WL S24 GAA - First Year Exp. Ed Research

WL S24 GAA – First Year Exp. Ed Research

Submit Applications to ubc.orice@ubc.ca. Applications are due by Wed, May 1st, 2024, at 11:59 PM PST.

Job Title: WL S24 GAA – First Year Exp. Ed Research

Position Summary:

The First Year Experiential Education (FYEE) Project is an approved and funded “Advancing Education Renewal” (AER) project through the Office of the Provost and Vice-President Academic. This project brings together faculty members from Sociology and Geography, the Office of Regional and International Community Engagement, and undergraduate and graduate research assistants who have strong evidence-based beliefs in the teaching and learning outcomes possible through high-quality experiential learning in the classroom.

In particular, we are interested in a deeper exploration of this pedagogical approach in large first-year classes, and have the intention to identify, analyze and address key barriers to engagement and teaching effectiveness for faculty members. As such, this project intends to build on the teaching and learning initiatives already developed and implemented by the applicants, incorporating some of the key findings of the Grain and Gerhard (2020) report on Experiential Education at UBC.

In identifying and addressing the unique barriers faced at the first-year level, this project intends to build the foundations of a scaffolded vision of experiential education, which will incorporate rich existing experiential education capstone courses at UBC. In this final stage of the project, the GAA First Year EE, will work with the research team, building on the work completed to date.

Job Duties:

  • Outline distinct but scaffolded learning outcomes for experiential education at 1st, 2nd, 3rd, 4th year building on this project research, existing UBC research and reports, peer institution research and reports, and literature reviews.
  • Lead the development of a model/framework that addresses the findings from the first stages of research, with a focus on articulating the resources (and associated costs) to support the intended pedagogical outcomes.
    • Gather information and coordinate with different units, staff and faculty within FoA in the development of the model/framework.  Possible activities include surveys, interviews and workshops with instructors to gather data and feedback on potential sustainable, institutionalized supports.
    • Conduct data collection, analysis, presentation of findings, report writing and presentation activities.
  • Support the coordination and implementation of a symposium with a focus on experiential education in large and early-year courses in the Faculty of Arts.
  • Other duties as appropriate.

Qualifications:

  • Ability to work independently on a timeline that impacts the success of other team members and project goals
  • Experience with qualitative research methods and/or completion of previous applied research projects.
  • Experience with the development of business cases, and/or operational models.
  • Strong oral and written communication skills
  • Willingness to actively contribute to a positive team environment
  • Commitment to equity, diversity and inclusion
  • Experience organizing symposia or conferences is an asset.
  • Desire to work both independently and as part of a team.

Supervision:

There are three members of the supervision team for this project, Dr. Siobhán McPhee (GEOG), Dr. Katherine Lyon (SOCI), and Tamara Baldwin (ORICE). The GAA will meet with the supervisors in regular project team meetings.

Hours per week: 20

Salary: 30.27

Eligibility: This position is for eligible UBC-Vancouver graduate students.

About the FYEE Project
Click here to learn more about the First-Year Experiential Education (FYEE) Project

Please reach out to us at ubc.orice@ubc.ca if you have any questions.

2024S: Threads of Transformation: Publishing on Community Healing with Green String Network (Kenya)

*This course is eligible for the Regional and International Service Learning Award. Please see below for more information on Funding Opportunities or check out our Funding page here.

Applications closed.

Program Overview

Eligibility Criteria

Open to all UBC students – upper-year undergraduate students or graduate students with solid writing and paper structuring skills preferred. Up to 2 placement spots are available.

Program Description

Green String Network (GSN) is a social movement that works with communities to heal social and collective traumas. They are a diverse team of peacebuilders, including psychologists, embodied practitioners, police officers, artists, storytellers, filmmakers, researchers, teachers, parents, young people, community leaders, and people with lived experience. Their mission is to design healing-centered interventions and develop innovative research methods to learn about the effectiveness of their work.

GSN’s focus is on addressing trauma as a root cause of violent behavior. To do this, they use storytelling, art, and embodied practices to help people articulate the traumas they have experienced and recognize how these experiences have shaped them. Through their programs, they aim to unlock new ways of thinking, behaving, and feeling, so that individuals and communities can live more full and peaceful lives. GSN believes that healing is the first and fundamental step toward building peace, well-being, and prosperity in the long term. They also examine peaceful behavior, particularly resistance to reactionary forces and ideas, to understand violent behavior more deeply. Their work focuses on preventing violence in a range of contexts, including violent extremism, violent crime, gender-based violence, and ethnic violence. By addressing trauma and promoting resilience, they believe that we can build a more peaceful world.

Over the years, GSN has collected an extensive amount of data around their programming, both qualitative and quantitative. To date, these data have been used largely to inform reports for donors and for internal evaluation purposes. Moving forward, GSN is interested in using the data they have to focus on specific programming outcomes to publish in academic journals around the effectiveness of their work, to share and engage with a wider audience. In particular, GSN are looking at the outcomes from one specific program and are seeking to publish around how participants’ increased awareness of trauma has impacted mental health outcomes: feelings of agency and self-confidence, indicators around post-traumatic stress, their future and those of the next generation, among others. Much of the framing around these indicators already exists in report form and students will work alongside GSN’s team to transform this into a publishable academic paper. However, students should expect to return to raw data for additional analysis depending on the focus and scope of the paper.  Students may also work with GSN to further outline their core publication priorities from the data they have.

