From Superheroes to Modern Fiction: A Conversation with Dr. Ron Sweeney

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From Superheroes to Modern Fiction: A Conversation with Dr. Ron Sweeney

Ron headshotDr. Ron Sweeney, Assistant Professor in the English department, is far from new to UFV. In fact, he has been a dedicated instructor in English UFV for nearly 15 years, guiding students through foundational courses and helping them discover their academic foundation.

With a passion for literature in all its forms — from modern novels to digital texts, comics, and the narrative worlds of superheroes — Dr. Sweeney brings a creative, expansive, and deeply student-centered approach to the study of storytelling. This fall, he was teaching English 105, English 170c: Understanding Comics, English 270h: The Superhero, and courses in 20th-century American literature, with aspirations one day to teach video games as literature.

We’ve asked Dr. Sweeney about his journey, his inspirations, and the joy he finds in watching students grow into confident, thoughtful readers and writers. Check it out!

College of Arts: Could you start by sharing a bit about your journey as an educator?

Ron: I joined the English department right around the time that UFV transitioned into a full university. I’ve really enjoyed my team here at UFV and I can’t wait to be even more involved in the coming years.
As a teacher here, I’ve worked with a lot of first year students and I’m really proud of my role in helping them find their place at our university.

College of Arts: What inspired you to specialize in your field?

Ron: I’ve always loved reading. That continued that through my education as an undergrad and then through my PhD. Program. I’ve developed great relationships here on campus with people through this, exchanging book recommendations and theories with colleagues across the disciplines.
In my own academic work, I was particularly interested in books (and book-like things) which used their pages in different ways. This was everything from poetry and novels to digital literature and eventually comics.

College of Arts: What do you hope your students take away from your classes?

Ron: I want students to develop a deeper sense of who they are and to be able to think critically about the world around them. The study of stories and storytelling tells us a lot about ourselves and how we view the world. And whether it is stories of superheroes in comics and film, or bleak visions of apocalyptic wastelands, or fantasy visions of a world before, there’s something in these stories for us today.

College of Arts: Reflecting on your career so far, what has been the most rewarding aspect of being an educator?

Ron: Seeing the growth in thinking and the work that students create. There’s a lot of students who come here with a lot of doubt, especially about writing. And we’ve been through a stressful time. Seeing them growing in confidence and finding their voices is what it is all about.

College of Arts: If you could leave a lasting message or piece of advice for your students and community, what would it be?

Ron: This university is here to support you: ask for help. And read some comics. We have some good ones available at the library here! Or come borrow one from me.

 

Dr. Ron Sweeney’s long-standing commitment to UFV, combined with his imaginative approach to literature and storytelling, makes him a powerful mentor for students learning to think critically, express themselves, and explore new worlds through reading. His passion for connecting students with stories — whether traditional novels, digital texts, or the dynamic universe of comics — continues to shape classrooms where curiosity grows and confidence takes root. His dedication to helping students find their voice remains at the heart of his teaching.

Why the Past Matters: Meet Dr. Sebastian Huebel

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Why the Past Matters: Meet Dr. Sebastian Huebel

Sebastian HeadshotSome people fall in love with history through books. Others through classrooms, artifacts, or archival discoveries. For Dr. Sebastian Huebel, it started with the simple wonder of childhood — objects tucked away in his great-grandmother’s home, pieces of the past that whispered stories he wanted to understand.

That early curiosity grew into a lifelong commitment to examining how humans have lived, acted, and shaped one another across time. Since joining UFV in 2018, Dr. Huebel has become a thoughtful and deeply dedicated instructor in the Department of History. Now, as Assistant Professor, he teaches courses ranging from broad surveys of world history to advanced seminars on genocide, violence, and societal transformation.

We spoke with Dr. Huebel about his journey, the questions that drive his work, and why understanding the past matters now more than ever. Check his answers below!

College of Arts: Could you start by sharing a bit about your journey as an educator?

Sebastian: I was lucky to land two teaching jobs shortly after completing my PhD in 2017. I have been at UFV since 2018, first as a Sessional, then as an LTA instructor.

College of Arts: What inspired you to specialize in your field?

Sebastian: I have been fascinated by old things for a long time, be it stuff laying around my great-grandmother’s place or museum artefacts. This childish curiosity consolidated into a more general interest into the myriad ways humans have lived in the past and how cultural values and social norms have changed (or not), even just in the last 100 years.  Comparing past standards of living to our present lifestyles helps me better situate myself and appreciate some of the privileges of modern life that our ancestors didn’t have.  At the same time, history is not a study of progress only, and growing up in Germany, my home country, as a teenager I was drawn into seeking explanations of the darker chapters in human history to better understand what leads humans in the first place to inflict violence onto one another. It is this dichotomy – history’s pursuit of progress and improvement and the recurrent aberrations and returns into the abyss – that captivates me.

