Barbara Oliveira, Postdoctoral Fellow and President of the UBC Okanagan Postdoctoral Association, uses her passion for education to give others the knowledge they need to make big changes in their lives.

AFTER COMPLETING HER PHD IN BRAZIL and then becoming a mother, Dr. Barbara Oliveira knew that her work in academia was far from over. With a hunger to create small changes that lead to big results, she moved to Canada with her family to pursue a postdoctoral fellowship at  UBC Okanagan’s School of Health and Exercise Sciences, under the supervision of Dr. Jonathan Little in the Exercise, Metabolism and Inflammation Lab.

Little did she know that her passion for education would influence numerous people who have crossed her path.

Dr. Oliveira started her career as a dietitian, working in clinical sports nutrition. During her PhD, she studied diabetes and vitamins within a laboratory setting. She continued research into her postdoctoral studies, where she is currently exploring nutritional approaches such as low carbohydrate and ketogenic diets in the treatment and prevention of Type 2 diabetes.

SMALL CHANGES LEADING TO BIG EFFECTS 

When reflecting on why she was motivated to pursue a postdoctoral fellowship, Dr. Oliveira credits her love of academia and the university environment—a unique workplace that mixes administration, research and connection through knowledge. As a self-proclaimed lifelong learner, she envisions herself being in a university setting for the rest of her life. But in a unique capacity that is different from the usual research or teaching path that most postdoctoral fellows strive for.

“I like the administrative part of universities. I could be a professor or a lecturer but I don’t envision myself doing that. I really enjoy the backend of it all, like writing grants, organizing projects and the other things that happen.”

Dr. Oliveira looks to her research for inspiration when discussing the appeal of working to successfully strengthen, guide and prepare a university for the future.

“My research investigates how changing one’s diet can help reverse Type 2 diabetes—a disease that is widespread around the world. The power of something as simple as nutrients and diet can influence people in many ways, without basing a solution on drugs or invasive treatment.

“Similarly, the administrative work that I’m passionate about can make a significant difference for others, directly empowering them by giving them tools they can put into action.”

Barbara Oliveira with her family

BRIDGING THE GAP 

In other facets of her life, Dr. Oliveira applied this same idea of creating a simple change that leads to a transformative outcome.

After attending a welcome event for postdoctoral fellows hosted by the College of Graduate Studies, she and her peers realized the campus lacked a centralized peer unit to represent postdocs. They wanted to create a space where they could connect with other postdocs, share advice and find resources easily.

“I remember my first month at UBC Okanagan was quite hectic because a lot of the information needed for postdocs was spread out over campus.”

While Dr. Oliveira’s incentive to find answers was strong, she realized other postdocs may get confused or discouraged more easily. After hearing what others experienced, she understood how crucial this support would be and how it could provide an inclusive space for postdoctoral fellows, who often feel as if their identity on campus falls between a faculty member and student.

Working with her peers, Dr. Oliveira helped create the PDA UBCO (Postdoctoral Association of UBC Okanagan). She was confident that it could be another way she could use her knowledge and available resources to help others in an impactful way.

“It’s very tough transitioning to postdoctoral studies, especially if you’ve come from another country. I found it so important to set up a centralized office to give consistent advice and pay it forward for future postdocs as well,” she explains. “I want to provide the best possible experience for postdocs, even if that means answering questions about where to eat on campus, working with supervisors, or just being a friendly face.”

Dr. Oliveira aimed to bridge the gap between UBC Okanagan and postdoctoral fellows, making the postdoc experience as valuable as possible and showcasing the breadth of resources that UBC Okanagan has to offer. She urges other postdocs to make the best of their experience by taking advantage of these resources and making connections during their short time as a fellow.

EMPOWERING OTHERS THROUGH KNOWLEDGE 

Dr. Oliveira attributes her passion for influencing others through her education to her deep interest in people. She enjoys conversation and connection, and likes hearing the stories from others’ point of view.

“As president of the Postdoctoral Association, I love being able to connect with other postdocs—it’s my favourite part of the job. In my research too, I’m the kind of person who goes out there. I’m not just inside my office with my computer, I want to talk to people and get to know them.

