Student apathy and other problems for the editor-in-chiefs of the ‘Other Press’


A conversation with six leaders of Douglas College’s newspaper

By Elliot Chan, Opinions Editor
Formerly published in the Other Press. July 8, 2016

You are a runner in a relay race. As your teammate approaches you, you see her hand extend, holding the baton. Your feet move to keep pace as she draws nearer. The fingers in your hands blossom out, creating a target, not just for the baton, but also for the responsibility, the confidence, the weight of the entire collective. You are the runner; you are the next editor-in-chief of the Other Press.


The Other Job

The sprint is a year long and starts in September. Douglas College gathers for orientation, and the parking-lot-like building that is the New Westminster campus fills up with young minds. Sitting at a foldout table in the concourse is an optimistic individual, driven to make a mark on the long legacy that is the Douglas College newspaper: the Other Press.

With a welcoming smile, the editor-in-chief of the only student newspaper on campus showcases the publication to new students entering the post secondary institution and sometimes to students who have been enrolled in the college for years already.

“When you are talking to people and trying to recruit people to the newspaper,” says Natalie Serafini, editor-in-chief from 2014–15, “they are often surprised that we have a newspaper.”

“It’s also surprising the amount of people that say that they read it,” says Jacey Gibb, editor-in-chief from 2013–14. “It sounds bad to say surprising.”

During the length of the orientation, the editor-in-chief is not only present to increase readership, but also to recruit contributors by introducing the variety of roles that goes into running a publication: writers, designers, illustrators, photographers, distributors, etc. The editor-in-chief is not only the boss, but also the ambassador.

“You only need to get one person for these events to be worthwhile,” says Sharon Miki, editor-in-chief from 2012–13). “You are never going to have an event and get like 20 new writers and 1,000 new readers. It’s Douglas College. It’s such a small community. You only need to get one.”

The Other Press, like a collegial program, is a revolving door for students to collaborate and gain experience in preparation for the real world. Each year, the editor-in-chief position opens up. The incumbent can choose to reapply and serve another term, or choose to leave the shoes for someone else to fill.

While much of it feels like training for the job of the future, being the leader of a student newspaper is a responsibility that weighs heavy, especially when working with a group of unseasoned writers, editors, and contributors. With ego and inexperience colliding, it is the job of the editor-in-chief to both calm the waters and steer the ship.

“I felt like a lot of my time was spent dealing with the personnel,” says Liam Britten, editor-in-chief from 2008–10. “That was challenging: dealing with people who should just not have been there. You just can’t get rid of these people. It took a while.”

“I’m sure everyone else had this experience,” says Gibb, “where I’ve gotten a piece—especially as a section editor—and you are just reading it and you’re like there is no way this person reread what they wrote, because this doesn’t make sense and it’s just total garbage.”

“[The Other Press] equipped me with skills like dealing with problem children and persevering through really challenging experiences where you don’t know what you’re doing and you are just flailing through it,” says Cody Klyne, editor-in-chief from 2011–12. “And you do and you are kind of just given a lot of responsibility and you can take that and really run with it or you can sit on it and not really have any ambition for the newspaper for your term.”


The Other News

Hidden away on the first floor is the Other Press headquarters in Room 1020. During the Fall and Winter semesters, the collective gathers weekly in the bowels of the campus to produce a newspaper. The issues will sit on black metal stands at entrances and high traffic areas of the school, but with only 50 per cent pick up—roughly 500 hundred hard copy readers per week—it often seems like a job that is supplying without demand.

Without a need to feed the beast, it’s easy to become apathetic. The editor-in-chief term at the Other Press is indeed a marathon, but the leader is not running alone. Leading a team and keeping them from falling into the grips of apathy is as challenging as keeping up with all the emails that pile up. The job is not just about meeting deadlines; it’s about producing quality work.

“I guess one of the main points is showing that you care,” says Eric Wilkins, the current editor-in-chief of the Other Press. “If you don’t, nobody else is going to follow. First and foremost is making yourself as enthusiastic as possible.”

“I know as editor-in-chief, one thing that was very frustrating was how hard it was to get people to write Douglas College-centered stuff,” says Britten, “or even Lower Mainland-focused stuff can be a challenge. Let’s be honest, nobody reads the Other Press to find out what happened somewhere else in the world last week, right? But that’s what people’s instincts are; that is what’s interesting to them. You have to look for not the most obvious story, I guess. Look for opportunity to localize things.”

