Category Archives: Trek2017

By: Lisa Basil

When I first received the email about the Trek program the summer before I started University I didn’t think that it sounded like something I would be at all interested in. I initially wrote it off as “one of those cheesy experiential learning opportunities” that end up being a lot of work for very little payoff. Maybe even something students do to feel socially aware and have something to put on their resume while actually contributing very little (if anything) to help the community. As the semester started I got the impression that the vast majority of CAP students would be in Trek so I felt some level of social pressure to opt out of my own discussion section for this new experiential learning opportunity. I am so glad that I did because I enjoyed the Trek program immensely and I am so glad to have been completely off-base with my assumptions.

In my time volunteering with St. James Music Academy I did not drastically alter the socioeconomic realities of the Downtown East side, nor did I reach some great epiphany regarding how I can use my privilege to help combat these realities in Vancouver. However, during my time at St. James I was able to contribute to a broader societal context through something I am passionate about. I was part of an amazing community of volunteers and teachers that are doing phenomenal work. I was able to be a part of (even just as a volunteer) an organization working to bring about real and tangible good.

The Saint James Music Academy is a private organization that operates out of the Saint James Anglican Church on the Downtown East side and provides music education to students living in some of the poorest neighbourhoods in Canada. The program facilitates 200 students through private lessons, choir and orchestra rehearsals. Going into my placement I expected St. James to be a modest program with a few students and teachers practicing basic playing and theory fundamentals. I did not expect the large size, community influence and advanced playing levels that this program really has. The program operates solely off of the work of volunteers and individual donations yet still manages to be an extremely rigorous and well-respected program. Volunteering at St. James allowed me to be a part of something that really is making an impact.

Throughout middle school and high school, I was always very involved with my school’s music programs and I completed my royal conservatory flute up through level 8. I knew that this placement had the potential to be applicable to me and my interests, but I didn’t foresee just how much it would allow me to really feel like I was a part of something bigger. Getting to work in a context of something I am genuinely passionate about was an amazing experience. As someone who has always felt strongly about the benefits (both cognitive and social) of group music programs for students I was able to feel like I was a part of something that has a genuine and tangible positive impact. I wasn’t volunteering for the sake of volunteering, I was doing something I really cared about.

The transition from high school to a university that was nearly the size of my hometown was, at the very least, somewhat intimidating. Integrating and adjusting to such a large school certainly takes work. Much of what aided my adjustment however was involvement in music and groups such as Trek. University is what you make of it and it is really what you choose to do outside of the classroom that can make a world of difference to the experience. For me, Trek and St. James allowed me to become involved with a wonderful group of people and gave me a real-world context for what I was learning. All of the sudden, the socioeconomic realities of the Downtown East Side were more than just notes on a lecture slide, I was able to witness them in action. I was able to see first-hand the sociological concepts that I was learning about in class such as gentrification and regional poverty, and gain personal experience with these concepts. I cannot overstate the value of being a part of something you are passionate about or find meaningful to your university experience. Trek really opened me up to what sorts of opportunities exist in the “real world” and how I can be a part of something that I feel is truly meaningful.

My time in Trek has taught me so much about the Downtown East Side and about myself. It allowed me to get involved in something I genuinely care about and be a part of an amazing organization run by wonderful people. I was able to be a part of something I was passionate about that was bigger than me. Despite my initial assumptions, the Trek program was a wonderful opportunity for me and I am so grateful for my time there.

Hello, future CAP Global Citizens student,

Are you unsure of whether you should go for the Trek or discussion pathway? In this blog post, I will tell you about my Trek experience. In doing so, I hope that I can address some of your questions and worries, and leave it up to you to decide whether Trek is the option for you.

1. My Trek Placement

My TREK placement was St. James Music Academy (SJMA) in Downtown East Side (DTES) – a neighbourhood that is largely low-income, and facing many social problems of unemployment, poor living conditions, crime, substance abuse, and gentrification. SJMA offers free music lessons to children in the neighbourhood. My volunteering position was initially as an orchestra assistant, but I was later resigned to teaching one-to-one piano.

Below are three pictures that I took of SJMA, and my piano room.

 

 

 

 

 

2. What would I tell a future CAP student about your Trek Experience?

I was so pleased that there was the TREK volunteering option as part of the CAP Sociology course – since I was planning to find opportunities regardless. My reason for volunteering has always been about connecting with the broader local community, and a desire to see first-hand, and gain better understanding of societal issues. As budding sociologists, it is important to be connected to the field and not stay in an armchair.

Volunteering at SJMA had been instrumental in increasing my understanding of societal issues. It placed me into direct contact with the DTES neighbourhood and its people that I would otherwise have little reason to go to. I became acquainted to the rundown state of the area, encounter the people (on the bus or streets, e.g. somewhat brash manner, cleanliness), occasional smell of marijuana – all surface manifestations of underlying social issues and life struggles that forced them to tough up.

SJMA presents to me as a little oasis of positivity and hope. I enjoyed my time there – spending time with the children, listening to the sounds of music… Knowing the challenges many of the children face (though often not salient), I hope that I was able to make a small impact in their lives.

