# Abstract
2 UWinnipeg along with community partners has developed an Indigenous Math Leadership Program for youth that that builds capacity through peer-to-peer mentorship in a rigorous five-week summer math-learning program. For these young indigenous leaders, program represented an opportunity to continue transcending colonial barriers to their growth while developing a university-bound identity.
3 What happens when two universities join forces with the social innovation community to co-create a program designed not only to build knowledge and skills, but also a province-wide network of social innovators? This is the question Mount Royal University, MacEwan University, and community partners from across Alberta set out to answer.
4 This presentation describes an ongoing collaboration between a Canadian University, a Canadian civil society organization, and several municipalities and municipal planning institutions in Africa and Latin America to foster sustainability in urban settings. This presentation will outline the specific strategies used to engage communities and leverage knowledge, as well as lessons learned.
5 As a team inquiry, we bring the perspectives of the two Canada-based and two South Africa-based faculty members who co-developed and implemented this experiential learning program, one student from ECUAD who participated in this program, the Executive Director from our community partner no R.A.V.E.N., and one member of the K'omoks First
Nation who participated in the project (TBC).
7 Even in the age of the internet and advanced communication, distance still limits collaboration between campuses and communities. This is especially true between the global north and south. This session will discuss collaborative approaches to bridging experiential learning, and how universities and students can contribute to the global push towards the SDG's.
9 Non-profit organizations that confront problems in health, human rights, education and more have virtually no access to the research literature in these areas. To address this gap, SFU Library, Mindset Innovation Foundation and two publishers gave 100 non-profits and charities access to thousands of published scholarly journal articles for free.
10 “History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again.” Maya Angelou This highly experiential session will allow participants to engage in the 9 stages of transformative social change in real time. You will explore the essential features of critical reflection that can lead to personal transformation which can lead to social transformation.
11 When TD Bank Group funded the SFU Community Engagement Centre at Surrey City Centre Library, Friends of Simon joined to create targeted programming for the collaboration. University students professionally prepared as tutors, work in small groups with students, grades 5-9, free of charge as mentors as well as instructors.
12 This presentation will discuss a project in progress called “Diversities of Resilience: Understanding the Strategies for Success used by Underrepresented Students in Canadian Universities.” This project, funded by a SSHRC Partnership Development Grant, brings together four university partners in four different provinces and two community partners.
13 The Seed is an innovative initiative working to alleviate symptoms of food insecurity and resolve its upstream root causes. Long-standing partnerships with the Community Engaged Scholarship Institute have grown into multi-faceted collaborations involving several key pieces of community engaged scholarship. Join for critical discussions of the processes, outcomes, and impacts.
14 This session will focus on new questions that have emerged as part of the 5 year start up period of SFU's Vancity Office of Community Engagement. The session will feature community partners, funders, university stakeholders, former co-op students and researchers in clarifying what the learning, impact and outcomes have been.
15 In this roundtable, we will consider the ways in which universities can best assess community engagement opportunities. What sorts of intake processes should be set up and how should a Return on Investment (ROI) rationale for collaborations be considered? Do universities belong to the communities they are situated in?
16 The learning community (LC) model offers a new way of collaborating and creating collective impact, that emphasizes learning, alongside collective impact, as a central strategy to addressing complex social challenges.
17 A symposium presentation on the College of Sustainability's Capstone Course. A year-long experiential process working with community organizations (private, public or not-for-profit sector) on a meaningful sustainability challenge. The session will present methodologies, hits/misses, and lessons learned relevant to campus-community collaborations.
18 This study aims to measure the impact of the Health Change Lab, a new academic program in social innovation and community health. This course was designed for students to develop innovative, entrepreneurial solutions to complex health problems in partnership with City of Surrey, Fraser Health Authority and various community partners.
19 This Summer Institute is a training program implemented in partnership between the University of Manitoba, four community agencies, and a student group. With now 390 participants from 40 agencies and the university, the Institute addresses the need for interactive, focused training that will increase conceptual knowledge and skills related to the use of information and the evaluation of programs.
20 This presentation highlights examples of effective practice within a community-campus partnership in the field of teacher-education. Through dialogic inquiry the diverse members of our team, including representatives from school districts and the university, theorize our cross-institutional practices and navigate our tensions, as we work towards our shared goals.
21 “Community Health and Learning Through Service in Sri Lanka” embodies concepts of Community Engaged Learning to enhance student academic and experiential learning about public health and development in Sri Lanka, mutually benefitting the community partner and students. Pre and post-field components allow for preparation, reflection and integration of experiences.
22 InSeptember 2014a small seed was planted through a YMCA and SFU Surrey partnership serving inner city youth. Programs have taken root, innovative ideas are blossoming and youth are growing in their ability to reach their full potential. Learn about this developing partnership through youth created videos, a panel presentation and interactive discussion moderated by youth who have been impacted.
24 The Centre for Community Engaged Learning collaborates with community to support community based experiential learning opportunities for UBC students. Subsequently, community is central to our work. In this discussion we hope to explore how best to support mutually beneficial partnerships with community that are not only authentic but deliver value to the organization and enhance student learning.
25 The Pole IDEOS manages a scholarship program for HEC Montréal’s students. The student projects must first address management issues having a social impact and secondly must demonstrate a practical application for social organisations. This proposal investigates the social impact of the 70 projects being supported to date.
26 In this session participants will learn how a small university department is quietly changing lives in Winnipeg. UWinnipeg's Department of Urban and Inner City Studies exemplifies "reconciliation in action" by bringing Indigenous and non-Indigenous students together to learn in a small, safe environment in an inner-city community setting. For many students, the impact has been transformative.
28 The College of Sustainability offers a unique program for students from numerous disciplines across campus. The ESS program (Environment, Society and Sustainability) invites students to engage in cross-disciplinary, and community oriented perspectives of sustainability. Critical thinking is fostered, creative suggestions nurtured, and the asking of questions strongly encouraged.
29 Let’s Talk Science at UBC, in partnership with Sigal Balshine from McMaster and a high school in Surrey, BC, have teamed up to run a yearly scientific outreach event for high school students. We take them to an active environmental research site to promote engagement with science and the natural environment.
30 Service learning programs provide students with valuable opportunities to engage directly with the community. To create meaningful programs that explore complex social justice issues, St. Jerome’s University staff created a planning tool to build a coherent program narrative, empathize with student experience and collaborate with community partners. It’s all part of the Experience... Map.
31 We’re going to get you up and dancing in this interactive workshop! Presenters will share icebreaker activities from the book they published, titled ‘Activities for Everyone, Everywhere: An Intercultural Physical Activity Guide’, and review the outcomes and key learnings from an on-going, multi-stakeholder initiative in East Vancouver and UBC.
32 There are many models of knowledge mobilization employed in ResearchImpact-RéseauImpactRecherche (RIR), Canada’s knowledge mobilization network. Reflecting on a local community campus collaboration, RIR brokers will reflect on benefits of participation in the network. Small group discussion will be embedded to draw insights from the audience.
33 In this roundtable, we share our experiences implementing the McMaster Research Shop, and we open discussion about what it takes to sustain a community knowledge exchange unit that engages ethically and meaningfully with all its communities
34 The McMaster Research Shop has been largely animated by student volunteers, who collaborated with 8 community organizations in Hamilton, Ontario to complete small-scale, plain language research reviews. This presentation will describe important training, supervision, and support needs that emerged and opportunities for compensating volunteers for their unpaid work.