“When we had participants in the lab, it was such an honour to listen to their experiences and how their lives have been changing because of my advice. To this day, I receive emails from people who are just grateful. But it’s me who is the most grateful because I was able to help with one small gesture.”

By continuing in academia, Dr. Oliveira hopes to share her knowledge to benefit people. She leads the way in demonstrating that individuals can be empowered when changes are minor and easy to implement.

She offers a great example of how every individual has the power to impact others in their own unique way, and that the core of any meaningful change comes from taking the time to educate and connect with others.

Master of Arts alumna and Indigenous Community Liaison Sandra Fox works to amplify Indigenous voices at UBC Okanagan.

FIVE YEARS AGO, SANDRA FOX was working as an Aboriginal Student Advisor with UBC Okanagan’s Aboriginal Programs and Services. In this role she connected with Indigenous students, supporting them with their academics and personal goals, and listening to their stories about their families and home. Although students came from various backgrounds and communities across Canada, their experiences were remarkably similar, with consistent threads weaving their stories together.

“When I worked as an Aboriginal Student Advisor, I was early in my identity journey. Although I was comfortable with who I was as a First Nations person, I didn’t completely understand the historical issues,” explains Fox.

To help deepen her awareness of this history, Sandra enrolled in a 100-level Indigenous Studies course. It was in that class where all of the threads truly came together.

“I knew about the Indian Act and colonization, but sitting in that class and having it framed in that way, it just all came together. It was what I had been looking for my whole life. I could see the history of my family and what has happened throughout my life. Everything I had wondered about—like why we do things a certain way, or why we had issues, started to become clear.”

STUDENTS’ IDENTITY JOURNEY

It was at that point that Fox knew she needed to learn more—not only about her own identity, but about the interconnectedness of Indigenous peoples’ experiences and how she could make a positive change. Going back to school to pursue a Master of Arts degree in Interdisciplinary Graduate Studies was the perfect fit.

Fox began her graduate research with a focus on the Indigenous identity of students. As her research progressed, she discovered a common theme in how the students’ identity and feelings about their lives and families changed after attending university.

“I also heard stories of students coming to university and struggling with the work or feeling unseen, and then ultimately going home,” says Fox. “I wanted to explore this, and look at how cultivating Indigenous identity could result in higher success within an academic setting and contribute to a more wholesome view of self.”

Her research ultimately evolved into exploring the Indigenous student: how their identity changes and has been influenced by colonization, how the culture of universities impacts this journey, and what can be done differently from a student’s perspective.

EXPLORING THE IMPACT OF HIGHER EDUCATION

In exploring the students’ identity journey, Fox spoke to them about how they saw themselves when they were young, how elementary school and high school changed their self-perceptions, and how their perceptions may have changed again in university.

She was surprised that students spoke of an unseen cultural impression upon starting university that represented a general feeling of not fitting in or belonging. Together with the students, Fox explored the factors behind this feeling.

“I worked hard to honour student’s voices, and I hoped that in the future my research could provide a path to change for universities.”

Looking at the history of the Indian Act, Fox’s work also studied how Indigenous people weren’t “others” before colonization, but rather, they were ‘themselves.’ This history helps frame the perspective of Indigenous peoples today and provides a good foundation to explore the importance of integrating Indigenous values within a post-secondary setting and how this can be done successfully.

Through her research, Fox also noticed a relationship between the issues students outlined and the challenges that Indigenous researchers face. Both identify integration as an important part of the work, meaning that all truth, reconciliation and decolonizing work should be integrated into the system in order to be meaningful.

PUTTING RESEARCH INTO PRACTICE

Following the completion of her master’s degree, Fox continues to play an important role in weaving together the stories of Indigenous peoples at UBC Okanagan. As an Indigenous Community Liaison with the Indigenous Research Support Initiative, she works with communities and researchers, helping to navigate topics such as aligning research work with Indigenous community guidelines, grant wording and getting to the core meaning of the work.

“I’m quite lucky that my position exists because it allows me to continue the work I was passionate about. I never just wanted a job; I wanted to have a job that truly meant something to me. I want to go home after work and hear my kids say ‘Look, Mom’s doing something!’”

Fox hopes to open up more conversations about truth and reconciliation, creating more space for understanding. Her work is about doing research differently—more holistically and ethically—in partnership with Indigenous communities.

