Liu Institute for Global Issues
6476 NW Marine Dr, Vancouver, BC, V6T 1Z2, Canada
About
Community health workers (CHWs) in Malawi use their positionality—as cultural brokers between communities, NGOs, and the state—to form relationships that make global health work. In mediating program and community goals, CHWs are critical lynchpins in the everyday, unseen work behind global health programs. Without this labor, global community health projects would inevitably fail, as the brokerage role that CHWs undertake is critical to ensure that project goals are effectively translated to communities for uptake.
Fischer uses ethnographic observation and interviews to demonstrate how this work of building relationships, both with community members and with NGO or state-based actors, is an essential but undervalued expertise. This argument pushes the boundaries of how we understand, define, and evaluate “success” in global health programs, while shedding light on the significance of individual and community connections for the achievement of population health.
Hosted by Dr. Veena Sriram, Assistant Professor at the School of Public Policy and Global Affairs and the School of Population and Public Health, in collaboration with the Office of Regional and International Community Engagement.
About the Speaker
Professor Sara E. Fischer
Sara E. Fischer, PhD, is an Assistant Professor in the Master of Public Health program at the University of Puget Sound. Her research focuses on global health politics, particularly around community health systems and relationships in global health, with her work focusing mainly on Malawi. Formally trained as a political scientist with a background in public health, her scholarship lies at the nexus of global health systems, the politics of health policy and global governance, international development, and the power dynamics of foreign aid relationships.
ORICE offers curricular (for-credit) and co-curricular (not-for-credit) experiential education programs to help build the connections between theory and practice in addressing global issues.
This program is part of the Global Experiential Education Program (GEEP) and is informed by ORICE values. GEEP aims to strengthen the bridge between classroom learning (theory) and application (practice) to address pressing global issues, in this community-based praxis initiative. Students who participate in GEEP can participate in experiential education projects designed and led by global community partners.
Details at a Glance
Applications Closed
Program Type: Co-curricular (Not-for-credit)
Project Type: Community-Engaged Research Project in collaboration with Kamili Organisation
Placement Location: In-person, UBC-Based
Duration: 4 months starting in January 2025
Eligibility: Open to UBC-V Undergraduate (60+ credits) & Graduate students (more details below)
Project Description
Current Project
Kamili Organisation is interested in undertaking an evaluation to understand the impacts of this training for selected nurses once they return to their home site. They would like to understand the facilitators, barriers and impacts the nurses experience when bringing their specialized knowledge to their practice site. The purpose of this evaluation is both to inform the current program and to develop evidence to influence policy at multiple levels/sites in Kenya.
This one-term engagementship (January-April 2025) will be an opportunity to work with the Kamili team to refine the evaluation research questions and design a study that can be implemented in the summer of 2025 or beyond. Activities associated with this project will include a full review of program materials to date, project planning, literature reviews, environmental policy scans, research on impact metrics, evaluation design, methodology reviews and the development of data collection tools.
Background
For 11 years, Kamili Organisation has been offering scholarships for qualified general nurses to come to Kamili for specialized training in mental health. Selected nurses come to Kamili in Nairobi, Kenya for 1 week intensive and receive training on the Kamili model – a community based approach that aims to provide mental health care at a primary level health facility, making services accessible, affordable and sustainable. The newly trained nurses return back to their place of work around the country and become part of a growing network of Kamili-trained nurses with a mental health specialization. This network now comprises 156 nurses in 44 of 47 counties across Kenya. Once trained, the network supports one another and has access to the staff at Kamili for guidance, receives site visits from Kamili leadership and participates in annual training and network development activities.
Organization Details
Kamili Organisation provides affordable mental health services via 30+ clinics across Kenya. Our model clinic in Nairobi provides: accurate diagnosis, treatment, support to patients and their families and psychosocial care in the form of education. We also regularly work with the local community to raise awareness about the symptoms and stigma associated with mental health.
Program Overview
Over a period from January to April 2025, the selected team of students will spend 3-5 hours each week working collaboratively towards completing the objectives of this project. Students will be asked to participate in weekly scheduled in-person meetings (on the UBC Vancouver Campus) to ensure collaboration and accountability goals are defined and met. However, the remainder of the allotted time will be self-directed or in small work teams as per agreements with teammates.
