COVID-19: Faculty of Education Update
We are suspending all Faculty-sponsored, in-person events, effective immediately. This suspension applies to all events scheduled between now and the end of June. For more information, please visit the COVID-19: Faculty of Education Update webpage.
July 7, 2020
Dear Colleagues,
As UBC looks towards preparing for the Fall term, UBC Library continues to support faculty in ensuring students have high-quality learning experiences through access to online course materials.
Due to COVID-19, UBC Library branches will remain closed for at least the start of Winter term and print course reserve items will not be available to students. Staff and librarians are focusing on materials and formats that are accessible in an online environment.
Some materials that instructors wish to use may not be available electronically. Approximately 85% of textbooks are not available for sale to libraries in online formats. Much of the non-English language materials do not have online equivalents. Some audiovisual material currently available on DVD may not be accessible through streaming services or via licensed databases.
The Library will purchase online equivalents to print resources, where possible. The Library will license streaming versions of DVDs if they exist. If there are no online versions of a print or physical resource available, you can work with your subject librarian to identify reasonable alternatives. These options include purchasing eBook versions of alternative titles, identifying open-source textbooks, scanning and uploading select print content (subject to copyright), or digitizing DVD content (subject to copyright).
UBC Library encourages you to review your course reading lists as soon as possible so that the course materials your students need are available to them online and in time.
After you have reviewed your course materials, please submit your content into the Canvas-integrated Library Online Course Reserves (LOCR) system to ensure compliance with copyright and license agreements.
1. For a full-service option, faculty and instructors can email Microsoft Word or PDF versions of course reading lists or syllabi to syllabus.service@ubc.ca
2. Faculty or instructors who prefer to upload their own content can do so via https://services.library.ubc.ca/borrowing-services/using-course-reserves/
UBC Library staff review content submitted to LOCR, obtain materials, make copyright determinations, secure licenses where necessary, and upload the content on your behalf. Each item must be assessed individually for copyright clearance each time the course is offered, even if clearance was obtained for the course in a previous term.
The Library will continue to communicate about in-person service options on the advice of provincial health authorities. To stay informed of any change in our services, please check the Library Service Updates linked from the UBC Library home page.
Sheldon Armstrong
AUL Collections, University of British Columbia Library
For further information, your contacts at UBC Education Library are:
Wendy Traas wendy.traas@ubc.ca &
Emily Fornwald emily.fornwald@ubc.ca
UBC Library Support in Making Course Materials Available Online for the Fall
July 7, 2020
Dear Colleagues,
As UBC looks towards preparing for the Fall term, UBC Library continues to support faculty in ensuring students have high-quality learning experiences through access to online course materials.
Due to COVID-19, UBC Library branches will remain closed for at least the start of Winter term and print course reserve items will not be available to students. Staff and librarians are focusing on materials and formats that are accessible in an online environment.
Some materials that instructors wish to use may not be available electronically. Approximately 85% of textbooks are not available for sale to libraries in online formats. Much of the non-English language materials do not have online equivalents. Some audiovisual material currently available on DVD may not be accessible through streaming services or via licensed databases.
The Library will purchase online equivalents to print resources, where possible. The Library will license streaming versions of DVDs if they exist. If there are no online versions of a print or physical resource available, you can work with your subject librarian to identify reasonable alternatives. These options include purchasing eBook versions of alternative titles, identifying open-source textbooks, scanning and uploading select print content (subject to copyright), or digitizing DVD content (subject to copyright).
UBC Library encourages you to review your course reading lists as soon as possible so that the course materials your students need are available to them online and in time.
After you have reviewed your course materials, please submit your content into the Canvas-integrated Library Online Course Reserves (LOCR) system to ensure compliance with copyright and license agreements.
