Daria Furtak on SUSK: Rebuilding Ukrainian Student Leadership in Post-COVID Canada

Author(s): Scott Douglas Jacobsen

Publication (Outlet/Website): The Good Men Project

Publication Date (yyyy/mm/dd): 2026/04/14

Daria Furtak is a Ukrainian Canadian student leader and current President of the Ukrainian Canadian Students’ Union (SUSK), a national body founded in 1953 to coordinate Ukrainian student organizations across Canada. She began in community work as Director of Events and later President of the Ukrainian Students’ Club at the University of Ottawa, rebuilding programming after COVID disruptions and reviving legacy fundraisers such as Zabavas and caroling. Originally from the Toronto area, she sought community in Ottawa while advocating practical support for Ukrainians affected by Russia’s war. Her leadership emphasizes peer collaboration, transparent decision-making, and systems that outlast student turnover.

In this interview, Scott Douglas Jacobsen speaks with Daria Furtak, President of SUSK, about moving from local club organizing in Ottawa to national student leadership. Furtak describes rebuilding Ukrainian student life after COVID by restarting regular events, then restoring legacy fundraisers like Zabavas and caroling. Nationally, she prioritizes stronger relationships with campus clubs, standardized donor and sponsor tracking, and better institutional memory amid rapid turnover. She frames titles as symbolic and insists leadership is service among peers. A major ongoing challenge is high international tuition for Ukrainian newcomers, requiring sustained advocacy with universities and community partners, and transparent, collaborative decision-making.

Scott Douglas Jacobsen: How did you become involved in SUSK? What drew you to senior leadership, and what have been the highlights of your tenure?

Daria Furtak: I became involved with SUSK somewhat by accident. I was serving as president of the Ukrainian Students’ Club at the University of Ottawa. Before that, I was the director of events. I joined near the end of my second year because I wanted to connect with other Ukrainians in the Ottawa area. I come from the Toronto area, where the Ukrainian community is large and well established.

When I moved to Ottawa for university, I felt that sense of community was missing. I wanted to connect with people who shared my culture and language. This was also during a period when the war in Ukraine was ongoing, so advocacy and practical support for newly arrived Ukrainians in the Ottawa area became important to me – moving from events leadership to president was a natural progression.

We began with a team of about six people. When I became president, we brought in additional members. Working at the local level made clear how important national organizations are. After the COVID period, the club went through a difficult phase, and rebuilding required resources, tools, and connections. SUSK supported us by providing guidance, event frameworks, and access to broader networks that helped with panels and collaboration with other organizations.

When the opportunity arose to apply for a national role, I applied for VP National. No one ran for president, so I stepped forward. The transition was organic but also intentional. I was ready to take on the responsibility.

The main highlight this year has been working with a largely new team. Only two board members continued from the previous year. The transition was challenging. We needed to rebuild internal processes while maintaining momentum. For me, it was also a significant shift, as I moved from local leadership to a national role without prior service on SUSK.

The highlight has been seeing new board members fully embrace their responsibilities. They have demonstrated initiative, creativity, and resilience. They have tested ideas, learned from mistakes, and improved. Their interest in serving on future SUSK boards gives me confidence in the organization’s continuity.

Jacobsen: A recurring issue in student leadership is the short life cycle of institutional memory. Undergraduate leadership turns over quickly, and transitions are rarely smooth. You mentioned the difficult period around COVID. How do you manage the usual institutional-knowledge challenges of student organizations while also dealing with disruption on the scale of the pandemic?

Furtak: We are volunteers and students managing coursework and exams. The titles carry responsibility, but the structural constraints are real. Ultimately, my favorite part of this work is that I am collaborating with friends and with my community to make things easier for other students.

With the Ukrainian Students’ Club at the University of Ottawa, I was involved during the period when we were emerging from the COVID disruption. The pandemic affected all aspects of student life. In-person activities were suspended, and Ottawa, like many cities worldwide, experienced significant shutdowns. Student organizations were particularly affected because their work depends on in-person engagement.

Before COVID, the club had several longstanding legacy events. These included annual caroling, which served as our largest fundraiser, and two Zabavas each year. The Zabavas were important community gatherings that kept young people connected and contributed significantly to fundraising. We also held regular smaller events throughout the year.

