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.
DCOE Cultural Heritage Sites 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.
Food Stash Foundation is a registered Canadian charity founded in 2016 that rescues surplus food from grocery stores and redistributes it to those experiencing barriers to accessing food. Their mission is to end local food insecurity and reduce the environmental harm caused by food waste. In 2021, Food Stash opened the Rescued Food Market in the Olympic Village at 340 W 2nd Ave, Vancouver, where shoppers of the market are encouraged to ‘take what they want and pay what they feel.’ Olympic Village has undergone significant growth in the past decade including gentrification of the neighbourhood and an increased cost of living, negatively impacting some community members. The demand for the Market has exceeded the organization’s expectations, revealing the disparity between the public image of Olympic Village and the experience of some community members.
In this collaboration between Food Stash and the Office of Regional and International Community Engagement (ORICE), this research project seeks to:
Short-term: Understand the diverse demographics of the market community, and build relationships with market users to learn what’s contributing to food insecurity, how they experience it and how the market contributes to food justice.
Medium-term: Increase accessibility for market users through an EDI lens, as well as enhancing organizational services and capacity for advocacy.
Long-term: Collaboratively contribute to advocacy and policy changes to impact food security positively upstream through systemic change.
A gap remains when trying to understand how food insecurity intersects and compounds with other social issues in a given neighbourhood, especially when trends such as gentrification work to make certain groups and needs less visible. Food Stash is seeking to address this gap through initiatives that centre on equity, diversity and inclusion in their work.
Scope
This student engagement opportunity will be undertaken by a team of 3-5 UBC students (Cohort # 2) who will spend 4-6 hours each week during the months of September – December 2022 collaborating with Food Stash. Cohort #2 will build on the work of the first cohort. Cohort #1 has worked with Food Stash to conduct research through dialogue with market users where the market users will be invited to voice their needs and experiences to better understand the following:
Who is the market serving?
Who are “pay what you feel” market users?
Where are people travelling from, and how do they get there?
Why do they choose to come to this market?
How do they define and experience food insecurity?
This engagementship will help Food Stash form a better foundation to collect, analyze and act upon data that reflects their service users in the community. In addition, Cohort #1 has done background research on food insecurity in the context of Vancouver and British Columbia.
Project dates: Week of September 19, 2022 to the week of December 5, 2022
Deliverables & Milestones
Become familiar with the findings and recommendations from Cohort #1 to co-develop a literature review and a research plan.
Analyze data from past research findings and work to complete a report on project findings
The students will give a short presentation to Food Stash and ORICE about their key learnings.
Learn more about Food Stash as an organization and their operations through collaboration and by visiting the rescued food market.
Become familiar with the Community-Based Research & Data Justice Resource Guide by the Gender+ Collective and incorporate data justice principles in the research process
Eligibility
Be an undergraduate or graduate student (domestic or international) at the University of British Columbia as of May 2022.
Demonstrate ability to think critically and creatively;
Demonstrate ability to take initiative and work in a collaborative environment;
Have access to a reliable internet connection and computer to collaborate with peers and attend remote meetings; Meetings are likely to be a mix of in person and remote.
Prior experience engaging with community organizations is an asset;
Experience with participatory research project design and public speaking is an asset.
Applicants are also eligible to apply for the ORICE Experiential Education Accessibility Award. Learn more about the award below.
Please note this is a not-for-credit unpaid opportunity. If you are interested in making this a student-directed study course, please contact ubc.orice@ubc.ca to discuss the process to explore this option.
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.
Thank you for your interest. The recruitment for this program has now closed.
Overview
The EIESL Revision Project Engagementship started in January 2022 and we are seeking applicants to join the existing team from January – April 2023.
Over a decade ago, a group of faculty, staff, and students began to convene to discuss shared questions and concerns related to international engagement and service-learning – particularly as it related to university activities of research, teaching and learning, and public engagement. Why was research being done in particular locations? How was it being done? By who? With who? Why were students motivated to participate in volunteer activities abroad? In global seminars or service-learning courses? How were immersive courses being framed and who was the learning meant to benefit? All of these questions and more led us to ask ourselves, how we could come together to critically think, dialogue, and act upon some of these questions. How could we hold ourselves accountable to a strong ethic of engagement? What did we mean by a strong ethic of engagement? And what resources existed to support this critical learning and reflection? This group secured TLEF funding to engage students, staff, faculty and community partners to develop theEthics of International Engagement and Service-Learning (EIESL) project and its related community of practice.
