Blog Post 4: Farewell

“In the red corner, weighing in at 1996 lbs, food insecurity” 

 

“In the blue corner, weighing in at 120 lbs, the youth of Eastside Boxing Club”

 

The average person consumes 1996 lbs of food per year, and with the youth of Eastside Boxing Club weighing in at 120 lbs, this seems like an impossible fight for them to win. Food insecurity is when individuals have limited access and availability to nutritious food acquired through socially acceptable ways (Miewald & Ostry, 2014). Food insecurity affects 1 in 6 youth Canada wide and out of the 4 million Canadians that are food insecure, 60% rely on a wage as their main source of income (Tarasuk, Mitchell, & Dachner, 2016). We know that household food insecurity is inextricably tied to income, in that when income declines, the risk of youth food insecurity increases.

For our remaining few weeks, our hope is to equip the Eastside Boxing Club youth with the necessary tools to combat food insecurity through the development of our four modules and our interactive website (example given in Image 1 below). The food retail and food service tree was used as a strategy to draft and brainstorm a way to cleanly and effectively organize our website. Elements from that tree were taken from Module 1: Careers in the Food Industry. Additionally, we have reflected on the story narrated by our infographic in our what, so what, now what entry that even though we did not complete all the initial objectives that were set from the beginning of the term, we certainly did not fail. We view it as having “productively failed”. As we close off this term with our last objectives and personal reflections, we hope to complete the final report to the best of our abilities to show our extraordinary accomplishments.  We hope that it adequately encapsulates our progress and our journey, along with our achievements. 

(Image 1: A website draft composed of information from Module 1, Careers in the Food Industry)

 

Weekly Objectives!

Week                   Objectives Achievements
11

1.Brainstorm ideas on the content of our infographic.

2.Once receiving our community partner’s anticipated e-mail the group will re-group and discuss ways to implement the feedback on our suggested pitch format and questions relating to the pitch into our “Pitch Draft” Google Document.

3.Start filling in information into the pitch on our shared Google Document with our community partner.

4.Continue inputting information of our modules into an organized database on Google Sheets and fill in any gaps we may find (ongoing).

5. Establish some possible website builders (ongoing).

.

1.We opened a document where we wrote down ideas we had for the infographic

2.We feedback from Beth was positive, she had made her own changes onto our shared document with no suggestions for further revision.

3.Continued to add to our Google sheets database.

4.The outline of the website has been completed with a design and template. All that is left is inputting the information we developed and potentially making some slight formatting adjustments.

Link to the website: https://goodfoodforallcareers.weebly.com/

12

1.Finish infographic storyline content.

2. Input content into infographic.

3. Finish infographic draft.

4. Revise Blog 3.

5. Divide group members who want to present at the elevator pitch.

6. Take infographic feedback and revise it.

1.During our tutorial session work was divided into designers, content and elevator pitch.

2. During our tutorial session we were able to complete the content we wished to add to the infographic.

3. The infographic draft was completed with the content completed in tutorial.

4. Infographic feedback was received and we made the necessary changes while also submitting the final version.

5. Blog 3 was revised with the feedback we received and was submitted.

13

1.Complete blog #4

2. Start google document for the Final Project Report.

3. Split sections of Final Project Report among group members.

*** Week in progress

 

 

(Image 2: This photo was taken on the day of our infographic presentations to show to a sea of engaging and enthusiastic LFS 350 students, filling the AMS Student Nest)

 

 

(Image 3: Our infographic “Knocking Out Food Insecurity” used to summarize our methods, accomplishments and future plans)

What, So What, Now What!

What

Taking everything we have done in the course so far, our final presentation of our infographic has been the most significant moment for us this term. The infographic we created tells a story about our journey and achievements this term with Good Food for All and the Eastside boxing cub. It was an opportunity to share our experiences, connect with others, reflect on our term and conclude our project on a high note. 

So What

This moment was significant because it brought all of our work through the course and with our community partner together. We were able to share our work with everyone involved in the process including our teaching team and community partner. At the beginning of the term, our team was worried about failure during Will’s first lecture, as he was telling stories of previous experiences. Throughout this term’s process, the thought of failure was reemphasized over and over again, with the feedback from our proposal saying we had too many objectives. As we worked through these objectives, we realized just how much work we had ahead of us. As we revisit our initial objectives, it could be said that we have “productively failed” in that we have had to modify some of our objectives so that we could complete them. Some examples include not launching the website or having contacted members of the community to be mentors. We consider that we have “productively failed”. This is because despite not meeting our initial objectives, the infographic showed us just how much we did accomplish in the amount of time given. We did “fail well”, albeit maybe not fast, but our failures still allowed us to have many triumphs (Cohn, 2014). We believe that we can still be satisfied and proud at how we developed our modules, and the positive feedback from Beth has further assured us of this.

Now What

The presentation of our infographic, as well as looking at our classmates’ infographic, has provided us with information on how we want to construct our final presentation. One of our TA’s, Colin, gave us feedback on our infographic that will help us with our final report. Our peers’ infographics also provided us with examples of how they were able to incorporate key course themes into their ideas as well as how they formatted their presentation which will be similar to the format of the final report. Walking around and looking at the different infographics was inspiring and rewarding, as all of our classmates have different backgrounds of knowledge and had different experiences from their community projects. Diversity is important in changing the way we think as well as enhancing our own creativity (Phillips, 2014), which will benefit us in writing our final report .

 

 

Our Final Objectives!

Week       Objectives
14
  1. Complete blog #4 revisions
  2. Complete Final Project Report and submit to Turnitin and Canvas

 

 

Our Final Thoughts!

(Image 4: A team photo to capture how far we have come and how much we have achieved)

Emily – With this weeks presentations it was nice to see all the work we have put into this project in our infographic. At the start of the term the project seemed scary with all the things Beth wanted to accomplish as well as being able to manage the LFS 350 course load onetop of 4 other classes. Now that the project is wrapping up, it’s amazing how much we accomplished as well as how much my confidence level with regards to the project increased as the term went on. I am looking forward to hearing how the implementation of the modules goes and how the youth react to what we have come up with.

