SOCI 435: Partnerships for Participatory Development

Program Overview

Eligibility Criteria

Students who have completed their second year of study at UBC. This program is open to both Arts and non-Arts students.

SOCI 435 has multiple components

Pre-departure learning program from January – April 2017
Seminars run on campus during Spring term, May 2017
12 weeks of fieldwork in an International Service Learning placement from June- August 2017
Return seminar and final course-work on campus in September 2017
Post-placement re-entry debrief and International Development Symposium on campus in September – October 2017

Course Description

Partnerships for Participatory Development: An International Service Learning Course is a 6 credit course that provides an opportunity for students to better understand how applied research can promote social change, in this case by supporting the design, implementation, and assessment of development projects. Although ‘research’ is the focus, this course is not about the student as a researcher, or about the student’s research project. Rather, this course explores how social research can be employed in international projects for community-based development where collaboration and reciprocal learning are central to the research process. Learning is facilitated through a series of pre- and post-departure seminars and assignments. The seminars are designed to develop not only academic knowledge, but also skills that prepare participants for responsible service work: collaboration, critical reflection, and demonstration of an understanding of the difference between ‘charity’ and work oriented to global justice.

Placement Description

As a part of the SOCI 435 course, you will be enrolled in an International Service Learning placement. Specific placements will be located in Mexico, Bolivia, Costa Rica, India, Kenya, Uganda or other countries where ISL community partners are located. Specific options will be announced in the Winter term of 2016. Below are examples of previous placements for SOCI 435.

Uganda

Literacy & Community Development (Program Assessment)

Students worked with a rural community library to undertake an assessment of youth-based programming and to understand the effectiveness in meeting intended outcomes of leadership development, nutritional knowledge and readiness to take up vocational training. In addition, students participated in the implementation of particular library programming, such as the women’s literacy group, computer literacy workshops and primary school reading programs to fully understand the role of youth at the library and the strengths and challenges facing this group in their interactions with the library. Students also developed a report assessing youth programming and opportunities for the future.

Uganda

Literacy & Community Development (Program Development)

Students worked in a small community in the far west of Uganda at a young community library. They contributed to small-scale program development at the library by supporting library outreach to the surrounding community in the form of primary school reading programs, documenting library activities and supporting the creation and maintenance of a library database. The work involved collaborating closely with library staff to further integrate the community library into the fabric of the surrounding community and may include developing reports which can be utilized in securing resources to further realize the vision of the community library.

Placements for 2017 are currently being determined by host partners and program staff.

Living Environment

In Uganda, Kenya, India and Bolivia you will live with host families in modest conditions. In most cases, you will take public transport to and from your placement. In Mexico and Costa Rica you will live in hostel-style accommodations with modest living conditions on the placement site.

In most cases, you will take public transport to and from your placement.

Program Dates

Date	Activity
Mar – Apr 2017	Orientation and pre-departure learning sessions (all successful applicants will be expected to be in attendance at all sessions)
May 2017	Sociology 435 seminar
Jun – Aug 2017	12 week International placement including a facilitated workshop approximately mid-way through (exact dates TBD)
Sep 2017	SOCI 435 Course – Post Placement seminar and assignments due (exact times TBD)
Sep – Oct 2017	ISL Post-placement reflection sessions and International Development Symposium.

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

Program Costs

The cost* of this program may be funded by the ARA award. Please see the Awards & Eligibility section for more information. The costs below are per student and are yet to be fully determined, but will be within the following ranges.

Location	Full program fee	Fee with 70% ARA funding
Uganda	$3700 – $4,000	$1,110 – $1,200
Kenya	$3,900 – $4,400	$1,170 – $1,320
Mexico	$4,600 – $4,800	$1,380 – $1,440
Costa Rica	$4,600 – $4,800	$1,380 – $1,440
Bolivia	$3,475-$3,975	$1,043 – $1,193
India	TBD	70% ARA funding available

Students applying for the ARA award through SOCI 435 must fulfill the following requirements in addition to those listed under the Arts Research Abroad section.

Be within a qualifying major for the course (Sociology, International Relations, Political Science Major, or students from the Institute of Gender, Sexuality, Race, and Social Justice)

Environmental Education Internship: Chiapas, Mexico

Program Overview

Tzimol is a small sugarcane producing town in the southern border of Mexico. Tsomanotik (Tso) is an eco-agricultural centre for just and sustainable community development, and implements projects for youth and community solidarity. Tso is located at Tzimol and exists in harmony with nature, promoting social responsibility through alternative natural construction techniques, appropriate technology, and organic agriculture. Their vision is for solidarity and a more just society; where marginalized groups in Chiapas are heard and play an active role in the community development process. Tso also encourages a high amount of cross-cultural collaboration.

