Many students—and even scholars—believe that economics is just about money, as conveyed by popular media. This idea is so prevalent that as a student Julien Picault also believed it—until he took his first economics course. In time, he learned to appreciate the complexity and vastness of economic reasoning.

Now a Professor of Teaching in the Irving K. Barber Faculty of Arts and Sciences, Dr. Picault views economics as a way to investigate and understand the behaviours and relationships interwoven in our everyday lives, with a critical question at its heart: how do we manage resources?

Not only is this question central to the practice of economics, but it also has far-reaching implications for our lives as we all manage scarce resources such as our time, energy and attention.

As an educator, Dr. Picault primarily devotes his resources to supporting the acquisition of knowledge among students and colleagues, guided by his own educational journey, experiences and research in economics education.

Studying did not come naturally to Dr. Picault. As a first-generation student, higher education was not something he or his family had envisioned for his future. Often enough, he barely met the minimum requirements to pass his classes. At the time, he felt many of his instructors underestimated him; some even assumed he would fail.

“I don’t have all the answers. The reality is it’s always possible to do better. By developing and sharing our resources, we stay relevant and make sure our students get something better from being here.”

Despite these challenges, Dr. Picault persisted. A pivotal moment in his educational journey was an international exchange program that took him to Montréal, which transformed his self-perception about his aptitude for education. His personal academic journey gave him a unique perspective and rare understanding of the hurdles so many students encounter.

“I learned to play with being underestimated most of the time. I didn’t feel like I found a mentor who saw value in me until I met Dr. Yves Richelle, my master’s supervisor,” says Dr. Picault. “I strive to be a role model for students; I want to provide them with the tools and guidance necessary to overcome obstacles similar to those I faced.”

As a Professor of Teaching, Dr. Picault blends research and pedagogy, using a variety of educational techniques informed by his research in economics education. His research interests originally emerged as he explored the successful engagement strategies of other economics instructors.

This project would eventually grow into The Economics Instructors Toolbox, an internationally renowned resource that supports the teaching community and impacts the education of colleagues and students around the world.

“I don’t have all the answers,” says Dr. Picault. “The reality is it’s always possible to do better. By developing and sharing our resources, we stay relevant and make sure our students get something better from being here.”

“I won’t be the one changing the world. If we progress as a society, that’s going to be our students.”

As a recipient of the 2024 Provost’s Award for Teaching Excellence and Innovation, Dr. Picault made it his mission to provide the support and mentorship he feels he lacked. He continues to reflect on students’ long-term and short-term well-being to help them overcome their educational challenges.

“I want to keep developing teaching methods, as well as new and better ways of thinking to help students reflect and navigate their way through the world. We need to expose our students to new perspectives and ideas that can broaden their horizons and encourage critical thinking,” says Dr. Picault.

“I won’t be the one changing the world. If we progress as a society, that’s going to be our students.”

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Every few weeks, it seems like a like or improved artificial intelligence (AI) technology reinvents what’s possible. Today, AI can write reports, create “deep fakes” that look like photographs or videos of real people, and diagnose diseases.

For Dr. Wendy H. Wong, this disruptive change is an opportunity to think and then actively shape what happens next.

A Professor of Political Science and Principal’s Research Chair in Datafication (Tier 1), Dr. Wong was named UBC Okanagan’s 2024 Researcher of the Year for Social Sciences and Humanities for her work exploring AI’s effects on human rights. She is especially interested in the digital data sourced from humans that make these AI technologies possible, tracking everything from people’s locations to website reading habits.

“Data changes what we know about each other,” says Dr. Wong. “It changes what we know about ourselves. It also changes who can use those data to nudge us towards different types of outcomes.”

While people often talk about, and can be protective of, “their” data, Dr. Wong points out that these data—though they may contain information people consider private—technically also belong to whoever collected them, often a company. She proposes thinking about data as co-created—by the people who are the sources of the data and by whoever decides to track and collect information about their various behaviours, from their daily movements to how they scroll through Instagram.