“There are people who reach out to me and want to work with the Indigenous community, but often expect a short answer or a synopsis of the ‘ten things they need to know.’ I don’t believe the voices of Indigenous peoples can be distilled down like that. I hope we can have those meetings and understand that it’s more about the ‘long game’ and incorporating our backstory and values.”

MAKING SPACE FOR OTHERS

Fox’s graduate student journey wasn’t always easy and, in a way, her research became autobiographical, helping her work through her decolonization journey. She hopes that her contributions can make space for future Indigenous students.

Fox also encourages graduate students to seek help and resources whenever they need them. “These resources can help you connect and feel seen within your research and graduate student experience.

“As an Indigenous person coming to an institution that generally has a western view on things, you often hear that your history does not have value. My advice to other Indigenous graduate students would be to not let this stop you if you can. Each time, we make a little bit more space for the next people who are coming.”

Thinking of applying to graduate school? This is an exciting time for you! As a graduate student at UBC Okanagan, you’ll join a diverse and inclusive community of people from around the world who are pursuing advanced degrees and innovative research and scholarship.

That being said, this can also be a stressful time, with many factors to consider as you gather the documentation to complete your application and prepare to start your degree.

To help make this process a little easier, we’ve reached out to our Admissions & Records team to get their advice on the most important things to consider as you prepare for graduate school.

1. Know the “why”

Ask yourself “why do I want to pursue this degree?” That answer can help guide you through your studies. Although that answer may change (and that’s okay), it’s important to have some direction about what you’d like to achieve with your degree. This can help shape your research and the networking and professional development opportunities you pursue.

2. Gather Documentation

Have all of your post-secondary transcripts available in advance of applying. This includes transcripts from any exchange programs you have completed and transcripts from any courses completed, even if you did not attain a credential from that institution. For international applicants, UBC has a guide available listing comparable credentials from different countries as well as grade requirements from those countries.

3. Maximize your references

Plan for your letters of recommendation and ensure they are appropriate individuals to be recommending you for graduate school (a past professor, an employer, etc.). Choose referees who know your skills and experience best, and can communicate your ability to succeed as a graduate student. People often downplay the importance of referees but selecting the right referees for your application is essential to being successful. Check the website for the rules around what is considered an acceptable referee.  Reach out to your referees early as individuals may be on leave, or away when you need the letter. Have a conversation with your referee about the reference and if there is anything specific that needs to be included.

4. Identify potential supervisors

Approach prospective supervisors before applying. Most programs require this. It is okay if you don’t have a set research plan when you are approaching prospective supervisors. Be patient when awaiting replies from prospective supervisors. Faculty members are busy and it may take them a while to respond. You must communicate professionally & respectfully with staff and faculty.

5. Talk Money

Before you start your program, know how you are going to fund your degree (tuition, living expenses, fees). Plan and don’t rely on the possibility of scholarships and awards. Understand the details of your funding sources (is there a time limit on the funding? Is the funding tied to a specific area of research?). When you contact prospective supervisors ask them about potential funding opportunities. Additionally, does your program allow you to work full-time or part-time while you complete it? Are there employment opportunities included in the program (ex. teaching assistantships, research assistantships, internships)?

6. Be a self-starter

At the graduate level, there is not the same level of academic advising available that you may be used to from an undergraduate program. You will need to be self-motivated as a graduate student – do your research, understand your program and its requirements, seek out deadlines, and review policies. 

7. Ensure your application is complete

Ensure that your application is complete and all components, including references, are submitted by the deadline. Proofread your application components before applying (ex. CV, statement of intent).

8. Brush up on academic integrity

You must have a solid understanding of academic integrity and proper citations as a graduate student. This is especially important if you are coming from another country where citing requirements and practices may have been different.

9. Know your program

You must understand the requirements of your program to ensure that you are progressing on track. What are the course requirements? Is there flexibility within the program to explore various areas of interest?

10. Professional development

This is your graduate degree, and you can decide what you want from it. Take advantage of workshops and events that will help you develop and enhance your skillsets. This includes opportunities to network with peers (in your program and beyond) and faculty members inside and outside of your field.