“If you are a sports editor, go watch the damn Royals play,” Britten adds. “Or if you are the arts editor, you might have to go see a Douglas College play.”

The Other Press began in 1976 and it has always struggled to find its place within the Douglas College ecosystem. Splintered from the rest of the institution, the Other Press requires the editor-in-chief to bridge the gap between the different societies and communities, while staying true to the publication’s journalistic values.

“It’s so rare that anything noteworthy happens,” says Miki, “that if it ever does happen you have to talk about it. We’re not a PR magazine for Douglas College. But if we were, then yes, we wouldn’t say anything critical. But if something happened—and it’s true—we have to report on it.”


The Other Problems

The Other Press is an organization with many moving parts. It’s often hard to keep track of the squeaky wheels. In an effort to produce a newspaper on a weekly basis, there are going to be mistakes. The lesson is in how one recovers. Consider all the errors that take place in a classroom: spelling mistakes, incorrect facts, plagiarisms, etc. All these problems are magnified when it is printed a thousand times and handed out to the general public. The editor-in-chief’s face is on every issue printed. If there is a problem, there is no hiding and there is no blaming; he or she must face the hard light.

“My worst fear was that I was going to do something that would end the newspaper,” says Gibb. “I’m sure everyone had that fear. I actually had the opportunity to end it, in that our contract with the college student levy was up for renewal in my term. It happened to come upon a very funny time.”

It was a funny time indeed. A humour article mistaken as legitimate news got the Other Press in hot water at the tail end of 2013. Gibb was the editor-in-chief at the time and he received the brunt of the backlash as the article involved the New Westminster Police Department.

“If the paper hadn’t been on such strong foundation,” Gibb adds, “who knows what would have happened?”

At the time, it was no laughing matter for the publication. But Gibb laughs it off now, reminding us that the words printed on the paper have impact. Being the leader of a media organization, even one as small as the Other Press, carries a certain responsibility. It’s not just for the people who speak out, but for the people who don’t as well.

“You focus in on the fact that you get surprised when people say ‘I’m surprised that there is a newspaper at the college,’” says Klyne. “Like you are kind of taken aback by that statement. It’s just, you do pour so much of yourself into it, but there are a lot of people who do read and don’t make their voices known or participate, and they are just the readers. And that’s their place in life and they are just happy to do that. And it’s our job to just be there and supply that.”

Each week, the editor-in-chief of the Other Press chases the clock, rallying the collective to produce a high-quality publication for the readers. It doesn’t matter if it’s the first few steps in September or the last leg in August, they know their efforts will be visible in print and digital not just for Douglas College to see, but for the whole world. They also know that their time is fleeting. This learning experience they treated wholeheartedly as a “real job” will soon be over.

“I feel like there was so much I wanted to do that I never got around to doing,” says Serafini. “There would always be a fire—not a literal fire—to put out. I feel like by the end of my first semester I was so exhausted, I was just trying to find the next person to fill a position—put out the next fire.”

You are a runner in a relay race. You receive the baton—but it’s not really a baton, it’s a fire extinguisher. You are the next editor-in-chief of the Other Press. You want to make your mark, but it’s actually an environment to make mistakes. If that’s the case, the best mark is to continue the legacy, improve the organization incrementally for the next generation, and allow room for the leaders of the future to solve the problems that are as ingrained into the institution as student apathy.

“You don’t need to be a born leader for anything,” says Wilkins. “You grow your way into it. You learn things. You figure out how stuff works.”

For over 40 years, the Other Press has been a fixture in the Douglas campus community. While it might be considered fringe, because there are no academic programs linked to it, it a necessary part of the institution. The craft of writing, editing, and communicating is a key to professional success, regardless of the student’s career path.

Why does a school have gym? Not because we want our students to become body builders or professional athletes, it’s because we want them to establish a healthy lifestyle. The same goes with a student newspaper. It’s not about the product; it’s about the work itself, and it’s about getting better and stronger at the craft. For the editor-in-chief, it’s his or her chance to learn what no course in Douglas can teach, and that is a unique opportunity.

