation factors at the Centre for Blood Research at the University of British Columbia (UBC).

Q. What are your hobbies?

I enjoy reading science fiction and listening to music from all over the world.

Q. What is a fun fact about yourself?

A fun fact about me is that I feel like the ‘mom’ of my students. I often make mom-like comments, like reminding them not to use drugs and alcohol, study well, eat before exams, or get enough sleep—it’s my way of showing I care!

Q. What are some of your achievements and publications?

During my Ph.D. research, which focused on the expression of human therapeutics in transgenic plants, I was awarded a Ph.D. scholarship from GENENTECH Pharmaceuticals in California, USA.

This project later evolved to explore treatments for diabetes patients who were unresponsive to insulin. This was very rewarding for me to see all hard work in research labs could improve the quality of life of patients.

I also took part in many international conferences to present various research data to international scientists and I had a chance to win a poster presentation at the Sixth Ottawa Life Science Conference.

Q. Which of your publications or projects are you most proud of, and why does it stand out to you?

I enjoyed a pharmacokinetic study from Health Canada on the effects of echinacea extracts in treating individuals with weak immune systems.

This extract, widely used by Indigenous peoples for its medicinal properties, is one of the most popular medicinal plants due to its immunostimulant effects. My colleagues and I analyzed its chemical composition and conducted a comprehensive biochemical analysis.

It was fascinating to discover that not only Canadian Indigenous communities but also traditional medicine practitioners from countries like China and Persia have long recognized and utilized this extract to address a broad range of immune-related disorders.

Teaching at Alexander College

Q. What do you like about Alexander College?

I appreciate the collaborative environment, where I get to work alongside passionate colleagues who share a commitment to fostering curiosity and critical thinking in our students.

Q. Congratulations on becoming the new Department Head for Math and Science! What are your thoughts on stepping into this position?

Thank you! I’m honored to take on this role and excited to serve as the new Department Head for Math and Science. As a biology faculty, I’ve always loved using creativity to engage students actively, and I hope to bring that same energy to our department.

My goal is to foster collaboration, support our faculty and students, and continue building a strong, and innovative program. I look forward to working together to reach the mission of our college through the math and science department!

I am also grateful for the mentorship of Dr. Kelly Cheung, the former Department Head, who has since been promoted to Associate Dean of Sciences, Business, and Program Assessment.

Q. What are some common misconceptions students have about the subject that you teach and how do you address them?

One common misconception students often have about biology is that it’s all about memorizing facts. They think it’s just about learning a list of terms and definitions rather than understanding the why and how behind living systems. To address this, I emphasize critical thinking and real-world applications.

For example, instead of just listing the steps of cellular respiration, I’ll connect it to why they feel tired after a workout or how their body processes energy from food.

Another misconception is that biology is purely theoretical and not connected to their daily lives. I counter this by using relatable examples, like explaining how biology impacts the food they eat, their health, or even the ecosystems they interact with daily.

I hope I change this misconception and make our students look at biology as a subject that is both fascinating and approachable.

Q. I’ve read that you like to involve students in ‘active learning’. Could you tell me a bit more about that?

Absolutely! Active learning is all about engaging students directly in the learning process rather than just having them passively listen to lectures. In my biology classes, this could mean group discussions, hands-on activities, or problem-solving exercises that allow students to explore concepts more deeply.

For instance, instead of simply lecturing about genetics, I might have students work in pairs to solve a genetic inheritance puzzle or simulate the process of meiosis using pipe cleaners. I also use scenarios like “design a creature that could survive on Mars” to spark creativity while applying biological principles.

Active learning helps students retain information better because they’re thinking critically, making connections, and sometimes even teaching each other. Plus, it’s more fun! My goal is to make the classroom a dynamic environment where students feel invested in their learning.

Q. What do you see students struggling with the most and what advice would you give them?

One of the biggest struggles I see students face is managing their time effectively. Biology is a subject that requires not just understanding but also consistent practice and review. Many students wait until just before exams to dive into the material, which can feel overwhelming.

My advice is to break the work into smaller, manageable chunks. Spend a little time each day reviewing notes, practicing problems, or making connections to everyday life. Think of it like taking care of a plant—consistent, small efforts lead to growth!

Another common challenge is dealing with self-doubt when faced with complex topics. I remind students that biology is a vast field, and it’s okay to not grasp everything immediately. Stay curious, ask questions, and don’t hesitate to seek help.