35 Grenfell Campus, Mun, and St. Anthony, NL are collaborating on “Our Way Forward: Sharing Knowledge and Building Capacity for Regional Development". Partners are the provincial government, the Town, Grenfell Campus and others. Partners are building a collective vision for the future in the face of severe demographic challenges and resource depletion to build a resilient region.
36 The Imagining Inclusion Photovoice research project allowed community members to visually represent their collective voice. The display that was produced served to disseminate research findings beyond traditional academic spaces. We were able to reach a broader audience for the voices of people with lived experience of mental illness to be heard.
38 This research partnership project discusses two stages of a local component of a study entitled Community First: Impacts of Community Engagement; these stages including 1) improvement of knowledge co-creation and mobilization between university and community, and 2) an effective model of community engagement that supports community partners, students, and campus-based programs.
39 Responsible research and innovation (RRI) aims at anticipating and assessing potential implications and societal expectations.
EnRRICH is a EU funded project aimed at embedding RRI in Higher Education curriculum.
Presentation will introduce EnRRICH and main features of RRI, then showcase experiences to highlight relevant issues emerging from pilot activities.
40 This workshop will bring together multiple stakeholders who have taught or been involved with campus courses in community based research. We will discuss the challenges of teaching a course in CBPR and share solutions to these challenges. We will create a resource that can be disseminated to the various stakeholders.
41 Models of research impact are too complex to be implemented in practice. The Co-produced Pathway to Impact simplifies many of the complex models and illustrates that research impact occurs when university researchers collaborate with non-academic partners who in turn serve the needs of end users.
42 Build out an infographic, and work with other tools, to bring the story of your collaboration to life.

[If possible, please include Screenshot, which I will attach, if opted, to at the end of the submission form].
43 This session shares multi-perspectival research findings of a long-term ISL program between UBC and Kitengesa, Uganda. Contributors include: a.) Kitengesa community leader (and UBC’s community partner), Daniel Ahimbisibwe, b.) a UBC doctoral candidate, Kari Grain, whose research focuses on PhotoVoice and social justice ISL in Uganda, c.) UBC’s Associate Director of community engagement in the Faculty of Arts, Tam Baldwin, and d.) a UBC undergraduate ISL student who completed a placement in Kitengesa in summer of 2016. Using the notion of “critical hope” as a theoretical foundation for analysis, presenters share findings that illustrate a spectrum of methods (e.g. PhotoVoice, surveys, interviews, personal narrative) by which we attempt to generate and understand knowledge creation in and with community.
44 Publicly-funded institutions are required to have a full research ethics board for systematic inquiries involving human participants. This is good practice. But, community-university partnerships often need to move quickly, and REBs can slow things down. Just how slow…..? Find out at this Failure Wake for KPU’s Larissa Petrillo and Seeds of Change’s Deirdre Gourdriaan.
45 This session offers an introduction to community-based collective theatre creation and provides tools participants can use to begin their own projects. The session will include a warm-up using theatre exercises, an exploration of collective creation, and a discussion of current theatre-based research, learning, and evaluation projects taking place at the UBC Learning Exchange.
46 The Wall Solutions Initiative focuses on practical solutions to societal problems. Researchers and partners discuss lessons learned in community-engaged research projects, including evaluation of alternative income assistance on drug-related harm; a KT protocol incorporating Indigenous ways of knowing; and Smart Mom, using text messaging to deliver prenatal education in the North.
47 Community Academic Reciprocal Engagement (CARE) sought to inspire Black middle-school girls and promote reflexivity among social work students through the transformative power of arts. CARE, a program of the African Canadian Association of Waterloo and Wilfrid Laurier University, presents insights on demystifying Blackness for social workers and post-secondary education for Black youth through the transformative power of arts.
48 Topic Days, organized by the University of Münsters’ Innovation Office apply innovative, creative and participative tools of science communication on site and are largely based on and influenced by input from the local and regional community. Citizens and scientists are enabled to fully immerse themselves in the specific topic.
49 Learn about (a tour is optional) a rain garden demonstration project on Vancouver's north shore that engages residents, local governments, civil society stewardship organizations and Simon Fraser University's Faculty of Environment faculty and students as a site for collaborative action and research on green infrastructure.
50 Presenters discuss a multi-year community based research project offered in a partnership between four Métis Settlements and the University of Alberta’s Faculty of Extension. Impacts, measured using multi-faceted evaluation approaches, will be presented. Next steps in sustainability, including a focus on individual and community capabilities, conclude the presentation.
51 This project aims to provide information to CFUW to assist the organization in creating a training session for women wishing to stand for future elections, and provide information regarding the current barriers faced by women in local politics.
52 The presentation highlights the unique campus-community partnership of Simon Fraser International and the Burnaby Intercultural Planning Table to support successful integration and settlement of newcomers to Burnaby. Presenters share the experience of a mini hackathon, as an innovative approach to community engagement and the development of effective and relevant solutions.
53 Promotores de salud or community health workers (CHWs) are lay community members who share culture, language and socio economic characteristics with the people they serve. In this session we explore useful roles in which promotores/CHWs can help close the gap between health care systems and communities through an academic-community-healthcare partnership.
54 TD Community Engagement Centre and WorkBC Centres (Surrey) partnered on an Employment Dialogues series, bringing together university faculty/students, service providers, employers and job seekers. These events were a platform for community dialogue, info sharing and learning, and deepened connections between SFU and community partners as well as between community partners themselves.
55 In the face of converging social, political and economic challenges facing young people – the need to support new forms civic engagement has never been greater. This session will explore the Creative Publics Lab as an experimental model for rethinking the university tutorial as an opportunity for community service learning that supports new political practices emerging from digital culture.
56 In 2011, McMaster’s president identified community engagement as a University priority. This presentation will discuss the advantages, challenges and lessons learned from McMaster’s top down community engagement strategy. This model of engagement involves representatives from all areas of campus, and fosters links to a broad spectrum of local communities.
57 COLAB Arequipa is a change and innovation hub to be housed at Universidad Católica San Pablo (UCSP) in Arequipa, Peru. Working closely with municipal government, private sector, civil society and communities, COLAB Arequipa aims to develop innovative solutions for more inclusive growth and shared governance.
59 Friends of Simon, an award-winning SFU Faculty of Education initiative, brings together an attitude of inquiry, instructional knowledge, and students, in order to provide literacy tutoring for school-aged youth. This can be best observed at the Community Engagement Centre, where change and growth is constantly taking place.
61 A comprehensive and targeted capacity building program, developed by the Center for Public Health Practice at the American University of Beirut in partnership with UNICEF, impacts outreach activities aiming to enroll 450,000 Lebanese and refugee children in schools within a national initiative led by the Lebanese Ministry of Education.
63 How do you support faculty in becoming involved in Community Engaged Education (CEE) when they face many barriers? Our research is an environmental scan of CEE at McMaster University – who’s doing it, who isn’t, why or why not. The results will inform a plan to further develop CEE across campus.
64 An intergenerational service-learning program was piloted using a reverse mentoring model. The program aimed at bridging the digital divide while providing youth with a valuable experiential learning opportunity. This has potential for improving access to technology for older adults while building reciprocal relationships and fostering understanding of generational issues.
66 The LabWISE social innovation lab training program was designed to build capacity for community, academy, government and private sector collaborations to work better together in tackling complex systemic challenges. Join us for this presentation on the LabWISE program, and hear about the challenges, successes, and insights into this new lab initiative.