Why we need to say goodbye


In order to grow, you need to say bye to old friends and family

By Elliot Chan, Opinions Editor
Formerly published in the Other Press. August 4, 2016

I’m reaching a transitional point in my life where my time with friends and family is diminishing and therefore, growing ever more precious. Yet, the times that I do have with them are spent idle, spawning zero growth. We’re old friends—we’re family—we know what our personalities are like, we know what our opinions are, and we’ve reach a comfort zone where we no longer feel the need to push each other. My old friends and family have become content with the way I am, and therefore, I must say goodbye.

My mother did not want me to move out. Her plan was to have me live with her and take care of her. Additionally, she wanted me to progress, get married, get employed, and succeed. There was no way I could have done those things without first finding my own independence. She wanted me to stay the same caring little boy she thought I was. Selfishly, she wanted to keep me.

The same goes with workplaces. A quality worker is hard to find and quality employers know this and will do what they can to retain them. However, many workforces don’t offer good employees room to grow. Look at the diligent server or the hardworking barista; it doesn’t matter how many hours they put in, eventually, they will hit the ceiling. There are no more rungs on the ladder to climb.

With friends, it can get a little more complicated. There are no resignation letters, although you can write a Facebook message explaining why you don’t have time for their birthday parties or why you can’t go see that concert with them. Life is full of resistances and some come in the form of comfort. Friends are like a comfy bed; they don’t care if you get anything done during the day or if you lie there dreaming. Friends want you with them, but in doing so you revert to idleness, and that would be a great shame.

There will be a time when you have to make the decision to say goodbye to all the comfortable relationships you’ve created. Those moments weren’t wasted. Those moments lead you to where you are now. But you, like me, will one day reach this transition point, where you need to be realistic with the time you spend and ask: “Do I want to sacrifice my personal growth and potential success just so I can make this person, organization, or team happy?”

It’s not abandonment. It’s merely a departure. They can join you if they want, but they’ll have to understand the journey you are going on will be long and arduous. It can be an academic pursuit or it can be a business opportunity; either way, they need to buy in 100 per cent. If they don’t follow, no worries. There are many more people along the way, heading in your direction, waiting to say, “Hello.”

So, think about all the friends within your circle and ask yourself: “Are they joining me? Or is it time to say farewell?”

Don’t be a brand; be brand new


Why your personal brand may be limiting

By Elliot Chan, Opinions Editor
Formerly published in The Other Press. May 4, 2016

At a young age, we created an identity for ourselves. This identity follows us like a shadow throughout our academic, professional, and even romantic endeavours. We become this persona of what people see us as, and we measure ourselves by our accomplishments within that scope.

While establishing a personal brand for yourself may be useful if you are marketing your services to employers, I don’t believe it should be a strict guideline for you to live by. As human beings, we should be allowed to have the freedom to explore. This exploration nurtures growth, a type of metamorphosis that can only happen when new experiences are injected into our lives. You cannot experience anything new if you live your life as a brand.

Let’s say you love rap music. It’s your thing. It’s your brand. Everyday you wear your headphones and you listen to rap. People know you for that and you wouldn’t be caught dead listening to anything else. That sounds like a pretty limiting life, doesn’t it?

It’s important for us to put aside our preconceptions once in awhile and be open-minded. Your brand shouldn’t be rap music; it should be music or art. While you can specialize in rap, you will have a more diversified understanding of music if you listen to the whole range. Rap can be your passion, but if you want your brand to grow and mature—and not just be a pretentious shadow that throws shade at other people who don’t like what you like—you have to broaden your horizons and explore.

It’s easy to establish a brand for yourself and live within those boundaries. People expect you to dress a certain way, talk a certain way, and act a certain way. We like when things are predictable. After all, that is why McDonald’s, Starbucks, and Wal-Mart are so popular: you know what to expect. However, unlike billion-dollar corporations, we as human beings need to have the flexibility to shift gears without upsetting the shareholders.

You are not a brand. You are a person. You might have followers, you might have employers, and you might have friends that will expect you to behave in a way that fits their branding, and that’s fine. You can wear a persona like a uniform. You can be professional and friendly, but you must also be pushing yourself beyond those that are already around you. While those within your vicinity will influence and support you, they also act as a black hole that is pulling you deeper and deeper into a character that is merely their expectation of you. Don’t be that character. Don’t be a brand.

When you wake up tomorrow, be someone who dares to do something different.

What to do when you don’t like your group


All projects need a leader—could it be you?

