| Title | Intercultural Understanding: A Transformative Student Training Model |
|---|---|
| Faculty/College/Unit | VP Students |
| Status | Completed |
| Duration | 3 Years |
| Initiation | 04/01/2012 |
| Completion | 04/30/2015 |
| Funding Details | |
| Year 1: Project Year | Year 1 |
| Year 1: Funding Year | 2012/2013 |
| Year 1: Project Type | Small TLEF |
| Year 1: Principal Investigator | C.J. Rowe |
| Year 1: Funded Amount | 58,248 |
| Year 1: Team Members | C.J. Rowe, Student Development and Services, Office of the Vice-President, Students |
| 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 Year | Year 2 |
| Year 2: Funding Year | 2013/2014 |
| Year 2: Project Type | Small TLEF |
| Year 2: Principal Investigator | C.J. Rowe |
| Year 2: Funded Amount | 27,500 |
| Year 2: Team Members | C.J. Rowe, Student Development and Services |
| 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 Year | Year 3 |
| Year 3: Funding Year | 2014/2015 |
| Year 3: Project Type | Small TLEF |
| Year 3: Principal Investigator | C.J. Rowe |
| Year 3: Funded Amount | 25,000 |
| Year 3: Team Members | C.J. Rowe, Student Development and Services |
| 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 Report | 14-113-TLEF-Rowe-Final-WEB.pdf |