67 The indigenous peoples of Turtle Island have many cultural traditions that have been misrepresented or suppressed through colonization especially when it comes to notions of sex, gender, gender roles and sexuality. This discussion examines what is Two-Spirit and shows how this work significantly differs from the broader LGBT movement.
68 This workshop will highlight research methods, that were used to draw out stories and memories of intergenerational learning in Indigenous textile arts. These methods that draw on material artifacts and story-telling will be described and practiced through the workshop.
69 In order to succeed in school, children must be present every day. Yet, annually, an estimated 10% of U.S. students miss nearly a month of school, with serious detrimental effects. Charlotte-Mecklenburg Schools has partnered with UNC – Charlotte and the City of Charlotte to improve school attendance and reduce chronic absenteeism.
71 A local democratic model for the managing of common goods was developed in Biosphere community. The model that was constructed as bylaw suggests re-distributing the power between elected authority and its community, and gives the community a significant power to effectively impact the management of its own affairs.
72 The Illawarra Shoalhaven Social Investments (ISSIT) is an initiative hosted by ASIT with collaborative and broad community representation. ISSIT has been established to support and enable a range of social and collective impact initiatives (including place-based initiatives) collectively undertaken by local stakeholders in the region. This paper examines the guiding philosophies and practices.
73 Interested in cross-country campus-community partnerships for social change? Want to learn about the key elements of success of Engineers Without Borders Canada’s chapter model? This session with build on learnings from 16 years to share how EWB’s chapter model is catalyzing systemic change in Canada and globally.
75 A growing number of community organizations and foundations across Canada aim to nurture and build the "leadership" abilities of citizens and changemakers, often in partnership with universities. This session will help participants understand the landscape of leadership development in Canada and what to consider in designing, managing and evaluating leadership programs.
76 Modelled on Vancouver's CityStudio, Vivacity is designed to respond to Calgary's economic downturn. The project engages students across Calgary's post-secondary institutions in a multi-disciplinary, community-based setting to re-imagine and activate new purposes for under-utilized and abandoned spaces.
77 Residents in Vancouver’s Downtown Eastside have limited access to research they participate in. The ‘Making Research Accessible’ Initiative seeks to ensure that research is open access and easy to find. Our panel of campus and community partners will address the means, purpose and impact of the initiative and lessons learned.
78 The recent Syrian refugee crisis created momentum for new forms of campus-community engagement to respond to multifaceted community needs. From hosting public events to providing emergency housing or creating sponsorship resources, our collaborations expanded beyond research and teaching, and provide insights into the successes and limitations of our partnership approaches.
79 This presentation analyzes how the University of Alberta’s CSL Program has partnered with Skills Society of Edmonton, an expert in social innovation and disability service provision in Edmonton, to design new pathways for CSL partners so they can better work with U of A academics on community based-research projects.
80 The purpose of this presentation is to explore how impact investing contributes to sustainable community development through the regeneration of wealth into local economies and its intention of achieving a social and/or environmental return. We will highlight strategies and impact investing stories drawn from the Vancity Community Foundation.
81 Community ,all aross globally ,has to come out "job/employment" psyche as resources are limited even in developed economies.The concept of defining and developing "EMPLOYBILITY" has to be the driver of community development in time to come.
82 As communities face complex issues, there is increased need for fresh approaches to problem solving, with strategies that engage the head, hands and heart. Around the world, specialized participatory arts are sowing the seeds for insight, dialogue and action. This workshop provides an engaging experience of some of these approaches. No experience required!
83 This presentation focuses on the development of a community-university partnership involving a Communities in Schools program supporting unaccompanied immigrant youth. Presenters will describe how the partnership emerged, highlight the benefits and challenges experienced, share the products developed, and discuss future directions for research and engagement that grew from this partnership.
84 More models are needed for community engaged learning (CEL) in undergraduate curricula. In our unique Ideas Congress class, CEL forms the basis of our pedagogy, and we collect data on learning outcomes. We demonstrate that the impact of CEL on undergraduate learning is maximized when we also teach students skills of knowledge-translation, mix up disciplines, and incorporate social-innovation theory.
85 Service-learning as a mentoring environment is a relational pedagogy that can support participants’ global citizen identity development.
86 Interested in identifying the best ways to mobilize campus and community groups to take action on the most pressing social challenges? In this workshop Engineers Without Borders Canada will introduce a mobilization matrix for groups and organizations to identify which actions are best suited for maximum impact and change.
87 This presentation highlights the success of leveraging university resources to answer research questions driven by community representatives. We will demonstrate how partnering Graduate students with social enterprises and non-profit organizations in Vancouver’s Downtown Eastside have contribute to renewed advocacy efforts and increased involvement in public policy process.
88 The Prevention of Homelessness Among Families project brings together Western University, Rotholme Women’s and Family Shelter and the City of London to evaluate a pilot program designed to prevent family homelessness. The project aims to identify risk factors associated with family homelessness, and successful strategies for mitigating these risks.
89 In May 2016, long-time Downtown Eastside social enterprise Potluck Café and the Local Economic Development Lab (LEDlab) – an initiative of Ecotrust Canada and RADIUS SFU – partnered to undertake an exploration of income assistance policies and their impacts on social hiring in the neighborhood.
90 The Stanford Health Advocacy and Research in the Emergency Department (SHAR(ED)) Help Desk is a student-run, faculty-supported program which addresses social determinants of health among emergency department patients. Student volunteers screen patients for social and legal needs, connect them with community resources, and employ intensive navigation to assure follow-up.
91 Haida Gwaii Higher Education Society will be presenting on their current Haida Gwaii Semester (HGS) programs, which are offered in partnership with the UBC Faculty of Forestry. HGS have helped to diversity the economy of Haida Gwaii while providing additional post-secondary education opportunities to people in Northern BC.
92 The Local Economic Development Lab is a partnership-driven action research initiative that leverages Mitacs funding to finance a social innovation lab. This session will get 'under the hood' of our funding and partnership model, and examine the benefits and drivers for all partners involved, in order provide recommendations for other institutions that may wish to replicate our framework.
93 “Unconscious” or “implicit” biases trigger deeply entrenched, automatic reactions that shape our perceptions, leading to assumptions, differential treatment and unequal outcomes, limiting our capacity to ensure fairness and equity despite our explicit values and intentions. Through our interactive, case-based workshop we promote self-reflection, awareness of bias, and skills to overcome biases.
94 Canadian local governments are now called to implement the new global agenda for sustainable development. Our project aims to support them in achieving long-term local sustainability objectives and measuring their progress through a holistic approach and the Community Capital Framework.
95 Young people at relative socioeconomic disadvantage are an underrepresented constituency in science engagement. 'Our Health Our Future' enabled school students from areas of Manchester with some of the poorest health outcomes in England, to work creatively with University and NHS-based researchers to address public health research challenges in local communities.
96 Young people at relative socioeconomic disadvantage are an underrepresented constituency both in science and science engagement. 'The AudioLab' worked with young people not in education, employment or training, University & NHS scientists, a digital media social enterprise, and public engagement specialists to co-create creative audio content as well as scientific research questions.
97 Land-based aquaculture is an emerging food production method that holds potential to feed a growing global population and alleviate pressure on wild fish stocks. Six First Nations from Vancouver Island partnered with researchers from Simon Fraser University to explore this emerging technology and its potential for developing sustainable communities.
