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 UBC
^jM,
a place of mind
THE UNIVERSITYOF BRITISH COLUMBIA
R E PO RTS
Martin Dee Photograph
UBC football gets a facelift
With a new head coach, a rebuilt field and a fresh set of players,
energy and excitement are buzzing through the air at
Thunderbird Stadium. 3
By Heather Amos
<.v. A New Look for UBC Reports
You can tell a lot about a person by the way they
dress. In the same way, we want the look and feel of
UBC Reports to reflect your university's personality.
Last year, the university completed a two-year
consultation to help identify our common story.
It resulted in our new brand: UBC, A Place of Mind.
Attributes that came up often were open, bold, and
innovative. This edition of UBC Reports introduces a
new look that is meant to reflect those values.
Let us know what you think at public.affairs@ubc.ca.
UBC Reports
www.publicaffairs.ubc.ca/ubc-reports
Executive Director
scott macrae scott.macrae@ubc.ca
Editor
randy schmidt randy.schmidt@ubc.ca
Design Manager
arlene cotter arlene.cotter@ubc.ca
Public Affairs Designers
ping ki chan ping.chan@ubc.ca
ann goncalves ann.goncalves@ubc.ca
john ngan design.two@ubc.ca
Photographer
martin dee  martin.dee@ubc.ca
Web Designer
tony chu tony.chu@ubc.ca
Contributors
heatheramos heather.amos@ubc.ca
gisele Baxter gmb@interchange.ubc.ca
ann Campbell ann.campbell@ubc.ca
Lorraine chan  lorraine.chan@ubc.ca
glenn drexhage glenn.drexhage@ubc.ca
jody jacob jody.jacob@ubc.ca
brian lin brian.Iin@ubc.ca
bud mortenson  bud.mortenson@ubc.ca
simmi puri  puri@law.ubc.ca
basil waugh  basil.waugh@ubc.ca
michael wong michael.wong@ubc.ca
Advertising
pearlie davison  pearlie.davison@ubc.ca
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TELDON PRINT MEDIA
Publisher
UBC Reports is published monthly by:
The University of British Columbia
Public Affairs Office
310 - 6251 Cecil Green Park Road
Vancouver BC Canada  v6nzi
Next issue: 7 October 2010
Submissions
UBC Reports welcomes submissions.
For upcoming UBC Reports submission guidelines:
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Opinions and advertising published in UBC Reports
do not necessarily reflect official university policy.
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appropriate credit to UBC Reports. Letters (300
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Highlights of UBC media coverage
in August 2010
Compiled by Heather Amos
Scientists observe 'fastest' evolution
UBC scientists say they've observed
one ofthe fastest evolutionary
responses ever while studying a fish
species' ability to survive in colder
water, reported United Press
International, Agence France Presse,
ABC News, the New Zealand Herald
and others.
A small fish known as the stickleback
took only three years to develop a
tolerance for water five degrees colder
than what their ancestors could handle.
"Our study is the first to
experimentally show that certain
species in the wild could adapt to
climate change very rapidly—in this
case, colder water temperature," said
study author Rowan Barrett, from the
UBC Department of Zoology.
Ottawa plans new rules
for boat migrants
The BBC, the Globe and Mail, the
Canadian Press, CTV, the Vancouver Sun
and others spoke to Benjamin Perrin,
a professor of law at UBC who
specializes in issues surrounding
human smuggling, about the arrival of
hundreds of Tamils from Sri Lanka.
With the arrival of these migrants
there is a growing concern about
human smuggling and trafficking. This
is the second Tamil ship to arrive in
Canada in less than a year. In October,
the Ocean Lady brought 76 Tamil men
to Canada.
"The Ocean Lady was a probe to test
the system. We certainly know that
Canada has been a destination for
smuggling and trafficking," said Perrin.
Canadian trade missions ineffective,
study says
The Globe and Mail, Maclean's and the
Vancouver Sun picked up a report by
John Ries and Keith Head, professors at
UBC's Sauder School of Business,
suggesting that Canadian trade
missions are ineffective.
Canadian trade missions are
designed to bolster business
relationships and increase bilateral
trade. Head and Ries looked at 23
missions between 1994 and 2005, and
analyzed trade data from one, two and
four years after. The figures showed the
missions did not significantly boost the
exchange of goods and services.
"If following the mission there's no
increase in trade, how can we say there
are any benefits?" asked Head.
Polygamy has troubling implications
for any society
The Guardian, Postmedia News and
Q on CBC Radio spoke to UBC's Joseph
Henrich, a member ofthe Departments
of Economics, Psychology and
Anthropology, about a paper he
produced on the harms of polygamy.
Henrich found that polygamy
increases crime, prostitution, antisocial behaviour and creates a greater
inequality between men and women.
Monogamy, on the other hand, gives
huge advantages to societies which
practice it.
"Monogamy seems to direct male
motivations in ways that create lower
crime rates, greater wealth (GDP)
per capita and better outcomes for
children," Henrich concludes.
Tattooing linked to higher risk
of hepatitis C
People with multiple tattoos covering
large parts of their bodies are at higher
risk of getting hepatitis C and other
diseases, according to study led by
Dr. Siavash Jafari, of UBC's School of
Population and Public Health.
United Press International, the
Vancouver Sun and others reported on
the study that linked the incidence of
hepatitis C after tattooing with the
number of tattoos an individual
receives. They suggest prison inmates
and other groups with multiple tattoos
should be the focus of infection
prevention programs.
"Clients and the general public need
to be educated on the risks associated
with tattooing and tattoo artists need
to discuss harms with clients," said Jafari.