After in-person activities resumed, there had been a long gap without events. When I stepped into the role of director of events, I realized that no events had been held for over a year, despite campus reopening. I focused on what I could do within my role: reestablish programming.

We began with smaller, consistent activities. The priority was regularity. We aimed to host something every two weeks. Sometimes that meant organizing a group skate on the Rideau Canal in Ottawa. Other times, it meant hosting a small game night or cultural gathering. The emphasis was on rebuilding engagement gradually.

Over time, we successfully reinstated our larger legacy events, including Zabavas and caroling. The club continues to organize these activities. Although I now serve on the SUSK  board, I remain in Ottawa and still attend club events when I can.

At the national level with SUSK, the organization was also navigating the aftermath of COVID. The recovery period extended beyond the formal end of restrictions. One of our major priorities has been strengthening organizational fundamentals.

This included improving relationships with local clubs. Rather than approaching clubs primarily with requests and administrative demands, we worked to ensure we were providing meaningful support. We aimed to build relationships based on trust, where clubs felt comfortable sharing both successes and challenges. Supporting them through difficulties is central to our role.

We also focused on outreach to clubs that had been operating independently or at a distance from the national body. Some were functioning in relative isolation. We examined why they were hesitant to engage and worked to rebuild those connections. Several clubs have since become more actively involved.

Another operational improvement involved updating how we track donors, sponsors, and community partners. Standardizing and strengthening those systems has been part of a broader effort to stabilize the organization’s internal structure.

COVID contributed to organizational strain, but it also exposed structural weaknesses that needed attention. This year, with a largely new board, we made a deliberate effort to address those issues comprehensively so that future teams would inherit clearer systems and stronger foundations.

Jacobsen: You mentioned earlier that titles are largely symbolic. That observation is accurate. They may not feel symbolic for the first few months. At first, the role can feel significant and elevated. Leadership positions can create a sense of authority that feels larger than life. In political systems, we see examples of individuals who attempt to entrench themselves in power by changing rules to remain indefinitely. That is obviously not the context here, but it raises an important point about how titles can affect perception. Do you have further reflections on the symbolic nature of leadership titles and how that translates into your daily responsibilities?

Furtak: Every day, I work with my team, and they work with me. We share the same purpose: supporting students across Canada. I approach leadership with the understanding that I am not above anyone on my team. We are not above local clubs, and we are not above any individual student who is not part of an organization. We are all students. We are all young people figuring out our strengths and interests.

There are days when I do not have the answer. There are moments when I am wrong or unsure of the best course of action. What I value most about this team is that, although there were initial nerves as we stepped into new roles, they now have the confidence to propose ideas and take initiative. They know I will support them. They are capable leaders who are growing into strong individuals.

The title itself does not define the relationship. Whether I serve as president or someone else holds a different role, we remain peers and friends. In student life, becoming overly focused on titles does not create a healthy environment. It shifts attention away from the mission. When leadership becomes about status rather than service, it undermines positive outcomes.

Jacobsen: Leadership also raises the question of who ultimately benefits: the individual or the community. Leadership styles often reflect generational context. What may have worked fifty years ago may not function the same way today. Historical figures such as Winston Churchill are often studied for their leadership during crisis, yet their style was shaped by their specific moment in history.

You are leading within a different generational context. Students today are navigating different pressures and expectations. How do you approach leadership in practical terms? If a team member proposes an idea that you believe is flawed, how do you balance honesty with maintaining respect and friendship? How do you provide firm feedback while preserving trust?

Furtak: From the beginning, my team understood that I was learning alongside them. Typically, presidents have served on SUSK  for at least one year before stepping into the role. That was not the case for me. The circumstances that led to my presidency were unique. I was transparent about that.

At the same time, I recognized that everyone on the team was learning as well. During the first two months, we were collectively focused on understanding what information and institutional knowledge from previous years needed to be preserved. Once we established that foundation, we could determine our own goals, identify what we wanted to change, and define the direction we wanted to pursue.

Because of that foundation, from the beginning there were many moments when we were on calls saying, “None of us knows what to do in this situation.” We contacted previous boards and relied on our broader network for guidance. In some cases, no one had a clear answer. The challenges we faced were not necessarily the result of a poor transition. In several instances, the issue simply had not been addressed by prior boards.