The community and resources developed through EIESL have been a tremendous resource over the last decade, and now, we would like to engage a new cohort of students, staff, faculty, and community to dialogue and develop a 2.0 version that reflects current discourse grounded in the social, political, economic and ecological realities of our day. What does community engagement on global issues mean to you? What is the role of the academic institution on such issues? Has higher education’s role changed? How might we engage the campus community in a renewed conversation?
Scope
Beginning in September 2022, a team of 4 students (Cohort #3) commenced meeting 3-5 hours each week during the months of September – December 2022 further exploring the many ways that international (and local) engagement has changed over the years since launching the original EIESL guidebook, and considering how our ethical framework should also adapt to reflect this. The third cohort of this project met with some of the students involved in EIESL Cohort #1 and #2 to learn more about the process of engaging with this project and the initial questions/difficulties they encountered. Simultaneously, they are undertaking a deeper review and content analysis of the various EIESL resources and the work of previous cohorts to identify the opportunities and gaps. The team is currently planning for community participation regarding the directions for revision to date. This is expected to be a multi-stage project (approx. 2.5 years in duration) and will be coordinated through UBC ORICE (one of the original contributors to EIESL).
Project dates: Week of January 2023 to April 2023
Deliverables & Milestones
Students are trained on research design overview, methods, and data analysis.
Students will support the development of a participatory plan for re-engaging the wider UBC community on the overall project.
Based on previous research and UBC community re-engagement, students will familiarize themselves with the literature review and resource analysis that has been conducted to understand the identified gaps and opportunities in the project’s ethical framework.
Students will design a set of participatory research activities in term 2 to engage students, faculty and community partners in the work done by project cohorts to date.
Students will be asked to provide a transitional report with a summary of the activities they have undertaken throughout the engagementship and recommendations for subsequent cohorts.
The students will additionally give a short presentation to the team at ORICE about their key learnings.
Eligibility
Be an enrolled undergraduate or graduate student (domestic or international) at the University of British Columbia.
Demonstrate ability to think critically and creatively;
Demonstrate ability to take initiative and work in a collaborative environment;
Have access to a reliable internet connection and computer to collaborate with peers and attend remote meetings; meetings are likely to be a mix of in person and remote.
Prior experience engaging with community organizations is an asset;
Experience with participatory research project design and public speaking is an asset.
Applicants are also eligible to apply for the ORICE Experiential Education Accessibility Award. Learn more about the award below.
Please note this is a not-for-credit unpaid opportunity. If you are interested in making this a student-directed study course, please contact ubc.orice@ubc.ca to discuss the process to explore this option.
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.
Thank you for your interest. The recruitment for this program has now 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 4 weeks in May 2023 and will include community-based attachments.
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 byDr. 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.
International Placement Details
Student enrollment in SOWK 440J/571 requires full participation in:
ORICE pre-departure learning sessions from January – April 2023
4 week course including community-based placement in Nairobi, Kenya during May 2023
Orientation and workshops facilitated by ORICE during the placement
ORICE re-entry debrief session and final course-work on campus in June/July 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 include:
Return seminar and final coursework in June 2023
Debrief session in June/July 2023
Public engagement presentation related to course-based research
Open to all social work students with a BSW standing or a MSW standing by January 2023. Students who are entering their 4th year in September 2022 are encouraged to take this course but please note that students who have completed their degree requirements after the completion of the course will officially convocate in November 2023 rather than May 2023. 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.
For the final round of selection, preference will be given to 4th year and Masters level students.
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
Date
Activity
August 2022
Program application is open and will close when full. Applications will be considered in the order they are received.
January – April 2023
Orientation and pre-departure learning sessions (all successful applicants will be expected to be in attendance at all sessions)
May 2023
SOWK 440J/571 (Summer Term 1), 4 week course including community-based attachments in Nairobi, Kenya
June 2023
SOWK 440J/571 Final assignments due and post-placement reflection session
Post-placement 2023
Public engagement presentation related to course-based research
**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.
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: $3,300-$3,800
Program Fee: $570 - 650
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 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 here for more information on the awards.
Thank you for your interest. The recruitment for this program has now closed.
Review course and program details (please contact ubc.orice@ubc.ca with any questions you may have).