1. For a full-service option, faculty and instructors can email Microsoft Word or PDF versions of course reading lists or syllabi to syllabus.service@ubc.ca
2. Faculty or instructors who prefer to upload their own content can do so via https://services.library.ubc.ca/borrowing-services/using-course-reserves/
UBC Library staff review content submitted to LOCR, obtain materials, make copyright determinations, secure licenses where necessary, and upload the content on your behalf. Each item must be assessed individually for copyright clearance each time the course is offered, even if clearance was obtained for the course in a previous term.
The Library will continue to communicate about in-person service options on the advice of provincial health authorities. To stay informed of any change in our services, please check the Library Service Updates linked from the UBC Library home page.
Sheldon Armstrong
AUL Collections, University of British Columbia Library
For further information, your contacts at UBC Education Library are:
Wendy Traas wendy.traas@ubc.ca &
Emily Fornwald emily.fornwald@ubc.ca
May 25, 2020 | Written by: Ashley Moore
I was born in the UK, but after finishing my undergraduate degree, I’ve been able to realise my dream of living and working in other countries. I’ve worked as a teacher and researcher in France, Japan, and now here in Canada. I spent the longest time—10 years—in Japan, where I developed my research interest into the ways that identity, emotion and social structures interact to shape the lives of plurilingual people.
A great deal of my work to date has explored the relevance of queer people, identities and concerns to language education. I’ve explored the links between sexual identity and language learning motivation; taken a critical look at the learning needs of queer students; studied how students make decisions about how to manage queer facets of their identity in language classrooms; and developed a taxonomy of different forms of representational heteronormativity in teaching materials.
I was honoured to be one of this year’s recipients of the Joseph Katz Memorial Scholarship, awarded to students studying in the area of multicultural and minority education who have made substantial contributions to the fields of anti-oppressive education and education for diversity.
One of the great dilemmas for emerging education researchers today is how to secure a stable career—which often depends on publishing in high-tier, paywalled journals—while also finding ways to mobilise our work and put in in the hands of people who can really make a difference: teachers!
Teachers often don’t have access to academic journals, let alone the time needed to sit down and read a research article. One solution is to share our work through podcasts and the Joseph Katz Memorial Scholarship has helped me to buy the equipment I need to start making them! I’m still getting started, but my aim is to create a standalone series exploring ten things all language educators can do to challenge heteronormativity and support queer inclusivity in their classrooms.
Doing work on anti-oppressive education and education for diversity can be challenging. Not everyone realises the relevance of queer issues to their teaching. Though progress is being made, especially here in BC, that progress is uneven globally. In fact, there are many governments around the world, such as in the United States and Uganda, that are actually tearing up hard-won protections and introducing new oppressive laws. Our work is far from over. The donors who support awards like the Joseph Katz Memorial Scholarship don’t just provide us with vital funds to keep doing our work—it’s also an act of recognition that tells us, “We see you. The work is important and there’s lots more to do. Keep going.”
Joseph Katz Memorial Scholarship – An Impact Story
May 25, 2020 | Written by: Ashley Moore
I was born in the UK, but after finishing my undergraduate degree, I’ve been able to realise my dream of living and working in other countries. I’ve worked as a teacher and researcher in France, Japan, and now here in Canada. I spent the longest time—10 years—in Japan, where I developed my research interest into the ways that identity, emotion and social structures interact to shape the lives of plurilingual people.
A great deal of my work to date has explored the relevance of queer people, identities and concerns to language education. I’ve explored the links between sexual identity and language learning motivation; taken a critical look at the learning needs of queer students; studied how students make decisions about how to manage queer facets of their identity in language classrooms; and developed a taxonomy of different forms of representational heteronormativity in teaching materials.
I was honoured to be one of this year’s recipients of the Joseph Katz Memorial Scholarship, awarded to students studying in the area of multicultural and minority education who have made substantial contributions to the fields of anti-oppressive education and education for diversity.
One of the great dilemmas for emerging education researchers today is how to secure a stable career—which often depends on publishing in high-tier, paywalled journals—while also finding ways to mobilise our work and put in in the hands of people who can really make a difference: teachers!