98 The growing prominence of CBPR and increasing utility/uptake of information and communication technologies (ICTs) afford opportunities to democratize—and decolonize—social epidemiology research/practice. In this spirit, this presentation introduces a framework for A People’s Social Epi (PSE): social epi of, for, and by the people—not simply about them/us.
99 CBPR has become an integral part of efforts to promote health equity. However, smaller cities/communities without large research universities seldom benefit from such efforts. This presentation will discuss challenges and opportunities related to developing CBPR in traditionally excluded geographies and spaces—going where no researcher has ever gone before.
102 This exciting Student Spaceflight Experiments Program school university partnership provided an opportunity for fourteen hundred School District 43 Coquitlam students and their teachers to engage in an authentic inquiry-based STEM learning experience with mentorship by Simon Fraser University faculty and graduate students.
103 Canadian deaf and hard-of-hearing (D/HH) individuals face specific health disparities and barriers to adequate healthcare, specifically regarding gaps in communication services, accessibility to primary care, and disability awareness from healthcare providers. This research consolidates evidence-informed practices for both community members
104 This interactive session will discuss the LAWS Program, and the impact it has on the youth it serves, and on the law students and justice sector volunteers who participate in the program. Participants will take part in activities similar to those done with youth in the program, and reflect on, and discuss, how such programming could benefit equity seeking youth in their communities.
106 Learn about this locally driven project that leverages community & University knowledge & assets to create positive change. Linkvan.ca marries technology with innovative approaches to further strengthen digital literacy skills that lead to more equity and improved access to the digital world for vulnerable communities.
107 How do we make sure young people are active participant in action research? The workshop will introduce Actionbound for research, an app that can be used to organize digitalized treasure hunts for research. This is a technique published in the Recrear Research Lab, a collection of youth-friendly research techniques you can use while working with groups/communities.
108 Building on UBC’s Public Scholars Initiative as a case study, Efé’s talk addresses the need for innovating our PhD programs to better support doctoral students with their community-based research, and help them make a real-world impact and positive social contribution through their scholarship.
109 Within some Canadian universities, there is a network of programs dedicated to working with people who are multiply marginalized. Freed from the constraint of credit and grades, our programs enact the best of university. Yet, our programs are often not seen by institutions - they are ‘barely there’. This inquiry explores questions-tensions around community relationships extending beyond research.
110 This presentation reports on an innovative project in which SFU faculty and community partners engaged with LGBTQ youth and elders in designing, producing, and disseminating (province wide) Canada's first digit videos and poster/fact sheets about elder abuse in the LGBT community - a topic hitherto unaddressed by the LGBT community, elder abuse researchers and adult protective services.
111 A community-based reconciliation movement was brought to life through a collaboration between community and university students. Together, we researched and produced a reconciliation toolkit for social services and hosted dialogues across the community about how we can create systemic change towards reconciliation with Indigenous and marginalized communities.
112 Digital micro-credentials or “badges” can represent more specific knowledge and skills than traditional credentials issued by formal education systems. Three organizations (Decoda Literacy Solutions, KNACK, UBC Learning Exchange) at different stages of development discuss their badge systems and their community “earners”. The BC Partners in Workforce Innovation provides an employer perspective.
113 • Around the world, artists are working with diverse communities to create positive social change through participatory art making. The ASC! (art for social change) Project, a five-year, SSHRC-funded study has been working to better understand ASC practices, particularly in evaluation, teaching/learning, and partnerships. This session will focus on partnerships in a lively, interactive format.
116 This paper explores a university-community partnership to strengthen community capacity to support partnerships between faith and behavioral health communities in order to address the impact of violence, including with veterans, first responders, and others who suffer from institution-related violence.
117 This session introduces participants to 'dilemmas cafés’ as a method of exploring ethical challenges in engaged research. We will experience a brief café together, working on several real-life dilemmas contributed by participants, involving dynamic small group discussions around tables, and a final summing up. Participants will receive a facilitators’ guide.
118 Display of highlights from Durham University’s Centre for Social Justice and Community Action (CSJCA): Imagine North East, researching civic participation with 12 community partners; Debt on Teesside, research and community organising for social change; Participatory Research Hub, connecting communities and academics; Resources for participatory research, introducing CSJCA guides and briefings.
119 This mixed-methods intervention-based study engage Asian men in long term dialogues about mental health in their communities. Using artwork in the workshops, this presentation will showcase how Asian men visual and orally view mental health and wellbeing, stigma, and advocacy through paper and voice collages, paintings, and drawings.
120 This mixed-methods intervention-based study engaged Asian men in dialogue about mental health in their communities. This study evaluated the effectiveness of workshops for 432 male participants and looked at how stigma intersects with gender, ethnicity, culture, age and sexual orientation. Knowledge exchange activities involve community partners and mental health organizations.
121 This mixed-methods intervention-based study engaged Asian men in dialogue about mental health and mental illness stigma in their communities. This presentation will highlight ways in which stigma intersects with gender, ethnicity, culture, age, and migration status.
122 The UBC School of Nursing and Turning Point Recovery Society have partnered to develop three innovative services for addictions recovery: a Naloxone safety program for clients in the community, a wilderness therapy curriculum, and a therapeutic writing initiative. These projects represents significant innovations for addictions treatment and recovery in BC.
123 Presenters (faculty, student, community partners) will describe multiple partnerships that support programs addressing the needs of diverse students (e.g., 4-year-olds, unaccompanied immigrant youth) identified as at educational risk. Presenters will discuss the different partnership goals and needs (capacity building, evaluation), their evolving objectives, and the strategies employed.
Authors: Ryan P. Kilmer, Andrew Gadaire, Lindsay Messinger, Federico Rios, James R. Cook, Virginia Covill, Julie Babb, Jacqueline Larson, Tracy Thiery, Erin Godly-Reynolds, Peggy Day, and Caitlin Simmons
124 Ethical tensions in community-campus research partnerships can stretch the limits of traditional research ethics guidance (e.g., REBs). This workshop showcases innovative instructional materials that facilitate critical ethical practice. Attendees will participate in active learning exercises designed to build a reflexive and dialogic toolkit to address ethical dilemmas in collaborative research.
127 This round-table discussion will focus on community and university-based programs targeting underprivileged youth access to post-secondary education.
128 Digital Storytelling (DS) serves as a vehicle for community leadership/voices in efforts to improve population health for under-served populations. DS is a valuable source of qualitative data for community assessments, program planning, policy, advocacy, and evaluation. DS is a tool to highlight the community as teacher for service learning orientation.
130 This session will focus on SSHRC’s support for partnership funding opportunities in the changing research landscape and highlight how partnership grants can be a catalyst to transform society for the common good.
131 An examination of several collaborations between the Heschel Center and the Kibbutzim College of Education to promote sustainability on campus shows that while considered a success, the relationship is not perceived as a partnership. What lessons can be learned for future partnerships between the Heschel Center and academia?
132 Multi-faith Veterans Project - An overview of the Multi-faith Veterans Project and the role of community in the transition of veterans and their families. Through an asset based approach DePaul University's Egan Office of Urban Education and Community Partnership's Multi-faith Veteran's Project works with Chicago Faith Based Organizations to create Veteran Community Hubs.
133 In our CBPR work in mental health, data gathered from the evaluation suggested that engaging peers in mid- and upstream activities can be transformative for all stakeholders. Lessons from this evaluation informed a theory of change that articulates strategies for evaluating CBPR’s ability to lead to down-, mid-, and upstream change.
