Elementary Education – Community Field Experience

Elementary Education – Community Field Experience

When applying please note your preference for the B.Ed practicum.

Program dates

Date Activity
September 28, 2014 Deadline to apply
October 1, 2014 Interview date for placement. You must be in attendance at the interview day for a combination of group and individual interviews.
January – April 2015 Orientation and pre-departure learning sessions (multiple sessions)
April 27- May 15, 2015 International placement
Upon return 2015 ISL post-placement re-entry debrief and public engagement conference

Eligibility

Open to all B.Ed. UBC Vancouver students (primary, elementary, and middle years streams)

Program overview

Community Partners

Little Rock Inclusive Early Childhood Development Centre has been working in the Nairobi neighborhood of Kibera since 2003. Little Rock IECD Centre offers inclusive early childhood education programs for around 320 vulnerable and disabled children in the area who attend the kindergarten schooling and 250 graduates who attend the after school program, addressing the need for a strong start to education. In addition to the general education program, the school offers inclusive programming for children in the community who are deaf and are living with special needs, such as autism, cerebral palsy, down syndrome, mentally challenged and others integrating them into the school system and providing occupational therapy.

SOS Children’s Villages – International Service Learning has been in partnership with SOS Children’s Villages in Swaziland since 2008. The student volunteer teacher placements are nested within a larger collaboration whereby students from various disciplines at UBC are placed in three month internships on projects identified by SOS.

Stand Tall Training Centre-  Stand Tall is a new partnership with the International Service Learning Program in Kampala, Uganda. The Training Centre is a non-formal education centre for elementary level schooling that provides for children in the community who are unable to attend regular school programs. The student volunteer teacher placements will be to work with the school’s teachers on lesson plans and school activities for the learners.

Placement

Little Rock – You will work with teachers in various aspects of the program assisting with the inevitable challenges of working in the context of education in an informal settlement and impoverished area. You will do this through classroom teaching and planning with the school staff. Furthermore, you will work with the teachers and students in the afterschool program tutoring grade school students, who are Little Rock Academy alumni. You may also provide assistance to the Occupational Therapist who works on site. Student teachers should prepare to be flexible in work hours, some days may include regular classroom teaching, and other days may include breaks during the day and tutoring at the end of regular school hours.

SOS Children’s Villages –Student volunteer teachers will work with SOS Children’s village’s education team on two separate initiatives. The first is to work in the school with students on their general studies including teaching in the classroom and one on one student tutoring. Teaching will follow the set curriculum and student volunteer teachers are to utilize a variety of techniques to deepen learning and bring the curriculum to life. The second initiative is to provide further support to secondary students who have enrolled in a program that is a pathway to an international SOS school in Ghana. Students enrolled in this pathway must pass standardized testing and perform exceptionally well to attend the international school on scholarship. Particular attention to math and science has been identified as an area of need.

Student volunteer teachers need to be sensitive to the fact that many children enrolled in the school may have had gaps in their education or may not have had access to education until later in life. While well cared for within SOS Programme the children have come from vulnerable backgrounds as such student teachers will need to highly collaborate with SOS Programme Management mainly the Educator and the classroom teachers to understand both the progress of the class and individual students without making assumptions. Personal student profiles will not be shared unless there is pertinent information that any teacher would need to know.

Student teachers should prepare to be flexible in work hours, some days may include regular classroom teaching, and other days may include breaks during the day and tutoring at the end of regular school hours.

Stand Tall Training Centre- The school ranges in activities from classroom studies to vocational training. While the school is classifies as a non-formal education institute, it includes the general curriculum to that students can write entrance examinations for secondary school. The school trains students on the care and upbringing of poultry, cows, and pigs, as well as agricultural practices. Other skills such as jewellery making and sewing are also taught. The school is divided into levels that cover the primary education years up to secondary school. It is divided into levels to remove the grade labels for older students that are placed in lower level classes. The school is also split up into families with teachers as parents and learners of students. In these families the leaners participate in school debates, and learning sessions as part of creating a friendly home environment.