As their unofficial classroom “mom,” I always tell them: “You’ve got this, but if you don’t yet, we’ll get there together!”

Extra Insights on Life and Learning

Q. If you could give advice to yourself when you were a student, what would it be?

If I could give advice to my younger student self, it would be this: Don’t be afraid to ask questions. I used to think that asking questions made me look like I wasn’t paying attention or that I wasn’t “smart enough.” Looking back, I realize that questions are how you learn—and chances are, someone else in the room is wondering the same thing.

I’d also remind myself that it’s okay not to be perfect. Success isn’t about never making mistakes; it’s about learning from them. It’s okay to not understand something right away as long as you keep trying.

And finally, I’d say: Make time for balance. While grades are important, so are experiences, and taking care of your mental health. Burnout helps no one, so remember to step back and enjoy the journey.

Q. What’s a book, movie, or activity you would recommend?

One science fiction book I recommend is The Martian by Andy Weir. It’s a fantastic blend of humor, science, and survival, following an astronaut stranded on Mars as he uses his knowledge of biology, chemistry, and engineering to stay alive.

The story makes science feel exciting and relatable, showing how creativity and critical thinking can solve even the toughest problems.

Q. Are there any additional things you want readers to know about you or just life in general?

I’d love readers to know that science isn’t just something you learn—it’s something you live. From the biology of how you wake up in the morning to the physics of your favorite sports or the chemistry behind cooking dinner, science is woven into everything we do. Learning it can be challenging, but it’s also endlessly fascinating and rewarding.

As for life in general, I’d say: Don’t be afraid to be curious. Ask “why,” explore “how,” and never stop learning. Also, remember that it’s okay to make mistakes—that’s how growth happens.

Lastly, a bit of personal philosophy: Find joy in the little things, like a good cup of coffee, a piece of good music or a movie, or the way plants grow toward sunlight. Whether in science or life, it’s the small, consistent efforts that lead to the most incredible outcomes. Oh, and don’t forget to laugh—it’s the best kind of energy boost!

The post Department Head for Math and Science Dr. Mitra Panahi appeared first on Alexander College.

Life and Background

Q. Tell me a little about yourself.

My name is Angus Chan. I’m an educational psychologist by trade. I teach Psychology here at Alexander College and I work at Emily Carr in my day job doing Academic Quality Assurance.

Q. What is your hobby?

My hobbies include swimming, biking, and running, back in the younger days. I do more swimming now and spending time with my wife and son.

On the weekends we go out, we have a Science World Family Pass, we eat out and you know, he likes the driving range so we’re getting into that.

Q. What is a fun fact about yourself?

I was raised in Wales. Born in Hong Kong, raised in Wales, now living in Vancouver. From age 9 to 12, my mom sent me to a Welsh boarding school!

Teaching at Alexander College

Q. What is your approach when it comes to teaching?

There’s a song lyric that I like to use and I can kind of base it on that in learning.

“In learning, you will teach, and in teaching, you will learn.”

When my class is there, even before, during, and after, there’s something always in it for me to learn and the goal remains the same.

My goal in teaching is that, my students, I’m here to help them learn. If I teach for three hours or one hour or whatever, and they don’t learn anything, I technically failed. Any methodology, any activity, any assignment that I give them is geared and designed towards helping them learn.

Q. What is the most rewarding thing about being an instructor?

I’ve seen it change in the stages of my journey of being an instructor. Even after 16 years of teaching, and maybe because of it, I’m still learning new and better ways to help students learn though teaching and training.

One of the things I haven’t changed for me is that I just want to help people. The reward is helping people and also seeing them learn.

The biggest reward for me was when the students I tutored or taught become teachers themselves.

It doesn’t necessarily have to be what I taught them but, it is certainly more rewarding for me if I taught a student math and then they go on to teach others math. That is quite a touching moment for me.

Q. What can students expect in your class?

I think students can expect to work and learn.

I have a couple of these mini rhymes, if you will. “If it feels like one plus one, you know you can get it done.”

What that one means is, let’s say in math for example, or academic writing, which I’d argue are both based on skills and progression. Even if we are stuck on a particular skill in either math or writing, there is always a previous, or basic [foundational] skill we can trace back to – a learned skill that we already know how to do.