Students will be placed in Kenya with GSN to gain a contextual understanding of the organization’s work and to observe their initiatives and programming – this will inform the academic publishing work. Students in this placement should be prepared to take initiative while working closely with the GSN team, understanding their core focus is to provide their peace-building programming in the community. However, a key focus of their strategic planning for the future is around formalizing their existing research and data in the form of academically publishable work, which is where student focus will be placed.

This placement is best suited for students in the 3rd or 4th year of their undergraduate programs, or graduate students, who have solid writing skills and, preferably, some experience with working towards academically publishable products. Students should also exhibit some interest in thinking about the role of academic publishing in program legitimacy, and in the work of GSN through a meaningful connection to peace-building, mental health outcomes, and anti-violence programming generally. The program is open to students from all faculties.

Program Key Dates

February 28th – March 10th – Applications are accepted until 11:59 pm on Sunday, March 10th OR until full

March-April – Orientation and pre-departure learning sessions (all successful applicants will be expected to attend all sessions).

May / June – 8 weeks of fieldwork in an international immersive placement in Kenya

TBD  – Re-entry debrief

Pre-Departure Overview

The pre-departure learning program is designed to prepare you for an international placement. This will include:

  • Pre-departure learning sessions taking place over the academic term leading up to departure led by staff and community development professionals;
  • Creation of a learning and development plan;
  • Participant-led events/presentations;
  • Facilitated meetings with your placement team to explore learning topics;
  • Post-placement activities.

Post-Placement Overview

You will participate in post-placement activities including:

  • Debrief session in July 2024; and
  • Public engagement presentation related to placement research in October 2024.

 

Program Fees

Program Fee: $3,900 – $4,400*

*Note: Program fees may be adjusted before the offer. Program costs vary primarily due to cost of living expenses and will be communicated if an adjustment is required. 

Program fee includes:

  • Pre-departure learning sessions at UBC
  • Room and board
  • Transportation from the airport to your placement site
  • Orientation in the host country
  • In-session debrief and workshop part way through your placement
  • Reflection materials
  • Community partner management fee
  • Program management fee

Note: Additional expenses not covered in program costs are the responsibility of the student. Costs not included are airfare, visas, vaccinations, tuition, local transportation while in the country, transportation from the site back to the airport at the end of the placement, personal items, and daily incidentals.

Awards and Funding

Funding Opportunities

Funding available for this program: Regional and International Service Learning Award.

Note: Students may only hold one award at a given time. Please visit the Funding page below for more information on the awards.

How To Apply

For more information about the program and the course, please contact ORICE at ubc.orice@ubc.ca

 

Curious about ORICE's International Immersive Programs?
Check out this blog post with first-hand stories and testimonies from past students on their experiences!

2024S: Data Exploration and Mapping for Community Mental Health with Basic Needs, Basic Rights (Kenya)

Applications for this program are closed.

*This course is eligible for the Regional and International Service Learning Award. Please see below for more information on Funding Opportunities or check out our Funding page here.

Program Overview

Eligibility Criteria

Open to all UBC students – upper-year students with some statistics / quantitative coursework preferred. Up to 4 placement spots are available. 

Program Description

Basic Needs, Basic Rights (BNBR) is a vibrant registered national non-governmental organization located across seven counties in Kenya. One of BNBR’s core programmatic areas is to support people with mental health conditions, those at risk, and their caregivers to live and work successfully in their communities. BNBR strives to ensure that those with mental health concerns can access basic rights by empowering their communities to provide care and social support. 

Since their inception, BNBR has distinguished itself as a leader in mental health and development in Kenya by implementing a model which takes a holistic approach comprising elements of psychosocial support, community development and livelihoods, and improving policy and practice through research and advocacy. This approach is informed by their belief that addressing mental wellbeing and illness goes beyond just health systems and must include consideration of social and economic causes and effects. BNBR seeks to prevent and treat mental health disorders; promote mental health and wellbeing; facilitate integration of individuals with mental health complications through socio-economic empowerment; influence laws, policies, and practices as well as cultural norms through acting as a collaborative leader; and to strengthen and diversify their resource base as an organization.

Over the years, BNBR has collaborated with academics and researchers to collect data on their various initiatives. These data have been used to publish papers by academics; however, it has not been analyzed to date by BNBR for their own purposes to understand program effectiveness and contribute to their policy advocacy and funding initiatives. Students placed with BNBR in summer 2024 will work with the organization to catalogue their existing data – understanding what the organization really would like to investigate/understand through research, what their core research priorities are, which questions have already been asked, the forms of data that have been collected (quantitative/qualitative), and where the gaps might be for BNBR. This is a critical yet often overlooked aspect of the research question, particularly in community-based research with organizations with whom data has already been collected, but not analyzed to address their core research priorities. At this stage, students will not be doing actual data / statistical analysis around a particular question, but will be exploring data with a view to data analysis being conducted in future. Students will be placed in Kenya with BNBR to gain a contextual understanding of the organization’s work and to observe their initiatives and programming – this will inform the research and data exploration work.

