| Overall Rating | Silver |
|---|---|
| Overall Score | 46.21 |
| Liaison | Chris Gardner |
| Submission Date | Aug. 23, 2022 |
Douglas College
EN-10: Community Partnerships
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Robert
McGregor Professor Science |
Name of the institution’s formal community partnership to advance sustainability :
Does the institution provide financial or material support for the partnership? :
Which of the following best describes the partnership timeframe?:
Which of the following best describes the partnership?:
Are underrepresented groups and/or vulnerable populations engaged as equal partners? :
A brief description of the institution’s formal community partnership to advance sustainability:
IUE program at Douglas College delivers educational workshops to schools and community groups. These workshops have the goal of educating the public and especially school age children about the ecology of urban areas. The workshops are particularly popular with elementary schools in Metro Vancouver. The program strongly believe in the importance of educating youth about the value of nature in the city. Our environmental education workshops have reached thousands of Lower Mainland students and community members in recent years.
During the COVID pandemic, it was not always possible to deliver our popular school workshops program in person. Despite that, we reached over 1,400 participants in schools across Metro Vancouver in 2020-2021. Our IUE Coordinator, developed a COVID-safe protocol to deliver our hands-on workshops. Workshop supplies were quarantined before use in classes and our IUE Coordinator joined the classes via an online platform to coordinate the workshops with students. This innovative methodology allowed us to educate youth with hands-on activities during a global health crisis.
Name of the institution’s formal community partnership to advance sustainability (2nd partnership):
Does the institution provide financial or material support for the partnership? (2nd partnership):
Which of the following best describes the partnership timeframe? (2nd partnership):
Which of the following best describes the partnership’s sustainability focus? (2nd partnership):
Are underrepresented groups and/or vulnerable populations engaged as equal partners? (2nd partnership):
A brief description of the institution’s formal community partnership to advance sustainability (2nd partnership):
Douglas College facilitate's community engagement by encouraging direct participation of community members as citizen scientists. Citizen science has been shown to increase community engagement in ecological issues while also collecting important ecological data.
Starting in 2011, the UNIBUG project (User Network for Insect Biology in the Urban Garden) engaged community volunteers to monitor beneficial insects in home and community gardens in association with plants that attract these insects. Since fall 2020, the IUE Beetle Watch program has involved citizen scientists to determine the distribution of the invasive ground beetle, Nebria brevicollis. Hundreds of volunteers have been involved in both programs, and adults and youthful participants truly enjoy this direct involvement in the research process.
Name of the institution’s formal community partnership to advance sustainability (3rd partnership):
Does the institution provide financial or material support for the partnership? (3rd partnership):
Which of the following best describes the partnership timeframe? (3rd partnership):
Which of the following best describes the partnership? (3rd partnership):
Are underrepresented groups and/or vulnerable populations engaged as equal partners? (3rd partnership):
A brief description of the institution’s formal community partnership to advance sustainability (3rd partnership):
In partnership with First Nations Health Authority, Douglas College offers an Indigenous End of Life Doula course to train students and guide Indigenous peoples during their end of life journey. This course has been offered since 2018.
Course Description:
For some First Nations and Indigenous people, wanting to remain in or return to their community to die is very important, and an integral part of their plan for their final journey to the Spirit World. To make this possible, support and care are needed.
In many First Nations communities, there are often people who provide this kind of care naturally, however, remaining in community to die is not always an option.
A unique four-day course is aimed at First Nations and Indigenous individuals who have been or will be called upon to voluntarily provide care, support and advocacy for someone who is facing the end of their life.
Students in this program develop an understanding of how the continuity of care and advocacy they provide work to complement and enhance the end of life care provided by the medical community and hospice palliative care
workers and volunteers.
Comfort, dignity and respect are hallmarks of good quality end-of-life care, and need to meet emotional, mental, spiritual and physical needs of the individual. For people facing the end of their life, continuity of care and advocacy of their health care treatment decisions can be a challenge that an Indigenous End of Life Guide can help to honour and support.
Participants in this course will learn about palliative support, the importance of end of life care and the role of an Indigenous End of Life Guide. There is a focus on teaching advanced communication skills including active listening and conflict resolution; initiating and conducting difficult conversations about end of life, and facilitating family
meetings. The complexity of grief is discussed including a variety of coping mechanisms, useful resources and the importance of effective self-care. Advance Care Planning conversations are highlighted, including a range of medical and non-medical interventions available to ensure comfort as well as tools for guiding planning and making wishes known to others. Participants will learn facilitation skills that will equip them to engage in community education initiatives.
This course provides opportunities to discuss issues, ask questions, and find a community of practice that can support an Indigenous End of Life Guide in attending to individuals and families during their end of life journey. Carefully interwoven are cultural practices and protocols unique to each Nation. A knowledge keeper will cofacilitate with the instructor.
https://www.fnha.ca/Documents/FNHA-Douglas-College-Indigenous-End-of-Life-Guide-Description.pdf
A brief description of the institution’s other community partnerships to advance sustainability:
Website URL where information about the institution’s community partnerships to advance sustainability is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.