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Promoting intercultural understanding and physical activity in UBC's Walk'n Roll Program Alawes, Jamal; Lobo, Narada; Gottlieb, Nicolai; Pierse, Fionnuala 2015-11-24

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 UBC Social Ecological Economic Development Studies (SEEDS) Student ReportFionnuala  Pierse, Jamal Alawes, Narada  Lobo, Nicolai  GottliebPromoting Intercultural Understanding and Physical Activity in UBC’s Walk’n Roll ProgramKIN 465November 24, 201513761939University of British Columbia Disclaimer: “UBC SEEDS Program provides students with the opportunity to share the findings of their studies, as well as their opinions, conclusions and recommendations with the UBC community. The reader should bear in mind that this is a student project/report and is not an official document of UBC. Furthermore readers should bear in mind that these reports may not reflect the current status of activities at UBC. We urge you to contact the research persons mentioned in a report or a SEEDS team representative about the current status of the subject matter of a project/report”.1Promoting Intercultural Under-standing and Physical Activity in UBC’s Walk’n Roll ProgramKIN 465: Interculturalism2ContentsExecutive Summary 3Introduction 4Background Information  4Methodology 6Discussion and Recommendations 6Challenge #1: Lack of participation from older students  7Recommendation #1: Facilitate student leadership in older students 7Challenge #2: Inconsistent use of safety protocols amongst volunteers 8Recommendation #2: Increase focus on facilitating traffic safety skills in children 9Conclusion 11References 13Appendix 16Appendix A: CBEL Project Outline 16Appendix B: Work Plan 19Appendix C: Midterm Progress Report 22Appendix D: Walk’n Roll Observations 23Appendix E: Cool Routes to School 24Appendix F: Walk’n Roll Celebration Week Participation Rates (2015) 25Appendix G: Walk’n Roll Passport 26Appendix H: Walk’n Roll Final Flyer (May 2014) 27Appendix I: Walk’n Roll Teacher Letter (May 2015) 283Executive Summary Over the last few decades there have been declining rates of active transportation among school children, which have initiated the development of several programs such as Safe Routes To School, the Walking School Bus, and Walk To School. Together with UTown, the University Neighbourhood Associ-ation (UNA) has established a Walk’n Roll program that allows elementary school children to safely and actively commute to school under the supervision of parent volunteers. Purpose. The purpose of this project is “to expand on UBC’s Walk’n Roll Program so that it further pro-motes physical activity amongst students and parents, and intercultural understanding amongst all resi-dents of UTown@UBC” (Cureton, 2015a). Objective. The objective of this paper is to evaluate UNA’s current Walk’n Roll program so that in conjunction with qualitative observations and academic research, recommendations can be provided to improve the program.Method. The four researchers involved in this study participated in UTown’s Walk’n Roll Celebration Week (October 5th to October 9th, 2015). Each researcher was randomly assigned to one of four UTown neighbourhoods in which they accompanied parent volunteers and children to school, following the ap-propriate Safe Route to School. Researchers alternated routes to gain a more complete understanding of how the program was run within each neighbourhood. Results. Among our findings, three main challenges emerged: (1) the lack of participation from older students, (2) the inconsistent use of safety protocols amongst volunteers, and (3) the lack of opportunities to gather data about participation.Limitations. The findings of this study were limited due to time constraints, lack of ethical approval resulting in the inability to conduct formal surveys with children, and inaccurate participation rates due to misplaced passports.  Recommendations. To improve the development of this program, three recommendations have been sug-gested: (1) facilitate student leadership in older students, (2) increase the focus on facilitating traffic safety skills in children, and (3) use the Walk’n Roll website for promoting and monitoring of the program. Conclusion. The Walk’n Roll program has become a hugely successful program through the Universi-ty Neighbourhood Association. Our analysis has revealed many strong features of the program and has accordingly proposed appropriate recommendations for further development. The next steps for this program would be the implementation of the suggested recommendations, the use of surveys as a form of data collection, and further exploration of the subcultures found within elementary schools.4Walk ‘n Roll to SchoolIntroduction Active transportation is described as any human-powered transportation such as walking or bicycling (Sallis, Frank, Saelens, & Kraft, 2004). It has proven to be beneficial for children as it im-proves levels of physical activity, energy expenditure, and cardiores-piratory fitness, resulting in the increased likelihood of meeting daily physical activity guidelines (Lubans, Boreham, Kelly, & Foster, 2011; Mackett, Lucas, Paskins, & Turbin, 2005; Timperio, Crawford, Telford, & Salmon, 2004). Despite these benefits, research has identi-fied declining rates of active trans-portation among school children over the last few decades (Gray et al., 2014; Mammen et al., 2014; Pabayo et al., 2012). In an attempt to reverse these trends, several initiatives have been developed including Safe Routes To School (SRTS), the Walking School Bus (WSB), and Walk To School (WTS) (Chillón, Evenson, Vaughn, & Ward, 2011; Kong et al., 2009; Mendonza et al., 2012). The University Neighbour-hood Association (UNA) has estab-lished a Walk’n Roll program that works in collaboration with UBC’s Community Development, and Campus & Community Planning teams (Cureton, 2015a). Together, Gabriella Scali (Coordinator, Com-munity Programs and Outreach) and Quining Wang (Community Engagement & Volunteer Coordi-nator, UNA) have organized a WSB for each of the four surrounding neighbourhoods: Wesbrook, Nor-ma Rose Point, Acadia, and Univer-sity Hill (UHill). Liska Richer (Man-ager, Social Ecological Economic Development Studies) oversees the entire program. For a full project outline including a work plan and the midterm progress report, refer to Appendices A, B, and C.   