Beverly – Looking back at our project as a whole, we have accomplished so much, from meeting our community partner to launching the backbone of our new website and pitch deck. Emotions felt like a rollercoaster this term where the high points was receiving feedback from our community partner to the lows when we worked on our first blog and when we started to gather data for our 4 modules. Through this project, I believe as a group we have successfully practiced asset-based community development methods discussed in Mathie and Cunningham’s (2003) article. We completed methods such as mapping community assets by surveying the kids what resources they had on hand (Mathie and Cunningham, 2003) and building relationships among local assets to mutually problem solve (Mathie and Cunningham, 2003) food insecurity within the community by inviting companies to reach out to our youth through future speaker series. Though the term is drawing to a close, I look forward in witnessing where our work will lead the Eastside Boxing Club youth in their next school year.

Jaspreet- It is amazing to look back in retrospect now and see how far we have come. The uncertainty with this community project, as I’m sure with all community projects, made this journey overwhelming at times, but now that we are wrapping it up, it is more rewarding than anything. I am proud of our group for not just balancing their own workloads in addition to this the work of LFS 350 and the community project, but for doing it so well. I look forward to seeing how well the modules work out for the youth, and what improvements can be made to better the youth of the Downtown Eastside Boxing Club.

Karen- This project has been a very long but rewarding journey. Throughout the whole term our group experienced an array of different emotions, some good some bad. Reflecting back to the beginning of the term when we were a little lost and needed a lot guidance to startup the project, our group has come a very long way. We started with a lot of uncertainty, and as mentioned in the lecture we ended up being better at problem solving as well as ended up being a lot more creative than without the uncertainty. For example, we incorporated creative graphics and puns into our infographics as well as added ideas, such as, “A day in the life” videos onto our websites. We have successfully completely almost all of the objectives that we set up for ourselves in the beginning of the term with the exception of the website as it is still in development. I feel very accomplished looking at the website as well as the infographics presentation we had in the past week.

Alex- The presentation on Monday made me realize how much we have accomplished and how far we have gotten. Although we had many instances of uncertainty, we coped well as a group. In the end, our community partner provided guidance and was very supportive too, which also helped us achieve our objectives. I think our infographic was particularly special because it brought out the creativity in everyone and we ended up balancing the work very well. The fact that it was such a group effort made it all the more rewarding for all of us when seeing it presented at the fair. It was the perfect culmination of all of our work. At this point, we are still finishing the website, so there is a bit of uncertainty that remains. We hope we can create a website that Beth and Good Food For All can be proud of and that will be useful. After all that we have done up to this point, I am confident that we can. I look forward to hearing about the impact of the modules.

Lastly, I would just like to reflect on Steven Levitt’s claim that, “The quicker you fail the more chances you have to fail at something else before you eventually maybe find the thing that you don’t fail at” (Cohn, 2014). Personally, I felt that this quote inspired comfort, especially through all the uncertainty. It is also a quote that keeps on giving, as I will take this lesson on to my other classes and endeavors. Even though this quote helped me get by, I am happy that our group did not really need many failures. I think we somehow managed to blend our skills really well and form a strong group dynamic. Furthermore, I think many of us were fairly self aware of our strengths and passions, and we used that to our advantage. I noticed this through the writing of the blogs, designing of the website and infographic, and numerous other instances.

Kaya- This semester has been incredibly gratifying and I’m proud to see all of our group’s hard work and dedication being showcased at Monday’s presentation. Even though we started somewhat intimidated by the project as a whole, I believe we were effectively able to improvise, adapt, and overcome every challenge to the best of our abilities. I’m very excited to see where Beth and Good Food for All take our project and I hope the youth participants will be able to make the most of all of our teaching modules. Working alongside Beth has been an amazing experience and I wish her, Good Food for All, and Eastside Boxing Club all the best in the future!

In conclusion, we hope that an increase in income through the integration of the Eastside Boxing Club youth into employment opportunities will have a considerable impact in reducing youth food insecurity.

The battle against food insecurity may not always be won, but we hope to provide these youth with the resources that will give them a fighting chance.

 

References

Cohn, G. (2014, June 5). Failure Is Your Friend @ Freakonomics Radio Podcast. Podcast retrieved from http://freakonomics.com/podcast/failure-is-your-friend-a-new-freakonomics-radio-podcast/

Mathie, A., & Cunningham, G. (2003). From clients to citizens: Asset-based community development as a strategy for community-driven development. Development in practice, 13(5), 474-486.

Miewald, C., & Ostry, A. (2014). A Warm Meal and a Bed: Intersections of Housing and Food Security in Vancouver’s Downtown Eastside. Housing Studies, 29(6), 709–729.

Phillips, K. (2014, October 1). How diversity makes us smarter. Retrieved from  https://www.scientificamerican.com/article/how-diversity-makes-us-smarter/

Tarasuk, V, Mitchell, A, Dachner, N. (2016). Household food insecurity in Canada, 2014.Toronto: Research to identify policy options to reduce food insecurity (PROOF).Retrieved from http://proof.utoronto.ca/

Quote

Blog Post 3: Strategies for a Graceful Dismount

As we reflect on the past few weeks, a quote taken from our reading that resonated with us is that…

“By tapping into local knowledge, you are more likely to collaborate with your community partners in ways that build capacity for long term change.”

– Engaged Scholarship. University of Memphis

This quote resonated with us because we found that the more local knowledge we obtained on the youth at the Eastside Boxing Club, the better we were able to collaborate with our community partner, Elizabeth, to integrate the youth into the work force. Within the past few weeks we have also started to reflect on our moments of significant change as we start drafting our Good Food for All collaborative youth employment pitch deck to present to employers and companies in our community of our project. Additionally, our personal thoughts  have been a form of reflection about our progression of tasks throughout the week. In tutorial during session 8, we self-reflected on our individual levels of confidence, emotions, skills and knowledge throughout the community project. This helped us gain a better understanding of were every member in our team was feeling throughout each task milestone such as the first community partner meetup to blog post 2. As we move forward in the upcoming weeks, we feel like we must reflect on our upcoming objectives and strategies to enable us to achieve a graceful dismount.

 

Weekly Objectives and Achievements!