Teachers often don’t have access to academic journals, let alone the time needed to sit down and read a research article. One solution is to share our work through podcasts and the Joseph Katz Memorial Scholarship has helped me to buy the equipment I need to start making them! I’m still getting started, but my aim is to create a standalone series exploring ten things all language educators can do to challenge heteronormativity and support queer inclusivity in their classrooms.
Doing work on anti-oppressive education and education for diversity can be challenging. Not everyone realises the relevance of queer issues to their teaching. Though progress is being made, especially here in BC, that progress is uneven globally. In fact, there are many governments around the world, such as in the United States and Uganda, that are actually tearing up hard-won protections and introducing new oppressive laws. Our work is far from over. The donors who support awards like the Joseph Katz Memorial Scholarship don’t just provide us with vital funds to keep doing our work—it’s also an act of recognition that tells us, “We see you. The work is important and there’s lots more to do. Keep going.”
May 25, 2020
UBC Faculty of Education expresses our deepest gratitude towards The Edith Lando Charitable Foundation. The Edith Lando Charitable Foundation has gifted $1,000,000.00 towards the UBC Faculty of Education’s first ever Professorship in Refugee and Immigrant Youth & Family Counseling.
The number of refugees, asylum-seekers, and internally displaced people around the world is at historically high levels. At this moment, one in every 113 people on earth is now displaced due to persecution, violence or human rights violations. More than half of these refugees are children.
With the generosity of The Edith Lando Charitable Foundation, UBC Faculty of Education has been able to take the lead in establishing the Professorship in Counselling for Immigrant and Refugee Youth and Families to better understand and respond to current problems and needs of the immigrant children and families in settling in Canada. Faculty of Education will be a national leader in transforming the way Canadian classrooms welcome and educate refugee and immigrant students.
We are honored to recognize The Edith Lando Charitable Foundation’s leadership in creating this critical position by naming it The Edith Lando Professorship in Counselling for Immigrant and Refugee Youth and Families. With better research, informed policy-making, thoughtfully trained educators, and national leadership, we can give refugee students the best chance possible to thrive in their new home.
Celebrating the inspired philanthropy of The Edith Lando Charitable Foundation
May 25, 2020
UBC Faculty of Education expresses our deepest gratitude towards The Edith Lando Charitable Foundation. The Edith Lando Charitable Foundation has gifted $1,000,000.00 towards the UBC Faculty of Education’s first ever Professorship in Refugee and Immigrant Youth & Family Counseling.
The number of refugees, asylum-seekers, and internally displaced people around the world is at historically high levels. At this moment, one in every 113 people on earth is now displaced due to persecution, violence or human rights violations. More than half of these refugees are children.
With the generosity of The Edith Lando Charitable Foundation, UBC Faculty of Education has been able to take the lead in establishing the Professorship in Counselling for Immigrant and Refugee Youth and Families to better understand and respond to current problems and needs of the immigrant children and families in settling in Canada. Faculty of Education will be a national leader in transforming the way Canadian classrooms welcome and educate refugee and immigrant students.
We are honored to recognize The Edith Lando Charitable Foundation’s leadership in creating this critical position by naming it The Edith Lando Professorship in Counselling for Immigrant and Refugee Youth and Families. With better research, informed policy-making, thoughtfully trained educators, and national leadership, we can give refugee students the best chance possible to thrive in their new home.
In early April, CIHR announced a three-month pause on existing and new strategic funding opportunities (FO), with the exception of FOs related to COVID-19, in order to allow CIHR to focus its efforts on supporting the Government of Canada’s response to the pandemic.
Please read the full message from Adrian Mota, Associate Vice-President of Research Programs at CIHR on the progress related to these strategic FOs.
Key points:
- All strategic FOs will remain available on ResearchNet, including all applications that were in progress and submitted, but with a new placeholder date of December 31, 2021
- FOs with application deadlines that have closed, but which have not been peer reviewed, will not be re-opened to accept additional applications.