The purpose of this pro-ject is to “expand on UBC’s Walk’n Roll Program so that it further pro-motes physical activity amongst students and parents, and inter-cultural understanding amongst all residents of UTown@UBC” (Cureton, 2015a). The objective of this paper is to evaluate UNA’s current Walk’n Roll program, taking into account our own observations and academic research, in order to provide ecommendations can be used to improve the program. Background Informa-tion  UTown is a residential community at UBC comprised of over 20,000 residents made up of students, faculty, staff, and other residents (Utown.ubc.ca, 2015). According to its website, UTown is “made for walking (and biking!), with lots of pedestrian corridors, 5well-drained pathways, cycling routes, and green space…to encourage the youngest residents (and their parents!) to choose active transportation and to pro-mote a safe and walkable commu-nity” (Utown.ubc.ca, 2015). Since 2013, UTown has partnered with UNA each year to jointly support Walk’n Roll to School Celebration Week — a celebration in which, over the course of one week, hundreds of children and commu-nity volunteers from around the UTown community participate in the Walking School Bus initiative (Utown.ubc.ca, 2015).  The UNA, a municipal council for the local areas of the University of British Columbia (UBC), has teamed up with Cam-pus and Community Planning, a team of urban planners, designers, engineers, public consult pro-fessionals, building inspectors, and sustainability experts; with the purpose of expanding UBC’s Walk’n Roll Program so that it further promotes physical activity among students and parents, as well as the intercultural under-standing amongst UTown resi-dents. UTown’s website features a number of affirmative reasons legitimizing the promotion of active transportation to school, including reducing vehicles in school zones, lowering fuel costs, reduc-ing air pollution, safety education, and creating healthier com-munities, among others (Utown.ubc.ca, 2015). Consequently, the underlying focus of this study was to develop recommendations about how to further promote physical activity of UTown residents, gather knowledge about how the program can be used to foster intercultural understanding, and to create connections between UTown residents as well as other members of the UBC community. The concept of a Walking School Bus was first introduced by David Engwicht in 1993 (Engwicht, 1993). He proposed this idea as a possible solution to what he de-scribed as a “vicious cycle that feeds on itself” (Engwicht, 1993). Eng-wicht was referring to the phenom-enon whereby parents of school children determine that, since walking to school is too dangerous, they must drive their children to school; what results is that other parents are forced to drive their children to school because it is too dangerous for their own children to walk (Engwicht, 1993). As a solution to this cycle, Engwicht envisioned a program led by par-ents, police, teachers, and other authorities, that involved mapping each child’s residence in relation to their school and preparing the safest route for them. Further-more, his proposition included the notion of recruiting what he called Walking Bus Drivers (i.e., volun-teers) through local newspapers and various other media outlets (Engwicht, 1993). Akin to the Walk’n Roll to School Program, the Walking Bus Drivers’ task would be to travel along the proposed safe route, picking up school children along the way and delivering them to school (Engwicht, 1993). 6and their culture (DeWalt & DeWalt, 2011).  Accordingly, the four researchers involved in this study participated in UTown’s Walk’n Roll Celebration Week that occurred from October 5th to October 9th, 2015. Each participant was ran-domly assigned to one of the Safe Routes to School (Appendix E) and alternated his or her route with each consecutive day in order to facilitate a complete comprehension of pro-gram within each neighbourhood. Each researcher arrived at the sched-uled departure time pertaining to his or her route (Appendix E) and traveled the safe route as a volun-teer, assisting community volunteers when needed.  The sample population of this study was composed of male and female school aged children, from kindergarten to grade seven, in the UTown residential neighbour-hood, as well as the parent volun-teers that participated during those particular days. Again, due to limitations, a precise num-ber of program participants could not be gathered. However, Discussion and Recom-mendations Active transportation (i.e., walking or bicycling) is regular-ly recommended as a strategy to increase children’s physical activity (Sirard et al., 2008). Community benefits of active transportation programs include less car congestion and emissions, enhancement in neighbourhood safety, and community cohesion created through increased social interactions (Sirard et al., 2008). Parent volunteers in the UTown Walk’n Roll program demonstrat-ed impressions paralleling these findings, as many were observed to express feelings of enhanced social connections with their child’s school, as well as by per-ceiving an increased alertness and readiness to learn in their children. Interconnections created through parent-to-parent relations and children-to-children friendships Methodology The researchers of this study met with the previously mentioned community partners on September 28, 2015 to dis-cuss the structure of the study as well as to receive approval of the study’s proposed observation techniques prior to conducting any research or participating in the program. Due to limitations acknowledged later in this paper, the researchers of this study were restricted to the types of obser-vations that could be collected. Consequently, this study was done by employing qualitative informal or unstructured participation observation techniques guided by the purpose statement and objectives outlined earlier. Par-ticipant observation techniques involve researchers taking part in daily activities, interactions, and events of a group of people as one of the means of learning explicit and tacit aspects of their routines the community partners provided documentation indicating the total number of passports returned from students from each school, as well as the total number of trips logged (Appendix F). Following the Walk’n Roll Celebration, researchers met with community partners once again to be debriefed and to discuss the observations.7can increase cultural awareness in a community that have the