You will work with teachers in various aspects of this programming through classroom teaching and planning with the school staff. Student teachers should prepare to be flexible in work hours, some days may include regular classroom teaching, and other days may include breaks during the day and tutoring at the end of regular school hours.
Leading up to your placement (Pre-departure)

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

  • Pre-departure learning sessions taking place over the academic term leading up to departure
  • Creation of a learning and development plan, reviewed with an ISL Advisor
  • Participant-led events/ presentations
  • Facilitated meetings with your placement team to explore learning topics

Living environment

You will either live with host families in or near the villages, or if placed at SOS Children’s villages you will be in the senior student houses with your own room.

After you’ve returned (Post-placement)

After you’ve returned, you’ll re-group, reflect, and work at unpacking the intensive experience you’ve had. The post-placement activities you will participate in include:

  • A full-day to debrief with advisors and peers
  • Presentation at a public engagement event

Program cost

We expect the program fee to be approximately $1,900*. Fees include:

  • Pre-departure learning sessions
  • Room and board
  • Transportation to your placement**
  • Orientation in Swaziland
  • Community partner management fee
  • Centre for Community Engaged Learning project management fee
  • Re-entry Debrief

**Fees may be adjusted before offer. Program costs cary primarily due to cost of living expenses per country and region.

Additional Information

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

Awards

If accepted in to the ISL program you will be automatically assessed for eligibility for the $1,500 International Service Learning Award.

Application dates

Now accepting applications for the 2015 program. Intake will occur through an application and interview process.

Application deadline: September 28, 2014

APSC 461/462: Global Engineering Leadership

Program Overview

Applications are currently being reviewed in the order received.  The program will close when full, OR at 11:59 pm on March 30th, 2018, whichever comes first.

Eligibility Criteria

Students should be in their 3rd year by summer 2018.

Students registered in APSC 462 must complete ASPC 461 prior to their International Service Learning placement.

In addition to Applied Science students, there are a number of seats in APSC 461/462 reserved for ARTS students interested in further exploring the intersections of technology, design and society in the context of Engineering Leadership. APSC 462 is an Impact of Technology on Society elective in all Engineering disciplines.

Program Description

Complex international engineering projects typically require interdisciplinary approaches and individuals working together through the support of strong, ethical leaders. APSC 462: Global Engineering Leadership Practicum (3 credits), together with its prerequisite course APSC 461, Global Engineering Leadership (3 credits) are 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. Appropriate implementation requires adapting to the social, cultural, economic, and political contexts and understanding the values expressed within them. By exploring themes around leadership styles, ethical community engagement, participatory planning development, and understanding differences APSC 461/2 seeks to better prepare students for real-life situations where they may encounter conflict, cultural differences, ethical dilemmas and opposing values.

Click here to view an example syllabus

Course Description

APSC 461 (coursework) is a technical elective in most Engineering disciplines.

  • Mechanical Engineering: General “A” list Technical Elective (credit not given to Camosun Bridge transfer students)
  • Engineering Physics
  • Integrated Engineering
  • Mining Engineering
  • Civil Engineering: Please consult with your advisor
  • Others: Please consult with your advisor
  • A number of seats are also held for Arts students who wish to explore the intersections of technology, design and society.

APSC 462 (practicum) is an Impact of Technology on Society elective in all Engineering disciplines.

Placement Description

For the summer of 2018, there are three International Service Learning placement sites.  Each site offers its own unique range of projects to meet a wide range of student interest.

Mexico

Tsomanotik‘s [http://manotik.org/]  Communities in rural parts of Chiapas state are facing rising energy costs for fuel and electricity which have increased as much as 38% over the past two years. Tsomanotik is an eco-agricultural organization working in Chiapas and is committed to promoting sustainability and solidarity in community settings. Tsomanotik, along with key organizational partners, are seeking to explore the possibility of developing alternative energy sources from renewable resources. Interns will contribute to a feasibility study and creation of a white paper on this issue by considering the development and implementation of alternative energy sources. Focus areas would include technical and community-based factors such as design processes, technical factors, and potential community-based outcomes of pursuing such technology.