College of Arts: What do you hope your students take away from your classes?

Sebastian: Studying History has many benefits. There are the obvious yet crucial life skills that History students learn: sharpening their critical thinking skills, (especially in an age that seems to lack exactly this), learning how to read and write about complex ideas as well as to engage in critical oral debates. In my courses on violence and genocide especially, I strive for students to acquire a deeper sense of justice and human empathy, an interest in and care for fellow humans, past and present. History can open many doors for better comprehending the wonderful and equally atrocious things that humans can do. In the same vein, I also hope for students to realize how past and present times are inter-connected and how an understanding of History is relevant to present times. It sounds a bit kitschy, but I  agree with the statement that we don’t know where we are going if we don’t understand where we come from. So many of the things we do on a daily basis – maybe all – are grounded in historic experience and conventions. Why is that the man usually drives the car and the women sits in the passenger seat? Why do we do things the way we do? This is worthy of reflection.

College of Arts: Reflecting on your career so far, what has been the most rewarding aspect of being an educator?

Sebastian: Having my son in grade 2 come home from school and extend greetings from his teacher, who used to be my student at UFV.

College of Arts: If you could leave a lasting message or piece of advice for your students and community, what would it be?

Sebastian: Some social critics say we live in the dumbest of times, which is ironic because at no point in history have humans, generally speaking, been better educated. But I would certainly agree that we live in tumultuous and precarious times. Again, if we pay a bit more attention to the past, we could be better prepared to face current challenges and not repeat mistakes. And yet, we seem to be going in the opposite direction. Look how we continue destroying the environment though History keeps reminding us of the grave consequences; or how modern-day autocrats and populists with the loudest and simplest answers seem to carry the day. If we look at how dangerous such trends can be – like the current erosion of democratic principles in many countries – through a historic lens, we might make better-informed decisions. I feel that we take a functioning democracy often for granted. But it is predicated on civic participation. It is something that everyone needs to partake in for it to work. Again, History shows what happens otherwise.

 

Dr. Sebastian’s approach to history is grounded in curiosity, empathy, and a deep understanding of how the past shapes who we are today. His teaching encourages students not only to analyze historical events, but also to reflect on the cultural habits, values, and assumptions that guide their lives. His passion for helping students see the relevance — and urgency — of historical thinking will continue to enrich UFV classrooms and inspire future generations to look to the past with attention and purpose.

Where Theory Meets Impact: Exploring Crime, Community, and Change with Dr. Karine Descormiers

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Where Theory Meets Impact: Exploring Crime, Community, and Change with Dr. Karine Descormiers

Karine's headshotThe School of Criminology and Criminal Justice is proud to have Dr. Karine Descormiers as an Assistant Professor. Beginning her journey at UFV on August 1, 2025, Dr. Descormiers brings a rare combination of rigorous academic research, public service experience, and frontline engagement with complex issues in criminal justice.

Her work spans university classrooms, government environments, school settings, and law enforcement agencies, giving her a uniquely holistic understanding of how theory and practice shape one another.

College of Arts has talked to Dr. Descormiers to learn more about her professional journey, what inspires her research, and the message she hopes to share with future criminology and criminal justice professionals. Learn more about her.

College of Arts:  Could you start by sharing a bit about your journey as an educator?

Karine: My journey as an educator has been shaped by both academia and public service. After completing my PhD in Criminology at Simon Fraser University, I remained active in teaching and research while working in school settings, government, and law enforcement. More specifically, I’ve had the privilege of developing and teaching courses at the University of Montréal and Simon Fraser University, where students appreciated how I connected classroom theory with real-world experience. In my most recent position as a Senior Research Officer for the Combined Forces Special Enforcement Unit (CFSEU-BC), our provincial anti-gang and organized crime police agency, I was frequently called upon to present new concepts and processes to the pubic in a variety of settings, to mentor colleagues, and to introduce research-based perspective to complex issue, further my ability to translate theory into practice. I have been fortunate to have the opportunity to bring practice to the classroom, and theory to practice while navigating both worlds simultaneously. Now, I am excited to return fully to academia and share these insights with the next generation of criminology and criminal justice professionals.