Review project details (please contact ubc.orice@ubc.ca with any questions you may have).
Next, fill out the ORICE program application form (Qualtrics Survey) below.
Successful applicants will be contacted by email to continue the selection process through a 15-minute individual 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. Your selection into the program includes meeting eligibility requirements, as well as your initial application and your performance in the interview. Student project teams will be comprised of 3-5 students.
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.
Be an undergraduate (domestic or international) at the UBC Vancouver campus with60 or more completed credits, or graduate student as of August 31st, 2024.
Have access to a reliable internet connection and computer to collaborate with peers & international partners and attend meetings remotely if online meetings are required.
Demonstrate the ability to think critically and creatively and be willing to take responsibility and initiative to meet project deliverables.
Prior experience with research design is an asset, but not necessary
Willingness to have occasional meetings that accommodate time zone considerations for guests joining from Uganda or elsewhere.
Project dates: Week of January 6, 2025, to April 9, 2025
Weekly in-person meetings:TBD - applicants will be asked to be flexible as we will be seeking a weekly standing 2 hour meeting block during M-F, 9am-5pm
Note: Team members need to be available for occasional meetings with the community partner at 8am due to time zone differences.
This program is part of the Global Experiential Education Program (GEEP) and is informed by ORICE values. GEEP aims to strengthen the bridge between classroom learning (theory) and application (practice) to address pressing global issues, in this community-based praxis initiative. Students who participate in GEEP can participate in experiential education projects designed and led by global community partners.
Details at a Glance
Application Deadline: September 15th, 2024
Program Type: Co-curricular (Not-for-credit)
Project Type: Community-Engaged Research Project in collaboration with AFRIpads
Placement Location: In-person, UBC-Based
Duration:7 months starting in October 2024
Eligibility: Open to UBC-V Undergraduate (60+ credits) & Graduate students (more details below)
AFRIpads is interested in learning more about the direct impacts of employment at the individual and household levels for the workforce that is comprised of approximately 80% women. For a social enterprise that has made choices such as the development of the factory in a rural location, ensuring most employees are women and providing healthcare and pension benefits, AFRIpads is interested in learning more about the outcomes of these decisions and sharing them with policymakers and the business community in Uganda and beyond.
This two-term engagementship (October 2024-April 2025) will be an opportunity to work with AFRIpads to refine the research questions and design the research study that can be implemented in the summer of 2025 or beyond. Activities associated with this project will include a full review of previous study outcomes, project planning, literature reviews, research on impact metrics, research design, methodology reviews and the development of data collection tools. The intersections and disconnections between economic growth and social development will be examined through a critical lens that seeks to forefront African scholarship and methodologies.
Background
In the summer of 2023, a survey through an ORICE International Immersive Placement Program based on the well-established Demographic and Health Survey was conducted in the area of Kitengesa, Uganda. The data was collected for AFRIpads – a social enterprise which makes affordable menstrual products for women and girls – with whom ORICE has a long-standing partnership. Primarily, AFRIpads was interested in understanding whether and how wealth had changed in the area surrounding their new factory since the first baseline survey was conducted in 2018. The data have been analyzed for that purpose; however, we would now like to explore additional questions that can be investigated for the organization.
Organization Details
AFRIpads aims to provide women and girls with a sustainable solution for managing their periods with comfort and dignity. Their mission is to empower through business, innovation, and opportunity to move closer to gender equality. In the past, ORICE has collaborated with AFRIpads on initiatives to assess the socioeconomic context and impact of their factory in rural Uganda.
Learn more about previous students’ experiences working with AFRIpads.
Program Overview
Between October 2024 to April 2025, the selected team of students will spend 3-5 hours weekly working collaboratively towards completing the objectives of this project. Students will be required to participate in weekly scheduled in-person meetings (on the UBC Vancouver Campus) to ensure collaboration and accountability goals are defined and met. However, the remainder of the allotted time will be self-directed or in small work teams as per agreements with teammates.
Application Deadline: Sunday September 15th, 2024 @ 11:59pm.
Review project details (please contact ubc.orice@ubc.ca with any questions you may have).
Next, fill out the ORICE program application form (Qualtrics Survey) below.
Successful applicants will be contacted by email to continue the selection process through a 15-minute individual 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. Your selection into the program includes meeting eligibility requirements, as well as your initial application and your performance in the interview. Student project teams will be comprised of 3-5 students.