134 This paper will describe a unique campus-community partnership making progress in moving the needle on poverty reduction. Collective Impact is “a disciplined, cross sector approach to solving complex social”. C I has been used to document micro level outcomes but there is little literature documenting macro level policy change.
135 Thompson Rivers University and United Way TNC have formed an innovative partnership to address complex community challenges through community-engaged research. This panel presentation and dialogue will describe this partnership’s lifecycle, highlight participants’ contributions, and share their learning as they create knowledge and capacity for advancing the common good.
136 Launched in 2015, Change Camp Hamilton is a partnership aimed at bringing together residents, post-secondary education institutions, community organizations, and the City of Hamilton together in a conversation focused on community, partnerships, and collaboration. This presentation will discuss lessons learned in the partnership process.
138 Since the students of today are the researchers and other societal actors of tomorrow, the European EnRRICH project is embedding RRI in curricula of higher education. After 2 project years, we are happy to share successes and failures including case studies and promising practices from our work so far.
139 This session will describe an assets-driven, community-centered approach to service-learning in rural communities in Ecuador and the development of a community-directed tire-gardening initiative that stemmed from a community asset-mapping process.
140 The PhoneMe project, carried out in a partnership with Downtown Eastside community groups, uses place-based poetic expression for the development of digital and social justice literacies. It is carried out through cycles of public workshops and poetic performances. Poems created by community members are recorded via mobile phones and are posted on an interactive map open to the public.
141 In this roundtable presentation, we share the process we took to creating Paths to Collaboration: A [Community] Guide to working with McMaster researchers, the challenges we encountered and the bonds we formed, and we ask “What can we do next, to level the playing field for engaged research?”
142 The aim of this workshop is to share knowledge between engaged-researchers and community members about the vital connection between citizen expression, policy responses, and decision-making. Drawing upon contemporary cases studies, participants will share their experiences working within public engagement processes, and reflect on successes and failures of these processes.
144 We will discuss our 2015 SSHRC Knowledge synthesis report. The questions we answered through our review of literature include: How can service learning enhance student engagement and outcomes? How does CSL contribute to new ways of learning? What are promising practices to addressing student diversity through CSL? and What institutional structures and supports are necessary for CSL to flourish?
145 We describe the development of an independent organization, Patients as Educators, that engages with the university to enrich the education of health professional students through inclusion of the patient’s voice. Our symposium will include perspectives of students, patients /community members and faculty and facilitate an interactive discussion of challenges.
146 The RRI-Tools project developed a “Toolkit on Responsible Research & Innovation”, designed by and addressing all stakeholders of the Research and Innovation (RI) chain of value, including Researchers, Civil Society, Industry and Education. Several showcases with elements that transcend country boundaries, show common features, and can be "de- and reconstructed", are at the heart of the workshops.
148 Through questions we will explore how to re-position community knowledge and experts within teaching and learning practices of Higher Education. How do balance the demands for community-based learning and position communities as teachers while respecting the capacity of our communities and organizations? Finally, how do we increase the value of community knowledge alongside academic learning?
150 This research investigates how mining interacts with the environnement at the local and national levels for sustainable development. We adop the empirical inductive method. It appears from the study that the mining sector contribution to social and economic development is very insignifiant.
151 Much is said of Downtown Eastside residents, but rarely are they listened to. This computer-based installation/projection, called "Take the cotton out of your ears, put it in your mouth and LISTEN, Listen, listen!", is a manifesto created with participants in a free community education program called Hum (Humanities 101 Community Programme). Manifestos say "This is What We Want!" - so listen up!
152 It all started when a Newfoundland college instructor and an Ontario university professor met at C2UExpo 2015 and started talking about mutual benefit and the potential to bring together GIS students and sociology students to work with a provincial feminist non-profit organization on a femicide project.
153 Research shows Black students are more likely than Whites to be suspended due to teacher bias. Biases may be based upon stereotypes or lack of cultural awareness. This presentation demonstrates the efforts of a predominately White staff as they work to improve suspension rates for a 100% Black student population.
154 Laurier University’s collaboration with the non-profit Working Centre in downtown Kitchener has produced two innovative programs: the undergraduate Community Engagement Option, and the Access to University program for non-traditional learners. This session will engage with questions about the challenges and opportunities experienced in building, and now sustaining, this collaboration.
155 This paper calls for two-way engagements between universities and communities and challenges uni-directional orientations where community is only valued as a site of learning and a space where students apply their classroom and theoretical knowledge. Ethical partnerships require that community is understood as more than that; communities are teachers and sources of wisdom and knowledge.
156 Photovoice method is used to capture stories of students and community partners that have participated in Health Promotion courses at SFU. The photographs showcase innovative teaching approaches that foster right-brain thinking to promote leadership and community engagement skills, which can disrupt power dynamics and promote empowerment inside/outside the classroom.
158 Help us build our skills as community-engaged facilitators and educators using a flipped classroom model where we ask, you share, and we all learn. Facilitators from our network will be hosting ‘around the room’ networking, dialogue and activity stations utilizing a variety of creative facilitation methods aimed at engaging community leaders on key questions about our shared future.
159 SPARKS is an awareness-raising and engagement project to promote Responsible Research and Innovation (RRI) in the field of technology shifts in health and medicine through an interactive and creative touring exhibition as well as participatory activities in 29 countries.
160 Innovative approaches to social science and humanities research are being opened up through Aboriginal or Indigenized research. This session will highlight the ways in which SSHRC supports and promotes Indigenous knowledge systems and will focus on effective ways of conducing Aboriginal research with communities and researchers.
161 Take a step back and look at the motivations for community-university engagement that go beyond it being “the right thing to do”. This poster tracks the results of research into government mandates and the impetus (or lack thereof) for deeper community-university engagement in BC.
162 Is Higher Education Community Engagement really serving the greater good or is it actually supporting the neoliberal domination of society? This session will invite participants into a conversation on whether our work is moving us toward the good society or promoting, oppression, exploitation, and exclusion.
163 The research presented in this paper demonstrates the importance of Supported Education (SEd) programs for adults living with mental illness. As part of an on-going SSHRC-funded project, we will discuss a case study of one Ontario hospital which provides SEd programs both in the hospital and in the community.
164 This presentation features the process and preliminary results of a SSHRC-funded project that collaboratively studies partnerships among faith-based and government-funded settlement organizations. Involving a variety of community and academic partners, the project’s goal is to determine how these types of partnerships can better lead to positive settlement outcomes for newcomers.
165 This roundtable will focus on research-in-progress which looks at the impact of curricular service learning on students who are the first in their families to attend university. Our mixed-methods research includes a survey and follow up interviews with students at St Francis Xavier University and the University of Alberta.
166 Reflecting on the complexity of engagement as a new graduate sociology course compares the principles of CES with actual experiences of engaged research (CEnR). We examine the “engagement” of a complex partnership with multiple community partners, graduate students, and faculty members working on CEnR to identify best practices of harm reduction with rural youth & substance abuse.
167 Senior undergraduate students at Vancouver Island University are using a program evaluation course to conduct innovative research with a Nanaimo non-profit organization. The project involves developing an evaluation plan and framework for innovative programming related to suicide prevention in high schools.
168 We will share stories and photos from a highly collaborative, community-engaged Photovoice project about safety, belonging, wellbeing and place in the lives of trans, Two-Spirit and gender nonconforming people in Vancouver. We will discuss the intersections of racism, poverty, colonialism and transphobia and our commitment to relationship building and accountability.