This is an issue of, let’s say academic preparedness. Students come in from various circumstances, and some might find themselves not yet prepared to take on multiple post-secondary classes, while also juggling other things such as work.

However, there must be something that they know how to do, even if it means typing on their fingers or thumbs, at least they know what they’re doing. It’s just to prepare them for it. So instead of two fingers typing, learn to type with ten.

Instead of doing one plus one, now let’s do the other operations. So then they build up to math or if they’re writing, they know how to answer questions. Well, let’s build on their journalistic questions.

‘Who’, ‘what’, ‘when’, ‘where’, ‘why’, and see the connection between those questions and the thesis statement and the supporting arguments. What they’re really asking is the ‘yes’ or ‘no’ and then ‘why’.

Q. What are some misconceptions students have about your subject and how do you address them?

I’ll break my particular subject down. The course I get to teach right now is Analysis of Behavioural Data (Statistics for Psychology).

It can be intimidating for some, the whole psychology thing, especially if they associate psychology with, let’s say, mind reading. Incidentally, that is one of the scarier superpowers because it’s not really about scale, strength, or speed.

Yes, other impressive superpowers can make you giant, strong, or fast, but being able to know what somebody else is thinking without their permission does feel wrong.

It’s like, why does that one person know about my secrets? That’s the fear of that power.

So if psychology is associated with, let’s say, mind reading or whatever, and it’s being abused that way, then of course, it’s scary.

Nevertheless, the working definition of psychology, as you probably know, is the scientific study of human mind and behavior, but it’s human psychology. It is trying to find out why and how people do things and Western psychology in particular doesn’t read minds, but they read things [data] that come out.

Extra Insights on Life and Learning

Q. If you could give advice to yourself when you were a student, what would it be?

A practical advice is something that I used to teach and “test” people. So I ask the question: how many hours are there in a week?

— Oh, I’m so bad at math.

That’s okay. There’s a bunch of responses I’m looking for. Number one, how you react to that question.

If I ask the question in a different way, let’s say, “Do you wish there’s more time in the week?” you’d say yes. The answer may surprise you.

The answer is, it’s impossible. Everyone gets the same amount of hours in the week. The math is 24 times seven. The math isn’t really the point, but the approach to it is the point. Instead of counting days or weeks, we’re more precise, we’re counting the hours.

Every day you skip is 24 hours skipped. Every week you skip is 168 hours skipped for seven days. I know it sounds very minute and very nitpicky, but it certainly helped me through the hours.

One concrete example, for all of us, anyone that’s working, look at your work schedule. If you work and study, you put in your work hours on your calendar, right?

Those are things you committed to do, but studying not in class time – class time you put because you had to be in class and students do skip classes – if you’re not putting it on there, it’s probably not being done.

The first thing to go is sleep because what happens is the whole ‘Netflix thing’ or the ‘YouTube thing’. I watch on the clock, I watch 15 minutes. What happens? I’ll round it up to half an hour. Oh, I might as well go another 15 minutes. So you’re literally winding your clock.

Wind up dolls wind back so that they have energy to go forward. But this is different. This is like winding time. You’re losing the time, you’re building pressure.

Another reason why I try to do all the work ahead of time is that whatever time I have left until the next week, that’s my free time. Then I can afford to go, “Well, you know what, I’ll binge watch all 10 episodes of Shogun. I can do that.”

Q. What kind of advice would you give to someone who feels like they don’t have enough time?

Time is money.

If you manage money the way you manage time, or if you manage time the way you manage money, it shows.

Like, how much do I have left? So, you talk to a financial planner and they know a lot more about that subject and they can give you advice on it.

I don’t claim to be an expert on time, but I can say if you can work with a more precise unit of time and work with tools that help you work in those units.

Did you know for your Google Calendar or Apple Calendar you can turn it sideways on the phone? Go into the week view and all seven days, all 24 hours are right there.

Q. What’s an activity you would recommend?

Even for something you don’t enjoy, I try to make it into an activity that I would enjoy. If it’s something I enjoy, I make the activity into a challenge.

Can I do this right now? Can I start on it or can I just do a little bit of it?

Like writing a paper, for example, writing a whole paper is intimidating for anyone, even if it’s 500 words.

What do I do? Well, there are parts I can break down. Why don’t I just open a word document and name the assignment? That’s something.

If there’s a particular format, why don’t I just make a template of that format? Each step I take is closer.