By Elliot Chan, Opinions Editor
Formerly published in The Other Press. May 4, 2016
We’ve all been in a group project where we felt that we’ve drawn the short straw. In every classroom there are the students who are the workhorses, there are those who are naturally gifted, and there are those who are simply slackers. At one point or another, you’ll get the last pick and end up in an indecisive group where progress is agonizingly slow. Most likely, you’ll be waiting for someone else to finish his or her part before you can complete yours. This pushes the workload further and further towards the deadline, causing a lot of stress for those who genuinely care.

I’ve been in those types of groups, and I’ve been both a diligent worker and an idle procrastinator at different times. I’m sure there are people in the world that will vow to never work with me again, or even talk to me. However, there are people who I have a great working relationship with. Why does one environment cause me to retreat into my shell and another allows me to meet or exceed expectations?

Group projects, without a measure of respect within the group, are volatile environments where people’s emotions and the idea of fairness harm the process of the assignment. When a group of students is left to govern and motivate themselves to finish a project—one where the only guidelines are written on a piece of paper—there are bound to be disagreements. These disagreements can sustain themselves throughout the length of the project and go unresolved until the very moment you hand it in. Why?

The problem with bad group projects is that nobody rises up and takes a leadership role. With no guidance, what ends up happening is that the collective begins to resent each other, as work is not being completed, or is being completed in an unsatisfactory way. I know we all think of ourselves as adults who are capable of taking on responsibility and following through with it—but I don’t believe that maturity or seniority has anything to do with a successful project.

At school, we think of the teacher or the instructor as the boss, but that is not the accurate way of thinking about it. The teacher or the instructor is actually the market—the ones receiving the goods you are making. They are the consumers and you are trying to please them. But if that’s the case, then who is the boss?

A leader should always be a member of the team, one who is closely entwined in the happenings of the project. It should never be someone external. It’s the reason companies of all sizes have a president, CEO, and managers at every level. Some groups will function fine as a democracy. But if you are dealt a shitty hand and end up with a group of people who aren’t motivated, a fair voting system isn’t going to work. Someone needs to lay the hammer down, make decisions, delegate work, and make sure there are repercussions if the tasks aren’t completed at a predetermined time. In your next group project, make sure that happens.

In one ear and out the other


A significant percentage of adults have forgotten elementary school lessons, but does it matter?

By Elliot Chan, Opinions Editor
Formerly published in The Other Press. March 17, 2016

A recent survey conducted by YouGov revealed something worrisome: grown-ups have forgotten basic lessons in math, English, and science. One in five adults in the study admitted to having trouble with calculating fractions and percentages. About a quarter of adults cannot recall how to use a semi-colon in a sentence or the names of all the planets within the solar system.

Now, it might seem embarrassing for an adult to forget about lessons they spent so many hours studying in their youth. But that type of knowledge is now trivial. We live in a wonderful age where we are as smart as our phones. We calculate our bills with them, we end arguments with them, and we can easily relearn all that was taught to us in elementary school via watching YouTube on them.

The ability to remember everything taught to us is not necessary a product of smarts, but rather the product of skilled memory. We remember what’s important for us. While we are able to train our memories like we are able to train our bodies, many of us have more important things to deal with.

Remember when you were young and you memorized all 150 (at the time) Pokémon? Try recalling them now. We remember what is important to us. If we enjoy sports, we’ll remember names of athletes. If we like video games, we’ll train our fingers to remember combinations. If we like history, we’ll remember specific moments and characters from the past. We choose what to remember.

Adults who have forgotten about math, English, and science lessons aren’t stupid. They’ve been putting their cognitive energy into other things in their lives that require it. They don’t have time to sit down and review their elementary school lessons once a week. Nobody is going to randomly do long division if they don’t have to.

But should they? Sure they should. Everybody should be confident with math, but there just aren’t enough hours in the day to be proficient in everything.

Elementary education is the basic foundation for lessons in the rest of our lives, but now that we are older we can happily decide what we need to know. And luckily, we are living in an age where if we do want to learn something or review something, we can do it with a few clicks. Intelligence is not the ability to memorize everything. Intelligence is the ability to find the answer when it is needed.

Adults today are different from the adults of the past. We can store our knowledge in the cloud and pull it down when it is needed. This gives us more room in our brain to think about other things.

This time next year

opinions school resolutionsNew school year resolutions and the BC Teacher’s strike

By Elliot Chan, Opinions Editor
Formerly published in The Other Press. Sept. 9, 2014

Pessimistically speaking, whatever the New Year’s resolution you made in January was, you’ve probably given up on it as we head into the latter-half of 2014. If you weren’t able to reach your full potential this time around, relax: the way I see it, September is the real beginning.