Several communities in Chiapas face scarce access to water, and waste water treatment facilities are not readily accessible, impacting health outcomes in these communities. For over four years Tso has been doing research in waste management and sanitation with the goal of increasing the quality of life in rural parts of Mexico while mitigating the environmental impact of human activities through sustainable development and alternative technologies. Tsomanotik’s demonstration centre showcases eco-agricultural techniques as well as a variety of alternative energy and appropriate technology prototypes such as dry toilets, grey water systems, and highly efficient wood stoves.

A current priority with Tso is sustainability education with schools in nearby communities. Often this work involves improving demonstration projects on site and working on moving these projects out into the community. As an organization, Tsomanotik is quite young and is quite open to different forms of deep engagement. This means interns will need to be flexible and adaptable, it also translates into an innovative way of doing things.

Current Tsomanotik interns will be focused on environmental education with middle school aged children (grades 6-8). They will facilitate environmental workshops on site at Tsomanotik to help strengthen Tso’s new relationship with the middle school in Chiapas. A background of at least intermediate level Spanish is necessary for this placement. Interns will also be involved in awareness-building work with the River Committee.

This placement will require a high degree of initiative and problem-solving – you will be given the vision but will need to work closely with Tso staff to figure out how to work toward that vision, with very few resources. This will involve building effective relationships within the communities, developing a plan in collaboration with Tso staff, and developing strategies for these projects.

The aim of these partnerships is to provide assistance to Tso while learning about environmental education, social change, and community development in Mexico. This will also develop understanding of the role of community spaces in providing necessary resources to various community demographics, understanding the complex issues surrounding poverty and community development, and to appreciate the social, economic, and cultural factors relevant to implementing policy.

Accommodations

You will stay at the Tsomanotik eco-agricultural centre, in very basic hostel-like accommodation with bunk beds in shared rooms. The project location is about 30 minutes from the town of Comitan in the Chiapas state of Mexico.

Eligibility Criteria

Open to all UBC students from any faculty with an interest in conservation and/or youth education. A background of at least intermediate level Spanish is necessary for this placement.

Program Dates

Date	Activity
Jan – early May	Orientation and pre-departure learning sessions (all successful applicants will be expected to be in attendance at all sessions)
Jun – Aug 2017	12 weeks of fieldwork in an International Service Learning placement
Sep 2017	Re-entry debrief
Oct 2017	Public engagement event on campus

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

Program Costs

The costs below are per student and are yet to be fully determined, but will be within the following ranges.

Location	Program Fee
Mexico	$3,700 – $4,000*

Conservation and Community Development: Costa Rica

Matapalo Sea Turtles Conservation

Program Description

Matapalo is a developing coastal city in the Puntarenas province of Costa Rica, home to a wide array of wildlife including sloths, monkeys, turtles, marsupials (opossums & raccoons) and iguanas. Animals are often illegally hunted for food or income, as well as accidentally killed by urban and agricultural expansion. Lack of employment contributes to the illegal poaching of sea turtle eggs and killing of animals for meat. Occupation of animal habitats by large ranches and human settlements also directly reduces the populations of many species. This decrease in space has caused wild species that inhabit remaining natural areas to become not only at risk of becoming domestic pets, but also of acquiring human-borne diseases. Animals die or become orphaned by electrocution, traffic accidents, and drowning in agricultural fields in the rainy season. Fragmentation of forests as a result of the proliferation of crops and land set aside for livestock is further isolating species and causing population decline to the point that wildlife in the area are no longer biologically stable.

The human population often lacks knowledge of the role these species play in the natural environment, as well as how to mitigate risk to them and the entire surrounding forest system. Orphaned and injured animals are frequently found in the area, though research is severely lacking in animal behaviour and populations of Matapalo to explain the phenomenon. Sloth behaviour remains particularly elusive especially with regards to how they fare after rescue centers release them into the wild. Research on them, anteaters, raccoons, other mammals and more about sea turtle nesting behaviour is needed in the area.

Roberto Solano Cordero is the lead biologist overseeing the project. Roberto is a biologist by profession although he also carries titles as an educator among other things. He has worked with Matapalo Sea Turtles Conservation for 10 years, which was formerly a part of ASVO, a conservation and volunteer organization. Due to the community’s requests, he returned to continue the work ASVO had formerly coordinated. In his role at Matapalo Sea Turtle Conservation, Roberto oversees projects in sea turtle, and other species conservation as well as training and education in the area of sea turtle ecology and biological management. Roberto has also worked for the National Maritime Patrol, the National Coast Guard Service, the Ministry of Education, as well as different associations and non-governmental organizations dedicated to conservation. Roberto has been a teacher, naturalist guide for tourism, environmental consultant, project manager, volunteer coordinator, and youth leader. He strongly believes in experiential learning as it is the best way to gain fulfilling work experience that will help shape future career paths.