So, doing an activity you enjoy, if I were to be a bit more specific, I’d say do an activity you enjoy that helps you go where you need to go.

That’s my activity that I recommend.

Q. Is there anything else you want readers to know about you or just life in general?

I would like to say on the record that I appreciate this project and I hope more faculty can come out of it because that’s the only way we can learn about each other. I really think this is a good idea and I’m very happy to be part of it.

Life advice. I have already given some. Let’s say there is past, present and future and how far we can look in any direction, including the present.

Present tends to be like a magnifying glass. Your reaction is like, right now, what am I going to do? It tends to be this direction.

People looking in the past is to the extent of their memory, right? And how much they’re even willing to remember because there are things that we do remember or things that exist.

Are we willing to look at it? Are we willing to remember it? Are we willing to learn from it? So there’s a lot of things. “Can we?” and “Will we?” those are two questions I would ask in that direction.

The future is almost “How far?” and “How much?” How much do we want to know? How far are we willing to go?

What does that mean? Well, there are scientists that try to look at, as an example, climate change. They see in the past based on the past data, they look at the present.

Now they decide: are we going to ban plastics because it’s going to help the environment and help our next generation?

Well, that comes from this, right? How much we want to know about it to influence our decisions. And how far do we want to go with that decision.

For example, banning straws? Probably a good idea because it’s less plastic in the sea. Take that into a personal decision like, okay, I’m choosing this college, or I’m taking this job.

How much do I want to know? How much do I want for my credential? And how far can it take me? Can it take me all the way up to retirement?

Retirement age is increasing, right? People can not just come out of retirement and do more jobs because they don’t have enough money. There are economic circumstances to that.

These are influences to what we do right now. That’s the kind of life advice I would give.

It’s hard to summarize life in one statement, but it would be good to start with questions. You know, questions drive learning. If you’re not asking a question, you don’t really want to learn something.

The post Sitting Down with Psychology Instructor Angus Chan appeared first on Alexander College.

In this inaugural faculty interview, we sat down with Dr. Swati Mishra, an English instructor at Alexander College.

With over 10 years of post-secondary teaching experience in Canada and India, Dr. Mishra received the Alexander College Faculty Award for Excellence in Instruction during the 2024 Spring Convocation Ceremony.

Life and Background

Q. Tell me a little about yourself.

Well, I’ve always been fascinated by stories as a child. I remember waiting for my grandmother to come every night and tell me those fairy tales and mythological stories.

I guess those things sparked my interest for storytelling and literature in general.

That’s how I started doing my Bachelor’s degree and with every book I read from the course syllabi I felt like, ‘Oh my God, I am not leaving this world anytime soon!’

And it all started with a Bachelor’s, moved on to Master’s and I recently completed my PhD in 2021 which, incidentally, is also the year I moved to Canada.

Before coming to Canada, I worked as an Assistant professor in University of Mumbai in India for over seven years.

In the last three years here, I have had the opportunity to be working with diverse learning groups and it has been fun because the environment in here is really diverse and inclusive.

I’ve written around seven or eight papers published across Asia and India mostly, but I would want to tell you about this one publication, which is very close to my heart.

For that, I need to give you a premise. So in 2018, the Supreme Court of India decriminalized private consensual sex between adults of the same sex.

Around 2019, I was lucky enough to be funded by University of Mumbai and I spearheaded a research initiative wherein we revisited the works of some of the prominent and influential South Asian writers to see how these voices have always been there, but they were often muted or subjugated.

Why I say this is important to me and particularly meaningful is because India is evolving as a nation.

I felt then that even if it was at a miniscule level, I was able to contribute to the national identity, of which national literature is an essential component of. That’s why I feel this is really close to my heart and it also aligns with my PhD research.

Two things: I am humbled and I’m honored. It fills me with a deep sense of gratitude, honestly.

I’m not a deeply religious person, but I do believe that teaching is one of the most sacred professions one can have.

When someone recognizes your efforts, specifically your students and your management, it solidifies your belief system and you know, pushes you and boosts your morale to continue to do the good work.

Here I would like to give a shout out to my students. Thank you. ‘We are because you are!’ When I say thank you, these two words might seem very small, but I mean them in a very big way. Thank you.

Q. What do you like about Alexander College?

Yes, many things, but off the top of my head, one thing that I often think about is the fact that I love the way structure amalgamates with openness here.