College of Arts:  What inspired you to specialize in your field?

Karine: From the start of my graduate studies, I have been fascinated by human behavior and the complexity of both criminal involvement and disengagement from crime. My interest has always been twofold: understanding individual criminal behavior while also examining how group processes, such as gang dynamics and peer influence, shape and reinforce trajectories. I was fortunate early in my career to have individuals share their lived realities with me, particularly during my research with gang-involved youth in custody settings in Montreal and British Columbia. Their openness revealed how deeply interconnected personal circumstances and collective dynamics are, and how often these nuances are overlooked when designing policies and programs aimed at supporting disengagement.
These experiences taught me the importance of grounding research and practice in lived experience, continuously learning from individuals whose lives are at the center of the work. Additionally, working alongside law enforcement and community partners further deepened my appreciation for how research can inform practice and policy. That intersection where scholarship meets real-world experience and challenges continues to inspire my work in Criminology and Criminal Justice.

College of Arts:  What do you hope your students take away from your classes?

Karine: I hope my students leave with a spark of my passion for learning and a daily habit of curiosity. My goal is for them to feel empowered and confident to use their analytical skills and ethical reasoning to question assumptions, challenge the field, and act as agents of a positive culture change. I hope they will see our classroom as a microenvironment where they can test concepts, processes, learn new things, and gradually grow into the individuals they aspire to be. Above all, I hope they experience the right balance of challenge and achievement, and leave inspired to contribute meaningfully to their communities

College of Arts:  Reflecting on your career so far, what has been the most rewarding aspect of being an educator?

Karine: The most rewarding aspect has been seeing students connect the dots between theory and practice and begin applying concepts to their own environments. Watching students gain confidence in their abilities, whether through research, class discussions, or professional networking opportunities has been deeply fulfilling. What makes this work especially meaningful is being part of their transformation: seeing them care about the issues, rise to challenges, respond to adversity, and take concrete steps toward their future aspirations. It is a privilege to play even a small role in their journey of growth and discovery.

College of Arts:  If you could leave a lasting message or piece of advice for your students and community, what would it be?

Karine: One of the best pieces of advice I received during my PhD came from a mentor who told me to stop worrying so much about what my academic journey should look like, or what the next step would be if I followed a traditional, and more linear path like everybody in my cohort. Instead, he said: “This is not you. What I like about you is that you have a clear understanding of who you are, and what you want. Why are you trying to live someone else’s life?” He was right. Instead of replicating ways that did not resonate with me, I decided to allow myself to design my own path along the way. I learned that I was at my best, in terms of productivity and excellence, when my work felt authentic, aligned with my values and interest.

That lesson has stayed with me, and it’s the advice I want to pass on: design your own journey, follow the opportunities that feel genuine, and embrace the process of learning. Paired with curiosity, integrity, and compassion, that mindset will not only help you grow as a professional, but also allow you to contribute to your community in a way that feels meaningful and authentic.

 

Dr. Karine Descormiers brings to the School of Criminology and Criminal Justice a profound appreciation for the human stories behind criminal behavior, a commitment to research grounded in lived experience, and a passion for helping students grow into thoughtful, ethical, and engaged professionals. Her career at the intersection of academia and public service enriches the classroom with real-world insight, nuance, and compassion. As she continues to shape future criminologists, her work stands as a reminder that meaningful change begins with curiosity, integrity, and the courage to forge their own path.

October 2025 News | Faculty Projects, Interviews and Publications

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October News at the College of Arts

Check out what our faculty at the College of Arts have been up this month!

From exciting projects to new publications, read more about their work and connect with us to learn more about the College of Arts.

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📥 Subscribe to our Arts Newsletter

Psychology

Shawn Geniole, Assistant Professor, co-authored the article Investigating the effects of single-dose intranasal testosterone on economic preferences in a large randomized trial of men in Proceedings of the National Academy of Sciences (PNAS). This large-scale study examines the causal effects of testosterone on economic decision-making and behavior, finding limited impact from single-dose administration. 🔗 Read article

Social, Cultural, and Media Studies (SCMS)

Darren Blakeborough, Associate Professor, was interviewed by Global News Morning in his role as Chief Moderator for the 2025 Chilliwack Independent Film Festival (October 22–26), which featured more than 100 independent short and feature films.