- As competition timelines are confirmed, applicants will be provided with at least two months advance notice to allow them to prepare their applications.
- Please note that FOs that do not have a placeholder date of December 31, 2021 will move forward according to posted timelines. New FOs will also be launched (e.g., the Fall 2020 Project Grant competition).
CIHR Update on Strategic Funding Opportunities
In early April, CIHR announced a three-month pause on existing and new strategic funding opportunities (FO), with the exception of FOs related to COVID-19, in order to allow CIHR to focus its efforts on supporting the Government of Canada’s response to the pandemic.
Please read the full message from Adrian Mota, Associate Vice-President of Research Programs at CIHR on the progress related to these strategic FOs.
Key points:
- All strategic FOs will remain available on ResearchNet, including all applications that were in progress and submitted, but with a new placeholder date of December 31, 2021
- FOs with application deadlines that have closed, but which have not been peer reviewed, will not be re-opened to accept additional applications.
- As competition timelines are confirmed, applicants will be provided with at least two months advance notice to allow them to prepare their applications.
- Please note that FOs that do not have a placeholder date of December 31, 2021 will move forward according to posted timelines. New FOs will also be launched (e.g., the Fall 2020 Project Grant competition).
When: Tuesday, July 7, 2020 | 01:00 pm – 03:00 pm
Where:
UBC Support Programs to Advance Research Capacity (SPARC) and the Faculty of Applied Science research development will host an information session on the Alliance grant, NSERC’s flagship research partnerships program. The session will be held online and available to all interested participants at both UBCV and UBCO campuses. The two-part session will provide an overview of the program and updates that have occurred since its launch.
The first part of the session will review key aspects of the program including funding options and elements of proposal development. The second part will consist of a panel discussion/Q&A with faculty members who will share their hands-on experience with the program – Drs Purang Abolmaesumi (ECE), Sara Knox (Geography), Mina Hoorfar (SOE), Andre Ivanov (ECE) will serve as panelists. Please find details and link to registration page below.
Session Date/Time: July 7th 1-3pm
Please register here
Note: Registration is mandatory and registrants will receive a Zoom link to the event prior to July 7th.
NSERC Alliance Grants Info Session
When: Tuesday, July 7, 2020 | 01:00 pm – 03:00 pm
Where:
UBC Support Programs to Advance Research Capacity (SPARC) and the Faculty of Applied Science research development will host an information session on the Alliance grant, NSERC’s flagship research partnerships program. The session will be held online and available to all interested participants at both UBCV and UBCO campuses. The two-part session will provide an overview of the program and updates that have occurred since its launch.
The first part of the session will review key aspects of the program including funding options and elements of proposal development. The second part will consist of a panel discussion/Q&A with faculty members who will share their hands-on experience with the program – Drs Purang Abolmaesumi (ECE), Sara Knox (Geography), Mina Hoorfar (SOE), Andre Ivanov (ECE) will serve as panelists. Please find details and link to registration page below.
Session Date/Time: July 7th 1-3pm
Please register here
Note: Registration is mandatory and registrants will receive a Zoom link to the event prior to July 7th.
Nominate a faculty peer!
UBC has launched the 2020 internal Research Awards and Prizes call for nominations. These awards recognize research excellence and are managed by UBC’s Office of the VP Research & Innovation (VPRI). There is a new Notice of Intent (NOI) stage for these awards this year, the deadline for which is July 31. Full nominations packages are due to the VPRI October 15.