potential to foster social inclusion, cultural learning, and cultural sensitivity, especially within the di-verse UTown community (Cureton, 2015b). The Walk’n Roll program also gave parents a sense of safety, allowing them to feel comfortable in sending their children to school via active transportation. Thus, this program is not only a fun way for the UTown community to foster connections between various cultures but also a safe and active way for children to commute to school. For a complete overview of our observations, refer to Appen-dix D. However, despite these positive findings, three main chal-lenges were identified: 1) the lack of participation from older stu-dents, 2) inconsistent use of safety protocols amongst volunteers, and 3) the lack of opportunities to gather data about participation.Challenge #1: Lack of participation from older students  Although there was a visible lack of participation on behalf of old-er aged elementary school children (primarily grades four to seven) from the Walk’n Roll program, many of these children were later observed walking or biking to school on their own, without the supervision of adults. This observation implies that there is a barrier, perhaps per-ceptional, for older students to join younger students in the program. This could be the result of a lack of age-appropriate motivation pro-vided. For example, the Walk’n Roll Recommendation #1: Facilitate student leadership in older students To broaden the age range we recommend actively involving older students to be leaders of the Walk’n Roll program through the creation of a mix-grade buddy system. A leadership role will not only engage more students in the program, but also allow them to develop skills in communication, value-building, decision-making, and group dynamics (Lee-Cox, 2004). Research has demonstrat-ed that pairing older students with lower grade levels allows them to develop a special relationship, where the younger students look up to their older “buddy” while the older students reciprocally become mentors to the younger students, as well as look out for their safety and well-being (Rumier & Lewis, 2006). Teaching elementary students leadership skills assists in developing a foundation that can serve the student through-out their life by working to-wards improving their potential and helping others (Lee-Cox, 2004). We suggest that students in grades four to seven be the target audience of a short in-class presentation encouraging them to become involved in the Walk’n Roll program as group leaders. Students that show interest should be encouraged to sign up as a “leader” so that they can be integrated into the core parent volunteer group and designated with positions passport and sticker tracking system greatly appealed to the younger grades but not to the older children. Some of the reasons for the lack of participation from older students could be because they want to gain independence, they feel embar-rassed to have their parents walk them to school, and other attitudes relating to the differing subcultures within elementary school.8Challenge #2: Inconsist-ent use of safety pro-tocols amongst volun-teers The Walk’n Roll program was initially a response to parental concerns about the walkability fac-tors of the UTown neighborhood (i.e. roundabouts, heavy traffic), which led to more parents driving their children to school, resulting in traffic congestion. However, due to the diverse population in this neigh-bourhood, parents may have differing perceptions of the risks as-sociated with allowing their children to independent-ly commute to school, thus cultural variations need to be considered. These concerns led to the development of safe walking routes to school (see Appendix E). While most parents agree child pedestrian safety skills are very important, only a few parents pro-actively teach their children these skills while crossing the street, resulting in children developing a strong reliance on adults to help them cross the street safely (Man-doza et al., 2012). These research of responsibility, such as helping parents guide younger students across walkways/streets or hand-ing out participation stickers to the younger passport users. Allowing children to co-lead walking groups and encourag-ing them to be independent (when developmentally appro-priate) can help to mitigate the constant reliance on adults for safety, that children can acquire from being patrolled across streets (Mandoza et al., 2012).findings were apparent in our observations as not all volunteers actively and consistently educated children about traffic safety. There were some exceptions however, as volunteers traveling from Acadia Park to UHill Elementary school were observed to review basic rules about traffic and bike safety each morning.  Concerns about safety are not unique for the UTown neighborhood. In a recent article reviewing the evidence of walking school busses, 10 out of 12 studies highlighted safety concerns as a barrier for participation (Smith et al., 2015). Taking this evidence and the initial purpose of the Walk’n Roll program into consideration, there is a lack of focus towards educating children in safety. 9Recommendation #2: Increase focus on facilitating traffic safety skills in children Walking school bus programs present a significant opportunity to improve the pedes-trian safety behaviours of children through two important methods: (1) children’s pedestrian risk drops by almost 70% when walking with an adult, and (2) adult leaders can model and teach road safety behaviours on the way to and from school (Mendoza et al., 2012). Studies done with grade school children have demonstrated no difference in safety adherence between students that went through a safety knowledge program in a classroom setting versus those that did not, but the chance to model the behaviours and put them into practice during a WSB had positive effects on safety adherence (Mendoza et al., 2012 & Zeedyk, 2001). In order to facilitate adherence to the safety knowledge, it must be practice during real life situations (Zeedyk, 2001). The Walk’n Roll program is a perfect opportunity for par-ents and volunteers to educate, via verbal and physical cues, the children about safety adherence by reminding them of four simple steps: (1) staying on the sidewalk, (2) stopping at the curb, (3) looking left-right-left before stepping out, and (4) staying alert and observant while crossing the road (Zeedyk, 2001). Parents and volunteers should