Costa Rica

Costa Rica has over 160 parks and wildlife refuges as habitats for many endangered species.  There has been further expansion in recent years as these protected conservation areas are critically important for species preservation.  The Matapalo community is in a coastal marine area near the town of Quepos on the Pacific Coast.  Matapalo Sea Turtles Conservation community-based organization working with various government and university stakeholders to promote species protection and improve crop diversification in the area.  A current priority is developing low resource technologies and infrastructure on site to support long-term activities.  A previous APSC 462 projects was the design and implementation of a grey water system and special sanitation facilities to reduce the environmental impacts of the small, on-site conservation community.  This site includes modest hostel-style accommodations for students.

India

Students placed in India will be working on an interdisciplinary team with at least one economics student. With growing populations and increased energy demands, SELCO foundation the community partner aims to dispel myths about the relationship between poverty, people, and technology. As a team you will participate in a design challenge looking at specific energy access challenges for those living in poverty. An example of the type of project would be studying feasibility and implementation of solar power for small-scale vendors in an informal settlement.

Living Environment

In Mexico and Costa Rica you will live in hostel-style accommodations with modest living conditions on the placement site. Accommodation in India will be with a host family.

Program Dates

In addition to its academic requirements, APSC 462 students must also particpate in a number of activities to ensure their preparedness for their International Service Learning Placement.  These activities begin in March.

Program Dates

Date Activity
March 2018 Program application is open and will close when full. Applications will be considered in the order they are received.
Apr 2018 Orientation and pre-departure learning sessions (all successful applicants will be expected to be in attendance at all sessions)
May – June 2018 APSC 461 course
July – August 2018 APSC 462, 8 week international placement including a facilitated workshop approximately mid-way through (exact dates TBA)
September 2018 APSC 462 Post Placement seminar and assignments due
Sept – Oct 2018 ISL Post-placement reflection sessions and International Development Symposium.

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

Program Cost

Costs per student include the pre-departure learning program, initial pick-up upon arrival at airport, room and board during the placement and additional costs associated with the post-placement activities.  Costs vary slightly by program due to the cost of living expenses of the country or region.

 Location Program Fee
Costa Rica $4,600 – $4,800
Mexico $4,600 – $4,800
India $3,900 – $4,400

Fees are subject to adjustment prior to offering the placement to the student.

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.

 

Awards & Funding

Award Eligibility

All accepted students will be automatically assessed based on eligibility criteria below for a $1,000 award. Decisions of who will be awarded funding will be made after selection for the program has been completed. Limited numbers of awards are available. No separate application is necessary.

To meet the minimum requirements for award funding, you must:

  • Be based at the Vancouver campus
  • Have a minimum of 70% in the top 24 credits of the previous academic year (2016-2017)
  • Be enrolled in 24 credits in the Winter Session (2017-2018). Exceptions will be made for students enrolled in less than 24 credits but with sufficient credits to satisfy graduation requirements if this is your final year.

Priority will be given to students that have 75% in the top 27 credits of the previous academic year.

PSYC 417A: Psychology and Developing Societies

When applying please note your preference for the PSYC 417A program.

Want to hear from past participants? Read the Psych 417A Blog!

Last Year’s PSYC 417A Syllabus

Program overview

PSYCH 417A has multiple components.

*Students must be physically present for the on campus portions of PSCH 417A program

Pre-departure overview

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

  1. Pre-departure learning sessions taking place over the academic term leading up to departure
  2. Creation of a learning and development plan
  3. Participant-led events/ presentations
  4. Facilitated meetings with your placement team to explore learning topics

Course overview

Psychology and Developing Societies is a three-credit undergraduate course designed to introduce students to the application of psychology to global development initiatives. Students will explore the diverse contributions that psychologists may make to global development and examine topics that foster cultural sensitivity and respectful collaboration in diverse cultural contexts.

Students will relate their learning in the classroom to the ‘real world’ through an International Service Learning placement in with a community partner organization; organizations may be located in Kenya, Uganda or other countries where ISL community partners are located.

This course will be taught by Dr. Sunaina Assanand.

Click here to read from the Psych 417A Blog!