Everything is structured, but we as instructors get enough room for experimentation. We get to experiment with our stuff, with our material, with our teaching methodology. That’s fun.

Second, like I’d said earlier, ‘the best part about my classroom is who I share it with’. I love having conversations with my students and learning about different cultures.

And most important, the support system.

Be it my H.O.D. [Head of Department] Graeme, my colleagues, ISC [Instructional Support Centre], Dean’s office, they have always been so supportive. They’ve helped me understand the Canadian education tapestry so well — I was clueless when I came in here.

I really appreciate this and I’m grateful for this support system that Alexander College offers. I love my department!

Q. What can students expect in your class?

The number one thing that they can expect is fun. I want learning to be fun, specifically in my classes, which are like three, four hours long.

It’s a writing class, so of course, there’s going to be a lot of reading and writing, but it’s my responsibility to at least make it fun. In my class, you’ll find a lot of gamified quizzes, flipped classrooms, interactive presentations, so that learning is fun.

Second, you can expect that when you are in my classroom, your voice will be valued. You will be treated as a responsible adult, which implies that you have to take responsibility.

“No answer is a wrong answer in my class. The class will always be open for diverse discussions and active listening.”

I teach two courses, English 100 and English 101. English 100 essentially is Strategies for University Writing.

One common misconception that I have seen is that the students feel that it is more about English language learning and not about writing. Although grammar is an essential component of the course, it’s just one bit.

The second thing I feel in my writing course is that the students approach this course as a very simple, linear process, so much so that they feel they can actually produce an entire research paper one night before the due date.

I feel that needs to change. They have to understand that writing is a complex process and it’s iterative. Nobody is perfect. Even when I write something, I want to change it and revise it multiple times.

I also teach Introduction to Fiction. It’s a literature course.

Now, one common misconception in this course is that the students tend to think that it’s merely a fun course. You just get to read the stories and it has no real-world application. My students always tell me, “Professor, where will we use this?” It does not get translated, according to them, into real life.

I would say this is kind of true because when you are in an interview, nobody is going to ask you to read a story and produce a paper on it.

But once you crack that interview and are in a real life setting, be it your professional setting or your personal setting, every single time, you will be asked to present the pieces of information effectively.

You will be asked to take a stance and substantiate that stance with evidence. You will be required to argue without fighting and that’s what we learn in here.

Also, in the words of one of my favourite fictional characters,

“Medicine, law, business, engineering, these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive for.”

Words have transformative power and that’s what they learn in this class, for sure.

This framework puts emphasis on the ever-evolving literacy practices. Students’ attention span has gone down terribly. That’s why it’s important that we bring in visual elements, digital elements, multimodal elements.

This is how we integrate different forms of literacies like digital storytelling, flipped classroom, interactive blogs, role-plays, everything together so that learning becomes a transactional and interactive piece in the whole concept of the teaching and learning process.

Q. If you could give advice to yourself when you were a student, what would it be?

I would say that you don’t have to be perfect. I mean, it’s okay to not know all the answers and that is not a sign of weakness. If anything, it is a sign of strength because when you don’t know an answer, you become a seeker for one.

In the past, I’d always wanted to be the first, you know, I wanted to ace all the races, but I don’t think that’s important.

I would also tell myself that one piece of paper does not determine your success. You might fail a course, but still succeed in life.

Q. What’s a book you would recommend?

I’d say the one book that never left me was The Book Thief by Markus Zusak. It’s a coming-of-age story set in Nazi Germany during World War II.

Do you know who’s the narrator in the story?

The Force of Death. And when Death is telling the story, you have to listen. And this particular book is really close to my heart because one of its central themes is the power of words.

Words can instigate, can connect, can do anything.

That’s what I love about this book and you have to read it to know more.

Q. Is there anything else you want readers to know about you or just life in general?

What I’ve observed is everybody wants to have an amazing vocabulary and they want to work hard. My piece of advice to them would be if you want to rev up your vocabulary game, start with this magic word.

It is a four letter word. It is R-E-A-D. Read widely, passionately, extensively, and with pleasure.

And I mean, most of my students are always short of time, so I understand. So my advice to them would be, you know, start small. It could be one paragraph, one page every night, but make it count, make it a nonnegotiable. Even these short bursts of reading can have an astounding effect over time!

The post Getting to Know English Instructor Dr. Swati Mishra appeared first on Alexander College.