be provided a safety orien-tation highlighting child road safe-ty tips prior to participating in the Walk’n Roll program. Improving children’s pedestrian safety behav-iours is an important outcome of the walking school bus and influ-ences a parent’s decision to allow their child to actively commute (Mandoza, 2012).10Recommendation #3: Use the Walk’n Roll website for promotion and monitoring of the program To help increase aware-ness of the Walk’n Roll program and create a more efficient form of data collection, we recommend the implementation of an interactive program website. The current web-site being used provides relevant information for parents but it is lacking an interactive and aesthetic appeal for  elementary students. Thus, we suggest re-launching a user-friendly website that ena-bles students to learn the basics about pedestrian safety, outline the walking route they would take to school, log the amount of time they spend actively commuting, and earn points each time they use active transportation. Successful web-based promotional cam-paigns along with the integration of marketing campaigns (i.e., flyers given out in classrooms) have been proven to be effective in creating long-term success (Vrontis et al., 2008).  Furthermore, creating your own media is one of the elementa-ry methods of powering the peo-ple that David Engiwhct highlights in the book in which he initially proposed the Walking School Bus (Engwicht, 1993). The website would allow community part-ners as well as all residents of the community to interact and share media with each other. Along with the development of an interactive website, there is the opportunity to introduce pedometers as a way to track the total number of steps or movements a child makes. Each child can then set a target goal and use their pedometer to help them work towards achieving that goal. Once they have met their goal, a reward would be given to them. In an eight-day intervention, Horne, Hardman, Lowe, & Rowlands (2009; 2007) found that using this pedometer-based approach increased steps by 21% for boys and 35% for girls aged nine to eleven years old. This implies that along with the engaging website, the pedom-eter tracking system would also be a good way to motivate older students who were seen to be less involved in the program.    More importantly, the idea of re-vamping the currently existing Walk ‘n Roll to School website presents itself as an opportunity to move away from language and terminology that seems to direct the focus on issues that are not the true cause of the problem ---  which was never intended to be the primary goal of the Walk ing School Bus program (Engwicht, 1993). Instead, he says, the goal should be to facilitate the independent mobility of children (Engwicht, 1993). In many instanc-es of initiates designed to promote active transportation among school children, the very behav-iour of being led repeatedly and 11 completely dependently through streets and neighbourhoods changes them into “movement corridors” and, in-effect, prohibits or cipples the children’s develop-ment of independent mobilitty which has a number of undesir-able consequences later in life (Engwicht, 1993).  The focus should be shifted back to the children and developing a sense of place in which the elements that make up our environment are not simply functional elements. Transporta-tion, especially for children, is not simply about getting from A to B. It is also time that children use to grow into healthy and independ-ent adults.  Re-calibrating the Walk ‘n Roll Program may necessitate development of an additional program; one that specifically targets the older elementary aged children that have already observed to be in disagreement with some of the autonomy lost through participation in the Walk ‘n Roll Program. The program would of course take this into account, but it might still maintain the primary themes of and the appre-hensions gained through the Walk ‘n Roll Program. One example of a previously implemented program is Red Sneaker Routes (Engwicht, 2003). Interestingly, this program was also developed by Engwicht, the man who initially produced the Walking School Bus. The program is described as a “static form of the walking bus” in which children are no longer accompanied by adults for the entire length of the route, but rather provided supervision along short sections (Engwicht, 1993). Red Sneaker Routes, like the Walking School Bus, has the potential to become highly per-sonalized; but, unlike the Walking School Bus, Red Sneaker Routes works by actively creating the type of environment that children actually enjoy independent mobil-ity through a wide range of trips (Engwicht, 1993). Conclusion The walking school bus is a great way to get children moving and more physically active and demonstrates a prime opportunity to foster community cultural cohesion. However, it is important to note that cultural diversity does not always equate to intercultural understanding. In the article “Interculturalism as a paradigm for thinking about di-versity” the author, Abdallah-Pret-ceille, states that the concept of culture is no longer adequate to explain everyday cultural diver-sity. Instead Abdallah-Pretceille suggests that we use the term culturality, which does a better job grasping the flexible and con-stantly changing nature of culture (Abdallah-Pretceille, 2006). In relation to the Walk’n Roll program this notion of culturality can function to inform the managers of the Walk’n Roll program 12that culturality among children is fluid and constantly changing. With this understanding, further research needs to be done exploring the sub-cultures that develop throughout elementary schools.  Our research was vastly limited by time constraints, which inhibited us from receiving ethical approval to work more closely with the children and making formal observations such as conducting surveys. Additionally, due to the misplacement of passports it was difficult to precisely determine the particpation and success of the program. Thus, we suggest that future projects with the Walk’n Roll program formulate a questionnaire that would provide insight on demographical information, and motivations/barriers for commut-ing to school. Additionally, we strongly encourage the implemen-tation of our previously mentioned recommendations: developing a student leadership program; providing a safety orientation for parent volunteers; and/or launch-ing an interactive website with further development of a pedom-eter tracking system controlled by an application. Overall, the Walk’n Roll program has become a hugely successful program through the University Neighbourhood Asso-ciation; advocates of the program should explore other initiatives such as the Red Sneaker Program in order to provide opportunities for children to gain increasing lev-els of independence. Our analysis has revealed many strong features of the program as well as improve-ments that can be made to help this program develop even further. 