- NOI (July 31)
- 50-word lay citation of the nominee’s work
- 2-page research plan
- UBC CV
- Host institution letter (if applicable to the application)
- 3 signed letters of support from arm’s-length referees, 2 of which must be from outside UBC
- NOI (July 31)
- 50-word lay citation of the nominee’s work
- 2-page nomination letter, signed by 2-3 faculty members in the nominee’s Faculty
- 3 (maximum) signed letters of support from arm’s-length referees, all of which must be external to UBC and one from outside Canada
- UBC CV
- NOI (July 31)
- 50-word lay citation of the nominee’s work
- 2-page nomination letter, signed by 2-3 faculty members in the nominee’s Faculty
- 3 (maximum) signed letters of support from arm’s-length referees, all of which must be external to UBC and one from outside Canada
- UBC CV
- NOI (July 31)
- 50-word lay citation of the nominee’s work
- 2-page nomination letter, signed by 2-3 faculty members in the nominee’s Faculty
- Summary of media published or broadcasted
- Maximum 3 samples of print, broadcast, or online news media that exemplify why nominee should receive the award
- UBC CV
- NOI (July 31)
- 50-word lay citation of the nominee’s work
- 2-page nomination letter, signed by 2-3 faculty members in the nominee’s Faculty
- 3 (maximum) signed letters of support from arm’s-length referees, all of which must be external to UBC and one from outside Canada
- UBC CV
- NOI (July 31)
- 50-word lay citation of the nominee’s work
- 2-page nomination letter, signed by 2-3 faculty members in the nominee’s Faculty
- 3 (maximum) signed letters of support from arm’s-length referees, all of which must be external to UBC and one from outside Canada. One of the letters must be from a professional, rather than an academic source.
- UBC CV
NOI Deadline for UBC Internal Research Awards & Prizes
Nominate a faculty peer!
UBC has launched the 2020 internal Research Awards and Prizes call for nominations. These awards recognize research excellence and are managed by UBC’s Office of the VP Research & Innovation (VPRI). There is a new Notice of Intent (NOI) stage for these awards this year, the deadline for which is July 31. Full nominations packages are due to the VPRI October 15.
- NOI (July 31)
- 50-word lay citation of the nominee’s work
- 2-page research plan
- UBC CV
- Host institution letter (if applicable to the application)
- 3 signed letters of support from arm’s-length referees, 2 of which must be from outside UBC
- NOI (July 31)
- 50-word lay citation of the nominee’s work
- 2-page nomination letter, signed by 2-3 faculty members in the nominee’s Faculty
- 3 (maximum) signed letters of support from arm’s-length referees, all of which must be external to UBC and one from outside Canada
- UBC CV
- NOI (July 31)
- 50-word lay citation of the nominee’s work
- 2-page nomination letter, signed by 2-3 faculty members in the nominee’s Faculty
- 3 (maximum) signed letters of support from arm’s-length referees, all of which must be external to UBC and one from outside Canada
- UBC CV
- NOI (July 31)
- 50-word lay citation of the nominee’s work
- 2-page nomination letter, signed by 2-3 faculty members in the nominee’s Faculty
- Summary of media published or broadcasted
- Maximum 3 samples of print, broadcast, or online news media that exemplify why nominee should receive the award
- UBC CV
- NOI (July 31)
- 50-word lay citation of the nominee’s work
- 2-page nomination letter, signed by 2-3 faculty members in the nominee’s Faculty
- 3 (maximum) signed letters of support from arm’s-length referees, all of which must be external to UBC and one from outside Canada
- UBC CV
- NOI (July 31)
- 50-word lay citation of the nominee’s work
- 2-page nomination letter, signed by 2-3 faculty members in the nominee’s Faculty
- 3 (maximum) signed letters of support from arm’s-length referees, all of which must be external to UBC and one from outside Canada. One of the letters must be from a professional, rather than an academic source.
- UBC CV
June 30, 2020
What do you do when it’s a pandemic and for over a decade 100 elementary students have been attending summer camp? Was cancelling the only option?
For ten years, The Cmolik Foundation has run a one week-long STEM focused summer camp for students from an inner-city school in Surrey on Simon Fraser University’s Surrey campus. In the past, students have explored new and cutting-edge technology such as building mini airplanes with 3D printers, flying drones, and using virtual and augmented reality on day trips to British Columbia Institute of Technology’s campus. Referred to as The Expanding Horizons program, the students ultimately earn a Tuition Passport of $1,000 through their participation which they can to apply to their post-secondary education upon secondary school completion.