Week Objective Achievement
9 Refer to Blog 2:

What Have We Been Up To?! Project Proposal + Progress!

for week 9 objectives

1. Sent an E-mail to our community partner the complete descriptions of each of the four modules (LFS 350_ModuleOverviews)

2. Added an additional subtopic (“Timeline”) to communicate to our community partner our thoughts on when our corresponding modules should be presented

eg. during the beginning of school in September) and the best ways to present our modules (eg. by lecture, one-on-one coaching, website tutorials

3. The organized database has been filled up with information corresponding to each: industry, job, career, career description, speakers, what and where to get certifications/ education experience.

However, we are lacking speakers because finding speakers for each industry takes a longer process to schedule.

10 1.Brainstorming components of the program pitch to present to organizations that may offer scholarships or apprenticeships for the youth at the Eastside Boxing Club.

2.E-mailed our community partner additional information of 1. how the pitch should be represented and formatted 2. what information should be implemented into our pitch.

3.Continue inputting information of our modules into an organized database on Google Sheets and fill in any gaps we may find (ongoing).

4.Establish some possible website builders. Begin visualizing the layout for our website (ongoing).

1.Google document has been made to draft pitch questions to ask potential partnering employers and/ or companies in regards to our youth career program.

Questions such as: Would your company/branch be interested in offering mentorships to youth participants at Eastside Boxing Club? If the answer was yes, how long would you prefer students to work (e.g. 3-6 months part-time during the school year, full-time during the summer break)? 

2. Additionally, “Steps to Creating a Pitch” has been created as a potential pitch format.

This format includes the overview of program, the problem and target population before explaining the solution. Reasons this format is effective is because it follows a classic storytelling format where the problem is built up and how our program will come to the rescue and help chip away problems of finding careers within the at-risk youth.

3. The organized database has been filled up exponentially with information corresponding to each: industry, job, career, career description, speakers, what and where to get certifications/ education experience.

4. Visualized layout of website will be based on our database format. For example, the “industry: food service” tab will lead to the “job: server” tab

Extras:  LFS 350_ModuleOverviews

 

 

What, So what, Now What!

What:

During this past week, we began formulating a draft for our pitch-deck. We are aiming to approach employers/companies in our community and get them on board with this initiative to get the disadvantaged youth of the Downtown Eastside more involved in the food industry. The problem we are faced with however, is navigating through the multitude of pitch-deck ideas and advice, especially considering none of us have attempted to develop one before.

So What:

This was a moment of significance because the pitch-deck is undoubtedly one of the most important factors of our project; without successfully promoting this initiative and presenting it to  local employers/companies, we cannot move forward with our project. It was evident we needed assistance, so we got in touch with our community partner, Elizabeth Fisher. In the gist of it, we are to simply ask businesses if they are interested in getting onboard with our project to provide employment or mentorship for the participating youth. This would encompass simple questions such as if they are interested in working with us? If yes, for how long? And if no, what steps can we take to increase employment opportunities for the youth?

Now What:

With the essence of a pitch-deck now in mind, all that is left is to apply our knowledge and create it. We have shared the link of our pitch-deck draft with Elizabeth, so she is to monitor our progress, intervene where necessary, and ensure coherence at the end of the project. As we near the end of this portion of our community project, anxiety builds as very soon, we will no longer be simply researching and discussing our ideas, rather we will be taking the knowledge gained thus far and applying it- presenting our pitch-deck to employers/companies.

 

Personal Thoughts!

Beverly

During week 10, when brainstorming about ideas to create a pitch I was nervous because I had never created a professional pitch to present to established companies and employers. I was worried that when brainstorming a format for our pitch, we might miss an important topic or present our pitch in an ineffective way. Pitches could even be seen as formulas and so even the order of each topic will in a way will make or break a pitch. However, this was resolved by searching up online general formulas for successful pitches. I came across one website (here) that helped us articulate our thoughts better to effectively order our pitch to present to our community partner. 

Karen

I think it’s important to look back at everything before this week and i’ve been doing so quite a bit recently. I’ve noticed that throughout the entirety of the project there is always a level of uncertainty. In the beginning it was mainly due to the fact that we were unsure of how to approach our problem and near the end it is more about whether our execution of the plan was appropriate. As noted by Tim Harford during his TedTalk, if we started with more “randomness” we would develop better problem solving skills. This was seen in our group when we first started this project where we were thrown into the tasks that contained a lot of spontaneity. This lead us to being more creative and thinking of ideas that we would’ve never came up with. For example, it was during the first week that we thought about creating a website to present all our information. This was an idea that our community partner hasn’t even thought about.

The past week has been a turning point for me. For this week we split up into 2 groups to tackle two different tasks: creation of a pitch deck and creation of a website. I was nervous but excited to start creating the website as I did not have previous experience making one. Through some research and suggestions from friends I was able to find a site that fits our interest best and we therefore have formulated an idea for the layout of our website. We are waiting for feedback from our community partner and I’m eager to input the data that we worked hard to gather into the website and to see the finish product.

Jaspreet

During this past week, I realized how close we are to completing our pitch-deck and that very soon, we will be contacting local businesses and presenting our ideas- this made me slightly anxious. Wanting to create the perfect pitch while never having created any type of pitch before, I was worried we would do a subpar job- I’m sure the businesses we will be approaching have received many propositions before, and that too from professional organizations, not from undergraduate university students. However, after advice from our community partner, Elizabeth Fisher, and after conducting research online, our group was given a confidence-boost, affirming that we are headed in the right direction.

Kaya

As we move closer to the end of semester, I’m extremely excited to see how each part of our project is coming together. We began brainstorming ideas for a pitch-deck, which I found to be a much more challenging experience than expected. At first I was quite anxious regarding where to start, because there are so many different ways to approach pitch development and I had also never developed a professional pitch deck before. Thankfully, our group and community partner conference call over reading break not only helped reassure we were on the right track with project development as a whole, but also gave us some platform ideas of where to start with pitch development and our initial approach. After continuous group discussion and collaboration over the course of this week, I believe our team not only did a great job of laying out a strong potential pitch-deck, but also established better communication as a unit and were able to efficiently delegate tasks throughout the week.

