February 12, 2003 Features Section Editor: Sven Bellamy the other press Passion is the Rey: fi Profile of UCFU Criminology Professor, Darryl Plecas T. Billau OP Contributor Darryl Plecas has every reason to be arrogant. But he’s not, not at all. I keep expecting some conceited behav- iour to slip out, but it never does. When I mention his Doctorate in Education from UBC, he ducks his head and seems embarrassed. I can't even get him to boast about attending Harvard or speaking at the United Nations Scientific and Professional Advisory Council. He beams when I bring up his 2001 Teaching Excellence award, but is quick to avert all credit by saying, “If I have any success at all, it’s directly related to my colleagues at UCFYV and instructors in university. People like Doug Cousineau and Pat Brantingham at SFU who encouraged me, and past and present senior managers here at the col- lege like Susan Witter—Douglas’ current President— who really set an incredible ‘servant leadership’ example.” It's when Plecas talks about his students that his pride becomes evident. “Look at these reports,” he says, pulling thick reams of them out of drawers and off his book- shelves. In seconds, he has stacks of published student reports all over his desk. He’s like a dad showing snap- shots of his newborn child. “When I look at all these projects,” he says, putting his hand on top of the stack, “it’s like ‘mission accomplished.’ They're the hard evi- dence that the approach we have here is working.” We're sitting in his compact, third floor office at the University College of the Fraser Valley campus in Abbotsford. Books are on every available surface, includ- ing the floor. No light reading material here, but tombs on arsonists, pedophiles, psychopaths, and perpetrators of domestic violence. Whatever horror you can imagine, Plecas probably has a criminology textbook related to it here. A portrait of another passionate teacher, Einstein, hangs on the wall above him. Einstein looks even more the wild man next to Plecas’ suit jacket and tie, and neat- ly groomed mustache. Plecas and Einstein also have a less than glowing early academic record in common. “The high school, junior opfeatures@netscape.net high school experience was god-awful for me. I was just a number, so I barely went. I was such a bad kid.” It did- n't get much better when he registered as a mature stu- dent at BCIT and Douglas college. Eventually, he made his way to SFU, where he says, “I failed everything.” It wasn't until he discovered criminology that his academic career took off. After having his first disastrous year erased from the records, he went on to achieve a perfect GPA, and finished his MA in eleven months. That was twenty-four years ago, and he’s been teaching at UCFV since. Plecas is one of those rare individuals whose enthusi- asm for his work is obvious. “I always tell people that I retired in 1979 and I haven't worked a day since because none of it’s work to me. It’s fun stuff.” He’s equally enthusiastic about UCFV. “The institution is just fantas- tic in terms of support. UCFV is where my head is at. It’s almost like it was meant to be. I was extremely lucky to get a job here. It just couldn’t have worked out better.” Plecas’ spotty school history has given him unusual perspective on student performance and a_ novel approach to grading. “Anyone can teach a typical A stu- dent. The challenge is to be helpful to those who aren't there yet. I’m always thinking to myself, with grading, I don’t ever want to do anything where someone’s career is negatively affected. I want students to get good grades. The power of good grades is that once they get a taste of them, it changes their whole approach to school. It changes everything. We can get tough with them in third and fourth year.” His approach seems to be working. According to Plecas, “here we have twice the number of students who go to grad school or law school than any other university in BC.” Plecas’ forgiving attitude extends to the criminals he interviews for his reports. Despite being exposed to pedophiles and rapists, his faith in humanity is unshake- able. “People will and can rise to the challenge if all the Investing 101 for Students conditions are in place to make it happen. It’s just th the reality of the world is that the right conditions a hardly ever there. I’ve come into contact with some of t most notorious criminals, who are now the nicest peop youd ever want to meet.” When I ask him how he cai put his own anger and prejudices aside when intervie ing criminals, he says, “I don’t think much about the b guy and what he does. I think: catch the guy and the concentrate on making him a nicer person.” When Plecas isn’t teaching and mentoring student he’s doing research—tots of research. He’s contributed more than a hundred research reports over the last twe ty-five years, including the controversial grow-op repo published last May where he coined