Faced with the option of cancelling due to COVID-19, The Cmolik Foundation instead, created a virtual, STEM “camp-in-a-box” experience. Traditionally the Foundation has always tried to provide extraordinary learning experiences for students and, this year, virtual camp was no different. The first step was determining the guiding principles: camp should be fun (fostering a joy for learning), incorporate play, cultivate curiosity, focus on STEM learning, be entirely hands-on and provide activities that required little, if no, supervision (promoting their independence). Rather than simply leaving the students with boxes to navigate without any support at all, the Foundation continued to provide the teacher relationship as a key point of connection. Relationship has always been an important principle for the Foundation which recognizes the significant role teachers play in supporting students.
Working collaboratively with the teachers, the Foundation sourced some of the best available learning kits, resources and books so students could have a fabulous camp experience at home in their own backyard. Students engage in active learning without actually physically attending camp. The camp boxes contain STEM activities: decorating their camp t-shirts with simple electric circuits (“wearables”), using amazing, powerful Foldscopes (paper microscopes), building robotic hydraulic arms, experimenting with bacteria handwashing kits, creating projects with Snap Circuits and even using Electro Dough! Included in their boxes are beautiful books (eg. On a Beam of Light: A Story of Albert Einstein) that reinforce their learning. In addition, each of the major post-secondary institutions (UBC, SFU, KPU, BCIT) donated branded book bags, signature sunglasses, lunch kits and more for inclusion in the camp boxes. The idea was to make it feel a little like Christmas in July! Finally, at the end of each camp day, students will send photographic evidence to their teachers to demonstrate their learning and earn their Tuition Passports. The final Celebration at the end of camp features a video of the students with their STEM creations.
While it might not be the same as attending the camp in person, the students have been given the gift of some amazing learning resources to inspire the joy of learning and encourage them in their future aspirations.
Special thanks to the school and teachers for their collaboration on this project. For more information, contact Dr. Elisa Carlson (UBC Alumni) at The Cmolik Foundation.
Camp in a Box: Leveraging Learning at Home A New Type of Summer Camp
June 30, 2020
What do you do when it’s a pandemic and for over a decade 100 elementary students have been attending summer camp? Was cancelling the only option?
For ten years, The Cmolik Foundation has run a one week-long STEM focused summer camp for students from an inner-city school in Surrey on Simon Fraser University’s Surrey campus. In the past, students have explored new and cutting-edge technology such as building mini airplanes with 3D printers, flying drones, and using virtual and augmented reality on day trips to British Columbia Institute of Technology’s campus. Referred to as The Expanding Horizons program, the students ultimately earn a Tuition Passport of $1,000 through their participation which they can to apply to their post-secondary education upon secondary school completion.
Faced with the option of cancelling due to COVID-19, The Cmolik Foundation instead, created a virtual, STEM “camp-in-a-box” experience. Traditionally the Foundation has always tried to provide extraordinary learning experiences for students and, this year, virtual camp was no different. The first step was determining the guiding principles: camp should be fun (fostering a joy for learning), incorporate play, cultivate curiosity, focus on STEM learning, be entirely hands-on and provide activities that required little, if no, supervision (promoting their independence). Rather than simply leaving the students with boxes to navigate without any support at all, the Foundation continued to provide the teacher relationship as a key point of connection. Relationship has always been an important principle for the Foundation which recognizes the significant role teachers play in supporting students.