Emily

Week 10 was has helped shaped what I have been working on individually through the first few weeks of the term and that is module 3, the speaker series/mentors aspect of the project. Without creating this pitch to sell our project to community members no one will be able to come in and interact with the youth on their futures. Due to how important receiving community involvement is to our project as well as the lack of experience in writing a pitch, this week has brought on the most lack of confidence I have had during the project.

Alex

“Embrace the mess,” says Tim Hartford in his riveting TedTalk. I can’t say it has always been easy to do so. The “mess” has been a roller coaster of emotions and uncertainty. In the past week, we have split our group up, and I am now working on the website. It hadn’t fully sunk in that the project is very close to its conclusion, but this last week has helped me digest that. It makes me a little nervous and concerned. I want to make sure that we are making something useful and satisfying for them. The website should embody Beth’s vision, and I am concerned that we won’t be able fully create that. There is also a feeling that the website determines how productive our this time was, and this definitely adds an additional sense of pressure. Furthermore, this is the first time I have engaged with website development in a long time, which leaves me with a mix of excitement and nerves. We are also now waiting for feedback on our website idea.  Overall, my confidence isn’t too high right now, due to all the uncertainties.

I would also like to add that I think as much as this idea of a mess being conducive to good and creative work, as Tim Hartford says, it can also be  unnerving. I do think that it has allowed for a lot of productive work, but I think it has also meant that we are limited by certain ambiguities and fears at times. Another thing that recently came to my mind as I was reflecting were the ideas that Schulman (2005) brought up about learning. He speaks, similarly again to Hartford, brings up the importance of different opinions. He suggests that learning how to challenge one another, along with being supportive, is beneficial, and I fully agree. I have found that the group has also been supportive because we are all going through the same uncertainties. I think a blend of these things has allowed us to be very successful as a group, and allowed with us to cope with the “messiness” and “randomness” at other times.

How we plan to support one another through the process:

As the term is drawing to a close we have found ourselves feeling nervous, hesitant, anxious and worried as we split into two groups to development the website (Alex and Karen) and pitch (Beverly, Emily, Jaspreet, Kaya) as our next steps for our community project with our community partner, Elizabeth. Strategies that we want to incorporate to support each other in the process is to update each other through online chat of what we have contributed, whether it be in the website google sheet or the pitch google document. As a team, we believe that constant communication with each other and with our community partner is key to boast our confidence as it serves to decrease uncertainty from the website and pitch development. Discussed by Shulman (2005), we know that we must learn how to challenge and support each other’s thinking. We also must try to remember what Shulman (2005) has explained, which is that without taking risks, there could be limitations to our full learning potential. This is why we need to embrace uncertainty from our new pitch and website tasks.

Moment of Significant Change Activity!

In last week’s tutorial session we participated in a “Moments of Significant Change” workshop to monitor and evaluate everyone’s feelings and thoughts of the project so far. During the tutorial session we first reflected by ourselves on the  “Moments of Significant Change” as well as our level of confidence and knowledge throughout the project so far. We then discussed as a group and decided collectively “Moments of Significant Change”, plotting it on the x axis, and plotting on the y axis our own individual confidence and knowledge levels throughout the project.

This exercise gave us an opportunity as a group to share stories or experiences as well as find connections or differences in the way that everyone felt throughout the whole process. This process was beneficial in many ways. We can observe which activity or even gave which members a boost in confidence or knowledge and which didn’t. In knowing this we can then revise goals and expectations and assign tasks to those that benefit more from it.

           

Confidence

Most of our members in the beginning of project had low levels of confidence but generally ended up with higher confidence near the end of the project. The sharp increase in confidence in the last few weeks could be mainly due to the phone call that we had with our community partner. She gave us critical feedback and helped us move forward in the right direction in the project. The steady increase in confidence could be due to the constant feedback we had from our community partner, being more comfortable and efficient in data collecting as well as individual confidence in the tasks they were assigned to (e.g. surveying the youth at the Eastside Boxing Club, module creation, etc.) As said by Shulman “without a certain amount of anxiety and risk, there’s a limit to how much learning occurs” so the low confidence level in the beginning of the project was beneficial for the overall learning that we could have had. This could mean that over-confidence in early in the project could result in little learning during the project. The point raised by Shulman could be a reason in the steep increase in knowledge in the following graph as well.

Skills and Knowledge

Collectively our knowledge has increased over the span of the project. The project has allowed us to develop an array of new skills and refine old ones. Most notably we have felt an increase in knowledge relating to effective communication, resource use and management, connection building skills, surveying and working as a group. Furthermore, we have increased our knowledge on building an efficient database, websites, and surveys/questionnaires.  Our project has been a gradual and informative experience, where our knowledge has expanded due to our experiences and our dialogues with Beth. Unlike our fluctuating confidence levels, there has been a fairly consistent sense of learning and skill development within our group throughout this project. However, our consistent stream of learning does not mean that we have not had our moments of uncertainty or where we felt we did not have the adequate skills to resolve an issue.

This takes us back to Shulman’s suggestions that the most learning occurs when there is, “certain amount of anxiety and risk.” Being in a place of discomfort remains inextricably linked to our learning over this course. Many of the skills and knowledge that we have developed have grown during times of uncertainty and ambiguity, where problem resolution and quick skill adoption was necessary. We have found that as often as this course has called for us to be proactive, there are many circumstances where we have needed to demonstrate reactiveness and adaptability. Shulman also notes that, “Learning requires that students feel visible and accountable.” During this project we have felt both those things, which has led us to increase our knowledge and skills so much. The accountability factor has pushed us towards constant improvements in order to ensure that we are best serving Good Food For All and the Eastside Boxing Club. The pressure and responsibility has helped us grow.

 

Upcoming Objectives and Strategies!