Next, fill out the ORICE international programs application form for this course below.
Successful applicants will be contacted by email to continue the selection process through an individual interview and a group 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. Your selection into the program includes meeting eligibility requirements, as well as your initial application and your performance in the interview.
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.
Food Stash Foundation is a registered Canadian charity founded in 2016 that rescues surplus food from grocery stores and redistributes it to those experiencing barriers to accessing food. Their mission is to end local food insecurity and reduce the environmental harm caused by food waste. In 2021, Food Stash opened the Rescued Food Market in the Olympic Village at 340 W 2nd Ave, Vancouver, where shoppers of the market are encouraged to ‘take what they want and pay what they feel’. Olympic Village has undergone significant growth in the past decade including gentrification of the neighbourhood and an increased cost of living, negatively impacting some community members. The demand for the Market has exceeded the organization’s expectations, revealing the disparity between the public image of Olympic Village and the experience of some community members.
In this collaboration between Food Stash and the Office of Regional and International Community Engagement (ORICE), this research project seeks to:
understand the diverse demographics of the market community,
understand how the market users define and experience food insecurity and if/how the market contributes to food justice, and
build relationships with market users and learn what’s contributing to food insecurity.
A gap remains when trying to understand how food insecurity intersects and compounds with other social issues in a given neighbourhood, especially when trends such as gentrification work to make certain groups and needs less visible. Food Stash is seeking to address this gap through initiatives that centre on equity, diversity and inclusion in their work.
Scope
This student engagement opportunity will be undertaken by a team of 3-5 UBC students who will spend 4-6 hours each week during the months of June, July, and August collaborating with Food Stash. The student team will work with Food Stash to conduct participatory action research through dialogue with market users where the market users will be invited to voice their needs and experiences to better understand the following:
Who is the market serving?
Who are “pay what you feel” market users?
Where are people travelling from, and how do they get there?
Why do they choose to come to this market?
How do they define and experience food insecurity?
This engagementship will help Food Stash form a better foundation to collect, analyze and act upon data that reflects their service users in the community.
Deliverables & Milestones:
Learn more about Food Stash as an organization and their operations
Become familiar with the Community-Based Research & Data Justice Resource Guide by the Gender+ Collective and incorporate data justice principles in the research
Co-develop a focus group plan and surveys
Students along with Food Stash will host focus group events
Analyze data from focus groups and work to complete a preliminary report on project findings
The students will give a short presentation to Food Stash and ORICE about their key learnings.
Eligibility
Be an undergraduate or graduate student (domestic or international) at the University of British Columbia as of May, 2022.
Have access to a reliable internet connection and computer to collaborate with peers and attend remote meetings; Meetings are likely to be a mix of in person and remote.
Demonstrate ability to think critically and creatively;
Demonstrate ability to take initiative and work in a collaborative environment;
Prior experience engaging with community organizations is an asset;
Experience with participatory research project design and public speaking is an asset.
Ability to speak Cantonese is an asset.
Academic integration:
Please note this is a not-for-credit unpaid opportunity. If you are interested in making this a student-directed study course, please contact ubc.orice@ubc.ca to discuss the process to explore this option.
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.
Over a decade ago, a group of faculty, staff and students began to convene to discuss shared questions and concerns related to international engagement and service learning – particularly as it related to university activities of research, teaching and learning, and public engagement. Why was research being done in particular locations? How was it being done? By who? With who? Why were students motivated to participate in volunteer activities abroad? In global seminars or service-learning courses? How were immersive courses being framed and who was the learning meant to benefit? All of these questions and more led us to ask ourselves, how we could come together to critically think, dialogue and act upon some of these questions. How could we hold ourselves accountable to a strong ethic of engagement? What did we mean by a strong ethic of engagement? And what resources existed to support this critical learning and reflection? This group secured TLEF funding to engage students, staff, faculty and community partners to develop the Ethics of International Engagement and Service-Learning (EIESL) project and its related community of practice.
The community and resources developed through EIESL have been a tremendous resource over the last decade, and now, we would like to engage a new cohort of students, staff, faculty and community to dialogue and develop a 2.0 version that reflects current discourse grounded in the social, political, economic and ecological realities of our day. What does community engagement on global issues mean to you? What is the role of the academic institution on such issues? Has higher education’s role changed? How might we engage the campus community in a renewed conversation?