That is partly a consequence of COVID and, more broadly, the reality that organizational restructuring is difficult. It requires time, energy, and sustained focus. Toward the end of a term, it is understandable that leaders may hesitate to undertake structural reform.

Working through those challenges together strengthened the team. When we solved problems collectively, it built trust. As a result, conversations about ideas and feedback became much easier. Disagreement does not feel confrontational. Instead of “calling someone out,” we say, “Let us reconsider this,” or “Let us break this down.” Through discussion, we usually arrive at a stronger alternative.

I deeply value this team. I did not know most of them before joining the board. We are a national team. Two members are based in Alberta, two at the University of Saskatchewan, and others are in different provinces. When we began working together, I had never met some of them in person. We had to build trust deliberately.

From the outset, I emphasized honesty and transparency. I asked them to be open with me and with one another. Now conversations feel natural. We speak as colleagues and as friends. Sometimes one of us is right; sometimes one of us is not. What matters is understanding the reasoning behind an idea and improving it together.

Jacobsen: The Ukrainian community in Canada is substantial. Canada is home to more than 1.3 million people of Ukrainian descent, and it has one of the largest Ukrainian diasporas in the world. That broader community context shapes our work. How does the Ukrainian community reach out to you as a student leader, whether with requests or offers of support? And how do you reach out to them when you need assistance, particularly in the post-COVID context?

Furtak: The structure of our community makes communication more straightforward. SUSK  serves as the national body representing Ukrainian student organizations. Local clubs are affiliated with us. From an external perspective, if someone wants to connect with Ukrainian students, they often contact SUSK. We then connect them with the relevant local club leadership.

Conversely, if a local club needs support or coordination at the national level, it works through SUSK That structure creates clarity. People understand that SUSK represents Ukrainian students nationally.

We also operate within a broader ecosystem that includes organizations such as the Ukrainian Canadian Congress (UCC). The UCC has a national office and local branches across Canada, and SUSK  is one of its member organizations. That layered structure—national, regional, and local—creates multiple points of connection. Community events organized through bodies like the UCC and its branches help maintain strong relationships.

Another important factor is institutional legacy. SUSK  has existed for decades. Many partnerships are longstanding. In many cases, we are not building relationships from scratch. We are continuing collaborations that have existed for years. Sometimes a community partner reaches out because they have worked with SUSK  for twenty years. That continuity strengthens coordination between students and the broader Ukrainian Canadian community.

Community partners know that when a new president or alumni director takes office, outreach will follow. There is continuity in that expectation. When they receive a call from SUSK, they understand the purpose. That continuity exists because SUSK  has operated for over 70 years. Many current leaders in the broader Ukrainian Canadian community were once involved in SUSK  themselves. Some served on boards; others participated in student clubs. Those intergenerational connections strengthen coordination at every level. SUSK  fits naturally into the broader community structure because of that legacy and because the community is already highly interconnected.

Jacobsen: In 2014, Russia annexed Crimea and initiated conflict in eastern Ukraine. In 2022, the full-scale invasion expanded the war dramatically. Those events led to significant internal displacement and international migration, including to countries with large Ukrainian diasporas such as Canada. Are there specific initiatives, programs, or partnerships that support Ukrainians arriving in Canada as they train, integrate, and rebuild their lives?

Furtak: We have seen a substantial wave of newcomers. It has also been meaningful to observe how established Ukrainian Canadians—many of whom are three to five generations removed from earlier immigration waves—have responded in support.

There are a range of programs available, though there is still room for improvement. On the federal level, Canada introduced the Canada–Ukraine Authorization for Emergency Travel (CUAET), which provided temporary residence and work or study permits for Ukrainians fleeing the war. Community organizations, including the Ukrainian Canadian Congress (UCC), have supported newcomers by providing guidance on documentation, application processes, and deadlines.

Language acquisition is another crucial factor. To transition from temporary status to permanent residency in Canada, applicants must meet language requirements in English or French. Community organizations and volunteers have offered language instruction and support to help newcomers meet those benchmarks. That support is essential for long-term integration.