Students in this placement should be prepared to take initiative while working closely with the BNBR team, understanding their core focus is to provide mental health services in the community. However, a key pillar of their recent strategic planning is around researching and analyzing their programs, which is where student focus will be placed. 

This placement is best suited for students in the 3rd or 4th year of their undergraduate programs who have some quantitative background (ie. quantitative / statistics courses at upper-year levels). Students should exhibit some interest in thinking about the role of data analysis in program design and policy advocacy, and in the work of BNBR through a meaningful connection to mental health, disability rights, community-based mental health programming, and access to mental health broadly. The program is open to students from all faculties. 

Program Key Dates

DatesActivity
January 15th - February 4thApplications are accepted until full OR until 11:59 pm on Sunday, February 4th, 2024.
Feb-April Orientation and pre-departure learning sessions. All successful applicants will be expected to attend all sessions.
May / June8 weeks of fieldwork in an international immersive placement in Kenya.
TBDRe-entry debrief.

Pre-Departure Overview

The pre-departure learning program is designed to prepare you for an international placement. This will include:

  • Pre-departure learning sessions taking place over the academic term leading up to departure led by staff and community development professionals;
  • Creation of a learning and development plan;
  • Participant-led events/presentations;
  • Facilitated meetings with your placement team to explore learning topics;
  • Post-placement activities.

Post-Placement Overview

You will participate in post-placement activities including:

  • Debrief session in July 2024; and
  • Public engagement presentation related to placement research in October 2024.

Program Fees

Program Fee: $3,900 – $4,400*

*Note: Program fees may be adjusted before the offer. Program costs vary primarily due to cost of living expenses and will be communicated if an adjustment is required. 

Program fee includes:

  • Pre-departure learning sessions at UBC
  • Room and board
  • Transportation from the airport to your placement site
  • Orientation in the host country
  • In-session debrief and workshop part way through your placement
  • Reflection materials
  • Community partner management fee
  • Program management fee

Note: Additional expenses not covered in program costs are the responsibility of the student. Costs not included are airfare, visas, vaccinations, tuition, local transportation while in the country, transportation from the site back to the airport at the end of the placement, personal items, and daily incidentals.

Awards and Funding

Funding Opportunities

Funding available for this program: Regional and International Service Learning Award.

Note: Students may only hold one award at a given time. Please visit the Funding page below for more information on the awards.

How To Apply

How to apply

Applications are now closed.

For more information about the program and the course, please contact ORICE at ubc.orice@ubc.ca

Curious about ORICE's International Immersive Programs?
Check out this blog post with first-hand stories and testimonies from past students on their experiences!

2023W: SAR Scholars in Prison Engagementship

SOWK 440J/571: Global Mental Health (2024S)

Applications for the SOWK 440J/571 course are currently closed.

Program Overview

SOWK 440J/571 is a 3 credit course that will take place in Nairobi, Kenya and will be taught by Professor Mohamed Ibrahim. The course will run over 5 weeks beginning in May 2024 and will include community-based attachments.

This course is eligible for Arts Research Abroad (ARA) funding. Arts courses that are designated as ARA courses will provide an award which will cover up to 70% of program costs and flight for eligible students. In cases of demonstrated financial need (determined by Enrolment Services), ARA may fund up to 100% of the program costs and flight.
See below for More Information on Funding Opportunities or check out our Funding page here.

Course Description

According to the Global Burden of Diseases report, mental illness is considered to be among the top 10 diseases causing disability globally. Social workers practicing in international settings can play a role in policy development, health education and promotion, direct provision of psychosocial interventions, assessment, referral/linkage, and mobilization of self-help, mediation, advocacy, community development, public education and research.

SOWK 440J/571 Global Mental Health: Praxis Course introduces students to an emerging and important global mental health field. Global mental health is an area of study, research, and practice that places a priority on improving mental health and achieving equity in health for all people worldwide (Patel, 2012). This elective will introduce students to advanced competencies in global health practice and research, such as the global burden of mental health, social and economic determinants of mental health, the globalization of biomedical psychiatry, global mental health governance, human rights, and equity. Students will discuss practical and ethical challenges in delivering care in low-resource settings, describe tools, and strategies to address the needs of specific vulnerable populations, especially urban refugees in resource limited countries. They will also examine cultural awareness and its importance in caring for a diverse population.

This premier global mental health course provides an opportunity for social workers to gain the necessary knowledge and skills required to work as a mental health practitioner in a global context. This course is located in Kenya to ground the concepts of global mental health in a specific non-western context. Western knowledge and ways of knowing are often privileged and globalized to the Global South. This is often at the expense of Indigenous and local culturally and spiritually appropriate psychosocial and spiritual interventions. Students will be partnered with local mental health organizations to observe and learn from local experts.