In her recent book, We, the Data, Dr. Wong expands this idea into being a “data stakeholder” and empowering people around data practices. “I think about autonomy. Do we have choice in how data are collected?”

One issue is how bias in AI and data can intensify inequities that already exist. “Like any other human creation, algorithms or data are going to be biased because people are biased.”

Dr. Wendy H. Wong at the inaugural UBC Okanagan Debates on May 3, 2023, where she spoke about how AI poses a threat to society’s social and political frameworks.

This bias can cause real-world problems, like when AI has been used to predict where police should patrol. As Dr. Wong points out, the data that an algorithm uses to make this prediction is based on where police have already patrolled in the past. If police already disproportionately patrol poorer neighbourhoods or neighbourhoods with more BIPOC residents, then based on that biased data AI will predict more crime in these areas.

With Dr. Pourang Irani, Professor of Computer Science, Dr. Wong co-leads the Data Safety and AI Literacy Cluster of Research Excellence at UBC Okanagan. A main goal of this interdisciplinary research team is to use both technical and non-technical perspectives to help the general public understand safety and literacy issues.

“Having digital data is actually changing the way we live,” says Dr. Wong. “We should all be data and AI literate. We need to understand the basic assumptions built in behind these technologies, and then how they can potentially affect our lives.”

While AI is rapidly changing the world we live in, Dr. Wong puts this new technology in the context of other major technological changes humans have adapted to over time, like cars. Just like humans developed laws and the separation of sidewalks and roads to keep both pedestrians and drivers safe, she advocates for both government and the creators of these technologies to be aware of and responsive to the potential harms of both AI and digital data.

“I’m hoping the more I talk about data and human rights, the more people will start thinking about technology differently. These AI technologies have been created by people who haven’t been forced to think about the social and political ramifications of their inventions. Now we have to do that.”

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Why did you choose economics as your area of study?
I’m originally from a minority group in a small border town in Punjab, India. There I witnessed how poverty—especially among women—and the dependence on male household figures led to abuse and the oppression of their choices. I would repeatedly ask questions like: what makes someone rich or poor, what is the role of governments in uplifting these individuals, why aren’t minority women like me represented, what leads farmers from my community to commit suicide, leaving behind their wives without any means of survival?

Economics, political science and history are where I started finding answers. I first worked as a Research Assistant with the Rural Health Equity Social Enterprise and Technology Synergies team, where I focused on the comparative analysis of various social enterprises, especially those led by women. I also helped explore the challenges faced by women in Canada and other countries of the world. Currently, I’m working as a Research Assistant in collaboration with BC Agriculture Climate Action Research Network on a project for drafting enterprise budgets for farmers in Southern Interior BC. This project uses best management practices like cover cropping and relay-cropping to help the environment while also leading to profits for farmers.

My research reminds me every day of the reason I started on this journey. I wanted to learn about public policy and economics so that one day I can be a woman of colour from a minority Sikh community, representing the interests of my people on a level where our voices get heard.

Puneet Kaur Aulakh at the 2023 Japan-Canada Academic Consortium, held at the Canadian embassy in Tokyo, Japan. At the consortium, Aulakh and her team presented research on “Environmental sustainability through a cross-cultural and Indigenous lens.”

You’re the recipient of an International Community Achievement Award. What does this mean to you?
The International Community Achievement Award (ICAA) is prestigious to me. It recognizes international students who are contributing to the university community while maintaining excellent grades.

My video call with my parents turned into a teary-eyed conversation when I told them I was selected as an ICAA recipient. If it wasn’t for the awards and scholarships from UBCO, I could have never imagined studying in such a big institution. ICAA came at a time when my younger brother was starting his first year at UBCO but my family was struggling to afford both of our tuitions. ICAA gave me hope that we both could make UBCO our home and that it valued me and my hard work.

What’s the best advice you have for new undergraduate students?
Take vastly different courses in your first year, like history and computer science, or creative writing and math. These diverse courses can help you realize what you really want; even if you think you want to be a computer science major, you never know. There could be an artist hidden inside you.