Post-secondary education is a major issue. Students who do not yet have permanent residency are typically classified as international students and are therefore charged international tuition rates. Those rates can be extremely high, often ranging from tens of thousands of dollars per year. Some universities have created tuition exemptions, scholarships, or special funding pathways for Ukrainian newcomer students. However, there remains significant inconsistency across institutions. Given the circumstances of displacement, many believe further policy adjustments are warranted.

At the national level, this remains an ongoing priority for our team. We are examining advocacy pathways and institutional partnerships that could expand access to more equitable tuition arrangements.

Beyond formal programs, the strength of the existing Ukrainian Canadian community plays a central role. Community networks assist with housing, employment, mentorship, and social integration. That informal support infrastructure has been one of the most significant resources available to newcomers.

Furtak: We continue to organize events at every level, including through local student clubs, to create opportunities for interaction and connection. The need is significant. It may never be fully met, but we are working consistently to address it. There is always room for improvement.

Jacobsen: What emotional hurdles have you had to overcome? And what intellectual challenges have required more time to resolve or required you to rely on others with specific expertise?

Furtak: In SUSK, the primary challenge has been turnover. That is common in student organizations and not unique to us. Leadership cycles are short, and continuity requires deliberate effort.

We also faced challenges with legacy projects. There were longstanding initiatives that carried expectations of revival or continuation, while at the same time our board had its own priorities. Balancing inherited responsibilities with new goals required careful planning.

Another major challenge involved core organizational systems. For example, when one of my team members onboarded, we discovered that our QuickBooks system had not been fully updated in several years. Financial records and budgets should allow a board to review prior years and clearly understand income, expenses, and trends. Some of those records had not been fully reconciled. Donor and sponsor tracking systems, including CRM processes, also required restructuring.

These were not short-term tasks. They were structural improvements layered on top of our regular annual responsibilities. In effect, we set ourselves up to complete both operational programming and internal reform simultaneously. That doubled the workload from the outset.

As a new team, we also did not necessarily have the same informal community knowledge or long-standing personal connections that previous boards may have relied upon. That made formal documentation and tracking systems even more essential.

Another challenge involved several large Ukrainian student organizations that had not formally engaged with SUSK  for several years. From the outside, it appeared as though they were affiliated. When we realized that they were not actively participating, we asked why. Our team prioritized understanding those reasons and rebuilding those relationships. From our perspective, there is no disadvantage for a local club to be part of a national network, so we focused on reestablishing trust and communication.

Now that many of the structural and organizational issues have been addressed, one of the most significant ongoing challenges is the international tuition issue for Ukrainian newcomer students. This is not a problem that can be solved in a matter of months. It requires sustained advocacy. Our role has been to continue conversations initiated by previous boards, identify the appropriate institutional decision-makers, and ensure that the dialogue does not stall with leadership turnover.

One of our priorities is ensuring continuity, even after current leaders step down. When a new project director or president takes on the role, the work must continue. The international tuition issue is a long-term project. It has involved resistance and institutional pushback, but we are continuing the effort. We are also fortunate to have support from other Ukrainian organizations that publicly endorse our message. That validation has been extremely helpful.

Jacobsen: What has been most supportive for you in this role?

Furtak: Externally, the most helpful support has been access to information and guidance. That may sound simple, but it has been invaluable. For example, I meet regularly with the president of the Ukrainian Canadian Congress (UCC), along with our national coordinator. Those conversations provide space to discuss current initiatives, challenges, and needs. Sometimes we assist the UCC. At other times, they provide us with resources, strategic advice, or connections.

That relationship is not limited to the UCC. Donors and long-standing partners also check in and remain accessible. Alumni who previously held leadership roles on the board are another important resource. When we encounter challenges, I can reach out to former leaders, and they respond quickly. They either provide direct guidance or connect us with someone who can.

This support network has been particularly meaningful because I entered the presidency without prior service on the national board. There were systems and relationships that were not immediately visible to me. Having experienced alumni and community leaders available for consultation reduced uncertainty.

It has also been encouraging to see other board members independently access that network of support. They do not rely solely on me as an intermediary. That demonstrates growth in confidence and leadership capacity.