13ReferencesAbdallah-Pretceille, M. (2006). Interculturalism as a paradigm for thinking about diversity. 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Trans-portation Research Part A, 39(2), 205-219. doi:10.1016/j.tra.2004.09.003Mammen, G., Stone, M., Faulkner, G., Ramanathan, S., Buliung, R., O’Brien, C., & Kennedy, J. (2014). Active school travel: An evaluation of the Canadian school travel planning intervention. Preventive Medicine, 60, 55-59. doi:10.1016/j.ypmed.2013.12.008Mendonza, J. A., Watson, K., Chen, T., Baranowski, T., Nicklas, T. A., Uscanga, D. K., & Hanfling, M. J. (2012). Impact of a pilot walking school bus intervention on children’s pedestrian safety behaviors: A pilot study. Health & Place, 18(1), 24-30. doi:10.1016/j.healthplace.2011.07.004Pabayo, R., Maximova, K., Spence, J., Vander Ploeg, K., Wu, B., & Veugelers, P. (2012). The importance of active transportation to and from school for daily physical activity among children. Preventive Medicine, 55(3), 196-200. doi:10.1016/j.ypmed.2012.06.00815Rumier, S., & Lewis, T. (2006). Kindergarten and sixth-grade study buddies. 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British Journal of Educational Psychology. 71(4), 573-594.16Appendix KIN 465 CBEL Project Description INTERCULTURALISM, HEALTH & PHYSICAL ACTIVITY   The objective of KIN 465 CBEL projects is for students to have an opportunity to examine links between theory, practice, and personal experiences in relation to promoting interculturalism, health, and physical activity.  *COMMUNITY PARTNERS* Please fill out this template in as much detail as possible. Students will use this form to learn about your organization and the opportunities available. Return by email to Kathryn.cureton@ubc.ca  by August 15, 2015.   PROJECT TITLE: Promoting Intercultural Understanding and Physical Activity in UBC’s Walk ’n Roll Program,    1. Organization name:  Community Development, Campus + Community Planning and University Neighbourhood Association (UNA)  2. Mission of organization:  Campus and Community Planning are the urban planners, designers, engineers, public consultation professionals, building inspectors and sustainability experts dedicated to creating a vibrant, sustainable, live-work-learn community at UBC. Key responsibilities include long-range planning, land use regulations, campus and landscape design, licensing and permits, in addition to managing sustainability, community-building and programs that bring life and vibrancy to campus. Website: planning.ubc.ca/Vancouver.  The University Neighbourhoods Association (UNA) approximates a municipal council for the local areas on campus, promoting the creation of a vibrant, sociable, safe and diverse university town community at the University of British Columbia (UBC). Website: http://www.myuna.ca/ 3. Project purpose: The purpose of this project is to expand on UBC’s Walk ‘n Roll Program so that it further promotes physical activity amongst students and parents, and intercultural understanding amongst all residents of UTown@UBC. There are opportunities in the existing program for both students and parents to learn more about physical health and wellbeing, as well as other cultures on campus and in their community. Short intercultural games involving parents and students could be organized for when parents drop their students off at the stop and are waiting for the “walking school bus,” or students could be taught activities and information along the route to take home to their parents. Having KIN 465 students accompany UTown residents on the route and teach them these games would also serve to further connections between UTown residents and other members of the UBC community.   4. Project Background/context: The first Walk n’ Roll to School Celebration took place in May 2013, with community volunteers leading a “walking school bus” from each campus neighbourhood to University Hill Elementary School to help kids and parents become more comfortable taking active transportation (walking, biking, scootering, skateboarding) to Appendix A: CBEL Project Outline17 KIN 465 CBEL Project Description INTERCULTURALISM, HEALTH & PHYSICAL ACTIVITY   school. Since then many neighbourhoods have joined in, continuing to walk and roll year-round.    5. Outline of Project Details: 1. Meet with Gabriella Scali to discuss objectives and develop a workplace 2. Literature review of short games that have been used to promote intercultural understanding between children, 3. Connect with two other CBEL project which are doing similar work in Renfrew Collingwood and will have an Intercultural Physical Activity Guide to share with you, 4. Select and/or design and pilot 2 -3 games with children during Wall ‘n Roll event (please note there is very limited time for any games before Walk ‘n Roll—parents tend to drop their kids off 5-10 minutes before they leave) ; 5. Work on reflection and analysis of event outcomes; 6. Work on recommendations to Community Development for future events.   6. Deliverables This section pertains to what is expected at project completion. All KIN 465 projects require a midterm progress report, a final report with an executive summary and recommended next steps, and a presentation that students will design to be used by your organization. It will include a summary of the project, recommendations, and student reflections on the project process. ☒Progress report ☒Final Report with executive summary and recommendation ☒Presentation for our organization with student reflections ☐Other: Please describe. 