The mark of a new academic year is always refreshing, even though I—like many students in BC—will not be immediately attending class this autumn. My situation, although different from those who’ve been impacted by the labour strike between the BC Teachers’ Federation and the BC Liberals, still offers room for improvement. After all, classroom settings can only do so much in terms of learning. When it comes down to it, the students need to make that extra effort.

So I bring it back to the idea of setting resolutions. Where will you be in terms of your goals this time next year? Never mind what the world around you is doing—what can you do for yourself? And the better question is, how will you reward yourself next summer? Let’s be honest, this summer wasn’t shabby, but you know that if you can make some strides this fall, winter, and spring, summer will undoubtedly pay for itself.

As students, I feel we put a lot of pressure on how well we do in the classroom environment, yet it’s the workplace that we are really striving to excel in. One of my favourite quotes from Mark Twain is, “Don’t let schooling interfere with your education.” What he means is that the courses you take, the homework assigned to you, and the deadlines you need to meet, should not halt your progress towards your ultimate goal, whatever it may be.

Not only is it common to give up on resolutions, it’s also common to get academic amnesia, where a whole school year would pass by without any recollection. So really suck this school year smoothie dry. If you are in class, try to apply what you learn to something, anything. If you aren’t in school—like me—don’t passively await opportunities, but imagine yourself a year from now. Think of what you want to know that you didn’t know yesterday, and learn it on your own merits.

We often make New Year’s resolutions into ambitious, life-changing goals. We want to lose weight, earn more money, and perhaps achieve something we haven’t before. All that is admirable, but let’s make our school-year resolution a building block towards our New Year’s resolution. Let’s work on our self-discovery and our intellectual enhancement. That way, when January rolls around, we can catch our second wind and improve from there. And it doesn’t matter whether we are in school or not.

Learning is all about attitude. But hey, for those kids who are out of school because of the strike or for those unemployed graduates, relax and enjoy this little break while you can before life grinds the crap out of you. Stick with it, and this time next year, you’ll be better.

New Study Shows That Laptops And Lectures Don’t Mix

Formerly published in Techvibes Media. 

Notebook computers have become more efficient and affordable in the past few years so it is no surprise that it is replacing those primitive coil paper notebooks. But the great debate continues, is the technology a beneficial asset or a hindering distraction?

In a recent study published in the Computer & Education journal, research subjects attended university-level lectures and completed a multiple-choice quiz in two experiments.

The first experiment was constructed to evaluate how multitasking affects the participant’s learning ability. The subjects were allowed to use their laptops to take notes during a meteorology lecture. But half were expected to complete a series of unrelated task on their computers during moments where they had spare time. The tasks were made to simulate normal activities that may distract students, such as online searches.

The second experiment required the subjects to take notes on pencils and paper, while others were on laptops. The objective of this part of the study was to see whether students working the old-fashion way would be distracted by the bright screens and tapping keys around them.

“We really tried to make it pretty close to what actually happens in the lectures, we found that lo and behold, the students who multitasked performed much worse on the final test and those who were seated around peers who were multitasking also performed much worse on the final test,” said Faria Sana, co-author of the study.

“So you might not be multitasking but if you have a clear view of someone else who is multitasking, your performance is still going to be impaired.”

Like a contagion, laptops usage affects more than just the user, but also their neighbouring classmates. The result surprised many of the participants, who didn’t expect their marks to drop from using their computer.

“A lot of students spend quite a big chunk of time in class doing things that are not related to the academic environment or aren’t directly related to the course or the lecture,” Sana said. “We’re hoping that based on these results, students will take responsibility for their actions.” Although the study is not advocating a laptop ban in class, it is advising students to think twice before using their computers during lectures for extracurricular activities—for the sake of their own education and the people around them.

The waiting game

Popular courses force students into waiting list purgatory

By Elliot Chan, Staff Reporter


Formerly published in the Other Press. Sept. 6, 2013

Before each semester, students rally for a good registration spot and a seat in the classes of their choice. The problem is, popular and prerequisite courses are attractive. With limited space in each class, students who register late or have a later registration date often miss the cut-off of around 37 students per class. This leaves many abandoning the prospect and applying for less appealing or relevant courses, thus prolonging their time at Douglas and other post-secondary institutions.