Week Objectives Strategies
11
  1. Brainstorm ideas on the content of our infographic.
  2. Once receiving our community partner’s anticipated e-mail the group will re-group and discuss ways to implement the feedback on our suggested pitch format and questions relating to the pitch into our “Pitch Draft” Google Document.
  3. Start filling in information into the pitch on our shared Google Document with our community partner.
  4. Continue inputting information of our modules into an organized database on Google Sheets and fill in any gaps we may find (ongoing).
  5. Establish some possible website builders (ongoing).
  1. Create a Google Document in the layout of our proposal.
  2. Create our infographic account to browse possible layouts.
12
  1. Finish infographic storyline content.
  2. Input content into infographic.
  3. Finish infographic draft.
  4. Revise Blog 3.
  5. Divide group members who want to present at the elevator pitch.
  6. Take infographic feedback and revise it.
  1. Finish infographic storyline content with the use of course content (readings),our proposal and course websites
  2. Using PiktoChart: https://piktochart.com/ to format and input content into our infographic.
  3. Revise Blog 3 based on TA’s comments.
  4. Online chat before Monday, March 26th and review roles of each team member for the final presentation.
  5. Discuss as a group on online chat how we can incorporate the feedback given .
13
  1. Start writing our group blog post #4.
  2. Start google document for the Final Project Report.
  3. Split sections of Final Project Report among group members.
  1. Gather all the feedback given so far to compose our blog post #4.
  2. Revise project proposal’s introduction, significance, objectives, methods to incorporate into our Final Project Report.
  3. Group members will work on their section (introduction, conclusion etc.).
  4. Read through the whole Final Project Report draft to edit for consistency (ongoing).

 

As we approach the end of the term the final pieces of our community project with Good Food for All and The Eastside Boxing Club are coming together. All of our work throughout the year has led us to this point where we are starting to see our end goal of showing vulnerable East Vancouver youth the myriad of food-related jobs and careers available to them. Though the end is near we still have a few more objectives to complete and have come up with strategies for our “graceful dismount” from this project.

Our Graceful Dismount!

  • Continually communicate with Elizabeth about our pitch so she can help us develop an effective way to reach out to community members.
  • We have altered some of our objectives due to lack of time left in the project. Instead of having the website ready to launch, we are just going to start developing the layout so that Elizabeth can add more information as she comes across it.
  • Split some of the objectives between team members so some individuals are working on the pitch and others on the website
  • Reviewing details of the infographic, final project report and presentation so we know what’s coming in the future weeks so we can manage our time. This will insure we can complete our project objectives and end of term work.

 

References

“Eastside Boxing Club.” Eastside Boxing Club, 5 May 2015,          eastsideboxingclub.com/.

Harford, T. (2016, January 17). “How messy problems can inspire creativity. TED, Tim Harford, London, 2015.” [YouTube]. Retrieved from https://www.youtube.com/watch?v=Jd_j_kw_jZQ

Module 5 – Introduction – Engaged Scholarship. (2017, November 3). Retrieved March 11, 2018, from http://www.memphis.edu/ess/module5/index.php

Parsons, N., Michael, J., Berry, T., Cummings, C., & Grover, S. (2017, July 24). The 11 Slides You Need to Have in Your Pitch Deck. Retrieved March 10, 2018, from https://articles.bplans.com/what-to-include-in-your-pitch-deck/

Shulman, L. S. (2005). Pedagogies of uncertainty. Liberal Education, 91(2), 18–25. Retrieved from http://files.eric.ed.gov/fulltext/EJ697350.pdf

Quote

What Have We Been Up To?! Project Proposal + Progress!

Starting off with a quote that resonated with us by Patricia Allen !

(the Associate Director for Sustainable Food Systems at the Center for Agroecology & Sustainable Food Systems at the University of California at Santa Cruz) :

Academics have an important role in calling out social justice issues and developing the critical thinking skills that can redress inequality in the agri-food system. Academics can challenge ideological categories of inquiry and problem definition, include justice factors in defining research problems, and develop participatory, problem-solving research within social justice movements. In addition, scholars can educate students about the power of epistemologies, discourse, and ideology, thereby expanding the limits and boundaries of what is possible in transforming the agri-food system.”

The ending bears a special significance. As young scholars, we have a role to play in breaking the current boundaries for the kids we are working with at the Eastside Boxing Club. In our own way, we are attempting to fight for social justice and create new paths into the agri-food system for those less fortunate than us.

Link to our project proposal! 

LFS350_Good Food For All and Eastside Boxing Club_Project Proposal

Weekly Goals and Objectives!

Week Objectives Achievements
Week 3-6 (January 22nd – February 9th) a. Draft content for the four modules 1) Jobs and careers in food 2) Resources, training, and program workshops 3) The speaker and mentorship series 4) Resume and cover letter building (ongoing).

b. Develop research questions to take to Eastside Boxing Club to help form our modules based off the wants and needs of the targeted youth.

c . Present our research questions to the youth at the Eastside Boxing Club and record our findings.

d. Complete the TCPS 2 Tutorial Course on Research Ethics

a. Completed drafts of our four modules and sent them to our community partner for review.

b. Survey findings were converted from writing on paper to being documented on an excel sheet (Excel Sheet: Career Development Evaluations Results).

c. Developed a better understanding of what resources are lacking in the youth participants in regards to baseline and demographics, education and training, mentoring, resume and job applications and access to career services based off the surveys

d. Alex, Beverly and Karen visited the Eastside Boxing Club to conduct a survey with the help of our community partner, Elizabeth Fisher. She read out the questions, while Alex, Beverly and Karen recorded and tallied the total number of participants. Additionally, they recorded further comments discussed from the survey participants (eg. How many have jobs in food related industries? 23% of which Restaurant x2; Grocery Store Cashier x1)

e. TCPS 2 Tutorial Course on Research Ethics was completed to ensure that any community research done in this project is ethically sound.

Week 7-8 (February 12nd
-25rd)
a. Meeting with our community partner Elizabeth Fisher via phone call.

b. Work on and revise the content of our modules (ongoing).

a. Had an efficient and informative meeting with our community partner where we were able to communicate together the next steps for our project.

b. Elizabeth provided feedback for the four modules as well as created a template for us to consolidate our information into a database for a more clear picture of our projects end goal. 

Week 9 (February 26th – March 4th) a. Complete descriptions for each module including a description of what the module is, its purpose, the goals it hopes to achieve and justification for why module is important

b. Create a timeline for when each module will be presented over the course of the 2018/2019 school year.

c. Figure out ways our community partner might want to articulate and present the four modules 1.) Jobs and careers in food 2.) Resources, training, and program workshops 3.) The speaker and mentorship series 4.) Resume and cover letter building to the youth.

d.Start inputting the information of our modules into an organized database on Google Sheets and fill in any gaps we may find.

