Intercultural Understanding: A Transformative Student Training Model

TitleIntercultural Understanding: A Transformative Student Training Model
Faculty/College/UnitVP Students
StatusCompleted
Duration3 Years
Initiation04/01/2012
Completion04/30/2015
Funding Details
Year 1: Project YearYear 1
Year 1: Funding Year2012/2013
Year 1: Project TypeSmall TLEF
Year 1: Principal InvestigatorC.J. Rowe
Year 1: Funded Amount58,248
Year 1: Team Members

C.J. Rowe, Student Development and Services, Office of the Vice-President, Students
Craig Wallace, International Student Development
Peter Wanyenya, International Student Development
Debra Martel, First Nations House of Learning
Rick Ouellet, First Nations House of Learning
Alden Habacon, Office of the Vice-President, Academic
Tom Patch, Equity Office
Ishu Ishiyama, Faculty of Education

Year 1: Summary

The University of British Columbia is committed to building an inclusive living and learning environment in which all students can thrive and where students graduate with the skills to actively contribute to a civil and sustainable society. While many students recognize attitudes and actions that marginalize individuals and communities, they do not always have the skills needed to respond and support those targeted. Based on Dr. Ishu lshiyama’s (2000) “Active Witness Model”, this project will encourage every individual to move from being a passive witness to an active witness in their lives and will empower them to take an active role in promoting positive social change. In the first year, this project will engage 30 student leaders in a peer training model who will in turn engage 150 student organizations and/or communities. We will develop and conduct a climate survey, and develop a community of practice to support student leaders.

Year 2: Project YearYear 2
Year 2: Funding Year2013/2014
Year 2: Project TypeSmall TLEF
Year 2: Principal InvestigatorC.J. Rowe
Year 2: Funded Amount27,500
Year 2: Team Members

C.J. Rowe, Student Development and Services
Peter Wanyenya, International Student Development
Michelle Suderman, International Student Development
Debra Martel, First Nations House of Learning
Rick Cuellet, First Nations House of Learning
Tom Patch, Equity Office
Ishu lshiyama, Faculty of Education
Amy Perreault, Centre for Teaching, Learning and Technology
Caroline Wong, Vice-President, Administraton, AMS
Janet Mee, Access and Diversity

Year 2: Summary

The University of British Columbia is committed to building an inclusive living and learning environment in which all students can thrive and where students graduate with the knowledge and skills to actively contribute to a civil and sustainable society.

Drawing on the draft Intercultural Understanding Strategic plan and the ‘Active Witness Model’ developed by Dr. Ishu lshiyama (2000), the second year of this TLEF funded project looks to expand, enhance and strengthen the work that was laid out in the project’s first year of funding. With a focus on the evaluation of this approach and on building a strong community of practice for student leaders we will engage an additional 60 student leaders in a peer-training model who will in turn engage 250 student organizations and/or communities on campus and expand our passive campaign to enhance our capacity to reach more people across campus.

Year 3: Project YearYear 3
Year 3: Funding Year2014/2015
Year 3: Project TypeSmall TLEF
Year 3: Principal InvestigatorC.J. Rowe
Year 3: Funded Amount25,000
Year 3: Team Members

C.J. Rowe, Student Development and Services
Peter Wanyenya, International Student Development
Michelle Suderman, International Student Development
Debra Martel, First Nations House of Learning
Rick Ouellet, First Nations House of Learning
Gurdeep Parhar, Equity and Inclusion Office
Ishu Ishiyama, Faculty of Education
Amy Perreault, Centre for Teaching, Learning and Technology
Derek Moore, VP Administration, AMS
Janet Mee, Access and Diversity

Year 3: Summary

Drawing on the draft Intercultural Understanding Strategic plan and the "Active Witnessing Model" developed by Dr. Ishu Ishiyama (2000), the third year of this TLEF funded project looks to enhance and strengthen the work that was laid out in the project's first two years of funding and position the project well for its sustainability in the future. With a focus on the evaluation of this approach and on building a strong community of practice for student facilitators we will engage an additional 80 student leaders in a peer-training model who will in turn engage 250 student organizations and/or communities on campus and expand our passive campaign to enhance our capacity to reach more people across campus.

Project Report14-113-TLEF-Rowe-Final-WEB.pdf