Placement overview

As a part of the PSYCH 417A course, you will be enrolled in an International Service Learning placement.   Specific placements will be announced in Spring 2016.

Below are past examples of PSYCH417A placements that have been located in Uganda:

Uganda – Disability Education Support (Program assessment): Students have worked with a school for the deaf which is focused on a positive learning environment and the healthy development of students.  The school is based in Kitengesa in western Uganda.  Students were involved in assessing the impact of student education on stigma towards the deaf and the relationship to healthy child development.  Students worked alongside staff to collect and analyze findings in addition to performing other duties to contribute to the strengthening of school activities.

Uganda – Adolescent Youth Programming (Program evaluation): Students have worked alongside staff at a national HIV/AIDS NGO. This placement will took place in Soroti in eastern Uganda and included working collaboratively with staff to conduct a mid-point assessment of programming for adolescent youth. This was done to understand if interventions are reaching desired outcomes. This evaluation of the programming assisted in further informing upcoming programing developments. Students also worked closely with staff to evaluate group support programming in order to further strengthen this area of programming.

Read about a past student’s experience of participating in Psychology 417A in 2015

Living environment

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

Post-placement overview

You will participate in post-placement activities in September – October 2016, including:

  • Full day re-entry debrief in September 2016
  • Return Seminar and final course work in September 2016
  • Presentation at a public engagement event in October 2016

Program cost

The cost* of this program may be offset by the ARA award. Please see details below for eligibility information. The costs below are per student and yet to be fully determined, but will be within the following ranges:

Full program fee Fee with 70% ARA funding
Uganda $3,860- $4,000 $1,158 – $1,200
Kenya $4,025 $1,207.50

Placements may be in other countries where ISL community partners are located and fees will be confirmed in this case.

The 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
  • Reflection materials
  • Community partner management fee
  • Project management fee

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

Additional Information:

  • All expenses not covered in program costs are the responsibility of the student. Costs not included are course tuition, airfare*, visas, vaccinations, local transportation while in country, transportation from project site back to the airport at the end of the placement, personal items and daily incidentals.* Students who successfully obtain the ARA award will receive an approved flight award up to a predetermined maximum depending on the location.  (For example ISL students travelling to Kenya have received $1400 CAD towards the flight in the past).

Program dates

Date Activity
April 24, 2016 Program application is open and will close when full.  Few remaining spaces.  Applications will be considered in the order they are received until a final deadline of April 24, 2016.
April – May 2016 Orientation and pre-departure learning sessions  (all successful applicants will be expected to be in attendance at all sessions)
Note: The first session is in the evening on April 29, 2016.  All accepted applicants are required to attend.
Late April* – May 2016 Psychology 417A course seminar (*note that seminars may begin as early as mid-March and will extend through the month of May 2016)
June – August 2016 12 week International placement including a facilitated workshop approximately mid-way through (exact dates TBC)
September 2016 PSYCH 417A Course – Post Placement seminar and assignments due (exact dates tbc)
September – October 2016 ISL Post-placement reflection sessions and public engagement conference

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

The following dates have been identified for pre-departure learning sessions.  Please note that all accepted applicants will need to attend these mandatory sessions: Friday April 29, Monday May 2, and Monday May 16 in addition to other meetings to be scheduled.

Selection process and dates

Once you submit your application, the application will be reviewed. Successful applicants will be invited to an interview on one of the scheduled dates. 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 ISL program includes meeting eligibility requirements, as well as your initial application and your performance in the interview.

Don’t wait to apply, limited spaces exist!

Arts Research Abroad (ARA) Award Eligibility

Students in this course are eligible to be assessed for the ARA award. This award is granted to the top academic performers in the program, who meet all eligibility criteria. Decisions of who will be awarded the ARA funding will be made after selection for the program has been completed. Limited numbers of ARA awards are available.  All students will be assessed automatically for the award. No separate application is necessary.

The ARA award will offset up to 70% of the cost (including flight). In cases of demonstrated financial need (determined by Enrolment Services), ARA may fund up to 100% of the program costs and flight.