*** To be announced as the week is not completed

A Moment of Significance!

(What, So What, Now What Framework)

What:

Upon our group conference call last week, our community partner has developed a template for our database, but the problem we currently face is consolidating all of the survey information and online resources for modules 1 to 3 and to find any gaps in information we may need to fill in. This was a significant moment for us as a group because after the completion of our individual modules we did not know how the modules would be connected to one another, and more specifically how we would present this information in an interactive way.

So What:

This was a moment of significance for our group because by piecing together each element of the project, we are now starting to see a clearer picture of how the end product will function as a whole. Keeping the definition of social justice in mind as defined by Basok et al. (2006), we aim to provide an equitable distribution of fundamental resources, more specifically access to opportunity as the database to be presented on the website will be full of resources aiding in future job acquisition (Allen, 2008). By aiding these youth in potential career opportunities we not only want to provide them with opportunities but to alleviate income related food insecurity. Vancouver’s Downtown Eastside faces high poverty rates making access to affordable nutritious food difficult (Miewald & Ostry 2014). Many of these individuals rely on free food programs to provide them with meals, as one individual calls his experience with these food programs the “Hasting Shuffle”(Miewald & Ostry 2014). Through our discussions with our community partner Elizabeth some of these youth are already relying on The Eastside Boxing Club for some of their meals, utilizing the snack program after workouts and the fully stocked, self serve pantry.  Through our project we are hoping these youth do not have to rely on inconsistent food sources but instead can provide themselves with nutritious meals.

Now What:

With the conclusion of our project fast approaching, our group enters the final stages of early development where establishing connections between the youth participants and potential future careers must be prioritized. Since this project uses an asset-based community development approach, the initiative isn’t being “done to” the community but is rather “done with” the community (Mathie & Cunningham, 2003). We have tried to implement the “done with” into our project by asking the youth at Eastside Boxing Club the kinds of resources and information they have available to them through a survey and building onto that material. Knowing that many of the youth will be looking for a job or applying to post secondary schools has helped us develop our modules in a way that will support them in their future. Having our modules and data base as an interactive program will allow the youth to ask questions and have mentors that can help them work through each of the modules. We hope for the project to be community led and sustained after our involvement has ended; leaving an accessible database for Good Food and Eastside Boxing Club’s participants to use and continue update.

Personal Thoughts

Emily – The more we dive deeper into this project the more clear our end goals are becoming. Upon writing our proposal and listing all the objectives we had planned to achieve it seemed nearly impossible. As we go into week 10 we have checked many of these objectives off the list and I can now visualize what our end goal looks like without being as overwhelmed.

Beverly – I felt most the most concerned during week 6. This was because once we had gathered the survey information, it was unclear to our group what the next steps were leading after administering the survey at the Eastside Boxing Club. As week 7 arrived, the phone call with the group and our community partner really assisted in informing us on what the next plans are for our start-up program as we created a future timeline, which helped to decrease my feelings of concern.

Karen –  Before the phone call with our community partner in week 7 I was rather concerned about how our modules would look and how we were to get resources or guest speakers for our pitch deck. However, after the phone call I was better able to visualise how we were going to present our database through our website. In addition, our community partner provided numerous guest speakers and an opportunity to survey some organisations so we could create an effective pitch deck that is tailored to the right audience.

Jaspreet – Similar to the rest of group, my greatest concern was after the collection of our survey data, as we now had an abundance of information without a clear understanding of what to do with it; it was overwhelming. Following the group discussion with our community partner however, all the grey areas were cleared up and the subsequent steps became much clearer.

Kaya – At first I felt anxious as to the next steps of our project, particularly after collecting the survey data. We had so much information and research, that I felt overwhelmed and confused with the direction we were going. After our team conference call with our community partner I felt reassured that we were heading in the right direction and had established a strong foundation to launch our modules from. What was most daunting for me was the idea of developing a pitch deck, as I have never made a professional one before. Thankfully, our community partner’s clear instructions helped spark some ideas of where our team could start. There’s still plenty to do, but after this week I feel confident that our group will be able to efficiently divide the workload and produce quality material.

Alex – As week 6 came around I was definitely concerned just like the rest of the group. Yes, it was great to have all of our information, but we weren’t really sure what to do next. Beth clearly had certain expectations and goals, but I wasn’t sure how or if we would be able to accomplish them. After our group call, I definitely felt a burst of positivity run through myself and the rest of the group. Our community partner added clarity and positive feedback. It all helped and I definitely felt re-energized after week 7. We came out of this with a better idea of how we will split up the work and tackle it effectively.

Upcoming Objectives!

“NEVER QUIT”

During our second meeting we received feedback from Elizabeth for the modules that we have developed so far and we plan to further develop our project by achieving the following objectives in the upcoming weeks:

Week Objectives
Week 10 (March 5th – Onward) a. Create a module overview for each of the 4 modules to illustrate our purpose and justification.

b. Come up with ideas on how to present these modules to the youth as well as a general timeline for when the modules would be presented during the school year.

c. To better organize the researched information for the 4 modules through a collected database.

d.Upon developing the database fill in any gaps in information we may find

e. Establish some possible website builders. Begin visualizing and designing the layout for our website.

f. Begin initial research on how to formulate a pitch deck to present to organizations that may offer scholarships or apprenticeships for the students.

How are we going to complete our objectives?

We developed the following strategies to achieve the objectives that were mentioned above:

  1. Connect with our community partner when we finalize the module overviews to ensure we are on the same page.
  2. Discuss as a group to come up with a timeline for the module presentations.
  3. Use a shared file, such as, Google Sheets, to organize our 4 modules as well as using a flow chart type of organization to create better flow between the modules.
  4. Research on resources/websites we can use to present our information in a creative and appropriate manner for the students.
  5. Develop interview questions for businesses and connect with our community partner to organize meetings in order to formulate an appropriate pitch deck to encourage business participation.

From our previous experiences working with other groups we are able to better manage our time and work allocation throughout the upcoming weeks with the help of the objectives and strategies. We hope to finalize our modules and begin focusing on our second portion of our project, the pitch deck, in the upcoming week.