Be an undergraduate (domestic or international) at the UBC Vancouver campus with60 or more completed credits, or graduate student as of August 31st, 2024.
Have access to a reliable internet connection and computer to collaborate with peers & international partners and attend meetings remotely if online meetings are required.
Demonstrate the ability to think critically and creatively and be willing to take responsibility and initiative to meet project deliverables.
Prior experience with research design is an asset, but not necessary
Willingness to have occasional meetings that accommodate time zone considerations for guests joining from Uganda or elsewhere.
Project dates: Week of October 2, 2024, to April 9, 2025
Weekly in-person meetings:TBD - applicants will be asked to be flexible as we will be seeking a weekly standing 2 hr meeting block during M-F, 9am-5pm.
Note: Team members need to be available for occasional meetings with the community partner at 8am due to time zone differences.
This program is part of the Global Experiential Education Program (GEEP) and is informed by ORICE values. GEEP aims to strengthen the bridge between classroom learning (theory) and application (practice) to address pressing global issues, in this community-based praxis initiative. Students who participate in GEEP can participate in experiential education projects designed and led by global community partners.
Details at a Glance
Program Type: 3-Credit Curricular Program (Academic Course) taught by Dr. Mohamed Ibrahim
Placement Location: Nairobi, Kenya
Duration: 5 weeks beginning in May 2025 + Pre-departure Program & Post-placement Activities
Eligibility: Open to UBC-V BSW or MSW students (exceptions outlined below)
Course Description
This course is eligible for Arts Research Abroad (ARA) funding. Arts courses that are designated as ARA courses will provide an award which will cover up to 70% of program costs and flight for eligible students. In cases of demonstrated financial need (determined by Enrolment Services), ARA may fund up to 100% of the program costs and flight. See below for More Information on Funding Opportunities or check out our Funding page here.
According to the Global Burden of Diseases report, mental illness is considered to be among the leading conditions causing disability globally. Health and social service providers 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 and leadership, 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 learners the opportunity 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. Students will be partnered with local health organizations to observe and learn from local experts.
This course will be taught by Dr. Mohamed Ibrahim PhD, MSW, RN, an Assistant Professor at UBC’s School of Social Work and an internationally trained scholar and clinician. He has 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.
Program Overview
Student enrollment in SOWK 440J/571 requires full participation in:
ORICE Pre-departure Learning Program (January – April 2025)
The pre-departure learning program is designed to prepare you for an international placement. This will include:
Pre-departure learning sessions taking place over the academic term leading up to departure led by staff and community development professionals.
Creation of a learning and development plan
Participant-led events/presentations
Facilitated meetings with your placement team to explore learning topics
Advance team-building and learning with students from Kenya Medical Training College that UBC students will meet and learn with in Kenya
Post-Placement overview
5-Week Academic Course (starting May 2025)
1 week online intensive course with Kenya Medical Training College (KMTC) students prior to departure (Starting last week of April)
1 week in-person intensive course hosted at KMTC Nairobi.
3 weeks of community-based learning & placements in Nairobi and Isiolo, Kenya for the remainder of May/early June 2025
Includes: In-Placement Orientation and Workshops facilitated by ORICE
Re-entry Debrief Session + Final Course Work On-Campus (June/July 2025)
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 automatically registered for the course by the department.
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.
Open to BSW or MSW students registered with the UBC Vancouver School of Social Work. Students who are entering their 4th year in September 2024 are encouraged to take this course but please note that students who enrol in this course will be unable to officially convocate until November 2025, as they will still be active students during the May 2025 convocation period.
A program completion letter can be provided when graduating students complete the course, which can be used for employment purposes prior to formal graduation in November.
Students in other health professions, such as Nursing and Public Health, are also encouraged to apply. Strong applications from students who are not in a health professional program may also be considered.
Preference will be given to 4th year and Masters level students.
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.
Date
Activity
August 12, 2024
Program application is open and will close when full. Applications will be considered in the order they are received.
September 22, 2024
Application Deadline #1
October 27, 2024
Application Deadline #2 (if spaces remain)
November 24, 2024
Application Deadline #3
(if spaces remain)
January 12, 2025
Final SOWK application Deadline (if spaces remain)
January 20 – April 11, 2025
Orientation and pre-departure learning sessions.