For academic advising and program related questions, applicants can contact their program directly. List of programs 

For study permit and immigration inquiries, please contact International Programs and Services.

Starting graduate school is an exciting but challenging time that is full of unknowns. To help you learn from those who have been there, The College of Graduate Studies had six upper-year graduate students share what they wished they knew when they started graduate school. Read what they had to say below.

Fatima from the Faculty of Health and Social Development, 2nd year Nursing

“Connection off-campus is so important for graduate student success. I really encourage you all, especially now, to set up two main points of connection early on in your degree.” “The first is with your supervisor. In my first year, I did not set up regular meetings with my supervisor. I definitely struggled, and going into my second year I realized that I did not have to go through these challenges alone. By setting up these meetings, I was able to get my questions answered on a regular basis and developed a valuable relationship with my supervisor, which made my experience go much smoother. The Centre for Scholarly Communication (CSC) also played a big role in my success. As a nurse, there was more writing in graduate school than I was used to previously. By reaching out to the CSC, I was able to get help writing a fellowship proposal and organizing many of my final papers. Academically, my grades went up, but I also felt less stressed having extra support. If I could do it all over again, I would start a connection with them much earlier and take greater advantage of the workshops and one-on-one consultations more frequently.“

Manjinder from the Faculty of Creative and Critical Studies, 2nd year Creative Writing MFA

“Firstly, I encourage everyone to learn more about the relationships that we carry as settlers to the land that we are studying on and living on. This was an important part for me as I began my studies on the UBC Okanagan campus as a settler.” “I took an 11-year hiatus before returning to graduate studies and had a very set idea of what I wanted from my studies when I started. However, as I got deeper into my program, the more I discovered how much I didn’t know. That’s when I learned about ‘The Four Stages of Learning’. The first stage is called ‘Unconsciously Incompetent’, where you really don’t know how much you don’t know. This is where I felt I was in those first few weeks of September. A blissful time I can assure you.  As the term wore on, I entered the second stage which is known as ‘Consciously Incompetent’. This is where you begin to realize just how much you don’t know. And this is an uncomfortable place to be for us graduate students: for all our years of learning, it seems like a back to square one moment. Yet I would like to encourage you to think about how this lack of knowing can open up opportunities for you. I encourage you all to get uncomfortable and really think about how you want to approach all this ‘unknowledge’ that is at your fingertips. Graduate studies will give you the space, the time and the legitimacy to tackle this space of unknowing. I also wish someone had told me that it is so important to sit down and understand your habits. Ask yourself questions like, ‘When am I most productive?’ or ‘Where do I work best?’ or ‘Do I procrastinate?’ Use that information and work with it. I know that I’ll procrastinate to a deadline, so I’ll set the deadline in my calendars a week in advance – building some extra time for myself to not leave it to the last minute.”

Maya from the Faculty of Arts and Social Sciences, 2nd year PhD in Psychological Sciences

“I started Grad School right after undergrad. It was definitely a bit of a rough transition for me because there are huge differences. I really wish someone had told me that it’s a really great idea to always have one project in each stage of development. It takes a while to balance this, but as I began my studies, I would only work on a research project at a time and this would put a lot of pressure on that project, especially if there were delays. If you have another project in development, if one is delayed you can always shift your attention to another project while the other is being looked at by your supervisor, and make good use of your time. Professors do this as well once they are more experienced in academia, so I knew by doing this I was on the right track. Again, I encourage you to keep a healthy balance and not overload yourself!” “I wish I had realized how important it is to be friends with the other students in your lab. It’s great to have someone who understands how stressful it is and have a resource to talk to that knows what you are going through. It’s also good when this person shares the same supervisor with you. When I began my studies, I didn’t know how to communicate with him. If he was a bit slower at responding to an email, my labmate and I would advocate for each other and remind our supervisor to take a look at the other stuff. My labmate had also been in grad school for a year longer, so she knew her way around and how to work with my supervisor, and she definitely showed me the ropes. She was a great source of support, and if you have this opportunity, I would encourage you to make connections with the other people in your lab. Finally, I think you should try to take advantage of the connections your supervisor has. I knew that as a student, I wanted to get a breadth of research experience and visit other universities to research there and get experience. I didn’t know how to set this up, but it turns out that my supervisor has many connections in California and all it took was me asking if he could reach out to them and that way I could spend my summer doing research in LA. Your supervisors have a lot of experience, so it is worth talking to them to see if they can connect you with other people in your field. If it isn’t for research experience, maybe it is to sit down with others and talk to someone in the career field you’re interested in. Asking for what you want and advocating for yourself is very important.“