This course will be taught by Dr. Mohamed Ibrahim PhD, MSW, RN, an Assistant Professor at UBC’s School of Social Work and an internationally trained scholar and clinician. He has an expertise in the content, lived experience in the area, and a strong network of local human service organizations and professional colleagues to assist in the facilitation of the course content. 

Want to learn more about experiences in SOWK 440J/571? Check out this blog post on past student perspectives, and this video on the 4-day joint lecture program with Kenya Medical Training College (KMTC) and a video collaboration between past program participants and one of our past community partners, Green String Network.

International Placement Details

Student enrollment in SOWK 440J/571 requires full participation in:

  • ORICE pre-departure learning sessions from January – April 2024
  • 5 week course: 1 week intensive prior to departure (1st week of May) 4 week course including community-based placement in Nairobi, Kenya during May/early June 2024
  • Orientation and workshops facilitated by ORICE during the placement
  • ORICE re-entry debrief session and final course-work on campus in June/July 2024

Pre-Departure Overview

The pre-departure learning program is designed to prepare you for an international placement. This will include:

  • Pre-departure learning sessions taking place over the academic term leading up to departure led by staff and community development professionals.
  • Creation of a learning and development plan
  • Participant-led events/presentations
  • Facilitated meetings with your placement team to explore learning topics
  • Advance team-building and learning with students from Kenya Medical Training College that students will meet and learn with in Kenya
  • Post-Placement overview

Post-Placement Overview

You will participate in post-placement activities include:

  • Final coursework in June 2024
  • Debrief session in June/July 2024
  • Public engagement presentation related to course-based research in October 2024

More Information

Eligibility Criteria

Open to BSW or MSW students registered with the UBC Vancouver School of Social Work. Students who are entering their 4th year in September 2023 are encouraged to take this course, but please note that students who enroll in this course will still be active students in the Spring 2024 term.  Students who have met all graduation requirements and completed this course will be eligible to convocate in the November 2024 ceremonies. A certificate of BSW completion can be provided to graduating students for future employers in the interim until they receive their diploma.

Students in other health professions, such as Nursing and Public Health, are also encouraged to apply. Strong applications from students who are not in a health professional program may also be considered.

Preference will be given to 4th year and Masters level students.

Living Environment

In Kenya, you will live in hostel-style accommodations with modest living conditions.

Timeline and Key Dates

In addition to its academic requirements, SOWK 440J/571 students must also participate in a number of activities to ensure their preparedness for their international placement.

Program Dates

DateActivity
August 14, 2023Program application is open and will close when full. Applications will be considered in the order they are received
September 25, 2023Application Deadline #1
October 29, 2023Application Deadline #2 (if spaces remain)
November 26, 2023Application Deadline #3
(if spaces remain)
January 14, 2024
Final SOWK application Deadline (if spaces remain)
January 20 – April 12, 2024Orientation and pre-departure learning sessions.
All successful applicants will be expected to be in attendance at all sessions. Sessions include some remote connections with KMTC.
April 29 – May 5, 2024SOWK 440J/571 (Summer Term 1), Course begins with an intensive seminar week prior to departure. (online course with KMTC)
May 10 – 12, 2024Orientation in Nairobi
May 13 – June 7, 20244 week course including community-based attachments in Nairobi, Kenya
June 2024SOWK 440J/571 Final assignments due and post-placement reflection session
Post-placement October 2024Public engagement presentation related to course-based research

**Please note these dates may be adjusted but will be confirmed prior to the offer.

Program Fees

There are program fees, in addition to tuition, for this course. Please note this program is eligible for Arts Research Abroad (ARA) funding which will cover up to 70% of program costs and flights for eligible students. In cases of demonstrated financial need (determined by Enrolment Services), ARA may fund up to 100% of the program costs and flights. The finalized cost per student is yet to be confirmed, but will be within the ranges listed below. A program deposit fee of $685.00 is payable upon acceptance of an offer to secure your spot in the program. The deposit fee will be deducted from the overall balance owing. The prices listed below are in Canadian Dollars (CAD).

Cost    Anticipated Cost with ARA Funding
Program Fee: $3,500-$4,000    Program Fee: $1050 - 1200
Estimated flight cost: $2,000    Estimated flight cost: $600
Program fees do not include the cost of tuition.

*Note: Program fees may be adjusted before the offer. Program costs vary primarily due to cost of living expenses. 

Program cost includes:

  • Pre-departure learning sessions at UBC
  • Room and board
  • Transportation from the airport to your placement site
  • Orientation in host country
  • In-session debrief and workshop part way through your placement
  • Reflection materials
  • Community partner management fee
  • Program management fee

Note: Additional expenses not covered in program costs are the responsibility of the student. Costs not included are airfare, visas, vaccinations, tuition, local transportation while in country, transportation from the site back to the airport at the end of the placement, personal items, and daily incidentals.

Please see the Funding Opportunities section below for information on awards that are available to cover some of the cost of the program.