School of Creative Arts (SOCA)

Marcel Casarini, Associate Professor, published Lavender: A Narrative Illustrated Book and MVP: In a world that measures everything, what happens when you win? (Amazon). These illustrated novellas explore narrative design, visual storytelling, and AI-assisted creative tools, integrating chatbot companions that allow readers to interact directly with characters and expand the storytelling experience.🔗 View books

English

Alois Sieben, Sessional Instructor, published the article Proliferating in the dark: the traumatic form of content moderation in Mary South’s “You Will Never Be Forgotten” in Psychoanalysis, Culture & Society. 🔗 Read article

Rachel Bodnariuc, Sessional Instructor, published the article The Gothic, The Marble Faun, and Felix Culpa in the Nathaniel Hawthorne Review. 🔗 Read article

Criminology and Criminal Justice (CRIM)

Stanislav Vysotsky, Associate Professor, provided expert commentary to multiple media outlets:

  • HuffPost: “‘No Kings’ Rally Organizer: ‘Quite Clear’ Why Mike Johnson Is Attacking Our Protests.”

  • Raw Story: Commentary on Antifa and political discourse in the U.S.

Carlos Ponce, Associate Professor, was interviewed by multiple news outlets:

  • CBC News on the creation of the Abbotsford Police Department’s task force to address local extortion threats.

  • SBS Español (Australia) about El Salvador’s Ministry of Education leadership and the impact of punitive education policies.

Shaping conversations, inspiring connections: meet Dr. Gabriela Kurtz

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Shaping conversations, inspiring connections: meet Dr. Gabriela Kurtz

The School of Communication is delighted to welcome Dr. Gabriela Kurtz as an Assistant Professor. Since joining UFV in August 2025, Dr. Kurtz has brought with her not only a wealth of academic expertise but also a teaching philosophy centered on empathy, curiosity, and innovation.

Her career spans both Brazil and Canada, with experiences in teaching, research, and mentoring that have shaped her passion for communication, media, and culture. We sat down with Dr. Kurtz to learn more about her journey as an educator, her inspirations, and the message she hopes to share with students and the wider community.

College of Arts – Welcome to the College of Arts! Could you start by sharing a bit about your journey as an educator?

Gabriela – My love for teaching started in a rather unconventional way – necessity. At 18 years old, I enrolled in the Social Communications course with an emphasis on Advertising at the Pontifical Catholic University in the South of Brazil. To help pay for my tuition, I worked as an English teacher, and that ignited my passion for the profession. Even though it was a difficult journey, going to the classroom and helping students find their way into loving English was like fuel for me to keep going. I knew I did not want to work in conventional advertising agencies, and pursuing a teaching career seemed only natural. With a set goal in mind, I rushed through my Master’s and PhD degrees and finished when I was 28 years old.

When I moved to Canada in 2022, my idea was to take a break from teaching – I had been an Adjunct Professor at the Pontifical Catholic University of Rio Grande do Sul for 6 years, and I thought I wanted to try something else. However, the call for teaching was too strong. When evaluating work opportunities, I was magnetically drawn to being an instructor again. A colleague of mine once said that being a teacher means we never age – as we stay in the same place as mentors, we witness students start as little hatchlings and grow into birds capable of flying longer distances than we ever imagined. They move forward as we wave and stay behind – proud and inspired by them. I guess I did not want that feeling to fade, and that is why the profession always finds its way back to me.

I found amazing opportunities to teach Marketing here in Canada at respected institutions such as Langara College, Douglas College, and University Canada West. However, I always wanted to go back to my original field – Communications. That is what led me to pursue my career at the University of the Fraser Valley. I am really excited to go back to my roots and learn from everyone!

I define my teaching style as empathetic. I understand students come from different backgrounds, and we never know what battles people are going through. Students learn better when they are able to establish a connection with their teachers and peers, and all my efforts go towards understanding how that connection can be made in the best way possible. That includes always striving for the most innovative methods of teaching, using active methodologies, and making the most of the latest tools available.

College of Arts – What inspired you to specialize in your field?

Gabriela – My fields of specialization are Social Media, Game Studies, and Gender Studies. What inspired me the most was the curiosity to learn more about how society uses those affordances (SNS and games), how they give meaning to technology, and what cultural implications are to be observed. I’ve examined several different phenomena, such as violence against women in video games, fan cultures, reality shows, and political and sports repercussions on social media, and I am always surprised at how people connect in those spaces and what it means for us as a society. As online and offline spaces are now completely intertwined, we can no longer ignore the impact that technology has on shaping our ideas and actions – and I find it fascinating.

College of Arts – What do you hope your students take away from your classes?