3. How did participation in Trek help me integrate into university? Into Vancouver?

TREK helped me integrate into, and navigate around university. TREK requires a day of workshop training early on in the year. This enabled me to become part of the TREK community and get to know my fellow CAP Trekkers. For example, it was often a good conversation starter in CAP when you asked your CAP classmates which pathway they planned to take. Or, when people ask what you’ve been up to, you have an interesting story to share from your TREK experiences. Since two of my CAP classmates were in the same placement as me, I got to know them better through shared experiences and commuting.

 

Joining TREK also helped me navigate the university. The TREK programme is coordinated by UBC’s Centre for Community Engaged Learning (CCEL). Being involved in this programme helped me become aware of the extra-curricular opportunities UBC has to offer. I know that CCEL is a resource I can seek help from, and who can redirect me to people or departments who can help.

More broadly speaking, participating in TREK helped me integrate into Vancouver. I am new to Vancouver – so researching, commuting, and walking to my placement helped me know the city better. Joining TREK connected me to the broader, local Vancouver community – beyond the non-representative population at UBC. I came to know Vancouver from meaningful conversations with the staff, volunteers and children at my placement.

 

4. How did TREK support my learning?

TREK supported my academic/sociological learning as well as personal development.

Academic Learning

When I was making my decision between TREK or discussion, the main reason why I wanted to do discussion was because I wished to learn and be guided on how to write academically. However, I don’t think I missed out because the ASTU course in CAP guides us on scholarly reading and writing.

TREK complemented my studies in Sociology because I linked what I noticed from my real-life experiences to course content. TREK students have occasional discussions where we share and hear other classmates’ placement stories. This helped me know more about general societal issues and in Vancouver. These real-life experiences (either your own, or from someone you know) brings the issues much closer to you. It makes the course content more memorable and less abstract because you can relate to it.

Furthermore, I think Dr. Greer’s TREK reflective writing assignments were critical in supporting my learning. The prompts helped us process/focus on our experiences. It forced us to reflect on and find connections between class and our experiences. For one reflection, we had to interview our volunteer coordinator to understand the challenges my placement organisation face. The assignment gave me a good reason to ask deeper questions that I would otherwise feel like I’m prodding. The interview enabled me to hear from an insider/the other’s point of view, and I gained greater insight into what is happening in the city that I would otherwise not know about.

Personal Learning

I became more aware of my personal strengths and weaknesses, and areas for continual growth through volunteering. Only by facing real life situations and people will one realise how one stands. Skills were also developed – for example, I encountered many different types of people and had to experiment with different skills to respond to each of them.

 

I hope you were able to take something out of my post. Thank you for reading, and I wish you all the best in your first year at university.

 

Melody

Hello dear reader!

I am Aysegulnur and I just finished my CAP program “Global Citizens” this year. First, I would like to start by saying that you are going to have an awesome year, learning new things and having exciting experiences.

One of the best parts of my learning experience this year was TREK. I got to know about this opportunity via Dr. Greer’s SOCI100 class. If you are reading my blog, there is a choice before you. You will either choose the TREK option or the discussion section.

I chose the TREK option and I am really happy with my choice. I volunteered as a class assistant in Queen Alexandra Elementary School. Personal experience-wise it was interesting for me as an international student to go into a new community without any beforehand knowledge about it. My volunteering experience has helped me get used to my community really fast. I loved my bus rides to my placement, it was great to step out of the campus on my own once a week and learn to fit in. At first, it felt like a discovery trip because I was so foreign to everything around me. But once I got used to my placement, it became a familiar situation. I was fascinated by the school system here. Something really unusual can become a really interesting experience for an international student.

Participating in TREK program has helped me learn more about how Canadian institutions work. The organizations that we participate in, serve the Vancouver community and they pose a solution for the problems that they face. My placement was a school which is a government institution connected to Vancouver School Board. Observation is the first step to solution and I had the chance to observe what I learned in class, and started to think about solutions for problems that our community faces such as low funding for schools and vacant teacher spots. I also had the chance to learn about after school and meal programs while working in the school.  TREK program helped me understand the course content in a different light and I had the chance to apply my knowledge into real world situations. The assignments that were given to us by Dr. Greer shaped how I thought about my placement because they drew a road map for me.

I had many questions about the TREK option before I started my school year. I will try to answer some of the questions I had then, for you.

1. Will I be missing out on my academics if I prefer the TREK option instead of discussion section?

• You will not be missing out on your academics at all! I realized that most of the first-year assignments are for preparing students for later years. In your other classes such as ASTU, POLI and GEOG, the assignments are similar and they teach how to write a research paper about a topic. But the TREK option is a once in a year experience. TREK option also has assignments and workshops that are designed to help you with your placements.

2. Is it hard to do TREK if I am not comfortable with my language skills yet as an international student?

• Don’t even worry about your language skills because it will get better in a month, you will not even realize it!  Your supervisors are going to be patient and lovely. I worked with children in my placement. If you think that you might feel uncomfortable, you can choose to work with kids like I did.