All successful applicants will be expected to be in attendance at all sessions. Sessions include some remote connections with KMTC.
April 28 – May 4, 2025
SOWK 440J/571 (Summer Term 1), Course begins with an intensive seminar week prior to departure. (online course with KMTC)
May 9 – 11, 2025
Orientation in Nairobi
May 12 – June 6, 2025
4 week course including community-based attachments in Nairobi, Kenya
June 2025
SOWK 440J/571 Final assignments due and post-placement reflection session
Post-placement
October 2025
Public engagement presentation related to course-based research
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: $3,800 -$4000
Program Fee: $1140-$1200
Estimated flight cost: $2,250
Estimated flight cost: $675
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 ARA funding eligibility and 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.
To be eligible for ARA funding for SOWK 440J/571, students must be in enrolled as a BSW or MSW student. Other students in Arts will be considered on a case-by-case basis when they meet the basic ARA eligibility and are in a compatible degree. Please reach out to ORICE to explore your eligibility in advance if you are not a BSW or MSW student. Students outside of the Faculty of Arts are not eligible for ARA funding but may be eligible for the ORICE Regional and International Program award (see funding page).
Note: Students may only hold one award at a given time. Please visit the Funding page here for more information on the awards.
This program is part of the Global Experiential Education Program (GEEP) and is informed by ORICE values. GEEP aims to strengthen the bridge between classroom learning (theory) and application (practice) to address pressing global issues, in this community-based praxis initiative. Students who participate in GEEP can participate in experiential education projects designed and led by global community partners.
A foundational piece of desk research to complete in this project includes a review and analysis of current inclusion policies and related implementation mechanisms in Kenya, including information on how monitoring and evaluation are occurring and about the availability of public data. Inclusion policies about disability and mental health will be of primary interest for this project. This research will be important contextual information for the subsequent research that Basic Needs Basic Rights (BNBR) plans to undertake on their organizational priorities and goals and will be necessary background information in the drafting of policy briefs and research dissemination.
This one-term engagementship (October 2024-December 2024) will be an opportunity to work with BNBR to complete the inclusion policy and mechanism analysis that will be used in the contextual framing of subsequent BNBR research. Activities associated with this project will include project planning, related environmental scans and literature reviews, the investigation and analysis of Kenyan inclusion policies and mechanisms related to disability and mental health, research on monitoring and evaluation and data reporting.
The expected outputs from the UBC team on this project are a complete environmental scan of inclusion policies and mechanisms, and a comprehensive summary report on the policies and the extent of the implementation, with particular attention paid to policies that intersect with BNBR priorities and programming.
Background
Since their inception, Basic Needs, Basic Rights (BNBR) has distinguished itself as a leader in mental health and development in Kenya by implementing a model which takes a holistic approach comprising elements of psychosocial support, community development and livelihoods, and improving policy and practice through research and advocacy. This approach is informed by their belief that addressing mental well-being and illness goes beyond just health systems and must include consideration of social and economic causes and effects. BNBR seeks to prevent and treat mental health disorders; promote mental health and well-being; facilitate integration of individuals with mental health complications through socio-economic empowerment; influence laws, policies, and practices as well as cultural norms through acting as a collaborative leader; and strengthen and diversify their resource base as an organization.
As part of a recently launched 5-year strategic plan, BNBR has established a priority to enhance evidence-based research capacity and outputs as an organization. In the summer of 2024, BNBR and ORICE partnered to place UBC students with the organization to explore and document research priorities and to jointly produce a preliminary research agenda based on the identified priorities.
Organization Details
Basic Needs, Basic Rights (BNBR)is a vibrant registered national non-governmental organization located across seven counties in Kenya. One of BNBR’s core programmatic areas is to support people with mental health conditions, those at risk, and their caregivers to live and work successfully in their communities. BNBR strives to ensure that those with mental health concerns can access basic rights by empowering their communities to provide care and social support.
Learn more about previous students’ experiences working with projects like these.
Program Overview
Between October – December 2024, the selected team of students will spend 3-5 hours weekly working collaboratively towards completing the objectives of this project. Students will be required to participate in weekly scheduled in-person meetings to ensure collaboration and accountability goals are defined and met. However, the remainder of the allotted time will be self-directed or in small work teams as per agreements with teammates.