Why is it important to get involved on campus?
It’s important to devote time to courses, but also join clubs, do extracurriculars, attend university events and just generally be part of the UBCO community. Each of these activities will give you life skills and memories to cherish. Getting involved on campus helps you meet people who have similar interests and offers you different support chains.

What are some challenges you’ve faced so far in your academic career?
The biggest challenge I’ve faced in my academic career is discovering what I really want to do. Even though I believe I know my purpose in life, figuring out how to achieve that purpose has led to a lot of thinking. This challenge, however, has taught me that it’s okay if you don’t have everything figured out right away—the journey teaches you a lot. Another challenge has been managing an adult life all alone, thousands of kilometres away from my family. Nostalgia, longing, sickness and feeling overwhelmed due to work have been a real struggle.

What do you think makes UBCO great?
I think the most valuable thing that UBCO has given me is a sense of belonging and home. I’ve found my community here and I’ve been welcomed and accepted; I have my own voice and feel heard. My hard work has always been valued and appreciated, whether it is through academics, extracurriculars or my jobs at UBCO. The warmth that UBCO provides makes it more than just an educational institution; it makes it home.

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THE ITCHY WARMTH OF A WOOLLEN BLANKET. Birds peeping beside a trickling creek. For Dr. Fiona P. McDonald, these sensory experiences—touch, sight and sound—are important sites for her research in cultural anthropology.

Dr. McDonald, an Assistant Professor in Community, Culture and Global Studies at UBC Okanagan, followed woollen blankets on her journey to becoming a visual anthropologist. She first saw the Hudson’s Bay Company point blanket on a glass negative in the archives. Unfamiliar with these blankets, Dr. McDonald examined archives around the world and has since spent more than a decade looking at the many spaces beyond the archive where the physical woollen blankets have been moved from art galleries to museums, from sacred ceremonies to craft markets.

“This is a deeply problematic commodity that has caused intense debate and distrust,” says Dr. McDonald. “The Hudson’s Bay blankets were originally made by the Weavers of Witney in England, but the blankets became trade commodities in colonial settler spaces.”

When she traced similar woollen blankets to Aotearoa (New Zealand), she learned how Māori weavers used the red wool from blankets to replace the feathers of the now-endangered kākāpō birds that were originally used for sacred cloaks. When she was in southeast Alaska, collaborating with the Sealaska Heritage Institute, she witnessed how woollen blankets have become traditional robes in Tlingit regalia.

In her current book project, Dr. McDonald examines how Indigenous artists and makers in Canada, the United States, and New Zealand have transformed woollen blankets into anti-colonial art, craft and clan property.

Dr. McDonald’s interest in material culture extends beyond textiles to the materiality of sound and other senses. She co-founded the Collaborative + Experimental Ethnography Lab (CE² Lab) at UBCO, a critical research lab unparalleled in Canada for sensory ethnography. The CE² Lab is a site of collaboration between Dr. McDonald, community partners and other groups on campus.

For instance, one lab project involves sensory storytelling by creating digital tools that use art for immersive informal science learning. In a pilot project in Santa Fe, New Mexico, Dr. McDonald and her collaborator Dr. Benjamin Day Smith worked with elementary students to record sounds of water in their everyday lives. The project taught students to edit the audio they collected, and with specialized software that Dr. McDonald and Dr. Smith developed, the students created immersive sound environments.

“My priority is learning through collaboration and making room for dynamic ways of thinking with our senses, and not just about them.”

This work is part of Dr. McDonald’s larger efforts around addressing the Anthropocene in her research; she also co-published An Anthropocene Primer, a born-digital, open access publication that connects people to scholarly works, activities and knowledge across disciplines to how we think, live and understand climate justice.