The Mammal Research Institute (a new initiative of the Matapalo Sea Turtle Conservation organization) will cover a number of projects, however, the focus of this internship will be on sloth monitoring and conservation. The Mammal Research Institute and Conservation Center will receive confiscated or rescued animals for their evaluation for treatment. It will have the capacity to conduct first aid when necessary but otherwise will send animals to the appropriate treatment centres for their injuries or condition. Once treated or of adequate age (if they were orphaned), the center will receive the animals to be prepared for release back into their natural habitat. Researchers will tag them in order to study and track them in the wild, adding to the small but growing body of knowledge of these animals. The center’s research will be aimed at developing adequate management techniques and can also be used as a site to raise awareness of the risks posed to animals by vehicular traffic. This project aims to assess the status of sloths and other endangered species in Matapalo. Little is known about their behaviour, populations and what happens with them after being released back into the wild by rescue centers. The center will have a range of environmental education activities to be developed as part of the project, coupled with community outreach in order to further the protection of the environment.

While the center’s main beneficiaries will be the animal species, which increase each month, it aims to benefit the community in several ways as well. It will address a humanitarian need to help animals in Matapalo by acting as a resource to call or send hurt animals to. Residents of Matapalo were employed to lead the construction of the center as well as other paid roles to ensure the community benefits from the project. Environmental education activities will ideally promote interest in local youth to participate in conservation and provide them livelihoods by giving them the opportunity to learn English and pursue careers in ecotourism in their futures. Tourists are currently involved in night walks and helping with the turtle hatchery. The Sloth Monitoring and Conservation Center will further provide ways for both foreigners and locals to get involved in conservational efforts in Matapalo.

Accommodations

You will be staying with a host family in modest accommodations.

Placement Objectives/Role

Primary

Initiate research the populations and behavior of local mammals (including sloths, monkeys, raccoons and anteaters)
Assist in the development of key administrative systems necessary for the creation of an animal research & rescue centre

Secondary

Participate in activities related to turtle nesting and hatching, including night walks and egg rescues
Raise public awareness on wildlife care for greater society to understand their role and the value of conservation of wild species.
Link professionals from different sectors in the development of the centre, such as biology, social areas and communication, economics, architecture and engineering areas.
Provide support for volunteers through a leadership role in the conservation of sea turtles
Engage local community through providing informative programs and volunteer opportunities
Coordinate and conduct conservational education programs at the local secondary school

Program Dates

Date	Activity
Jan – Apr 2017	Orientation and pre-departure learning sessions (all successful applicants will be expected to be in attendance at all sessions)
Late May – Aug 2017	12 weeks of fieldwork in an International Service Learning placement
Sep/Oct 2017	Re-entry debrief and public engagement presentation on campus

Please note these dates may be adjusted but will be confirmed before you receive an offer of a placement.

Program Costs

The costs below are per student and are yet to be fully determined, but will be within the following ranges.

Location	Program Fee
Costa Rica	$4,600*

Literacy and Community Development: Uganda

Program Overview

Eligibility Criteria

Open to all UBC students. Those with disciplines in Applied Sciences and/or Social Sciences encouraged to apply.

Program Description

This program is placed in the rural regions of central and southwestern Uganda, with two community partners – the Kitengesa Community Library (KCL) and the Ibanda Community Library (ICL). The Ibanda Community Library, placed 1 km from Ibanda, was initiated in 2014. Its main objective is to promote a reading culture and provide reading materials in surrounding community schools where there aren’t currently reading materials available. Additionally the community library provides an opportunity for interactive learning with people from different cultures and educational backgrounds to build social networks. This is crucial for learning and interaction for community development.

The second community partner that interns will be working with is the Kitengesa Community Library. KCL aims to promote reading culture and provide a space for interactive learning. Such opportunities provide a conducive atmosphere to learn about different cultures, conduct research and build a social network. All of which are crucial for learning and interacting within community development. The library is the heart of the community, providing a space for many different groups to come together and interact.

Interns will be working with the ICL on promoting reading culture, engaging with local community members, as well as assisting in everyday library programs and activities.

Interns will work with the library staff in reading activities in the surrounding schools as well as assisting with organizational work within the library.

These placements will require a high degree of initiative and problem-solving – you will be given the vision but will need to work closely with ICL and KCL staff to figure out how to work toward that vision, with very few resources. This will involve building effective relationships within the communities, developing a plan in collaboration with library/resource centre staff, and developing strategies for these projects.

The aim of these partnerships is to provide assistance to the libraries while learning about community development in Uganda. This will also develop understanding of the role of community spaces in providing necessary resources to various demographics, understanding the complex issues surrounding poverty and community development, and to appreciate the social, economic, and cultural factors relevant in development projects and international engagement.

Program Dates

Date	Activity
October 9, 2017	Program applications accepted until full OR until 11:59pm on Monday, October 9th, 2017, whichever comes first.
Late October – November 2017	Orientation and pre-departure learning sessions (all successful applicants will be expected to be in attendance at all sessions)
January – April 2018	12 weeks of fieldwork in an International Service Learning placement
Late April – May 2018	Re-entry debrief and Public Engagement Event

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

Program Costs

The costs below are per student and are yet to be fully determined, but will be within the following ranges.

Location	Program Fee
Uganda	$3,700 – $4,000*