7. Learning outcomes: Please provide at least three things you anticipate students will learn through this opportunity 1. Learn about how games can promote intercultural understanding  2. Gain experience working with children 3. Learn how to design, pilot and evaluate educational physical activities/games  8. Organizational Outcomes: Please provide at least three things you anticipate your organization will gain through this opportunity 1. Recommendations about how Walk n Roll can further promote physical activity amongst children and parents 2. Knowledge about how the program can be used to foster intercultural understanding and community on campus 3. Create connections between UTown residents and other members of the UBC community  18  9. Skills desired (things you want the students to be able to do coming in): Previous experience working with children; comfortable leading physical activities with children; research skills for literature review.  10. Project location (where will the work be done?  Is there public transportation available?):  Location is throughout the UBC Vancouver campus neighbourhoods, including Wesbrook Place, Hawthorn, Hampton, Acadia, etc. Ideally, we would likely assign 1-2 students per location and pair them with a few parent volunteers.   11. Are there any specific dates or times students need to be available to participate in this project? Note that the earliest students can begin the projects is Tuesday, September 22, and projects must be completed by Tuesdays, November 17th, 2015:  Yes. 1) October 5-10th (from 7:45am to 9:00am) Walk ‘n Roll to School is scheduled to coincide with International Walk to School Week, and if possible 2) Week of September 28 th (specific date TBD), a “Volunteer Orientation/Training Session” is held at the Old Barn Community Centre on UBC Campus.      COMMUNITY PARTNER CONTACT INFORMATION Contact Person(s): Gabriella Scali; Quining Wang *** Job Title(s):Gabriella is the Coordinator, Community Programs and Outreach; Quining is the Community Engagement & Volunteer Coordinator, University Neighbourhood Associaiton (UNA) Email(s): Gabriella.Scali@ubc.ca; qwang@myuna.ca Address(es):  Gabriella - 2210 West Mall  Phone number(s): Gabriella - (604) 822-2278; Quining 604.822.3799 Preferred method of communication: email   ***This is a SEEDS (Social Ecological Economic Development Studies) project. SEEDS projects aim to solve a campus sustainability challenge in a specific UBC operational area. Your report will be published on the SEEDS online library and could potentially lead to sustainability on campus. Please include SEEDS Manager, Liska Richer, on your first email and first meeting. She will provide additional support to this project. liska.richer@ubc.ca  19Appendix B: Work PlanKIN 465 CBEL Projects Work Plan Name of Project: UBC’s Walk ‘n Roll Program  Purpose(s) of Project (“why are we doing this?”): To devise recommendations, based on existing empirical data and experiences acquired via attending the Walk ‘n Roll Program, for improving physical activity opportunities in a community with an increasingly diverse population; to foster intercultural relationships among the various community members, including parents and children of those involved; and to inquire about potential factors influencing the participation and/or non-participation of various groups. Deliverables (“what are we going to create?”):  1. Midterm progress report  2. A final report including recommendations to better the program  3. Presentation in class and for the partner organization. Methods (“how are we going to do this?”): • Make note of our assumptions before we attend the program to acknowledge what we are expecting to observe regarding the physical activity opportunities and the level of intercultural connecting between (families, parents, children) • Create a list of 3-4 questions that will be asked to participants (children? Adults?) to determine …. • Participate in the IWalk week with UBC community schools to gather information,	via field notes and informal conversations with various participants including children, parents, and program coordinators, that can be used to make recommendations for future events. We intend to capture general feelings about how the program is perceived by participants, and if they are receptive to the idea of performing additional activities during the walk.   • Reflect on our assumptions and acknowledge where they were challenged or realized • Complete a brief, concise literature review of physical activity and intercultural-relationships between children • Based on our observations, field notes, discussions and the literature review, come up with 2-4 recommendations for improving physical activity opportunities and 2-4 recommendations to foster intercultural relationships among (families, parents, children) • We will maintain contact with our program coordinators throughout our research  Project Members Skills/Interests Role(s) in the project  Availability  Jamal Alawes Ability to critically and logically analyze research and apply to problems at hand. Attention to detail; excellent preparation. Ability to prioritize and find creative strategies and solutions. Resourcefulness. Good organization, administration, and management abilities. Technical skills (i.e. computers, scientific knowledge, etc.) Persuasive, neutral writer. Attention to detail. Contact Person Liaison – responsible to make initial contact, set up messages and maintain contact, and gather feedback on deliverables. Prepare literature review and necessary gathering of data. Construct project presentation. Provide list of recommendations appropriate for community based on empirical evidence and observations. M/W/F after 4 PM T/Th after 2 PM 20Nicolai Gottlieb  I have theoretical knowledge about the health benefits of an active lifestyle. I find it interesting to use this in practice to promote physical activity and intercultural understanding in a community.  Participate in Walk n Roll program. Observe and fulfill research obligations. Assist in preparation of presentation. Classes from 10-11 on Mon/Wed/Fri Classes from 12:30 - 2 Tue/Thur  Fionnuala Pierse  Experience working with children. Participate in the Walk’n Roll program. Do the needed research to help my group complete our project. Classes 12-1pm, 4-5:30pm Mon,Wed,Fri 9:30-12:30pm Tues, Thurs  5-8pm Tues  Narada Lobo  Knowledge on physical activity and children from previous KIN courses. Volunteering experience with children. Previous contribution to group papers. Skills include:  organizational, critical thinking, reliability, etc. Conduct preliminary research that will contribute to our data analysis. Actively collect data during the Walk n’ Roll week to help develop recommendations for the program. Engage in discussions with parents, volunteers, and community partners to receive their feedback from the program. In collaboration with other group members, write final report and present our findings to our community partners and class.  