Funding Opportunities

Funding available for this program:

  • Arts Research Abroad Award (ARA): This course is eligible for Arts Research Abroad (ARA) funding. Arts courses that are designated as ARA courses will provide an award which will cover up to 70% of program costs and flight for eligible students. In cases of demonstrated financial need (determined by Enrolment Services), ARA may fund up to 100% of the program costs and flight.
  • Regional and International Service Learning Award: This $2000 award is open to eligible UBC students participating in ORICE programs that require travel to a host community (eligibility of program will be listed on individual program web-pages). Students from all faculties are eligible.

Note: Students may only hold one award at a given time. Please visit the Funding page here for more information on the awards and eligibility.

Application and Selection Process

  1. Review course and program details (please contact  with any questions you may have).
  2. Next, fill out the ORICE international programs application form for this course here or seen in the card below.
  3. Successful applicants will be enrolled into a Canvas course for ORICE Immersion Programs to continue the selection process through an individual interview and a group interview. You will be contacted regarding this process.
  4. After interviews, you will be notified of a decision; successful candidates will be sent an offer letter with further details on the program and detailed instructions on how to accept. You will have approximately one week after receiving the offer letter to accept. Your selection into the program includes meeting eligibility requirements, as well as your initial application and your performance in the interviews.
  5. Students who have been selected to participate in SOWK 440J/571 will be registered for the course.

Note: Although there are rounds of multiple deadlines scheduled, applications will be reviewed on a rolling basis, and we can not guarantee the number of spots remaining in the following round of deadlines. We encourage interested students to apply as soon as possible.

Commitment to EDI & Anti-Racism

Please review ORICE's statement of commitment to EDI and anti-racism here.

Applications

Applications for the SOWK 440J/571 course are now closed.
International Placement FAQs
See commonly asked questions about the International Placements

For more information about the program and the course, please contact ORICE at ubc.orice@ubc.ca 

 

(De)Mystifying Gender+ in Research: A Workshop Series and Conversation Space

Overview

Calling all students interested in thinking critically and building community around doing gender intersectional research!  Have you heard something about gender being important for research and want to find out more? Are you about to undertake a research project and want to think about including a gender+ lens? Are you in the midst of collecting data and reflecting on the role of power in the research process? We are open to students at all levels of research and familiarity with gender+ thinking – all we ask is that you are curious and willing to learn from your peers and guest speakers, and be engaged in thinking about gender+ informed research. 

The Gender+ in Research Collective will be hosting a 7-week program about doing and reflecting on gender+ research. Students will be asked to commit to coming once a week to a 60+30(optional) minute session where we will progress through a mini-curriculum and community building exercise (lunch will be provided at each session). 

We will begin by introducing the basic nuts and bolts of gender+ terminology and theory and then quickly progressing to critically reflecting on common “gender+ informed” research strategies. We will describe, unpack, and think constructively about the role of research practices like positionality statements, disaggregated data analyses, and citations. The group will also think alongside gender+ scholars and theorists about power, colonial knowledge-making practices, and the structural barriers to ‘good’ research, why we value some forms of data over others, and what we miss when we make choices around research methods and data collection tools. We will end off our series by inviting practitioners from across the campus to speak to us about how they go about bringing these critical perspectives to bear on their own work and where the shortcomings and the opportunities for gender+ might be found.

This series is intended both as a pedagogical tool to introduce students to the ideas and practices of gender+ research but also as an exercise in building community and connection. It is an interdisciplinary, inter-year, and intersectional venture and we welcome students at all stages of their journey with research and gender+ thinking to join us in learning together.

Participants will have the chance to learn, discuss and work in praxis with the theories and methodologies of gender+ through the three-part series:

  • The foundations of gender+, intersectionality, positionality, processes of research and academia, and how they might hold space for gender-diverse discourse; 
  • The theories and methodologies that frame this work; 
  • Lastly, a praxis component centered on the art of compromis.

Program Timeline

Time: 12.00pm – 1.00/1.30pm (lunch will be provided)

Format: In-person (meeting room TBD)

Proposed Dates & Topics

  • February 1: Program orientation / establishing ground / what is positionality / intersectionality anyway?

The Practical

  • February 8th: Materializing gender / Gender+ research practices: positionality statements, citation practices, authorship
  • February 15th: Disaggregated data: the hows and whats 
  • February 22nd: Reading Week (No Meeting)

The Theoretical

  • March 1st: Power / theory / methodology and methodological choices in research / (de)valued knowledge in academia
  • March 8th: Colonial Knowing

Praxis: The Art of Compromise

  • March 15th: Guest Speaker (TBD): The limits to criticality; how to actually use gendered understandings to produce feminist research in complex contexts
  • March 22nd: Guest Speaker (TBD): The complexity of embedding Indigenous ways of being / knowing into a colonial research institution; what changes in the institution? What is resistant to change? How can we do about this better?

Eligibility & Registration

This program is now currently full. Please email us at ubc.orice@ubc.ca if you are interested in being added to the waitlist for this program or register for the Gender+ mailing list to hear about more about future programs like this.