Gabriela – I hope that they can apply what they learned in class in the real world. I hope that, when they face a tough situation, they can remember what we discussed and practiced, and they can find the best solution. And more than just learning technical skills, I hope they are equipped with soft skills, which are the most important, especially in the age of AI. I place great emphasis on critical and ethical thinking, and group work – we can only build a better place if we are able to connect and reflect on our actions.

College of Arts – Reflecting on your career so far, what has been the most rewarding aspect of being an educator?

Gabriela – The most rewarding aspect of being an educator is when I meet a student and they tell me they are thriving – whether in their dream job, as entrepreneurs, or just living their lives in general. One example of this was when I taught a section called Digital Project in Advertising in Brazil. I developed the class in a way that students would have the chance to apply what they learned while fostering their entrepreneurial spirit. Students had to come up with a social media page (could be on Instagram, YouTube, TikTok, and so on) about a relevant topic and manage and create content for three months. They could choose any theme they wanted, but it had to solve a problem a user had.

In 2019, I had a really successful group that created a page about the troubles of living alone. They created great content, and they chose to continue working on the page after the course was over. Now, after graduating, they still run the page and have opened a business based on it. They frequently collaborate with brands in Brazil and have more than 100k followers. I cannot help but feel proud of their achievement, while also acknowledging that I played a great part in it.

College of Arts – If you could leave a lasting message or piece of advice for your students and community, what would it be?

Gabriela – Keep on questioning – the only way to become a better person and transform the reality around you is by studying and being curious. Also, we are never alone – working together and learning from each other is key to evolution as a society. The more knowledge and connections you have, the more you can make intelligent decisions and act for real change.

 

Dr. Gabriela Birnfeld Kurtz’s story is a testament to resilience, curiosity, and the transformative power of teaching. With a background that bridges global experiences, innovative research, and empathetic pedagogy, she brings a perspective that is both grounded in rigorous scholarship and attuned to the realities of a changing world. As she continues her journey at UFV, students and colleagues alike will benefit from her dedication to questioning, connecting, and inspiring meaningful change through communication.

A passion for teaching and storytelling: a conversation with Dr. Chris Hyland

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A passion for teaching and storytelling: a conversation with Dr. Chris Hyland

Chris Hyland pictureDr. Chris Hyland has been part of UFV’s teaching community since 2021. With years of experience in classrooms around the world, Chris brings a wealth of knowledge and a passion for making history come alive for his students.

From high school classrooms in Abbotsford to ESL instruction in South Korea, and eventually to completing a doctorate in Canadian history at the University of Calgary, Chris’s journey reflects a lifelong commitment to teaching and storytelling. In this Q&A, Chris shares his inspirations, teaching philosophy, and hopes for the students he will continue to guide through the fascinating stories of Canada’s past.

In this conversation, Dr. Hyland shares his academic journey with us. Check it out!

College of Arts: Could you start by sharing a bit about your journey as an educator?
Chris: I have always known that I am a teacher, ever since high school. Most of my life has been about figuring out what I want to teach and to whom. I got started in this business as a high school history teacher in Langley and Abbotsford. I taught at Robert Bateman Secondary School amongst others. However, my timing wasn’t great because in the early 2000s Gordon Campbell was premier and full-time teaching jobs were scarce. With few prospects at hand, I left Abbotsford to teach ESL in South Korea, where I spent the next ten years. It was an amazing experience and learned a lot about teaching and international students. After 10 years, I got a little tired/bored with the routine of ESL instruction and so decided to pursue graduate studies in Canada. I got my doctorate in Canadian history from the University of Calgary in 2016. I have spent the last seven years teaching Canadian history at the undergraduate level in the Lower Mainland.

College of Arts: What inspired you to specialize in your field?
Chris: I love stories and storytelling. As a child I was always reading epic fantasy like Tolkien, Martin, and Jordan. History and the backstory have always fascinated me as these complex fantasy worlds had amazing histories (Silmarillion for example). For me, a large part of history is the story telling aspect: I share with my students the story of Canada and the Canadian peoples, their lives, their hopes, their dreams. History says a lot about who we are as a people and what we value and there have been some amazing Canadians over the years.

College of Arts: What do you hope your students take away from your classes?
Chris: I hope that they connect past and present and really begin to understand how we got here, to this current place and time. I hope that my students have context and greater understanding for the multiple and complex issues that the nation currently faces. I remind my students that at one time Canada had a tariff rate of 20% on all US goods.