3. I don’t have experience with volunteering, what happens if I don’t know what to do in a situation at my placement?

• Your supervisors and peers are there to help you. The workshops and community dinners held by CCEL are helpful with providing resources for uncomfortable situations. Also, the monthly group meetings with Dr. Greer and your classmates are helpful in discussing difficult situations in a safe space.

During initial lectures we were explained the two options for our participation in Sociology 100. We could attend a normal discussion class with weekly meetings to discuss the course. Or we could participate in the Trek program and visit a chosen placement weekly, serving as a volunteer to the community. Coming to University I was eager to not only learn within but also outside of the campus. I saw Trek as an opportunity that would ensure learning outside campus, but also allow me to engage in the community. I had been looking into several clubs on campus to join a community, however, I wanted to interact and engage with people outside of the University boundaries.

I was not assigned a placement until January and so I do not believe that my participation in Trek significantly helped my integration into University or navigation of the institution since I had already been in Vancouver since August.

I was assigned to an elementary school in the east side of Vancouver and placed in a classroom who’s students were unable to learn in the traditional classroom setting. Not having a specific role as a volunteer allowed me to work with the teacher and students through observation, participation, and assisting. Above all, I believe that I learned the most from observing. Seeing the methods, the teacher used to approach situations and control the students were new to me and reflected some topics addressed in lectures. Much of material addressing different methods parents/society influence and teach kids was very interesting to observe in the classroom setting. My experience at the elementary school exhibited many examples of how we are institutionalized and we don’t really notice until we are made aware of them. Prior to university I had not perceived modern educational institutions as assets of the state or methods to induct children into society. When learning it in lecture, it was simple to understand how the state does it abstractly. However, going to the school and seeing different methods developed my understanding of the topic and latent functions of societal institutions.

Additionally, in discussion classes, it was interesting to expand on how volunteering is a way that society develops a community. There were many times where I had not thought that I made any impact in the classroom or on the students, but Dr. Greer addressed how our presence and small conversations with the children give them a different outlet. For example, many students may not think University is an option for them due to many reasons, but speaking and forming a relationship with a university student would influence their thoughts towards university.

Personally, I am a student that learns most with hands-on experience and applying/directly seeing what is taught in lectures. My placement in Florence Nightingale Elementary facilitated understanding in lectures regarding institutions of community and child development, and helped me learn about the societal institutions and their functions in a city that differed from one I grew up in.

 

Hello everyone! My name is Taylor Bootsma and I am just wrapping up my first year of university and my volunteering with my Trek placement. Trek Is a program offered in Professor Greer’s SOCI 100 class as opposed to taking a discussion. For me, choosing to partake in Trek instead of the discussion was an easy choice because I had previously decided that I wanted to take part in the community through volunteer work, and the Trek option allows you to do just that as well as receive credit for you class. Additionally, in the discussion you  are required to write a 15-20 page paper, and I am not a fan of writing essays. As for in Trek, there are four short reflection assignment spread out over the course of two terms. It should be known however, that Trek requires a time commitment of about two to four hours a week and placements are spread out around Vancouver and usually not to close by.

Coming to UBC was a difficult transition without having any family or friends nearby for support. Getting involved in the Trek program gave me a great resource to build relationships and connections with other UBC  students. It also was a great opportunity to just get off campus and participate in something that was meaningful to me.  Being engaged with Trek during my first year of university made me feel like I was a valuable member of the community and like I had something to offer UBC. I believe Trek is a great opportunity for students who want to volunteer in the community but also just for students who want a mechanism to introduce them to Vancouver, other students, and UBC.

 

For my Trek placement I chose to be placed at the Beauty Night Society, which is an organization that travels to shelters and low income community housing for women and gives manicures, pedicures, foot scrubs, massages and sometimes a variety of other things. I am by no means a beauty expert so while joining the Society I felt quite intimidated, but I soon realized that it didn’t really matter how well you could paint nails, what really mattered was how you could interact with the women in our service and other volunteers. Volunteering at the Beauty Night Society was a great experience that allowed me to build connections and an understanding for one of the most excluded populations in our society. The main reason I wanted to join the Beauty Night Society was because I wanted to address one of the most prominent social issues Vancouver faces, which is its large homeless population. I wanted to understand what the causes of homelessness were and how they could be addressed. The Beauty Night Society gave me the opportunity to work in a comfortable setting with women who were or had been a victim of homelessness, which helped me better understand the social issue.

 

Volunteering in general is a great way to expand your skills and knowledge. It allows you to develop real life skills working with people and with institutions and it better prepares you for employment in the future. It also allows you to create relationships with supervisors and other volunteers who in the future may be willing to write you reference letters. Additionally, volunteering made part of SOCI 100 gives you a context through which what you are learning in class can be observed. This doesn’t just make the class more enjoyable, it also makes it more applicable and easier to understand. You can directly witness how the themes and ideas you are discussing in class are prominent factors that determine our social structures and institutions. Personally I have also found that some of the topics addressed in SOCI 100 can make you feel inadequate; like you as an individual have no agency and like we are trapped in the iron bars of our society and the power elite. But volunteering made a part of this class gives power to you as an individual and shows that we do have agency, and we do have the power to change our society if we only put in the time and effort.