To meet the minimum requirements for ARA funding for PSYC417a, you must:

  • Be a third- or fourth-year Faculty of Arts student
  • Be based at the Vancouver campus
  • Be enrolled in a qualifying major for the course (Arts Psychology Major)
  • Have a minimum of 70% in the top 24 credits of the previous academic year (2014-2015)*
    • Priority will be given to students that have 75% in the top 27 credits of the previous academic year (2014-2015)
  • Be enrolled in 24 credits in the Winter Session (2015-2016) prior to the program

HIST 403: NGOs and Refugees in Uganda

Program Overview

Eligibility Criteria

This program is open to both Arts and non-Arts students who have completed 2nd year (54 credits) by January 2017.

HIST 403 has multiple components

  • Pre-departure learning program from January – April 2017
  • Seminars run on campus from January to April 2017
  • 12 weeks of fieldwork in an International Service Learning placement from late May – August 2017
  • Return seminar and final coursework on campus in September 2017
  • Re-entry debrief and International Development Symposium on campus in September – October 2017

Course Description

HIST 403 is a 3 credit course that will examine, within an analytical historical framework, the social and health dimensions of refugee movements to Uganda from neighboring countries, particularly Rwanda, Burundi, the Democratic Republic of Congo, Ethiopia, and Sudan. Although the majority of refugees to Uganda in recent decades have arrived from outside the country, large numbers of Ugandans have also been refugees, both within their own country and in neighboring areas as a result of the Ugandan civil war in the mid-1980s. The course will thus view Ugandans as both refugees as well as providers for neighboring populations. Students will gain a contextual understanding of refugees in the framework of other forms of migration and social mobility within Uganda since 1972. Attention will be paid to the role refugees play in setting health agendas for the NGOs, health conditions in UNHCR camps, the success of NGOs and the Ugandan government in attending to the health needs of refugees, and the challenges of dealing with poverty and health in comprehensive ways in a country within the Global South.

HIST 403 satisfies the International Relations Seminar requirement for International Relations Majors in their final academic year. This course will be taught by Dr. Steven Lee.

Placement Description

As a part of the HIST 403 course, you will be enrolled in an International Service Learning placement. Specific placements will be announced in the Winter Term 2017. Placements go from May – August 2017. Below are examples of placements previously offered to students in the course:

Uganda

Sustainable Livelihood Development for People Living with HIV/AIDS

Students will collaborate with staff from the AIDS Support Organization (TASO) on a multi-year project aimed at creating a strategy and approach to implementing, monitoring and evaluating sustainable livelihood programs for the purpose of improving overall health. More specifically, students will work on the design of a sustainable livelihood pilot intervention program for a community in Uganda paying particular attention to the context of mobility and migration. The aim of this program is to ensure that the intervention is accessible to those who are marginalized and less likely to access this kind of support within their community.

Uganda

Health & Mobility

Students will work in the community of Lyantonde with the Salama Shield Foundation. Salama Shield is an organization that is focused on community development through interventions in the fields of health, income generation, access to clean water, nutrition, and skills education. Students will work alongside the organization and the health sector to strengthen the overall health system through initiatives such as the development of workshops and educational material on topics such as HIV, TB, malaria and reproductive health. These initiatives will impact other areas such as income generation and safe water activities. These activities are particularly relevant to this community as Lyantonde was the site of the very first known HIV outbreak in Uganda.

Living Environment

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

Program Dates

Date Activity
Dec 4, 2016 Program application is open and will close when full. Applications will be considered in the order they are received.
Jan – Apr 2017 Orientation and pre-departure learning sessions (all successful applicants will be expected to be in attendance at all sessions)
Jan – Apr, 2017 HIST 403 course
May – Aug 2017 12 week International placement including a facilitated workshop approximately mid-way through (exact dates TBD)
Sep 2017 HIST 403 course – Post Placement seminar and assignments due (exact dates tbc)
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 below 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 $3,900 – 4,400 $1,170 – $1,320

Students applying for the ARA award through HIST 403 must fulfill the following requirements in addition to those listed under the Arts Research Abroad section.

  • Be enrolled in a qualifying major for the course (History, Political Science, International Relations, Anthropology)

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*