References

Allen, P. (2008). Mining for justice in the food system: Perceptions, practices, and possibilities. Agriculture and Human Values, 25(2), 157-161.

Mathie, A., & Cunningham, G. (2003). From clients to citizens: Asset-based Community Development as a strategy for community-driven development. Development in Practice, 13(5), 474-486.

Miewald, C., & Ostry, A. (2014). A warm meal and a bed: Intersections of housing and food security in vancouver’s downtown eastside. Housing Studies, 29(6), 709-729. 10.1080/02673037.2014.920769

Picture References
“Eastside Boxing Club.”
Eastside Boxing Club, 5 May 2015, eastsideboxingclub.com/.

Prepare Clipart prepare clipart 27 picture to coloring page. Retrieved February 28, 2018, from https://www.sportekevents.com/2017/10/prepare-clipart/prepare-clipart-prepare-clipart-27-picture-to-coloring-page/

Aside

Eastside Boxing Club + Good Food For All Introduction Video!

Check out this video on The Eastside Afterschool Program and if you haven't already please VOTE for The Eastside Youth Leadership project with Aviva Community Fund: Vote for Life+App! Every vote counts! https://www.avivacommunityfund.org/voting/project/view/17-487 ***PLEASE NOTE***The aviva site hasn't been working with some android phones. The site has been working with chrome and safari. If you're having trouble voting try using a different browser. Sorry for the inconvenience and thanks for all the love! ????

Posted by Eastside Boxing Club on Monday, October 16, 2017

 

Our Goals!

The ultimate goal of the program partnership between the Eastside Boxing Club and Good Food for All is to show youth the types of food related jobs and careers available to them and ways they can receive proper training in order to secure employment and embark on a career pathway within the food industry. The Careers in Food Program strives to “increase access, interest, and knowledge of healthy and nutritious food to improve healthy-food security, [and] empower individuals to make healthier food choices” in their community, schools, and homes.

Objectives

We have four objectives that we aim to achieve in working with Good Food for All and the Eastside Boxing Club. This information will be delivered to the students via a series of four modules:

  1. Build a four module teaching program that will include: 1) jobs and careers in food 2) resources, training, and program workshops, 3) speaker and mentorship series and 4) resume workshops.
  2. Build a pitch deck to match community members with our community partner. This includes developing networks that involves scholarship programs or apprenticeships for the students.
  3. Build a database of schools, programs and job prospects in food related industries for the Eastside Boxing students to access.
  4. Develop a program delivery website where all of this information can be accessed by students and used for future teaching opportunities.

With the combination of focus group engagement and module workshops, Good Food for All aims to prioritize community building and is committed to providing equality in treatment towards both program participants and staff.

 

Meet the team!

Karen

My name is Karen Yong, I currently live in Burnaby and I’m in the Food, Nutrition and Health Major. Some interests of mine include drawing, reading, photography and cooking. I try my best to incorporate my artistic abilities during my volunteering and it has helped me better connect with the people that I meet. Growing up as a youth in Greater Vancouver I feel as though the support for youth to build their careers at any early age is lacking for some. The resources that are provided at the East Side-Boxing Club, such as, access to leadership opportunities, to doctors and nurses, to promotion of healthy eating and to a safe and welcoming community, were not as openly offered to me when I was growing up. With that in mind I want to offer the youth what I didn’t have and do my best to provide them with the resources that they need to succeed in life. Even though I have been living in Vancouver for more than half my life I feel a certain disconnect to the people that live around me and I feel as though I fail to understand a lot of the situations and people around me. I wish to be able to forge better connections in the community, provide others with the resources that are provided to me and to see Greater Vancouver in a different light.

 

Jaspreet

My name is Jaspreet Khaira, I am from Abbotsford and currently living in Vancouver, and I am in the Food, Nutrition, and Health Major. I enjoy weight-lifting, an activity I have made a part of my daily routine, and in my freetime, I love to spend time with my family and friends, watching movies, trying new things, and just keeping myself busy in general. In particular, I enjoy meeting and socializing with new people as everyone has a story and I find them fascinating; either I can give them some advice, or I can take away some advice, a win-win. I look forward to working with the Eastside Boxing Club and Good Food for All organizations because not only do I get to meet this group of youth, but also have the opportunity to help provide a smooth and successful transition from high-school into the “real world” for them. Not having had to worry about food security during my youth, I feel honoured and excited to help reduce this stress for these children as well.

 

Beverly

My name is Beverly Yim, and I am currently living in Richmond, BC in the Food, Nutrition, and Health Major at UBC. I enjoy playing many sports competitively such as ultimate frisbee and basketball. I also love to keep up with fashion trends because I am interested in the creativity style brings. Currently, I am a fan of the minimalist fashion trend! I look forward to starting the Good Food For All + Eastside Boxing Club project because I wish when I was growing up, details about different opportunities for work and programs to complete, such as Serving It Right was explained to me in high school. I believe there are so many resources available in British Columbia for youth to jump-start their careers however, awareness of these programs are hard to reach for the youth. As a team, we will not only bridge the gap of information for youth but also help the youth explore the many options for work.

 

Alex

My name is Alex Wolf, and I am currently living in the Point Grey area of Vancouver. I spent the majority of my life in Brasilia, Brazil, but have also lived in other areas of the world. I was born in Germany, but also have an American mother. I am majoring in Global Resource Systems, and have a specialization in Development Economics and Sustainability. I am also doing a regional specialization on Latin America. Some of my interests include soccer, international affairs, eating and travelling. During my time in Vancouver, I found a passion for weight lifting, and along with this came an increased appreciation for a good diet. Given my newfound interest in nutrition, I thought it would be great to transfer this passion into my LFS project. For this very reason, I look forward to working with Good Food For All + Eastside Boxing Club. I am excited to bring my enthusiasm and passion for fitness and nutrition to the organization. I look forward to meeting the youth and helping them discover the possibilities within the food industry realm. Although I lived the majority of my life in a developing country with various impoverished communities, I, myself, was lucky enough never to experience food insecurity or desperate circumstances. That being said, I have had exposure to those communities and know the importance and complexities of these issues.