UBC HRC & DCOE-PS’s Exploring Gaming Education in the Military for Cultural Heritage Protection Research Engagementship Cohort 3

Livelihoods, climate change, and pastoralist communities: A baseline analysis and comparative study

Overview

This co-curricular opportunity is a collaboration between the UBC Office of Regional and International Community Engagement (ORICE) and a community-based organization (CBO) based in Northern Kenya called Alternative Livelihoods for Pastoralist Communities (ALPC). Students will engage in research including a sustainable livelihood analysis to document the intersectional impacts of climate change on the livelihoods of Pastoralist communities in Wajir, Kenya.

Student research will be of use to the CBO, and other organizations which work on advocacy for funding and services for individuals and communities negatively impacted by the far-reaching, and sometimes obscured consequences of climate change.

This is a multistage project. Various cohorts will build on each other’s work. The first cohort will address the following research questions:

Cohort 1 Research questions

  1. What are the primary intersections between climate change /vulnerability and social, political, economic and ecological factors at a local scale for pastoralist communities in Wajir, Kenya?
  2. What are the domestic policies/frameworks on the protection of people, livestock and the environment related to climate change in Kenya?
  3. What are some potential interventions for the partner CBO to positively mitigate the identified negative impacts on the livelihoods of pastoralist communities?

Note: These research questions may change as the project progresses.

The final goal of the project is to provide foundational situational analysis materials, comparative studies and assessment models for the CBO, Alternative Livelihoods for Pastoralist Communities, to support their community projects and advocacy work.  It will provide students with the opportunity to engage in complex system analysis, support community-led research and develop materials that are accessible and useful for the community partner and associated stakeholders.

Focus areas: livelihoods, sustainable livelihoods, alternative livelihoods, climate mitigation/adaptation; gender+ analysis,

Purpose/Output: Sustainable livelihoods situational analysis report for CBO planning, advocacy and fund development.

Deliverables

  • Final report which contains a research report and sustainable livelihood situational analysis addressing the questions above, with one or two case studies exploring the research questions in comparable settings.
  • Development of info-graphics, topic briefs, social media/web summaries (and additional knowledge translation products that are of direct use to the CBO based on the research conducted for the final report.
  • Final presentation to the leadership of the Alternative Livelihoods for Pastoralist Communities CBO, invited stakeholders, at the end of each term (Dec. and April)

Project dates: Week of, October 3, 2022 to April 28, 2023

What to expect:

Over a period from October to April 2023, teams of 4-6 students will spend 3-5 hours each week to work collaboratively toward completing the report, community organization materials and presentation. Students will be asked to participate in weekly scheduled calls or meetings to ensure collaboration and accountability goals are defined and met. However, much of the allotted time will be self-directed as per agreements with teammates. Where possible, these sessions will be embedded in weekly calls or meetings though some may fall outside of regularly scheduled times.  Depending on accessibility requirements of the team, some meetings may also occur in person or take an online/hybrid format.  Students can expect to meet with scholars, practitioners and community organization staff and members over the course of the engagementship, related to various topics and skills related to the project content and deliverables.

Please note this is a not-for-credit, unpaid research opportunity.

Eligibility:

  • Be an undergraduate student (domestic or international) at the UBC Vancouver campus with 60 or more completed credits as of August 31st, 2022.
  • Undergraduate students not meeting 60 credits, as well as graduate students, can apply but preference will be given to undergraduate students with 60+ credits.
  • Currently enrolled graduate students are eligible.
  • Have access to a reliable internet connection and computer to collaborate with peers and attend meetings remotely if online meetings are required.
  • Demonstrate the ability to think critically and creatively and be willing to take responsibility and initiative to meet project deliverables.
  • Prior knowledge about sustainable livelihoods/ climate change / human rights / gender+ based analysis an asset, but not necessary
  • Able to work within Pacific Time Zone (PST) in cases where virtual meetings are required – with a willingness to have occasional meetings that accommodate time zone considerations for guests joining from Kenya or elsewhere.

Applicants are also eligible to apply for the ORICE Experiential Education Accessibility Award. Learn more about the award below here.

Timeline

  • Deadline: October 2, 2022 @ 11.59pm PST*
  • Short interviews by: week of October 3rd, 2022
  • Project dates: Week of October 3, 2022 to April 28, 2023

How to apply

Thank you for your interest. The recruitment for this program has now closed.

Please reach out to us at ubc.orice@ubc.ca if you have any questions.

 

ECON 364B: The Economics of Sustainable Development (2023S)

Thank you for your interest. The recruitment for this program has now closed.

Program Overview

ECON 364B is a 3 credit community-based research course on sustainable economic development that includes an experiential learning placement at an international community organization. ECON 364A is not a required prerequisite course for ECON 364B but it is strongly recommended as students will have the opportunity to develop the skills and theoretical understanding necessary for the international community placement in ECON 364B. ECON 364A runs from January – April 2023 and although it appears full, there are reserved seats in ECON 364A for those that apply and are accepted for the ECON 364B ORICE program. Registration in 364A will be facilitated by the ORICE office. 