Classes from 9:30-2pm, 4-7pm on Tues; 9:30 -2pm on Thurs; Unavailable 9:30-3:30pm on Mon and Fri   Project Component Specific Task  What do you need in order to get this done? Who is responsible? When is this due? First meeting with Contact Person Email contact person to introduce your group and ask for a meeting -learn people’s availability Jamal Sept 22 Meet with the contact person and discuss project goals and details -Read the background information listed on the course blog before meeting -begin filling out work plan Everyone Wk of Sept 20 or 28 class requirements  Work plans due via email to Kat/Shawn and community partner  -complete work plan with detailed timeline and organization of work Everyone By Oct 1 Midterm Progress report due via email to Kat/Shawn and community partner  -see instruction on blog Everyone Oct 22, end of day Report  -see instruction on blog Everyone Date will be assigned Presentation -see instruction on blog Everyone Date will be assigned Peer Evaluation -reflect on your group Everyone Dec 3 21members’ contribution to the project Final meeting with Contact Person Prepare project to present to contact person  Everyone  Meet with Contact Person and get their feedback on final project -schedule meeting Everyone Week of Nov 2 Give final amended project to Contact Person -amend project according to feedback from contact person Jamal  Final Edits  Edit report   Everyone  Edit presentation   Everyone     Everyone     22Appendix C: Midterm Progress ReportJamal Alawes
Fionnuala Pierse
Narada Lobo
Nicolai  GottliebWalk ’n Roll Midterm Progress Report Expected Deliverables • 10-12 page final paper (essay style), including • an executive summary• an overview of our observations of the program• a literature review of relevant topics• methods for which we based our analysis• in depth analysis of the benefits of the program• barriers the program has set out to conquer, and barriers that it has yet to overcome• recommendations for changes to be made the program and for further researchWhat have we accomplished so far?  • Participated in the Walk n’ Roll program during iWalk week (made observations about the experience, talked to parents and volunteers) • Noted observations regarding the participation discrepancies between the 4 communities • Observed the different leadership roles taken on by parents (found that a strong parent 
leader was needed for continuing success of program) • Noted large participation from the younger students, limited participation as students progressed through grades (i.e. an observable gap in the program) • Observed lack of communication with the teachers in the schools and parents about the 
celebration week (largely due to time constraints, lack of promotion) • Presented community partners with a summary of our observations of iWalk week during 
meeting on Friday, Oct.16th • Composed breakdown of what the program set out to accomplish • Formed collection of journal articles with useful information for our report • Delegation of tasks pertaining to final report (i.e. each person understands her/his role and 
what they are each expected to contribute to the final report and project as a whole)• Jamal has contacted community partners to set up a final meeting where we will present to 
them Thursday Nov. 26th @ 2pm What is left to do and what is the timeline?  • Next group meeting on November 1st• each group member will have a rough draft of their contribution to the final report • Finalize Report November 20th• Create Power Point Presentation November 21st• Presentation to Community Partners on Nov 26 • Final Report Submission to Kat on Nov 26 23Appendix D: Walk’n Roll Observations!!!Wesbrook!!Acadia!!!Chancellor!Walk!n’!Roll!Program!Old!Barn!"!low!participation!levels!(one!participant)!!"!older!kids!in!the!area!but!did!not!want!to!join!group !!!University!Hill!"!small!group!"!long!walk!"!parents!hesitant!about!participation!Norma!Rose!Point!!"!two!large!groups!(17!each) !"! great!parent!involvement!and!organization!"!short!walk!(manageable)!!Norma!Rose!Point!!"!no!kids!"!friendly!interested!parents!!University!Hill!"!bike!group!"!well!organized!"! went!over!safety!rules!each!mo rning!"!great!parent!leadership!! !"!10"15!participants!"!very!Asian!culture!based! !!possibility!of!different!parenting!styles!!"!more!conversing!in!non"English!languages!Issues:!"!older!students!(aged!9+)!did!not!want!to!join!in!program! !!School!patrollers!for!older!children?!!"!some!parents!did!not!know!about!it! !!sending!passports!out!before!could!help!!!24Appendix E: Cool Routes to SchoolWalk ‘n Roll to School Celebration Week is Back! Once again UTown@UBC and the UNA are teaming up to promote active, sustainable transportation in our community. So lace up your walking shoes, jump on your skateboard, bike or scooter, and walk ‘n roll to school October 5-9! For more information please visit utown.ubc.ca/walknroll. Walking School Bus departure times and locations are subject to change. Please check the website for the most to date information. Norma Rose Point Elementary School  Walking School Bus departure times October 5-9 8:30 am  Wesbrook Village (Menchie’s)8:20 am   Old Barn Community Centre8:35 am Acadia Park Commonsblock (front)8:35 am Hampton Place (end of driveway cul-de-sac) University Hill ElementaryUniversity HillSecondaryAcadia CommonsBlockOld BarnCommunityCentreImperial TrailSword Fern TrailSalish TrailCouncil TrailSpanish TrailPacific Spirit Regional ParkUniversityEndowmentLandsWesbrook PlaceHawthorn PlaceEast CampusHampton PlaceChancellor PlaceGreenCollegeAcadiaParkResidenceEast MallWest MallThunderbird BoulevardWalter Gage RoadNW Marine DriveUniversity BoulevardMain MallWesbrook MallWest 16th AvenueSW Marine DriveChancellor BoulevardAcadia RoadCollege High RoadAllison RoadToronto RoadNLegendSecondary SchoolElementary School RouteSecondary School RouteElementary SchoolMeeting SpotsCommunity Centres University Hill Elementary School  Walking School Bus departure times October 5-98:05 am  Wesbrook Village (Menchie’s)  8:25 am Acadia Park Commonsblock  8:35 am  Chancellor Place (Iona Building) This time the celebration has gone global! October 5-9 is International Walk to School  Week, where school communities across the world celebrate the joys and benefits of walking to and from school. 