Working collaboratively with the teachers, the Foundation sourced some of the best available learning kits, resources and books so students could have a fabulous camp experience at home in their own backyard. Students engage in active learning without actually physically attending camp. The camp boxes contain STEM activities: decorating their camp t-shirts with simple electric circuits (“wearables”), using amazing, powerful Foldscopes (paper microscopes), building robotic hydraulic arms, experimenting with bacteria handwashing kits, creating projects with Snap Circuits and even using Electro Dough! Included in their boxes are beautiful books (eg. On a Beam of Light: A Story of Albert Einstein) that reinforce their learning. In addition, each of the major post-secondary institutions (UBC, SFU, KPU, BCIT) donated branded book bags, signature sunglasses, lunch kits and more for inclusion in the camp boxes. The idea was to make it feel a little like Christmas in July! Finally, at the end of each camp day, students will send photographic evidence to their teachers to demonstrate their learning and earn their Tuition Passports. The final Celebration at the end of camp features a video of the students with their STEM creations.
While it might not be the same as attending the camp in person, the students have been given the gift of some amazing learning resources to inspire the joy of learning and encourage them in their future aspirations.
Special thanks to the school and teachers for their collaboration on this project. For more information, contact Dr. Elisa Carlson (UBC Alumni) at The Cmolik Foundation.
June 30, 2020
UBC Faculty of Education expresses our deepest gratitude towards Mars Wrigley for supporting CampOUT!.
Mars Wrigley’s purpose Better Moments Make the World Smile enables them speak up on issues that matter most and share the stories behind the brands.
“The rainbow flag is the symbol of Pride, and synonymous with Skittles. Both stand for inclusion and happiness, and that’s why Skittles is proud to continue to support the LGBTQ community. Globally, the Skittles brand continues to partner with local LGTBQ community programs to show their support.” – Mars Wrigley
As part of their local commitment to standing with the LGBTQ2+ communities across Canada, they have partnered with British Columbia’s CampOUT for a second year in a row to help bring support to LGBTQ2+ camps this summer – whether virtual or while social distancing!
While CampOUT! on-site camp was cancelled due to COVID-19, an online program sessions called ZoomOUT! was developed to bring LGBTQ2S+ youth together to mitigate potential mental health crises due to increased isolation during this time. 125 youth ages 14-21 gained access to resources, inspiration, and community.During this pandemic we pivoted, we pivoted hard, and people are staying connected.
CampOUT! looked very different this year. We are grateful for the support that CampOUT! received from Mars Wrigley to show LGBTQ2S+ youth that they really matter.
Celebrating Mars Wrigley’s philanthropy
June 30, 2020
UBC Faculty of Education expresses our deepest gratitude towards Mars Wrigley for supporting CampOUT!.
Mars Wrigley’s purpose Better Moments Make the World Smile enables them speak up on issues that matter most and share the stories behind the brands.
“The rainbow flag is the symbol of Pride, and synonymous with Skittles. Both stand for inclusion and happiness, and that’s why Skittles is proud to continue to support the LGBTQ community. Globally, the Skittles brand continues to partner with local LGTBQ community programs to show their support.” – Mars Wrigley
As part of their local commitment to standing with the LGBTQ2+ communities across Canada, they have partnered with British Columbia’s CampOUT for a second year in a row to help bring support to LGBTQ2+ camps this summer – whether virtual or while social distancing!
While CampOUT! on-site camp was cancelled due to COVID-19, an online program sessions called ZoomOUT! was developed to bring LGBTQ2S+ youth together to mitigate potential mental health crises due to increased isolation during this time. 125 youth ages 14-21 gained access to resources, inspiration, and community.During this pandemic we pivoted, we pivoted hard, and people are staying connected.
CampOUT! looked very different this year. We are grateful for the support that CampOUT! received from Mars Wrigley to show LGBTQ2S+ youth that they really matter.