Students will meet periodically with the BNBR team to discuss the project plan and progress. The team will also deliver a final presentation to review the outputs with BNBR.
Application Deadline: Sunday September 15th, 2024 @ 11:59pm.
Review project details (please contact ubc.orice@ubc.ca with any questions you may have).
Next, fill out the ORICE program application form (Qualtrics Survey) below.
Successful applicants will be contacted by email to continue the selection process through a 15-minute individual 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. Your selection into the program includes meeting eligibility requirements, as well as your initial application and your performance in the interview. Student project teams will be comprised of 3-5 students.
Be an undergraduate (domestic or international) at the UBC Vancouver campus with60 or more completed credits, or graduate student as of August 31st, 2024.
Have access to a reliable internet connection and computer to collaborate with peers & international partners and attend meetings remotely if online meetings are required.
Demonstrate the ability to think critically and creatively and be willing to take responsibility and initiative to meet project deliverables.
Prior experience with policy review and analysis is an asset, but not necessary.
Willingness to have occasional meetings that accommodate time zone considerations for guests joining from Kenya or elsewhere.
Date: Monday, August 26th, 2024
Time: 9:00 AM - 4:00 PM
location_on
Liu Institute for Global Issues
6476 NW Marine Dr, Vancouver, BC, V6T 1Z2, Canada
About
We hosted a symposium on Monday, August 26th, 2024 on “Scaffolding Experiential Education”. This symposium served as a platform for sharing experiential education approaches, discussing challenges, and celebrating successes. Specifically, this event built upon a study we have been doing on experiential education in large junior-level courses. It also addressed the facilitators, barriers, and the potential of scaffolded learning outcomes in teaching experiential education in large courses. We had the opportunity to engage with your thoughts and experiences on these topics throughout the scheduled sessions.
The symposium consisted of one keynote presentation and several workshops. The sessions covered topics such as expanding the idea of experiential education, diversity, equity, and inclusion in the classroom, methods of assessment in experiential education, and the use of technology within experiential education.
Many faculty members, instructors, and graduate students who were interested in learning more or are already implementing experiential education in their teaching, attended this symposium. The symposium provided an opportunity for sharing, learning, and engaging with topics related to experiential education in large classrooms and across the undergraduate degree.
Special Issue Note
All speakers and workshop facilitators were invited to contribute to a special symposium issue for an academic journal, to be edited by the symposium organizers. We also invited all attendees to use this symposium as a platform to connect and collaborate with others, or to advance their thinking and work on experiential education.
Agenda:
A Keynote Presentation by Dr. Timothy K. Eatman
Concurrent Workshops: Symposium attendees had the opportunity to attend two of four concurrent workshop sessions. In these workshops, participants discussed several topics related to experiential education, including defining and doing EE in large classrooms, assessing students’ EE work, issues of equity, diversity and inclusion for EE in large classes, and technology mediated EE in large classes.
A Full Group Session: In this focus-group session, all presenters and participants discussed the barriers and facilitators to experiential education in large classrooms.
Schedule
“Scaffolding Experiential Education” took place on Monday, August 26th, 2024, at the UBC Liu Institute for Global Issues.
Time
Session
9:00 AM
Coffee & Registration
9:20 AM
Opening Remarks
9:35 AM
Keynote Presentation
10:45 AM
Coffee Break
11:00 AM
Session A: Defining & Expanding our Understanding of Experiential Education
Session B: Assessing Students’ Experiential Education (in Large Classes) (Panel)
12:00 PM
Lunch Break
1:00 PM
Large Facilitated Session: A Discussion about our Experiences as Instructors Engaging in EE.
2:00 PM
Coffee Break
2:15 PM
Session C: Exploring Issues of EDI for Experiential Education in Large Classes
Session D: Immersive Technologies within Experiential Education Classrooms (Panel)
Experiential education pedagogies are expansive, and yet, as scholars and practitioners we may have a limited view of what experiential education is. In thepreliminary findings from a study looking at experiential education in first year large classes at UBC-V, instructors held specific (mis) conceptions of what experiential education is and often associated it with highly immersive pedagogies that can be challenging to implement in larger classrooms with first- and second-year students. However, instructors also spoke of using strategy specific, or “bite size” experiential education activities that engaged students into learning more about their disciplines and developing skills that will benefit additional forms of experiential education in the future (p. 26-27).