25Appendix F: Walk’n Roll Celebration Week Participation Rates (2015)26Appendix G: Walk’n Roll PassportWalking Routes (UHill Elementary)Walking Routes (Norma Rose Point)University Hill ElementaryUniversity HillSecondaryAcadia CommonsBlockOld BarnCommunityCentreImperial TrailSword Fern TrailSalish TrailCouncil TrailSpanish TrailPacific Spirit Regional ParkUniversityEndowmentLandsWesbrook PlaceHawthorn PlaceEast CampusHampton PlaceChancellor PlaceGreenCollegeAcadiaParkResidenceEast MallWest MallThunderbird BoulevardWalter Gage RoadNW Marine DriveUniversity BoulevardMain MallWesbrook MallWest 16th AvenueSW Marine DriveChancellor BoulevardAcadia RoadCollege High RoadAllison RoadToronto RoadNLegendSecondary SchoolElementary School RouteSecondary School RouteElementary SchoolMeeting SpotsCommunity CentresMusqueamLandsUniversity Hill ElementaryUniversity HillSecondaryNorma RoseElementaryAcadia CommonsBlockOld BarnCommunityCentreMenchie’sIce creamin WesbrookImperial TrailSword Fern TrailSalish TrailCouncil TrailSpanish TrailPacific Spirit Regional ParkUniversityEndowmentLandsCity of VancouvWesbrook PlaceHawthorn PlaceEast CampusHampton PlaceChancellor PlaceGreenCollegeAcadiaParkResidenceEast MallWest MallThunderbird BoulevardWalter Gage RoadNW Marine DriveUniversity BoulevardMain MallWesbrook MallWest 16th AvenueSW Marine DriveChancellor BoulevardAcadia RoadNW Marine DrivCollege High RoadAllison RoadToronto RoadLegendWalk N’ Roll to School RouteSchoolMeeting SpotsCommunity CentresTrailsRoadsFamily HousingCampus BoundaryParksMusqueamUELVancouverN0 200Source: UBC Campus + Community PlanningCheck out utown.ubc.ca/walknroll for more information and drop-o !First Name: Last Name: School and Division: Phone Number:Collect a sticker for each day you walk or roll to school during celebration week, and you’ll be entered into a draw to win great prizes! 27Appendix H: Walk’n Roll Final Flyer (May 2014)Walk ‘n Roll to School Celebration Week is May 4-8! Once again, UTown@UBC and the UNA have teamed up to  promote active, sustainable  transportation in our community, and this time the celebration is campus-wide! We’re celebrating safe and sustainable transportation at UBC throughout May; so lace up your walking shoes,  jump on your skateboard, bike or scooter, and Walk ‘n Roll to School!  Walk ‘n Roll Pledge: Our Walk ‘n Roll  team will be at University Hill Elementary School onWeek with reminders about how to      Walk ‘n Roll safely througought the week.  Bike Safety Checks: Keep your bike in tip-top shape with some help from     More Bikes! They’ll be at University Hill Elementary School the morning of May 5,   to help with tune-ups and more sure youare ready to roll! Parents, bring your bikes as well! Walk’n Roll Passport: UHill Elementary School students, collect a sticker for each day you walk or ride to school. Hand in your passport at school on May 9, and you’ll be entered to win great prizes! Check out the UTown@UBC Cool Routes to School Map to find out where to collect  a sticker each morning Community Police Foot Patrols: Communitypolicing volunteers will be on hand throughout    the week to help students practice safe   safe pedestrian and cyclist behaviours. Walking School Bus: Walking school buses, led by community volunteers will depart to University Hill Elementary School every morning May 5-9. Meeting locations and times are included on the UTown@UBC Cool Routes to School map.Cycling Rodeo: May 7 is International  Bike to School Day! Get ready with a cycling rodeo led by HUB on May 6 , at lunch. Don’t forget to bring your bike and helmet.RCMP Speed Watch: Speeders beware!  The RCMP will be out enforcing traffic speed zones, so slow down and drive safely.Classroom Contest:  Encourage your classmates to Walk ‘n Roll with you! The division that logs the most trips with their Walk ’n Roll Passports will win an ice cream party!         Walk’n Roll Celebration Rally: On May 9we will cap ogreat week with healthy  snacks from Save-on-Foods and a prize raffle for Walk ‘n Roll participants! Don’t forget to bring your Walk ‘n Roll passport to enter the draw to win some great prizes, including our grand prize: a new bike!For more information about Walk ‘n Roll visit utown.ubc.ca/walknroll   For more information about Safe & Sustainable Transportation Month, visit utown.ubc.ca/sstm. Why Walk ‘n Roll to School? Walking and riding to school are safe, fun ways to commute and are simple steps that families can take to have fun and contribute to a healthier, more sustainable community by getting active  and reducing the number of cars on the road.utown.ubc.ca/sstm28Appendix I: Walk’n Roll Teacher Letter (May 2015)Walk ‘n Roll to School Celebration Week May 4-8!     Dear Teachers, UTown@UBC and the UNA have once again teamed up to celebrate active, sustainable transportation in our community, and this time the celebration is campus-wide! We’re promoting Safe + Sustainable Transportation at UBC all throughout May, with a series of activities and events aimed at encouraging safe and sustainable pedestrian and cyclistbehaviours. Walk ‘n Roll is one of these events, and will take place May 4-8.Teachers have been an integral part of the success of Walk ‘n Roll to School  and once again, we are asking for your assistance in encouraging students to participate. Enclosed, you will find Walk ’n Roll Passports, event schedules and maps for our Walking School Bus, which we ask you to distribute to your students. Additional copies are available at the o‰ce, and the schedule will also be on display in the front foyer. Every morning, students may be dropped oŠ at a designated “meeting spot” to take part in our Walking School Bus, led by community volunteers who will walk with them to school. They may walk or ride their bike and can collect a stickerfrom our Walk ‘n Roll volunteers for each day they do so. On the morning of May 8, we ask that you collect the passports and bring them to the o‰ce before 10:00, so that we may draw for prizes, including our grand prize: a new bike! The class that logs the most trips to school with their Walk ‘n Roll Passport will also win an ice cream party! Students may also choose to walk or ride in small groups or with their parents and are still welcome to participate in the Walk ’n Roll Passport. They can collect stickers from volunteers at the school. More information can be found at utown.ubc.ca/walknroll.  Thank you for your continued support!Gabriella and Qiuning Walk ‘n Roll to School Coordinators     


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