College of Arts: Reflecting on your career so far, what has been the most rewarding aspect of being an educator?
Chris: Being in class and working with students is the best part of my job. I like mentoring; I like teaching; I like interacting and talking with students. I hope that I can help my students move a little further on their own journeys, helping them get where they want to go. Students at UFV are the best!

College of Arts: If you could leave a lasting message or piece of advice for your students and community, what would it be?
Chris: Two pieces of advice. Advice 1 – slow down and take time to think things through. Advice 2 – question everyone and everything; do your own thinking and find your own answers. Our current society is based around instant gratification and the rush to judgement. They are so many voices and AI chatbots out there that students can lose a sense of who they are and where they want to go.

 

Dr. Chris Hyland’s journey shows the power of teaching, curiosity, and storytelling in shaping both students and educators. As he continues his work with UFV’s History Department, Chris looks forward to guiding students through Canada’s complex past, while inspiring them to think critically, ask questions, and carve their own paths forward.

June – September 2025 News | Faculty Projects, Interviews and Publications

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June – September 2025 News | Faculty Projects, Interviews and Publications

Check out what our faculty at the College of Arts have been publishing!

From exciting projects to new publications, read more about their work and connect with us to learn more about the College of Arts.

🤳 Follow us on Instagram

💼 Follow us on LinkedIn

📥 Subscribe to our Arts Newsletter

Economics

Young Il Kim, Associate Professor, co-authored the article Intergenerational impact of early life exposure to trauma: Maternal exposure to the Korean War and risk aversion in the Journal of Comparative Economics. This research was supported by a 2022 Accelerate Grant from UFV’s Research Office.
🔗 Read article

Political Science

Noah S. Schwartz, Assistant Professor, published the book Targeted: Citizenship, Advocacy and Gun Control in Canada (University of Toronto Press, 2025) on September 16.
🔗 View book

English

Taslim Jaffer, Sessional Instructor, edited the book Back Where I Came From: On Culture, Identity, And Home (Book*hug Press, 2024), a collection of 26 personal essays by diasporic writers across North America. The book won the 2024 Foreword INDIES Gold Award for Anthologies.
🔗 View book

History

Barbara Messamore, Professor Emerita, published the book Times of Transformation: The 1921 Canadian General Election (UBC Press, 2025), as part of the Turning Point Elections series.

🔗 View book

Criminology and Criminal Justice (CRIM)

Yvon Dandurand, Professor Emeritus, co-authored the book chapter Justicia restaurativa y desistimiento del delito in Política criminal en el siglo XXI: Historia, presente y futuro, edited by D. Chavarría (ILANUD, 2025).
🔗 View chapter

Stanislav Vysotsky, Associate Professor, was interviewed by CBC News: The National regarding Antifa and recent comments by the U.S. President.
🔗 Watch interview

Stanislav Vysotsky, Associate Professor, was interviewed by The Christian Science Monitor for the article Antifa lacks a structure, so Trump’s terror group label might not stick.
🔗 Read article

School of Culture, Media and Society (SCMS)

Michael Corman, Associate Professor, Sociology, co-authored the article Computer-Based Training for Cognitive Behavioral Therapy (CBT4CBT): A mixed methods investigation in Digital Health.
🔗 Read article

Michael Corman, Associate Professor, Sociology, co-authored the article The Future of Paramedic Education: Problematizing the Translucent Curriculum in Paramedicine in Paramedicine.
🔗 Read article

UFV community art unveiling at Gaudin Creek Trail

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UFV community art unveiling at Gaudin Creek Trail

On August 11, 2025, UFV celebrated the unveiling of the Community Art Project at the Gaudin Creek Trail — a vibrant display of creativity where UFV students beautified a water catchment area.

This initiative was part of the Public Art course at UFV, made possible through a valued partnership with the City of Mission, who generously funded $10,000 for supplies and expenses.

Over 13 transformative weeks, 25 students — with varying skill levels — worked in five creative teams. With complete freedom to explore their ideas, they navigated every stage of a public art project, from concept design to installation, gaining invaluable real-world skills and expanding their understanding of opportunities in public art.

Professor Chris Friesen, who led this project, shared his pride in the students’ achievement:

“This experience really broadened the students’ understanding of what’s possible in public art — from vision to execution, they embraced the challenge and created something that will inspire the community for years to come.”

This milestone not only celebrates artistic expression but also expands students’ perspectives on the possibilities within the world of public art.