169 We explore a study of community-based democratic experimentation in which two schools replaced hierarchical election-based student governments with those based on random selection, rotation, and deliberation among equals. We discuss the potential of collaborations between researchers and communities, and reflect on how these can be undertaken in practice.
171 Students involved in community engaged research go through many stages, experiences and challenges, from engaging and conceptualizing the project with community partners, to understanding ethical implications through to joint creation of a final report. The community experiences for the students extend beyond just learning how to do the research project.
172 We are building relationships with our community partners, and they have difficulty articulating what kind of research will support them in their work. A key element that we will discuss is the reversal of looking at what does not work to addressing a question of “what gives them hope?”
175 Boundaries are both essential and obstructive in community-campus partnership. Partnering leverages diverse expertise to solve hard problems, but this diversity can also complicate communication across established divides and challenge traditional notions of expertise. Exploring a case of health research partnership, this poster examines pragmatic and philosophical issues stemming from boundaries.
176 Conversations about community-campus partnerships are often soaked with metaphor – bridging gaps and linking silos, ivory towers and research pipelines. Although these metaphors are powerful tools, they often slip by unnoticed. This presentation puts partnership metaphors centre stage, shining a critical spotlight on their implications for community-campus research and practice.
177 This session introduces participants to 'dilemmas cafés’ as a method of exploring ethical challenges in engaged research. We will experience a brief café together, working on several real-life dilemmas contributed by participants, involving dynamic small group discussions around tables, and a final summing up. Participants will receive a facilitators’ guide.

Additional Collaborator: Sue Shaw, community member, Centre for Social Justice and Community Action Steering Group
179 The experiences of Voluntary Community Organisations (VCOs) representatives that had had collaborative student research projects facilitated through the charity Interchange. Whether these projects have generated new knowledge and increased skills, confidence and experience of research for these VCOs.
180 This paper presents findings from a community and college research alliance that investigated access to affordable housing in one Region. Six focus groups were conducted with 58 frontline workers and Executive Directors from the regions housing sector. The focus groups clarified the key issues that were then presented at a Creative Problem Solving session.
181 Applying critical lens of intersectionality to examine subjective experiences of participation in a CBPR mental health initiative has provided more complex and nuanced understanding of the tensions experienced along the continuum of engagement and revealed potentials and pitfalls of community engagement within the context of mental health.
182 Sex trafficking is a serious public health issue and has long-term physical, mental, social and economic consequences. Through authentic and ethical engagement we elevated the voices of the sex trafficking survivors to ensure that their perspectives were included in on-going, statewide efforts to combat trafficking.
183 We will present a CBR project on the unique and illustrative histories of the community-controlled Trent Centre for Community-Based Education, the U-Links Centre for Community-Based Research, and the C-Links Centre for Community-Based Projects and Social Mapping. We will point out contrasts from university-based centres and draw lessons for other efforts.
184 Community engagement is often recognized as a cornerstone of ethical and community-responsive research/practice, but what are we really doing when we say we are ‘engaging’ communities? This participatory workshop will invite participants to co-theorize on how we understand engagement, ask some critical questions, and apply these questions to current practice.
187 The research project seeks to better understand the manner in which employers and employees conceptualize and operationalize the notion of ‘soft skills’. Increasingly, ‘soft skills’ are becoming a key determinant of opportunities to employment and job retention for particular groups. This is especially the case for racialized immigrants and newcomers.
188 Global HEI engagement networks can act as catalyzers for social action. Our workshop's goal is to increase knowledge transfer among the myriad global engagement networks, to share strategies on issues of knowledge mobilization and multi-stakeholder engagement more widely to accelerate the rate of social change possible through collaboration.
189 The growing 50+ population in the USA will demand education and training to prepare for new careers in order to be able to earn income during their extended lifetimes. This presentation will cover the perceptions of the impact of the campus/community partnerships created through the Plus 50 program to meet the education and employment needs of the 50+ population members.
190 Botanical gardens are not just research sites, but also leisure spaces. As part of the project, they are turning into places where citizens can discuss with experts about food security and food safety. BigPicnic wants to lead the debate about the future of our food and promote cooperation of and exchange among all relevant stakeholders.
192 Digital Storytelling is a modern expression of the traditional art of storytelling. Digital stories derive their power by weaving images, music, narrative and voice together. This presentation will describe the process and results of our digital storytelling workshops for older adults in the community.
193 This Roundtable Discussion will explore the engagement process of the Jane-Finch Community Research Partnership. The York University – Jane and Finch community partnership seeks to improve access to research through the creation of a community focused research repository and the exploration of a community ethics process.
195 The one day Scenario Workshop developed and tested by Institute FBI based on the European Awareness Scenario Workshop involves different interest groups affected by a special topic or problem on an equal level. The method guides the participants to their best case future prospects. Out of these utopian ideas they develop concrete next steps to realize the appointed desirable future and innovation.
196 The Local Economic Development Lab partners with community organizations and City of Vancouver to build a more diverse and inclusive local economy in Vancouver’s Downtown Eastside. Based on a social innovation lab model, this session will share our place-based lab process, and best practices to bring forth collective leadership to address systemic challenges.
198 Reflective Practice Writing is critical for experiential learning and to help students learn from their placement, yet too often students remain stuck in simplistic observational journaling. The “Reflective Practice Writing Bicycle” is an interactive tool which guides students into progressively deeper levels of self-reflection and critical analysis of their placement.
199 Using story-mapping, we will highlight CBR using the different perspectives of those involved; shifting the focus from the WHAT to the WHO, from the RESULTS to the PEOPLE behind the PROCESSES. This will highlight rarely heard voices and challenge our assumptions of who gets to tell others’ stories in research.
200 I will present a reflective paper I’ve written that explores my engagement with different qualitative, arts-based approaches for inciting solidarity building between African diasporic and Indigenous young people for HIV prevention within the Canadian context. This will be followed by audience engagement in a reflective activity.
201 This presentation reflects on some of the findings from the Women in Health Working Towards Health Project, in which 14 Black women who work in the health field gathered to share our experiences of work-related stress, ways to address and cope with “burn-out,” depression, isolation, micro-aggressions, racialized sexism and other forms of violence and sources of stress
202 To develop a collaborative and compelling vision of the 2040 downtown Vancouver experience, a wide spectrum of those who live, work, play, learn and do business in downtown were engaged to Re-Imagine Downtown Vancouver in a partnership between the business improvement association and SFU Public Square.
204 Administration is a key element in ensuring collaborations between HE institutions are ethical, efficient and beneficial, however, it is often overlook in planning and evaluating projects. This session will explore the impact collaborations have had on institutional bureaucracy, how they have done it and what remains to be done.
205 Drawing on two case studies of international community-campus partnerships, this presentation will examine some of the tensions and opportunities faced by emerging scholars (i.e., graduate students and post-doctoral fellows) engaged in this work. Particular tensions discussed include positionality, funding, evaluation metrics, intersectoral collaboration, and operationalizing mutual benefit.
207 Within a fast changing and polarized community, can a vacant and imposing civic building be turned on its head and be transformed into a legacy of economic and social democracy?
The 312 Main project is an emerging story about community visionaries, justice advocates, entrepreneurs, academics, and civic bureaucracies; transposing our society's ethos between economic and community development.