 

Kaya

My name is Kaya and I am majoring in Food, Nutrition & Health. My interests include figure skating, hiking, yoga, singing in choir and of course everything and anything to do with food! My reason for choosing this project is primarily to help contribute to further youth empowerment and the formation of education modules that will assist in the self-realization of any future participant’s unique talents and learning potentials. I admire Eastside Boxing Club and Good Food for All’s food culture initiative and agree that everyone deserves to have nutritious food accessible to them regardless of life circumstances. Moreover, I stand behind their mission to educate young people about the significance of food in one’s functionality and daily life. I believe it is necessary to support open conversation around food literacy exploration, nutrition, and the connection these factors have to physical, mental, and emotional wellbeing at any age. Not only does this program encourage this early development, but it provides a safe space and a positive outlet where the kids can build relationships and create a social network. I was extremely lucky to have had such a supportive academic and parental team in my life before and after my transition from high school. So because of this personal experience, I hope to be able to pay it forward and gain better perspective of the current ongoing asset-based resources offered within the Downtown Eastside. With this insight and by taking LFS 350, I hope to learn more about what I can do at an individual level to contribute to the promotion of better food security and equality within my city. I aim to further my own interpersonal communication skills and participate in all of the mutual-engagement opportunities this community has to offer.

 

Emily

My names is Emily and I am majoring in Food Nutrition and Health. My interests include hiking, snowboarding and swimming, I generally enjoy being outside. My reason for choosing my major is I have an interests in living a healthy lifestyle in the way that I eat and exercise and I want to share this interest and knowledge that I am gaining with other people. This is the main reason I choose this community project because of the way the Eastside Boxing Club provides a space for youth living in the east side to be active while Good Food For All provides healthy snacks to these youth. More specifically after graduating high school I didn’t have access to any resources to help me get a job or build my resume and felt lost in what to do following graduation. With the modules that we are going to be developing it will hopefully alleviate this unknowing and better prepare these youth for job placements after high school, by providing them with the all the information and tools they will need to prepare for these jobs. I hope to gain from this project a better understanding of the downtown eastside and its needs through working with the youth at the Eastside Boxing Club. I also hope to gain communication skills, a large portion of the project is reaching out to the community and asking for their help in providing jobs, resources and if they are interested in being mentors to these youth.

 

First Impressions

Our first impressions of the process thus far would be that there is still a lot of project development required in order to solidify the most efficient methods and techniques to present the four principle modules. While there is still much preliminary work to be completed, as a whole the program is an extremely useful resource for at risk children and teens within the Downtown Eastside. From early food literacy education to providing connections to health care services (i.e.nurses and dietitians), Youth Outreach Advisors, and potential student scholarships, Good Food for All and Eastside Boxing Club offers a safe space filled with a wide range of nutritious foods for anyone who walks through their doors. As observed by Miewald C. & Ostry A. food is a good way to engage residence/youth of in downtown eastside in participant in activities and creating an environment that encourages socialization. The Eastside Boxing Club gives youth the opportunity to learn from others, to be motivated by others and gives them the chance to socialize and be with others with different backgrounds than themselves. They never turn a child away from the program and focus on the strengths of their community versus relying solely on deficit analysis. 

Not only do these programs promote foreseeable food security for the youth by providing the necessary skills to obtain employment, but they also provide food justice for the time being. As Dixon states, “everyone wants good food, but choosing to eat nutritious food is, perhaps, not so easy to do under certain circumstances.” To have food justice is to exercise your right to eat healthy food, and this exactly what Good Food For All and the Eastside Boxing Club embraces.

As a team, we want to honor the first principle of aid that Ernesto Sirolli explained, which was to respect the youth participants by working together with them as a collaborative team in order to help them attain the information or resources they need. A quote from Ernesto Sirolli (6m36s) that resonated with our group was that “the passion that man has for his own personal growth is the most important thing, and then we help them go find the knowledge, because nobody in the world can succeed alone”. This quote directly connects with our team’s belief that in order to best guide students, it is necessary to acknowledge each child’s unique story. By doing so, we will be able to fully participate in meaningful engagement, active listening, and thoughtful dialogue.

Reflections

In thinking further we can analyse that the youth in this community could be experiencing what is known as intergenerational poverty. Adversities faced during childhood and youth can lead to toxic stress, which is a biological response when social support systems are weak and neuronal development is impaired leading to less self regulation of emotion and behaviour.  As stated by McEwen C. & McEwen B. “social structures, networks, and relationships not only are the sources of adversities and stressors but also can help cushion the impact of stress or reverse its effects”.

 

We can observe that the Eastside Boxing Club and Good Food for All are social networks that help alleviate stressors and create an environment where the youth feel safe and comfortable. Our program hopes to further strengthen the social network and bring in connections from the food industry to aid youth in building a future career. In doing so we hope to counter the effect of intergenerational poverty by giving them tools and connections they can use to have a successful future and improving their resilience to face any adversities they may face in the future. We understand the limits of our program as the number of youth we reach is limited and the impact may be small but it is important to take the first step in addressing this issue.

 

 

References

Dixon, B. A. (2014). Learning to see food justice. Agriculture and Human Values, 31(2), 175–184. Retrieved through the UBC Library Website

Eastside Boxing Club. (n.d.). Retrieved February 09, 2018, from https://www.facebook.com/EastSideBoxingClub/videos/1560920820596885/

McEwen C. & McEwen B. (2017). “Social Structure, Adversity, Toxic Stress, and Intergenerational Poverty: An Early Childhood Model”, Annual Reviews of Sociology, 43:445–72. Retrieved from http://www.annualreviews.org.ezproxy.library.ubc.ca/doi/pdf/10.1146/annurev-soc-060116-053252

Miewald, C., & Ostry, A. (2014). A Warm Meal and a Bed: Intersections of Housing and Food Security in Vancouver’s Downtown Eastside. Housing Studies, 29(6), 709–729. Retrieved through the UBC Library Website

Sirolli, E. (2012, November 26). “Want to help someone? Shut up and listen!” [YouTube]. Retrieved from https://www.youtube.com/watch?v=chXsLtHqfdM

Good Food for All (2016). About Us [Blog Post]. Retrieved from https://goodfoodforall.org/