Session Time: 11:00 am - 12:00 pm Dr. Jonathan Graves, Dr. Evan Mauro, & Dr. Awneet Sivia Moderator: Dr. Pheroze Unwalla
Experiential education classroom work can be engaging, innovative, and diverse, making it a powerful teaching and learning vehicle that is challenging to assess at times. One of the significant barriers for instructors implementing experiential learning pedagogies is assessment, especially in larger classes. In this session we will hear from a panel of faculty members who engage with experiential education pedagogies about their experiences, including some insights into what is working, current challenges, and new directions in assessing students' experiential education work.
Dr. Pheroze Unwalla (moderator), Dr. Awneet Sivia, Dr. Jonathan Graves and Dr. Evan Mauro (panelists) shared their reflections, scholarship, and thoughts on what to assess, when, how, and why.
Session Time: 1:00 pm - 2:00 pm Dr. Siobhán McPhee, Dr. Katherine Lyon, Tamara Baldwin, & Lorenia Salgado-Leos
The allocated time started with a brief 10-minute overview of research findings on why and how instructors incorporate EE, despite challenges. Small group discussions followed, where participants brainstormed key EE skills for first- and second-year students to prepare them for upper-year experiences and explore strategies to overcome common barriers to EE at various institutional levels. By the end of the session, participants gained practical insights into enhancing EE in lower-level courses and identifying next steps for advancing these practices. This Presentation and the resulting Engagement Profiles summarize the key takeaways from this session.
Session Time: 2:15 pm - 3:30 pm Dr. Will Valley, Dr. Moberly Luger, & Dr. Laila Ferreira Moderator: Dr. Arig al Shaibah
Institutional and equity barriers were discussed for both instructors and students in a study looking at experiential education in first year large classes at UBC. The preliminary findings showed that for students, “barriers can include accessibility issues, time constraints and responsibilities outside of school, economic constraints, language, and cultural barriers as obstacles that students face that may dissuade them from taking part in experiential education opportunities” (pg. 41). For instructors, the study found that “the labour-intensive nature of experiential education and the fact that the marginalized scholars who often implement experiential education, may not be in tenure track positions, (presents) a very apparent inequity in the division of the burden of the implementation of EE. Individuals who are in lecturer roles, or are alternatively precariously employed, have a higher teaching load to ensure their own financial stability” (pg.41).
Dr. Arig al Shaibah (moderator), Dr. Moberly Luger, Dr. Will Valley and Dr. Laila Ferreria (panelists) shared their reflections on equity, diversity, and inclusion as it relates to experiential education in their classes and/or with their colleagues.
Session Time: 2:15 pm - 3:30 pm Dr. Nina Hewitt, Dr. Fatemeh Salehian Kia, & Professor Christine D’Onofrio Moderator: Dr. Richard Arias-Hernandez
The inclusion of technologies in experiential education presents significant opportunities to engage students in experiential learning in ways that may not be possible (or are less accessible) in a typical classroom environment. Technology innovations can also be intimidating to consider when unfamiliar.
Through this panel, we heard from our colleagues who are using technology in many ways with experiential pedagogies. Dr. Richard Arias-Hernández (moderator), Christine D’Onofrio, Dr. Fatemeh Salehian Kia and Dr. Nina Hewitt discussed their approaches, experiences and practices to experiential pedagogies.
Pursuing a rigorous scholarly agenda, Tim publishes widely, serves on editorial boards and reviews for Academic publishing houses, scholarly journals and conferences. He has written several book chapters and research reports including the widely cited Scholarship in Public: Knowledge Creation and Tenure Policy in the Engaged University, a seminal report on faculty rewards and publicly engaged scholarship. Tim is co-editor of The Cambridge Handbook of Service Learning and Community Engagement. He recently accepted an appointment as Guest Editor for the eJournal of Public Affairs.
A widely sought-after speaker, workshop facilitator, and collaborator who has earned local, national and international recognition for his leadership in advancing understandings about the multi-faceted impact of publicly engaged scholarship in the university of the 21st century, Tim was recognized by the University of Illinois College of Education with its 2018 Distinguished Alumni Award.
See here for the UBC School of Public Policy & Global Affairs’ feature on Dr. Eatman’s Keynote.