The Peter Wall Institute for Advanced Studies (PWIAS) has launched a call for applications to fund new interdisciplinary working groups to produce publications using a systems approach towards understanding the root causes of the multiple interlocking crises that our society is grappling with. These publications should present the working group’s analysis of how we can build a more resilient society that respects each and every person’s humanity and our deep ecological embeddedness. The publications should:
- Identify the necessary large-scale social changes
- Analyze their interconnectedness from a systems perspective
- Prescribe an optimal sequence and approach towards implementing these changes
The publications will be published on the PWIAS website prior to being submitted to academic journals, and will aim to influence policy decisions in different areas of society and levels of government. Applications must take a highly integrative, holistic approach to identifying the root causes that underlie multiple crises. We seek projects proposing to do work that is not readily fundable by other sources and that draws on knowledge from diverse disciplines.
We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person.
Preference will be given to working groups who plan to hold a week-long virtual or in-person meeting to work intensively on achieving the objectives of their proposal. Working group members can include non-UBC scholars and non-academic participants, and must include at least one UBC faculty member who will be responsible for administering the award.
Successful applicants will receive up to $20,000 per project. Award funds may be used for, course release for academic lead member; virtual or in-person meeting expenses; compensation for a working group coordinator; compensation for a communications specialist to connect the group to media and decision makers; honoraria for non-academic working group members; undergraduate and graduate student involvement; knowledge mobilization to engage relevant audiences on completion of paper (e.g., hosting virtual townhall meetings, creation of videos or other artistic formats, for upload on PWIAS YouTube channel); other eligible research expenses as per UBC policy LR2. Primary research and data collection are not eligible in this call.
Application must be three pages maximum, and must include:
- Title, proposed start date, and target date for completion of the publication
- Abstract (100 words max.)
- Names and affiliations for all working group members, including areas of expertise
- Description of the proposed work
- List any other proposed outcomes and their target completion dates
- Budget description
We encourage pre-submission enquiries. Please contact internationalprograms@pwias.ubc.ca.
Applications should be submitted to internationalprograms@pwias.ubc.ca by July 31, 2020.
A Systems Approach to Social Change
The Peter Wall Institute for Advanced Studies (PWIAS) has launched a call for applications to fund new interdisciplinary working groups to produce publications using a systems approach towards understanding the root causes of the multiple interlocking crises that our society is grappling with. These publications should present the working group’s analysis of how we can build a more resilient society that respects each and every person’s humanity and our deep ecological embeddedness. The publications should:
- Identify the necessary large-scale social changes
- Analyze their interconnectedness from a systems perspective
- Prescribe an optimal sequence and approach towards implementing these changes
The publications will be published on the PWIAS website prior to being submitted to academic journals, and will aim to influence policy decisions in different areas of society and levels of government. Applications must take a highly integrative, holistic approach to identifying the root causes that underlie multiple crises. We seek projects proposing to do work that is not readily fundable by other sources and that draws on knowledge from diverse disciplines.
We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person.
Preference will be given to working groups who plan to hold a week-long virtual or in-person meeting to work intensively on achieving the objectives of their proposal. Working group members can include non-UBC scholars and non-academic participants, and must include at least one UBC faculty member who will be responsible for administering the award.
Successful applicants will receive up to $20,000 per project. Award funds may be used for, course release for academic lead member; virtual or in-person meeting expenses; compensation for a working group coordinator; compensation for a communications specialist to connect the group to media and decision makers; honoraria for non-academic working group members; undergraduate and graduate student involvement; knowledge mobilization to engage relevant audiences on completion of paper (e.g., hosting virtual townhall meetings, creation of videos or other artistic formats, for upload on PWIAS YouTube channel); other eligible research expenses as per UBC policy LR2. Primary research and data collection are not eligible in this call.
Application must be three pages maximum, and must include:
- Title, proposed start date, and target date for completion of the publication
- Abstract (100 words max.)
- Names and affiliations for all working group members, including areas of expertise
- Description of the proposed work
- List any other proposed outcomes and their target completion dates
- Budget description
We encourage pre-submission enquiries. Please contact internationalprograms@pwias.ubc.ca.
Applications should be submitted to internationalprograms@pwias.ubc.ca by July 31, 2020.