Course Description

ECON 364B The Economics of Sustainable Development: International Placement (3 credits). This course builds upon that tradition of rigor and research-based analysis. It does so by starting with the recognition that it can be difficult to gain a realistic understanding of the experience of people living in conditions of poverty through lectures, textbooks and journal articles alone. The aim of this course is to both deepen and broaden students’ understanding of the process of sustainable economic development as it affects low resource communities through student participation in applied community-based research and an international placement. Students in the course will delve more deeply into debates about alternative policies aimed at resolving challenges and concerns of communities, principally in low and middle income countries. 

Beginning in May 2023, the course will begin with intensive full day week long seminars, followed by an 8-week international placement with one of ORICE’s international community partners, and will culminate with final seminars and assignments virtually post-placement in July- August 2023. 

Students in the Faculty of Arts are eligible for Arts Research Abroad (ARA) funding to cover up to 70% of the associated costs with the program. The course tuition will not be covered through any funding. Please see the Funding Opportunities section below for more details as some financial need coverage of up to 100% is available.

Note: Grades for this specific section of the course will be posted in September 2023. Students enrolling in this option will not be eligible for May 2023 graduation given that the international placements will be in progress at that time.

International Placement Details

Student enrollment in ECON 364B requires full participation in:

  • ECON 364A classes on campus from January – April 2023 (Highly recommended)
  • ORICE pre-departure learning sessions from January – April 2023
  • ECON 364B seminar classes during May 2023
  • A 8-week placement project with a community partner from May to beginning of July 2023
  • Mid-placement workshop facilitated by ORICE in June 2023
  • Final course seminars conducted online in July 2023
  • Final assignments due August 2023
  • Re-entry debrief and public engagement presentation on campus in September 2023

Pre-Departure Overview

The pre-departure learning program is designed to prepare you for an international placement. This will include:

  • Pre-departure learning sessions taking place over the academic term leading up to departure led by staff and community development professionals.
  • Creation of a learning and development plan
  • Participant-led events/presentations
  • Facilitated meetings with your placement team to explore learning topics
  • Post-Placement overview

Post-Departure Overview

You will participate in post-placement activities in September – October 2023, including:

  • Return seminar and final coursework in July – August 2023
  • Debrief session in September 2023
  • Presentation at an ORICE international development symposium in October 2023

More Information

Eligibility Criteria

Students who have completed their second year (54 credits) by May 2023 and who have completed a minimum of nine credits in Economics. ECON 364A is optional but strongly recommended for students taking part in ECON 364B. Those that apply and are accepted for the ECON 364B program can be enrolled in ECON 364A through ORICE using reserved seats if the course appears full. 

Note: Grades will be posted in August 2023. Students enrolling in this option will not be eligible for May 2023 graduation given that the international placements will be in progress at that time.

Placement Description

As a part of the ECON 364B course, you will participate in an international placement. ECON placements may be located in India, Kenya, Uganda, or other countries where ORICE community partners are located. Specific placements are being confirmed with host organizations and will be announced in Winter 2023 or earlier as possible.

Living Environment

In Uganda, Kenya and India, you will live with host families in modest conditions. In most cases, you will take public transport to and from your placement.

Timeline and Key Dates

In addition to its academic requirements, ECON 364B students must also participate in a number of activities to ensure their preparedness for their international placement.  

Program Dates

Date Activity
August 2022 Program applications open and will close when full. Applications will be considered in the order they are received.
January - April 2023 [OPTIONAL] ECON 364A Course (Winter Term 2)
January – April 2023 Orientation and pre-departure learning sessions (all successful applicants will be expected to be in attendance at all sessions)
May 2023 ECON 364B course intensive full day week long seminars
May – June 2023 8 week international placement including a facilitated workshop approximately mid-way through (exact dates TBA)
July- August 2023 ECON 364B post placement seminar and assignments online
Sept – Oct 2023 Post-placement reflection sessions and presentation at ORICE’s international engagement symposium

**Please note these dates may be adjusted but will be confirmed prior to the offer.

Selection Process

To apply please fill out and submit an online application. Successful applicants will be invited to an interview. After interviews, you will be notified of a decision; successful candidates will be sent an offer letter with further details on the program and detailed instructions on how to accept. You will have approximately one week after receiving the offer letter to accept and pay a program deposit. Your selection into the program includes meeting eligibility requirements, as well as your initial application and your performance in the interview.

Program Fees

There are program fees, outside of tuition, for this course. The finalized cost per student is yet to be confirmed, but will be within the range listed below. A program deposit fee of $685.00 is payable upon acceptance of an offer to secure your spot in the program. The deposit fee will be deducted from the overall balance owing. The prices listed below are in Canadian Dollars (CAD). 

Cost Cost with ARA Funding
Program Fee: $3,900 - $4,500 Program Fee: $1,170- 1,350
Estimated flight cost: $2,000 Estimated flight cost: $600
Program fees do not include the cost of tuition.

*Note: Program fees may be adjusted before the offer. Program costs vary primarily due to cost of living expenses per country and region. 

Program cost includes:

  • Pre-departure learning sessions at UBC
  • Room and board
  • Transportation from the airport to your placement site
  • Orientation in host country
  • In-session debrief and workshop part way through your placement
  • Reflection materials
  • Community partner management fee
  • Program management fee

Note: Additional expenses not covered in program costs are the responsibility of the student. Costs not included are airfare, visas, vaccinations, tuition, local transportation while in country, transportation from the site back to the airport at the end of the placement, personal items, and daily incidentals.