208 The Imagination Network is a CBPR project that uses community-engaged arts practice to engage participants with lived experience of dementia in the development of a theatrical production that tells their collective story. Discussion would focus on considerations for complex community-driven collaboration, arts-informed research methods and community-based participatory research.
209 Participants in UVic’s new Digital Storytelling & Social Simulation Lab will describe processes and projects to connect local communities and interactive media designers so they can co-create digital storytelling tools (including a smartphone app and an online video game) for educational purposes.
210 Photovoice, an approach used to privilege the perspectives of marginalized individuals and groups, was used to explore the self-image and camp experiences of youth with upper limb differences. Discussion will include resulting themes, implications for community-campus engagement, and strategies for using this powerful community-based participatory action research approach.
211 The Neighbourhood Changemakers Program is a 6-week program for non-professional community residents interested in making a positive impact in their community. Laurier faculty and staff provide instruction and support to empower community residents to be agents of change and help them realize their community venture ideas.
215 Communities, CSOs, and academics worked together to engage diverse stakeholders in a community-based research for a multidimensional disaster response in Sidoarjo. We present the strategies in implementing CBR hallmarks and share the challenges encountered in this first CBR study on the implications of an industrial and/or natural disaster in Indonesia.
216 This presentation describes the organization of a creative arts magazine and small press (In/Words) that is based out of a university but is active in the local arts scene.
217 Liminus Health was a community-based initiative seeking healthcare innovation. From this event emerged a galvanizing interest in Social Prescription: Can we replace clinical intervention with community-based non-clinical interventions? Can this reduce demand, increase resilience, and integrate communities? When is it appropriate? For whom? Under what conditions?
218 Life Chances project has co-produced alternatives to welfare provision for families on low-income using arts practices to explore regulatory systems. Outputs include a fictional novel, an interactive game, and jewellery. This presentation will explore the unique methods utilised working with community organisations and participants to reframe and reclaim the poverty arena.
219 This session puts a particular focus on the different ways of knowing involved in community-campus partnerships. By using the concept of cognitive justice – or whose knowledge counts – I start a critical discussion about how such a focus can challenge dominant narratives of research and contribute to ways in which partnerships can deliver social change.
221 Stories of how to overcome life’s difficulties have been co-produced with disadvantaged children and young people and are being distributed using innovative technology. This project connects universities, young people in the local community and services they use. Our presentation will explore some of the methodological and practical highlights and challenges.
222 Come hear a range of engaging stories from our community initiatives map! Stories include: community-engaged learning in undergraduate theatre, storm water management research at a local elementary school, and relationships built during an Indigenous reconciliation conference. We’ll also discuss our map development process and how it works to strengthen university policies.
223 This oral presentation features research on mapping and evaluating community-engaged learning opportunities at University of Victoria. The goal of this research was to understand the community engagement already occurring so we can work towards creating learning opportunities for students that also enrich our communities.
224 This presentation will focus on the development and refinement of a model of community-based applied research for a college degree program at Conestoga College, and will provide an overview of an illustrative organizational impact of this work for a community partner organization, Fit Active Beautiful (FAB).
225 We will present one of the few worldwide initiatives that takes the art and work of Clown Doctors to older adults admitted in hospitals or nursing homes. We will explore the potential of community-campus partnerships to demonstrate the efficiency of our interventions and improve our work methods/tools, especially regarding dementia.
226 This workshop will build on the results of a National Summit held in November 2014, focusing on refining indicators of excellence about community relevance, equitable participation, research design, and action and change. Together we will help to clarify, deepen and determine what excellence in CBR means and what type of self-assessment tools could be used to pursue CBR projects with excellence.
227 The results of an impact assessment of CER at the University of Victoria will be showcased, highlighting contributions across the academic units linked to the UN Sustainable Development goals, insights from 10 in-depth impact case studies and key institutional supports (e.g., RPKM) involved in these community university research partnerships.
229 The session will provide a brief overview of a distance-delivered, graduate course on Health Equity: Principles and Practices that is currently under development for the graduate program in public health at University of Alaska Anchorage (UAA). It will share (and solicit) lessons learned and resources from current and past community-engaged partnerships for possible inclusion in the course.
230 Drawing on critical lessons gleaned from four years of a SSHRC Partnership Grant, Community First: Impacts of Community Engagement (CFICE) (involving 50+ demonstration projects with 60+ community partners), this presentation will explore the need for augmented, ‘Community First’ community-campus engagement funding, including both challenges and best practices.
231 We will explore the experience of a UK community-university partnership and its value-based approach to making data work for community. This interactive session will focus on data dilemmas and our response as a partnership in order to draw out the essential elements that have enabled collaborative solutions and successes.
232 The presentation is based on the evaluation of community-campus partnerships conducted through the work of five substantive hubs under the umbrella of Communities First Impacts of Community Engagement (CFICE) project. Presenters will compare the Violence Against Women hub data with the other hubs in 3 key areas 1) reasons for engagement 2) the value of involvement 3) different partnership models.
233 Drawing on both university-broker and community-partner experiences, we will examine the Community Helpdesk, cornerstone of University of Brighton’s Community University Partnership Programme. We will unpick engagement processes through an overview of this front-door model, which provides information, brokerage, facilitation, partnership development and support to over 300 enquiries a year.
234 Using three case study collaborations between Knowle West Media Centre and University of Bristol, we ask to what extent do arts praxes within co-production models generate new knowledge and social justice outcomes? What is the potential for art to move beyond a therapeutic amelioration of the symptoms of structural inequalities in order to transform regulatory structures?
236 At this round table discussion we would like to facilitate a discussion on ways in which participatory processes can be documented and discussed in a respectful and honest manner so as to promote mutual learning, highlighting which instruments or techniques may be useful to build trust across local projects.
237 We address socioethical and regulatory aspects of citizen science by critically reflecting on the use of innovative methods to enable meaningful engagement in research, healthcare agenda-setting and policy-making concerned with eggs and sperm donation by stakeholders whose identities cannot be publicly disclosed.
238 This presentation will detail challenges faced during the launch of a sport-for-development program collaborative between the University of Toronto and the City of Toronto. Key discussion points: implementing sport programming using a radical pedagogical model, facilitating meaningful inclusion of marginalized youth and fostering inter-sectoral cooperation.
239 CCE practitioners will participate in a knowledge cafe to discuss ‘Community-First’ CCE classification in the Canadian context. This conversation will contribute to the work of the national, cross-sectoral working group Aligning Institutions for Community Impact (AICI), part of phase 2 of the action research project Community-First: Impacts of Community Engagement (CFICE). A diversity of discussants from various sectors will contribute Canadian and international perspectives.
240 The ocean provides many necessities, from food and transportation to culture. Through community partnerships, Ocean Networks Canada aims to create relevant and engaging resources that bring together Indigenous Knowledge and ocean science. Partners include middle school to post-secondary formal educators as well as informal educators and community members.
241 Showcasing the organizational commitment Ocean Networks Canada holds towards Indigenous engagement as an example of best practices for science-based Indigenous community engagement. Highlighting the challenges & importance of Indigenous engagement, as well as ONC’s strategy of Indigenous engagement to advance high quality solutions for science, society, & industry.
242 Community Engagement Fellows (www.cefellows.org) is an innovative program in northwestern Washington State that enables higher education faculty, non-profit leaders, school teachers, and government officials to collaborate to better serve their campuses and community. This symposium brings together CEF participants to lead a discussion about the CEF model and its impacts.