The first cohort has begun to review and analyze the content of the various EIESL resource, including a preliminary literature review. Identified opportunities and gaps that can give rise to dialogue in the community engagement process.
We are recruiting a second cohort for this project is to build on the work of the first cohort, by continuing to review and analyze content, identify opportunities and gaps, but also advance the work into a dialogue and re-engage the wider UBC community on the overall project. Join us in shaping the next version of this project!
We are looking for collaborators with skills in project design, and a strong interest in ethical participatory community engagement. Successful candidates for this opportunity will demonstrate experience or interest in:
Undertaking a deep exploration into existing EIESL materials to be able to adopt an asset-based approach to build from existing strengths.
Assisting with preparations of grant materials to support project revision.
Collaboratively developing a participatory process to engage the campus and community members into a renewed conversation and set of actions on ethical engagement.
A commitment to continual learning and engagement with topics of ethics, social justice, anti-racism, and related conversations
Scope:
Over 12 weeks from June to August, a team of 4-5 students will spend 3-5 hours each week exploring the many ways that international (and local) engagement has changed over the years since launching the original EIESL guidebook, and consider how our ethical framework should also adapt to reflect this. Cohort #2 of this project will meet with some of the original faculty, staff, and students involved in EIESL 1.0 to learn more about the original motivations and process for the project. Many original members will remain involved as teammates or mentors on the project. Cohort #2 will continue where cohort #1 left off, they will review and content analysis of the various EIESL resources and do a literature review to identify opportunities and gaps in existing frameworks. Following this familiarization process, cohort #2 will consider how to renew participation on this topic and identify initial areas/topics to prompt dialogue. Cohort #2 will take place from June-August 2022. This is expected to be a multi-stage project (approx. 2.5 years in duration) and will be coordinated through UBC ORICE (one of the original contributors to EIESL).
Deliverables & Milestones:
Students will meet with a selection of original team members to further explore the intentions of the first project, how it shaped their academic and professional trajectories, and how they know the guide and supplemental resources to have been used over the years.
Students will conduct a review of existing resources, and continue to identify potential opportunities and gaps that can serve as dialogue prompts in the campus/community engagement process.
Students will conduct a literature review on ethics of engagement to supplement the review of opportunities and gaps identified in the resource review.
Students will support the development of a participatory plan for re-engaging the wider UBC community on the overall project.
Students will be asked to provide a transitional report with a summary of the activities they have undertaken throughout the engagementship and recommendations for subsequent cohorts.
The students will additionally give a short presentation to the team at ORICE about their key learnings.
Eligibility
Be an undergraduate or graduate student (domestic or international) at the University of British Columbia as of May, 2022.
Have access to a reliable internet connection and computer to collaborate with peers and attend remote meetings; Meetings are likely to be a mix of in person and remote.
Demonstrate ability to think critically and creatively;
Demonstrate ability to take initiative and work in a collaborative environment;
Prior experience engaging with community organizations an asset;
Experience with participatory project design and public speaking is an asset;
Prior knowledge about or interest in ethical participatory community engagement is an asset
Academic integration:
Please note this is a not-for-credit unpaid opportunity. If you are interested in making this a student-directed study course, please contact ubc.orice@ubc.ca to discuss the process to explore this option.
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.
This project originated in May 2020 with the numerous calls for the collection of disaggregated data along multiple axes of identity, many of which were amplified by the ongoing COVID-19 pandemic. This includes calls to collect race-based data; sex-disaggregated data; data including Indigenous communities; those who are differently-abled; and those in the LGBTQI/2S community; among others. Less well understood or addressed are the ways in which this kind of data collection fails to incorporate the social construction of race as a category; the politics of collecting identity-disaggregated data; the ways in which context can be stripped from datasets; the effects of surveillance on populations and communities; and how public citizens might be called into these activities on a voluntary basis. Some of these latter concepts might be held under a “data justice” conceptual umbrella in which “…fairness in the way people are made visible, represented and treated as a result of their production of digital data is necessary to determine ethical paths through a datafying world” (Taylor, 2017).
To explore the many follow-up questions arising from the increasing need to collect data and the ways in which community organizations might go about this work, the Gender+ in Research Collective (UBC ORICE) launched a research “engagementship” in which multiple cohorts, building on each others’ work, addressed a number of questions related to data justice and community-based research, and how community organizations might engage with these concepts.