Please see the Funding Opportunities section below for information on awards that are available to cover some of the cost of the program.

Funding Opportunities

Funding available for this program: Arts Research Abroad Award (ARA) or Regional and International Service Learning Award. Note: Students may only hold one award at a given time. Please visit the Funding page below for more information on the awards.

How to Apply

Thank you for your interest. The recruitment for this program has now closed.

  1. Review course and program details (please contact ubc.orice@ubc.ca with any questions you may have).
  2. Next, fill out the ORICE international programs application form for this course below.
  3. Successful applicants will be contacted by email to continue the selection process through an individual interview and a group interview.
  4. After interviews, you will be notified of a decision; successful candidates will be sent an offer letter with further details on the program and detailed instructions on how to accept. You will have approximately one week after receiving the offer letter to accept. Your selection into the program includes meeting eligibility requirements, as well as your initial application and your performance in the interview.
  5. Students who wish to be enrolled in ECON 364A must notify ORICE as part of their program acceptance. ORICE will directly enroll students in Fall 2022.
  6. Students will be directly registered into ECON 364B when summer course registration opens in March 2023.

Note: Although there are rounds of multiple deadlines scheduled, applications will be reviewed on a rolling basis and we can not guarantee the number of spots remaining in the following round of deadlines. We encourage interested students to apply as soon as possible.

International Placement FAQs
See commonly asked questions about the International Placements

For more information about the program and the course, please contact ORICE at ubc.orice@ubc.ca

Opportunities to deepen your learning outside of the classroom

Last updated: August 24, 2022

ORICE offers two primary types of programming: co-curricular and academic. Co-curricular programs allow you to develop skills related to your studies outside of your coursework. We’ve coined the term ‘Engagementships’ to describe programs that offer students the opportunity to engage with a research question or explore a particular topic of focus with an interdisciplinary team. They are hosted in a remote/virtual space, are flexible and mostly student-led.

Academic course programs also include community-based projects, but are tailored to the learning outcomes of a specific for-credit course. ORICE international placements with community partners around the world are being offered again through three courses this 2022-23 academic year. Although collaboration has been fostered during online remote programs, immersive courses/programs taking place at the community organizations have always served as fruitful learning experiences for students.

Check out our fall program offerings for the 2022-23 academic year below:

Co-curricular Programs

Ethics of International Engagement and Service-Learning Engagementship Opportunity (Cohort #3)

Open to all upper-year undergraduate & graduate students.

Students will explore the many ways that international (and local) engagement has changed over the years and consider how our ethical framework should also adapt to reflect this. Cohort #3 will be part of developing the roadmap (project plan) for the overall project. 

Food Stash Research Engagementship: An Analysis of the Rescued Food Market (Cohort #2)

Open to all upper-year undergraduate & graduate students.

The student team will work with community organization, Food Stash, to conduct participatory action research through dialogue with market users where they will be invited to voice their needs and experiences to better understand the user demographics and needs. Cohort #2 will build on the work of the first cohort. 

Climate Change & the Protection of Cultural Heritage Research Engagementship (Cohort #2)

Open to all upper-year undergraduate & graduate students.

Students will engage in research and analysis to advance the understanding of Canadian cultural heritage and interdisciplinary considerations as to the effects of Canadian Armed Forces’ (CAF’s) military actions in the past, present, and future. The second cohort will build on the work of the first cohort, and also explore how climate change affects cultural heritage and why this is relevant to the CAF. 

SAR ‘Scholars in Prison’ Engagementship (Terms 1 & 2)

Open to all upper-year undergraduate & graduate students.

Students will engage in research and scholarly informed activism in support of SAR’s Scholars in Prison Project– which seeks to support and free wrongfully imprisoned scholars and students around the world.  This year’s case will focus on imprisoned scholars India, China, Iran, Belarus and Egypt. 

Academic Courses

APSC 461 + 462: Global Engineering Leadership (International Placement Program)
Open to all undergraduate APSC students who meet course requirements. Students in Arts with strong applications may also be considered.

This program is designed to introduce upper-year students from a wide range of disciplines to concepts, theories, and practices of engineering leadership in international settings, exploring how technical problems and solutions fit in broader perspectives. The course will take place during Summer Term 1 and the international placement will be from Jul- Aug 2023.

SOWK 440J/571: Global Mental Health (International Course)
Open to all undergraduate and graduate SOWK students. Students in other health professions, such as Nursing and Public Health, are also encouraged to apply. Strong applications from students who are not in a health professional program may also be considered.

This is a 3-credit course that will take place in Nairobi, Kenya and will be taught by Professor Mohamed Ibrahim. This elective will introduce students to advanced competencies in global health practice and research, such as the global burden of mental health, social and economic determinants of mental health, the globalization of biomedical psychiatry, global mental health governance, human rights, and equity. The course will run over 4 weeks in May 2023 and will include community-based attachments.