As projects evolve and contacts change, knowing that the broader community stands behind us provides stability. That level of support is difficult to quantify, but it has been essential.

Jacobsen: When you think about larger student organizations or advocacy bodies—such as national student associations—what do you wish they asked student leaders like you? What do you wish they offered? Considering the size and diversity of the student population, what would be most helpful?

Furtak: What our students need most is access to education. That is especially true for newcomer Ukrainian students arriving in Canada and attempting to establish their careers.

For many of them, returning to Ukraine is not a straightforward option. The country they left has changed significantly due to the war. Some educational institutions have been disrupted or damaged. Others have completed degrees but recognize that Canadian credential recognition often requires additional local education. In practice, obtaining a Canadian degree can be necessary to compete effectively in the Canadian job market.

When a highly motivated student wants to pursue an undergraduate or master’s degree, financial and immigration barriers can delay or prevent that opportunity. One major issue is the time required to secure permanent residency. Students may wait years while working before they are eligible for domestic tuition rates. In an ideal scenario, pathways for student permanent residency would move more efficiently, reducing the period during which displaced students are effectively prevented from accessing post-secondary education.

Beyond immigration pathways, funding remains a consistent need. Local student clubs require financial resources to host events, support initiatives, and build community. At the national level, much of our fundraising effort is directed toward redistributing resources to local clubs. Increased funding from partners and community organizations would allow us to provide more direct support.

Another important factor is early engagement. Sustaining student organizations requires reaching students before or at the beginning of their university experience. Our team has focused on outreach to first-year students and even to high school students and their families. Informing parents and students about Ukrainian student organizations early increases participation and long-term engagement. Broader institutional support for that early outreach would strengthen the entire ecosystem.

Jacobsen: What would you identify as the biggest achievement of your tenure?

Furtak: The greatest achievement has been the enthusiasm and commitment of the current board as they move into the next year.

This year required substantial work. We addressed structural reforms, strengthened core systems, and rebuilt foundational processes. At the same time, the team enjoyed the experience and wants to continue serving. They are not stepping away from leadership due to burnout. That is meaningful.

When the year began, we faced a daunting list of unresolved issues. It felt like standing at the base of an enormous mountain with limited clarity about how to proceed. The next board will not begin from that same starting point. Systems are stronger. Documentation is clearer. Relationships are more stable.

From my perspective as president, that continuity was a central goal: ensuring that the next team inherits a more sustainable structure than the one we received. We are steadily moving toward that objective.

A smaller but significant achievement has been seeing renewed energy at the local club level. The sense of engagement and momentum has returned. That resurgence of community participation has been especially rewarding.

This year has felt different. It may be part of the post-COVID recovery period, but there has been renewed energy. We have seen four new Ukrainian student clubs established at institutions where no such club had previously existed. In many cases, all it required was asking a student whether they would be interested in starting one. They embraced the opportunity and committed fully.

Several existing clubs have also joined or re-engaged with our national network. There are high school students who are already expressing interest in becoming involved when they enter university. For me, that enthusiasm is a meaningful achievement. It reflects that we have created an environment that students want to join and sustain.

Jacobsen: What message would you give to the next president? And what message would you give more broadly to Ukrainians in Ukraine?

Furtak: For Ukrainians in Ukraine, the message is that the diaspora is strong. Every day, we advocate, fundraise, organize, and preserve culture in whatever ways we can. We work to keep the language, traditions, and community connections alive. We engage at the local, national, and international levels, calling for continued support.

Young people in the diaspora are deeply committed. They care about their heritage and about Ukraine’s future. Ukrainians in Ukraine are not alone. Everything we do is grounded in the understanding that without Ukraine, there would be no Ukrainian diaspora, no SUSK, and no Ukrainian Canadian Congress. We are deeply grateful for the sacrifices being made in Ukraine to protect the country and its people.

I believe Ukraine will endure. The consequences of a different outcome would extend far beyond its borders. Many global actors are watching the conflict and its implications for international security and sovereignty. From our perspective, we continue to do what we can, recognizing that our ability to organize here is directly connected to what is happening in Ukraine.

Jacobsen: Thank you very much for your time. I appreciate it.

Furtak: Thank you. Please let me know if you need anything further.

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