 

Writing the forgotten: how Dr. Kate Godfrey brings hidden stories to light

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Kate Godfrey

Writing the forgotten: how Dr. Kate Godfrey brings hidden stories to light

Featuring: Dr. Kate Godfrey – Assistant Professor, History Department

Kate Godfrey

From the archives of Seville to classrooms in Canada, Dr. Kate Godfrey’s journey wasn’t always heading toward academia—but the detour has led to extraordinary discoveries. Once set on becoming a professional artist, Kate found her true calling in deciphering centuries-old manuscripts and mentoring students in the art of historical inquiry.

As an Assistant Professor in UFV’s History Department, Kate is reshaping how students engage with the past. Her courses delve into underrepresented voices, myths of empire, and even film as a lens on Latin American history. She champions the idea that history is not just about what happened—it’s about how we understand the present and imagine the future.

In this conversation, Dr. Godfrey shares her academic journey, the passions driving her research, and the advice she hopes every student carries forward.

 

College of Arts: Could you start by sharing a bit about your journey as an educator?

Kate: I’d like to begin the answer to this question by underscoring the importance of remaining flexible when it comes to personal journeys. I hadn’t envisioned a future as an educator when I was younger; in fact, I thought I was going to be a professional artist. However, life had different plans for me, and I could not be happier with how this journey has unfolded. I first came to my role as an educator while completing my master’s degree, when I was given the opportunity to lead several Spanish paleography classes. I thoroughly enjoyed helping students recognize letters, make connections, and decipher centuries-old passages from scribes who had lived long before our present day. It was this enjoyment that soon turned into a full-fledged spark where I recognized several things: I enjoyed connecting with students; I deeply cared about the art of imparting wisdom onto them; and finally, to learn from students and how to best advocate for them is both a gift and the most honorable career I can imagine.

CoA: What inspired you to specialize in your field?

Kate: I’m a third generation Floridian, so growing up in one of the United States’s gateways to Latin America impacted my childhood and how I understood the world around me. I started learning Spanish when I was about 4-years-old, which led to a desire to become multilingual as I grew into adulthood. My field of specialization, however, crystalized when I conducted research at the Archives of the Indies in Seville, Spain for the first time when I was 21 years old. Not only did archival research allow me to “time travel” and contemplate the many ways that humans have interacted with each other over the course of centuries, but this labor also let me better understand Florida, the place that I call home.

Furthermore, and most important for my field of research, archives are full of stories of people that, for centuries, scholars have ignored, silenced, or just forgotten. My role as a historian and educator concerned with writing and teaching about the histories of marginalized peoples such as Indigenous, Afro-, and Asian-descended populations is to show that the past – much like the present – is a diverse place where people held, maintained, and exerted power in all sorts of ways. By studying the ways that Indigenous people, and women for example, survived and in some cases thrived amid the chaos and violence of colonialism, is what inspired my field of specialty.

CoA: What topics or themes would you be interested in developing for new or special topic courses?

Kate: Right now, I am in the process of designing several courses, one of which is centered on Latin American history through film. I want to take students on a journey to show the many ways that Latin America, from pre-contact to present-day, has been presented through this crucial media form. We will grapple with the question of film’s freedoms and limitations and how writers, directors, and illustrators influence the ways that audiences digest historical events, people, and even social movements across Latin America, both in situ and beyond. I am also developing a course called “Global Matrilinealities” wherein students will dive into comparative studies of how matrilineal cultures function and the extent to which they are impacted by European colonialism. Last but not least, I am in the process of creating what I envision will be an upper-level course, tentatively titled “Myths and Empire,” which will examine the role that myths such as that of El Dorado had in advancing or even challenging colonial expansion efforts. All of these courses prioritize primary sources as vehicles through which students will learn.

CoA: What do you hope your students take away from your classes?

Kate: It is my ardent desire that students leave my classroom with the understanding that studying the past is not an idle exercise but is instead a dynamic and rewarding endeavor with real world implications. I want my students to remain curious, to keep asking questions about why we have inherited the world that we have from earlier generations, and what history can teach us about proposing answers going forward. Furthermore, I hope that students take the tools they have either learned or sharpened in my courses to make a positive impact in their homes, communities, and the broader world. Essentially, if my students pause to reflect on the question “what bigger impact will this specific decision I am making have both now and for generations for to come?” then I know I have done my job.

CoA: Reflecting on your career so far, what has been the most rewarding aspect of being an educator?