the phrase, “BC Columbia North.” He’s surprised by his success in th field because he never intended to do research. “I reme ber taking my first research course at university and arg ing with them about having to take it. I thought I did need it, but now, at any one time, I have more than dozen research projects on the go.” We've been talking for more than 90 minutes now, an Plecas leans forward in his seat. He wants to talk abo my career aspirations. “So, you want to be a writer?” asks. I nod. “Well, I've got a story for you to write.” proceeds to outline a plot he’s obviously put a lot thought into. I’m tempted to steal his idea. “But Darryl,” I say, after a few minutes, “why don’t yo write it?” “I’m not a writer,” he says with a smile. “Okay,” I say, “but you didn’t think you were a studet either. Now look at you.” He pauses for a moment. think maybe I’ve stumped him, but I’m wrong. “But writing isn’t my passion. It’s yours. I just have, f whatever reason, this unbelievable interest in criminol gy. It’s just damn interesting to me. This is my passion. you can love what you do, that’s the key. The rest is easy. Stephanie Walsh Brock Press Tips on how to set your- self up for a secure future ST. CATHERINE’S, ON (CUP)—Investing isn’t easy. The threat of ter- rorist attacks and corporate accounting scandals, such as Enron and the Martha Stewart/ImClone case have led many potential investors, partic- ularly students with limited incomes, to be wary of where they put their money. More than ever, many of us are working toward graduate degrees in hopes of ensuring a successful and comfortable future. But will a fancy diploma alone ensure a secure financial nesting in the years to come? According to some researchers, by the time today’s college and univer- sity graduates are old enough to collect social security, the funds left will not be enough to support their lifestyle. While some students receive grants and scholarships, the majority of young adults working towards a post-secondary degree have taken on hefty loans in order to cover the ris- ing cost of tuition and living expenses. Following graduation, these same individuals face the challenge of finding a job and paying off their student loans. The thought of invest- ments and saving for retirement is not exactly at the top of everyone’s list. Darryl D’sa, a financial investment consultant for the Royal Bank of Canada, recommends that students get a head start on retirement while they're young by trying to save a little into RRSPs, rather than relying on a savings account alone. “A typical savings account will only provide the student with interest rates of two or three percent which can become overpowered by the stu- dent loans and visas that typically collect interest rates of seven, eight and even nine percent—not to mention inflation, which almost wipes out all returns from a bank account. The result being that the student will pay over and above what they are getting in return,” said D’sa. For most students the thought of investing is a daunting task, strung with questions concerning how and where to begin investing. The first step is to identify a strategy. This involves setting objectiv: that pinpoint when you wish to see a return and what level of risk y are willing to take. As a young investor, you must also determine ho much you can comfortably put into a savings or investment account a monthly or quarterly basis. A simple solution to the problem of savi up is to treat your investment like a common bill received in the m and allot a portion of your finances to potential growth. Upon devising a strategy, you must determine where you wish invest your funds. Diversification is important. By not putting all of yo “eggs” into a single basket, be it stocks, cash or bonds, you help to ensu smooth overall returns and reduce the impact of any one investment i your general portfolio. Short-term savings require a safer investmen| whereas long-term investments can be more risky as they have a great period of time to recover from unforeseen slumps. D’sa says he believes that students should take hold of the opportun ty to invest now. Although some students may have fears about t effects of world events on the market, he encourages cautious investo to “take advantage of the market and purchase stocks while they a cheap, in order to stay ahead of the game and perhaps graduate deb free.” The phrase “every little bit counts” goes a long way according to D’ who says “a small amount invested now could help your financial sec rity ten or 20 years down the road.” D’sa said a 20-year-old student w. invests $1000.00 into a mutual fund that returns on average 12 perce a year, can expect her or his money to have grown to just over $35,0 by the time she or he reaches 50. However should that student wait un the age of 30 to begin investing, the result will only be a return of abo $11,000.00 So what does your portfolio look like?