243 The Lacan Salon wants to share the experience of a community space that establishes dialogue and inquiry about psychoanalysis among people from diverse disciplines and fields. We want to discuss how a such space has been built, the created partnerships with university and the ongoing challenges.
244 The UVic Centre for Youth and Society shares the perspectives of research centre staff, students, and community partners on lessons learned through 17 partnerships in The Community Research Exchange. Beyond witnessing important student enthusiasm for community engaged research, the project creates a space where a rationality of community benefit is paramount.
246 At University of Victoria, the Queen Elizabeth Diamond Jubilee II Scholarship scholarship enabled development of the CANCOM-COOP program (Canada- Commonwealth Co-op Program). Students were engaged in meaningful international co-operative education work terms that enabled them to actively engage in their local communities through specific community engagement initiatives, which will be showcased.
247 We present and discuss the main findings of a global study on capacity building in Community-Based Research, consisting of 21 institutional case studies, a global survey and five thematic reviews on the topic. We propose a pedagogical framework for teaching, training and learning within CBR.
249 SFUW was a new cultural entity as part of a major urban redevelopment project within Canada's poorest postal code. It needed to find its niche within complex social circumstances of poverty, homelessness and gentrification forces that it symbolized to some. What would be the rules of engagement to earn this community's trust and respect, the ever resilient, Vancouver's Downtown East Side?
250 Storytelling is a universal human experience that connects people, supports them, inspires them and sparks action. Successful collaboration is dependent on both effective communication and strong, human connections. Join the Touch Network, the University of Southampton and Southampton Solent University to interactively explore the arts of storytelling and discovering networks.
251 Drawing on an action research project centred on Station 20 West Community Enterprise in Saskatoon within the Poverty Reduction Hub of Community First: Impacts of Community Engagement, we propose to demonstrate how reconciliation—and the Truth and Reconciliation Calls to Action—can render more inclusive, enabling, and innovative community-campus partnerships
252 Using real-world examples and hands-on activities from four diverse co-produced community-university research projects from within the UK’s innovative five-year: Productive Margins: Regulating for Engagement research programme we examine some of the complexities and tensions inherent in the development and delivery of training for ‘community researchers’ within co-produced research approaches.
253 The Middle Years Development Instrument (MDI) captures student’s perspectives on areas related health, well-being and academic achievement. UBC researchers, educators, school board administrators and provincial government representatives are exploring how schools and school boards can use the MDI to monitor and promote student social and emotional competencies included in the new BC Curriculum.
254 What are “need to have” design components of campus community partnerships? What’s in it for the university - the community? How can partnerships instill community capacity and address systemic issues? How can my partnership get funded? These are some of the issues we will address.
255 Researchers in child welfare have traditionally functioned as experts, who engage "subjects" in a top-down process . This session shares the story of a new youth driven organization in Quebec ,where alumni of child welfare came together to advocate for and support youth in and from care. This presentation shares the story of how a university researcher became an adult ally to this process.
256 Wicked problems are societal issues heavily laden with politics and value judgments, and students should learn to identify, navigate and participate in solving these complex issues. Currently, a course is in-design with international partners to foster students’ ability to address and engage with real wicked problems from international development contexts.
257 We will focus on the process of engaging caregivers, adults with Autism Spectrum Disorder (ASD), and professionals in a study focused on easing the transition from youth into adulthood for people with ASD – through the development of a webpage that clarifies realities, resources, and work involved transitioning to adulthood. Additional Authors: Melody Morton Ninomiya, Researcher, Centre for Commjunity Based Research Sara Lebensold, Project Coordinator, Autism Ontario
258 Creating Common Ground shares stories of community and green mapping, including placemaking and story telling methods, projects and insights from the UVic Community Mapping Colab, global Green Map and the new Common Ground Community-Campus Mapping Network which is growing a national and global community. Impact and innovation stories will be shared by indigenous academic and community leads.
259 How do we activate, participate, and sustain collaborative engagement? The response we need, which is often the hardest to accomplish, lies in embracing that we all have to transform our own fixed thinking in order to transform the landscapes we inhabit. Only then we can being to achieve our purpose.
260 This presentation will overview three collaborative projects between Greater Victoria food organizations, students, faculty and staff in the Faculty of Social Sciences at UVic. These stories will stimulate conversation and thought in two key realms: 1) CEL possibilities for improved food access and food literacy; and 2) ingredients for a delicious CEL experience.
261 Community and green participatory mapping is a powerful tool for engaged research, teaching, learning, partnerships, action and planning. This workshop brings together an experienced team consisting of an engaged academic, an NGO mapping leader, a campus engagement builder and a cartographic educator. Participants will gain skills, resources and be invited to join a growing community of practice.
262 For my dissertation, I conduct community-based participatory research on access to accurate and culturally relevant health information for residents of remote American Indian/Alaska Native communities with very limited infrastructures. I partner with two tribal radio stations with whom I designed the project and conducted fieldwork in 2016.
263 Ocean monitoring using cabled observatories presents challenges to professional scientists: the overwhelming volume of data and fixed location of instruments can be barriers to addressing big questions. We describe three examples in which Ocean Networks Canada is using Citizen Science to address these limitations and supplement cabled observatory research.
267 In fall 2016, SFU Undergrad Acting students met weekly with community members of Vancouver's DTES, creating an original piece of theatre entitled Living on Shared Territory. In coming together to collaboratively explore culture, colonialism, identity, and origin, the project aimed to break down barriers dividing the school and the DTES Community.
268a In this session, we bring together various academic and community leaders from across the U.S. to share their lived experiences towards the goal of authentic partnership. These partnerships include service-learning, community-engaged research, and a community-academic liaison group.
268b Community-Campus Partnerships for Health (CCPH) has its roots in service-learning as a strategy for transforming academic institutions and communities in the pursuit of health equity and social justice. Service-learning has been both a contributor to and a product of authentic community-academic partnerships. These partnerships have served as a platform for a wide range of community-academic activities, including the development of community-defined and driven interventions, scholarship and new knowledge.
269 Simon Fraser University’s Faculty of Science runs a Science outreach program that includes close to 30 science programs for elementary and high school students and teachers, as well as homeschoolers. The main goals of this science outreach program are to:
  • advance science literacy among elementary and high school students, specifically students who may not be exposed to science activities and science learning
  • inspire curiosity and wonder among youth, and encourage underrepresented groups to pursue further education, work experience, and careers in science – more specifically with the goal of helping underrepresented groups to see university as an option
  • showcase university laboratories, facilities, research and expertise of university faculty members and researchers
  • help elementary and high school science teachers design more effective teaching materials and strategies for all learning needs
270 How do we leverage relationships to maximize our impact as organizations? Where do we create alliances to accelerate transformative opportunities for change? Learn how, as partners, we used our strategic resources to accelerate change in education, create exciting opportunities for under-served populations, and open doors for young adults by investing in their education. We’ll tell the stories of the SFU/Cmolik $100,000 Prize, the Expanding Horizons program, our Student Scholarships, our UBC Mentoring project and more. Philanthropists, partnered with key organizations, can leverage innovation at the edges of our systems and accelerate change for the common good.
271 In this workshop, we will cover what plain language writing is and why it matters in your community-campus partnerships. Then we will teach you the basics through hands-on exercises. You will practice writing for different target audiences, editing for clarity, and formatting for legibility. You will also walk away with resources to use for your future writing endeavours. Please bring a sample piece that you can edit, such as your abstract, or the first paragraphs of a blog post.
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