Kate: One of the most rewarding aspects of being an educator is to see both current and former students achieve their desired goals, and even if the goal has changed, championing students’ flexibility has been equally rewarding. In whatever way I can mentor students as they grow and change into the people they wish to be is where I thrive. Moreover, as an educator, writing letters of recommendation for students who have shown a commitment to learning and putting themselves out there to learn more about the world and their field of specialty has been such a treat. I love to reflect on students’ achievements, strengths, and to remind them in times of doubt that their education, inquisitiveness, and most importantly their minds, are three of the sharpest and most useful tools they wield as they face challenges both presently and in the future.

CoA: If you could leave a lasting message or piece of advice for your students and community, what would it be?

Kate: There are a few pieces of advice I would like to leave: Speak up for yourself and for others. Remain empathetic and, when able, be ready to lend a helping hand to the people and community surrounding you. Volunteer. And if being around people isn’t your forte, help out at animal shelters, clean up overgrown cemeteries, whatever needs to be done!

 

Dr. Kate Godfrey reminds us that history isn’t locked in the past—it’s alive, layered, and full of voices waiting to be heard. Through her teaching, she invites students to become thoughtful stewards of memory and change-makers in the world.

With passion, curiosity, and a dedication to justice, she’s helping the next generation write a more inclusive and critical history—one course at a time.

Exploring the mind and music: meet Assistant Professor Shannon Wright

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Exploring the mind and music: meet Assistant Professor Shannon Wright

Featuring Dr. Shannon Wright, Assistant Professor, Psychology

The College of Arts is thrilled to interview Dr. Shannon Wright from the Department of Psychology. Since joining UFV in January 2024, Dr. Wright has brought a unique blend of curiosity, clarity, and creativity to her teaching. With a background deeply rooted in both cognitive psychology and the expressive world of music, she offers a perspective that bridges analytical thinking with a scientific exploration of how we perceive, produce, and respond to music— including both basic psychological processes and higher-level responses such as emotion.

This fall, Dr. Wright will be teaching courses including Introduction to Psychology, Introduction to Cognitive Psychology, Introduction to Music Psychology, and more to come. We sat down with her to learn more about her path into education, what drives her, and what she hopes to pass on to her students.

College of Arts: Could you start by sharing a bit about your journey as an educator?

Dr. Shannon Wright: During graduate school, I took a course on communicating scientific research to the public. I really enjoyed thinking about research from the “other side”, and I decided to look for more opportunities to communicate science. This led me to a teaching internship where I was fortunate enough to be mentored by a senior professor. Through this internship, I realised the importance of strong pedagogy in science and how much I enjoy teaching and talking psychology.

College of Arts: What inspired you to specialize in your field?

Dr. Shannon Wright: During my undergrad, I was pretty fascinated by the brain, so I majored in psychology. I was curious about many different aspects of human cognition and behaviour, especially about connections between the motor system and higher-level abilities. I grew up dancing and figure skating, so I was engaged with movement and music from a pretty young age. Eventually my interests in psychology and music merged in an Honours project about the role that movement plays in generating emotional responses to music. Doing an Honours project was pretty neat, as I got to run my own study, analyse data, and make a tiny contribution to our knowledge about music and emotion! It also showed me there were a lot of researchers all over the world studying different questions related to music and psychology, so I decided to pursue it further.

College of Arts: What do you hope your students take away from your classes?

Dr. Shannon Wright: Of course, I’d like everyone to learn about all the cool aspects of psychology!

On the practical side, I try to emphasise skills that will serve people well in the future, regardless of whether they continue in academia or not. It’s a major accomplishment for everyone if students can leave my class better thinkers than when they started the class. This includes learning critical thinking skills, close reading skills, and the ability to discuss complex ideas with others in a thoughtful way.

College of Arts: Reflecting on your career thus far, what has been the most rewarding aspect of being an educator?

Dr. Shannon Wright: It’s really rewarding to see students get excited about the stuff they’re learning about. I remember discovering new ideas as an undergraduate student, some of which made the world seem a little more interesting all of a sudden. It was like a door was unlocked in your mind, and you couldn’t wait to see where it would lead you next. Seeing that response in students now is pretty cool, and I encourage students to keep following those ideas!

College of Arts: If you could leave a lasting message or piece of advice for your students and community, what would it be?

Dr. Shannon Wright: Think slowly and think deeply.

 

Dr. Shannon Wright continues to inspire through her deep understanding of psychology, her commitment to student learning, and her unique integration of science and the arts. Whether exploring the intricacies of cognition or the emotional power of music, she challenges students to think critically, explore boldly, and engage deeply. Her thoughtful approach to education and research is a valuable part of the Department of Psychology’s dynamic and evolving academic community.