Five cohorts have now worked with us on this project, attending teach-ins, workshops, and conducting their own research on how the concepts of intersectionality and data justice are engaged in community-originated research. The work of the first five cohorts has now coalesced into a ‘community guide’ whose primary focus is to introduce the concept of ‘data justice’ to community organizations who work with data, or are looking to work on a data-based project, by providing definitions, examples, and reflexive questions to engage with. Striving for accessibility and usability, this guide takes the form of a PDF file, a website, and a series of posters.
Recruiting for this, the sixth cohort of this project will work with both regional and international community organizations/partners to share and distribute this guide amongst pre-existing networks of trust. Far from pretending to reinvent the wheel of data collection and management processes, this project acknowledges that community organizations already work with data and seeks to identify points of convergence between current methods of data collection, and Gender+ lenses.
We are looking for dynamic and engaging communicators who have previous experience in community organizing and who are passionate about ‘making visible’ the issues that surround data justice.
Scope:
Throughout the term, a team of 4-5 students will spend 3-5 hours each week to think through a distribution strategy and organize a series of events/initiatives that will ‘put the guide out into the world’ and achieve maximum accessibility. To conduct this work, students will be asked to engage in various activities, including, but not limited to: participating in weekly scheduled calls, strategizing the accessible distribution of this guide to a diverse range of stakeholders, planning and hosting interest-sparking events, facilitating guide-related workshops, leading a social media campaign, and constantly collecting/working with the ideas and feedback generated in this process.
Deliverables & Milestones:
The team will familiarize themselves with the guide and with the assets created by the previous cohorts. They will also strategize the distribution plan that they will follow (social media campaign, planning of the workshops delivery, etc.). Over the course of the term, the students will lead their distribution strategy by hosting the events, facilitating their workshops with the concerned organizations, engaging on social media, and being attentive to (as well as proactive with) the ideas and feedback generated in the process. By the end of the term, students will be asked to provide a final report with resources for continued engagement (for instance, a workshop facilitation plan) and give a short presentation to the Gender+ in Research Collective about their key learnings.
While the program’s facilitators have drafted the program structure and suggested milestones for the project, students will be given the flexibility to co-design and modify their final outcomes as they deem relevant and in coordination with ORICE project leads. The students participating in this cohort of the Gender+ collective will be supported by ORICE team leads throughout the duration of this project.
Academic integration:
Please note this is a not-for-credit unpaid opportunity. If you are interested in making this a student-directed study course, please contact ubc.orice@ubc.ca to discuss the process to explore this option.
Anti-Racism and Ethics of Engagement:
The Gender+ in Research Collective and the Office for Regional and International Community Engagement (UBC ORICE) are committed to embedding anti-racism in our daily work and ongoing projects. Students are encouraged and expected to consider how they can take an anti-racist lens to the work they produce around citizen science, data collection and use, and connections between community-based organizations, academics, and government. This might include, but is not limited to, ensuring the incorporation of the ongoing and often unrecognized work of organizations advocating for justice for minorities, particularly during the pandemic; or engaging with the politics of citation in including and citing the work of non-white scholars and other researchers.
Be an undergraduate or graduate student (domestic or international) at the University of British Columbia with 60 or more completed credits as of September, 2021. (Note: recent grads are welcome to apply but priority will be given to current undergraduate students);
Have access to a reliable internet connection and computer to collaborate with peers and attend all meetings remotely;
Demonstrate ability to think critically and creatively;
Demonstrate ability to take initiative and work in a collaborative environment;
Prior experience engaging with community organizations an asset;
Experience with workshop facilitation and public speaking is an asset;
Prior knowledge about or interest in data justice, gender intersectionality, and community-based data collection initiatives is an asset, but not necessary.
The Gender+ in Research Collective works to promote a community for rich dialogue in which gender and other intersections, including race, Indigeneity, class, sexuality and ability (among other intersections of identity), are considered when conducting community-based research. The Collective focuses on capacity building and providing the tools researchers need to utilize a gender+ lens. The Collective is housed within and supported by the UBC Office for Regional and International Community Engagement (UBC ORICE).
The Gender+ in Research Collective acknowledges that we organize, research, and learn on unceded traditional xʷməθkʷəy̓əm (Musqueam) territory. We understand that both gender and research have been used as tools of colonization on these lands, and commit to working towards disentangling gender+ research from colonialism and Indigenous genocide.