Watching your ranking on a waiting list is a frustrating ordeal. Once on a waiting list, Douglas College recommends that students check their status daily and drop themselves from the list if they lose interest.

Although the system at Douglas tries to be as fair as possible, the result may not always be favourable. Odds are you’ve already figured out whether you’ll be attending a course or not, but if you missed the chance this time, here are some tips to avoid the same outcome next semester.

“If students want a better registration time, they will need a better GPA,” the registrar’s office suggests. “They should also register on the day to avoid disappointment—and even then sometimes courses just fill up.”

Popular classes like Biology 1103 often reach the waiting list maximum of 100 students. After the first week, the waiting list shrinks to around 60-70. Even so, the prospect for attending the class becomes rather daunting.

The registrar’s office recommends that students on a waiting list attend the first day of class and email the course’s instructor. Most professors won’t mind students sitting in on the inaugural class while they gauge interest, potential for dropouts, and ability to increase workload. It is then the instructors’ choice to override the class limit or stay the course.

When sitting in on a class, it is important to respect the other students who have already registered and paid for the course. Understanding that the room may already be full, common courtesy is often a better route than eagerness. Speak with the instructor, let them know your condition, and accept a seat if one is offered for the time being.

If the instructor ends up offering you a seat in the course, you must pay the tuition immediately: i.e. 23.75 hours after the offer has been sent. Failure to do so will drop you off the list completely.

Planning ahead of time will give you an upper hand when it comes to getting the most beneficial courses. Research the courses you want to take and mark down the registration time, tuition fee payment deadlines, and any important dates to consider in relation to the course(s).

Registration for Winter Semester 2014 goes from November 14 to 28, 2013, with the tuition fee payment deadline for domestic students on December 9, 2013. Classes commence in the New Year on January 6, 2014.

One App Scholarship Makes the Monotonous Task Of Applying For Scholarships Easier

The future for high school graduates is incredibly daunting. Uncertainty lingers at every corner and competition is intimidating and fierce, especially in the world of scholarships.

Every year, Grade 12 students across the country prepare for the next step in their lives. They take their photographs, rent their fancy dresses and suits, and apply for the most prestigious honours. Sadly the grueling process of filling out scholarship applications often leave students feeling demoralized.

Toronto-based startup One App Scholarship is opening a new avenue for students applying for scholarships. Now, one application is all it is going to take to be eligible in multiple scholarships, with a total of 300 scholarships in the program. For a submission fee of $29, winning students will have an opportunity to earn at least $1,000 in scholarship money.

“We are trying to figure out what people’s strengths are,” explains cofounder of One App Scholarship and recent high school graduate Jacob Catalano. “On the application there will be questions like, ‘tell me a time when you are at your best’ or something along those lines, and what that question will do is it will allow the person to really delve in. And they will repeat that process a few times. After that we’ll ask them to reflect of everything they wrote. We are going to be awarding scholarships based on people’s ability to leverage their skills.”

The application process may be easier, but that doesn’t mean One App Scholarship is a free for all. Only the top 100 students who can highlight their most positive attributes will be entered per scholarship with a potential of earning money for post-secondary. “People associate scholarships with competition,” said Catalano, “But we didn’t want to make it daunting with the feeling of ‘I’m not going to win.'”

One App Scholarship is planning to launch on September 5, but the idea of a convenient application process is quickly catching on in high school classrooms all across the country. The monotonous task of applying for scholarships has deterred students from even giving it a chance since the existence of scholarships. It is often not the best student who wins the award, but the students who put in the most time and actually apply.

“It’s really fragmented,” Catalano told Techvibes when describing other type of scholarships. “Each scholarship wants to award a specific individual. They really want to try to identify with that one person when they are creating the criteria for the scholarship. It makes it seem very very exclusive. And not very welcoming to general public.”

Although the prestigious scholarships might never change their process, One App Scholarship is creating opportunity for those without the ability to invest the time. But the theory for this young startup is that if a scholarship wants to award their money to the best student, then it only make sense to get the most amount of people to apply, instead of simply scrapping from the bottom of a barrel.

While One App Scholarship is currently focused on helping Grade 12 students get the most out of their post-secondary experience, they are also aiming to assist university and college students as well in the next step of their lives—finding a job. One App aims to be more than just an application website; they are striving to be a mentor for the next generation of vibrant learners and workers.