Dr. McDonald is currently working with UBCO’s Dr. Jeannette Armstrong to create a new series for Nsyilxcn language works. She feels honoured to work with knowledge keepers through her research and editorial work. And this sentiment carries forward to the respect she has to live and work on unceded ancestral Syilx territory. Not only is she thrilled to bring her global experience to UBCO’s diverse campus, but the Okanagan’s access to nature is also a huge draw, allowing Dr. McDonald to snowshoe in the winter and swim in the summer. She incorporates nature into her research and teaching as well, often bringing her students to Quail Flume Trail near campus for sensory walking experiments known as anthropocenoscapes.

As an early-career researcher, Dr. McDonald’s priority is “learning through collaboration and making room for dynamic ways of thinking with our senses and not just about them.

“I model collaboration with the intention of creating a space for junior colleagues and graduate students to see and, more importantly, experience it as often as possible.”

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HANNA PAUL CAN RECALL THE EXACT MOMENT that inspired her research into Indigenous moon time teachings.

In 2017, while Paul was pursuing her undergraduate degree in anthropology and Indigenous studies, she volunteered at an Indigenous event that included a ceremonial element. At the time, she was on her moon time (menstruating) and was told she was unable to participate in the ceremony. Initially, Paul expected this to be because of taboo. 

“Growing up all I knew was western taboos around menstruation,” says Paul, “But I was told that I was unable to participate because I was already going through a ceremony, a moon ceremony, and you can’t be in two ceremonies at one time.”

Many Indigenous cultures, including Métis, refer to menstruation as moon time, since it occurs on a 28-day cycle, similar to the moon’s cycle. This planted a seed for Paul that would grow into an Undergraduate Research Award and later her master’s thesis under the supervision of Dr. Fiona McDonald and Dr. Gabrielle Legault.

Hanna Paul’s kokum, pictured in her home.

Paul’s family history is diverse, with Métis and Beaver First Nation ancestry on her father’s side, and Ukrainian and French ancestry on her mother’s side. Her Métis family names are Paul, Lizotte, Lambert and LaFleur, and her community is located in the North Vermillion settlement, also known as Buttertown. Drawing on her heritage, Paul decided to return home to Buttertown for her master’s research to investigate whether Métis moon time teachings still existed there.

In summer 2022, Paul began her research project, living with her kokum (grandmother in Northern Michif and Cree), who helped her navigate her kinship relationships and connect with participants to discuss women’s teachings and Métis culture.

“My kokum was the best roommate and we quickly became friends in a way we weren’t able to be before,” says Paul. “She was at the intersection between being a researcher, being a community member and being kin because she was my local guide, my roommate and my kokum.”

Paul discovered that moon time teachings were not prevalent in Buttertown due to the colonial apparatuses of power that disrupted those teachings. Her research shifted to focus on how these teachings could be brought back and used to instill body image and self-esteem in youth and women.

“Shame and a lack of self-esteem were prevalent, derived from moments of cultural disruption,” says Paul. “We began to explore what it could look like to bring moon time teachings back to the community.”

Through a talking circle, Paul and her participants explored what Métis futurisms could look like in Buttertown and how moon time teachings could be mobilized to build confidence for future generations of youth and women.

Hanna Paul and her auntie picking Saskatoon berries in Buttertown.

Discussions during talking circles focused on the importance of place and community members having agency in telling their own stories. An interactive centre or place where these teachings could be shared within the community was a vision that came out of the calls to action in Paul’s research.

Upon returning to Kelowna and reflecting on her experiences, Paul recalls one of the most memorable parts of her summer: picking Saskatoon berries with her cousins and aunties. She knew she wanted this to be something central to her research. With the guidance of Dr. Shawn Wilson, the process of picking Saskatoon berries became an illustration of the methodology for Paul’s research.

“Journeying back home as a Métis community member and as a researcher created a really memorable summer for me. There were many parallels between my research and going to a berry patch,” says Paul. “Back home, you’d find a local guide to get you to a berry patch. My local guide was my kokum. Your guide may then help you find other berry pickers, just as my kokum helped me find participants.”

After completing her master’s degree, Paul plans to work with Indigenous youth and continue to situate herself within the Métis community. Ultimately, she hopes to pursue a doctorate based on the needs of her community.

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