Shambhavi from the Faculty of Science, 2nd year PhD in Math

“The one thing I wish I knew when I started grad school was how important it is to communicate with your peers. Not only will you be able to talk through how to approach your supervisor, but a lot of valuable research ideas can come from talking it out with other students in your discipline. Your peers can recommend books or resources to help you tackle challenging tasks.” “Also, have your elevator pitch ready, not just for interviews, but for people like your close friends and parents. Most of the time, when my parents ask me what I do, all I can say is “I code…sometimes.” Which is not a very good answer! I think it is super important to learn how to explain what you do to a layperson, not only does it help you become more proficient in communicating ideas, but it also can give you the assurance that what you are doing is helpful and valuable. It is especially hard in fields like pure math when it is difficult to see an application for something that is not easy. This will help you write a lay summary for your thesis (insert workshop) or even with the 3MT, where you have to explain your research in 3 minutes.“

Jody from the Faculty of Education, 3rd year PhD in IGS

“I learned that every student that I met would come with a whole new set of experiences and perspectives and there is so much to learn from them! Connect with the other students and build a cohort if you don’t have one. Meet online, that is what I am doing with the Okanagan Faculty of Education. We meet a few times a month, and it is very helpful to see what other students are doing.” “I realized I would be learning a whole new academic language, even though I came from a lengthy career in education. There was much at this point in time that was brand new to me. My subject librarian was a great help to me, as well as the CSC. Their workshops are phenomenal. Another recommendation would be to attend every online session that you can that is outside (or inside) of your primary field of study. When you watch scholars from different disciplines, you get different perspectives of research, for instance, through a lens of science, social science, or humanities, or arts-based infused, but you will learn to see those views if you are truly becoming an expert interdisciplinary researcher, and when you watch other scholars, you can take notes and use them in your papers, it does not always have to be something you read. One of my profs encouraged this. I was so surprised how much valuable information I got for my papers from this. IGS is hugely beneficial and you can be so enriched by it, no matter your background of study! I learned quickly that I had to use a lot of computer storage to store my readings and papers. To be able to save those and highlight them has made my life so much easier. Be open to everything! Everything is fluid, and there is a lot that is welcome at the university and research ethics board. They are open to new research ideas and unique approaches, so I encourage you to breathe it all in, stay connected the best that you can in these times, but there are advantages to this too.“

Ben from the Faculty of Engineering, 2nd year PhD in Electrical Engineering

“I wish I had known when I started that this degree is truly yours to make your own. It is important to take time to figure out what you like- how you like to do research, how you like to learn and figure it out as soon as possible to make the future process much easier. Grad studies is a unique opportunity that is open-ended. It is not like undergrad and not as strict on courses.” “Keep in close, honest contact with your supervisor in regards to what you want to learn and how you want to approach certain problems. Having a say in what you are doing will make you enjoy it more and allow you to be more productive. You have a lot of freedom to take different classes, learn in new ways, research many different ideas and tackle projects many different ways- keeping yourself organized and figuring out your direction early on could help a lot and give you peace of mind in the future.“

During these unprecedented times, students are learning to adapt common experiences of graduate studies into an online format. Thesis defence and dissertation examinations mark the culmination of a graduate degree, and having this in an online format proved to be a surprising transition for many. However, there are many resources and tricks available to make this change as seamless as possible. In the following Q & A session, learn how three graduate students who recently remotely defended thrived, what they wished they knew, and what they would do differently:

Tips and Tricks for Defending Your Thesis or dissertation Online

Tina’s tips:

1. 1. Take time to prepare for the event: Read all the defence rules and make sure you understand them, know how Zoom works, and know who will be in the Zoom room.
   2. Practice, practice, practice your defence! The more secure you feel with the material and the technology, the less you have to worry about it. I found it helpful to do a Zoom practice run with my supervisor and the neutral chair.
   3. Have back-up plans in case the technology fails to work and you will have to, for example, deliver your defence without being able to do a screen share. I sent my PowerPoint to the neutral chair a few days ahead of time. In the case my screen share would not have worked, the chair could have forwarded my PowerPoint to the defence members and I would have talked to them without a screen share.
   4. Keep your visual presentation simple, in case you have to explain it verbally without access to visual aids.
   5. Don’t be afraid to ask for clarification. At times, I repeated the questions before I answered them to make sure I did understand them correctly.
   6. Keep some paper close by, to jot down some notes, as needed.
   7. Consider what to do with your pets, if you have any. You do not want them to bark or howl next to you during your defence!
   8. Don’t underestimate how important emotional support is. My committee members, internal and external chairs, and IT were all trying to make the best of a difficult situation. I felt supported. However, my remote defence was not open to the public, so I did not have family or others present for emotional support. Since remote defence presentations will be open to the public this year, I suggest bringing one person with you or even have a process observer who can watch your defence and support you.

Alison’s tips:

Alison Trim is a Visual Arts MFA graduate. Her research was based on exploring how drawing enables a deeper understanding of, and response to, place through physical engagement with materials and surface.

1. Have a clock in the room! It did not occur to me that while I was screen sharing my presentation, the clock on my laptop would not be visible.
2. Have a quiet space, where you are comfortable, not cold, and won’t be interrupted or distracted.
3. Have someone around nearby so that when it’s all over you can celebrate/destress! It felt odd and anticlimactic just signing off the computer, rather than having the opportunity to chat and wind down with the committee members afterwards.
4. Make full use of the split-screen feature on Zoom. Having attended an in-person thesis defence previously, I do feel that the presentation feels more relaxed and conversational in person than via remote defence. The split-screen can help facilitate conversation and can help students feel less isolated. Some people may prefer not to see, but I did not use this feature and found it odd talking to an empty room. Seeing the faces of the committee responding and listening would have helped me to feel I was talking to someone.

Helena’s tips:

Helena Neudorf is a Health and Exercise Science MSC graduate. Her research was focused on gaining a better understanding of the complex interactions between diet and inflammation.

1. Don’t stress about how to give a virtual presentation – I wish I had realized earlier that it was essentially the same as an in-person presentation, but just in a different format. Fortunately, you don’t have to relearn how to give a presentation, the same principles still apply! Everything you can do in an in-person presentation, you can do virtually: have your PowerPoint in Presenter View (I used a second monitor to make the screensharing smoother), and use the laser pointer feature in PowerPoint to help your audience follow along.
2. Practice the technology with a friend at least once before the defence, and not just the day/night before. For example, I figured out two weeks in advance that Presenter View didn’t work over Zoom on a single monitor on my laptop, which allowed me time to find a second monitor to borrow.
3. Make sure you have a few close friends or family members nearby or waiting on Zoom/Skype for when you finish your defence, as you would under normal circumstances. It is a big achievement and one that should be shared and celebrated with the people that supported you along the way! The achievement of a graduate degree is never the work of the student alone, but rather the culmination of many peoples’ efforts and contributions. I hadn’t realized how much I cared about being able to share my defence with my friends and colleagues who helped me achieve my Master’s degree – until I couldn’t. In a way, it helped me realize how much I appreciated and valued them because I wasn’t able to recognize them in the way that I had hoped.
4. Remember to enjoy the experience! I think the best piece of advice I received was from a post-doc in the lab who encouraged me to try to look forward to and enjoy the experience of getting to share my work with four very respected scientists. I wish I had taken this more to heart in the week leading up to my defence – I don’t think this would have changed my stress level, but it might have helped motivate me throughout the last few days of studying.

At the College of Graduate Studies, we are committed to the best interest of student health, well being, and success. Although we may not physically be together right now, our graduate community is as important as ever. Reach out to our office, your professors, and your peers and support one another.

DEFENcES AND ORAL EXAMINATIONS

Master’s thesis defences and Ph.D. oral examinations are currently being held remotely.

Resources to support remote defences are listed below.

• Remote Defence Guidelines
• Remote Defence Checklist – Master’s Thesis Defence
• Remote Defence Checklist – Ph.D. Dissertation Oral Examination