UBC football gets a facelift
"I want the players to have pride in the team, enjoy what they're
doing and believe in what's happening," says Shawn Olson, who is
heading into his debut season as head coach of the Thunderbird football
team. One of Olson's first moves was to hire new coaching staff-
all alumni. This is part of a new initiative to engage the alumni and
create a new community.
Head coach Shawn Olson wants his football team to feel like they're a part of something great.
Martin Dee Photograph
"We can make the playoffs, we have
enough talent. All we need is a few wins
early in the season."
The Thunderbirds haven't made the playoffs since 2006, and haven't won the
Vanier Cup since 1997, when Olson was a quarterback for UBC. Now, there's a
growing optimism that this season could be different.
The university's football team has undergone a re-haul since Olson was hired in
January. The grass field has been replaced by synthetic turf; Olson has hired new
coaching staff; and there will be 50 new faces on the field this fall.
The turf field represents a renewed support from UBC's athletics department.
The old grass field was dangerous, scattered with potholes, and during the rainy fall
football season, it transformed into a mud pit. With the new turf, the team can get
more use out ofthe field, practicing and playing on it. It can also be used by other
varsity teams and for recreational activities.
With 50 new players, and 60 returning, the team will be larger than normal.
Olson recruited high school graduates who can grow with the team. But, he also
brought in guys who are ready to play,
including junior players and transfer
students from Simon Frasier
University (SFU) who want to stay in
the Canadian Interuniversity Sport
league instead of following SFU to the
National Collegiate Athletic
Association.
"I want them to compete every single
day" says Olson. We will push each
other to be the best team we can be."
Devin Kavanagh, a fourth-year
linebacker who has been the T-Birds'
captain for the past two years, advises
incoming players to "be excited for
what you're becoming a part of."
The kinesiology student says the
team was really down after the efforts
ofthe last couple of seasons didn't
materialize into success. Kavanagh
says Olson's attitude has made a
difference.
"He's serious about the team," says
Kavanagh. "He knew how to make this
work and got right to it."
One of Olson's first moves was to hire
new coaching staff— all alumni. This is
part of a new initiative to engage the
alumni and create a new community.
"It's about feeling like you're part of
something. For that, you need strong,
motivated and passionate supporters,"
says Olson, who played for UBC
between 1996 and 2000.
"I have a vision of returning to everything at the heart of this sport: integrity,
character, hard work, pride and
passion." •
September 2010
UBC Reports The University of British Columbia II
10
Viticrts
Cate^nes
.
j
'
Your Parents
There were nine planets
in the Solar System
.^rCfill: Getting Rid
of Democracy
>hil Kicks Guest Off Matt Damon Poos
— Sho^ jtowhuw McConauohev
Nobo ^
If   Your professor told you
I q   about the planets.
Gisele Baxter has noticed that in just a few years, incoming students have much more social media savvy.
Raised on high-speed
communication
By Gisele Baxter
As another term starts, and you see so many students plugged in
to social media, instead of assuming they could more usefully be
reading a book or playing sports or meeting people face to face
(and how do you know they don't do these other things as well?),
consider this: here is a generation that has mostly come to accept
high-speed multimedia global communication as a given.
Ten years from now, where will they have taken its possibilities?
What will they have accomplished?
It says something that Facebook by now
seems almost quaint, and the first-
generation networking sites like
Live Journal seem positively Jurassic.
Twitter, tumblr, Foursquare, the
infamous Chatroulette: it's difficult to
keep up with all the possibilities for
instant communication. In some ways
the model for these is not really the old
school-internet discussion board or
email but text-messaging, whose chief
appeal from the outset, apart from its
instantaneousness, was its portability:
hands up (my hand is up) if your first
text was "I'm on the bus!"
But then portable communication
itself has come a long way. There's a bit
in the trailer for the Wall Street sequel
when Gordon Gekko, on release from
prison, is given back his mobile phone,
a boxy 1980s device resembling nothing
so much as Maxwell Smart's shoe
phone. Eventually, we got something
that pleasantly reminded geeks ofthe
flip-up communicators on the original
Star Trek.
Now, thanks to increasingly robust
and widespread wireless connectivity,
people using something roughly the
size and shape of a playing card, and
almost as thin, are managing email,
September 2010
taking pictures, watching streaming
video, listening to music, and posting
text and images to various social media
venues while following the posts in real
time of people at a variety of real
venues all over the world. Expand the
size ofthe playing card a little, and they
can also read books and articles; they
can carry a multimedia library around
with them; they can carry around the
Internet.
A few years ago in writing about
social networking for UBC Reports, I
pondered the simultaneous fear of
privacy and increasingly compartmentalized obsession with trivia, or the
development of genuine mass
movements. The evolution has been
swift and intriguing. Young people feel
far less obliged to use these resources
than many may assume, and are as apt
to question their intrusions on privacy
and relentless commercialism as to
blithely ignore them. It's also increasingly difficult to define generations of
users; even the significant demographic
of younger teens ranges from the
Twilight crowd to devotees ofthe new
breeds of graphic novels. Suffice it to
say that even in the short span of years
between the articles, incoming
university students now have much
more awareness and experience of
social media.
The technology is now mostly simple
enough that even people who felt email
was beyond them are joining in,
promoting everything from crafts to
animal rights to mash-ups of movie
trailers to injustices and disasters as
they happen. Indeed, a sort of chaotic
simultaneity is the best way I can
describe the landscape of social media:
satire, comedy, tragedy, a community of
close friends and neighbours, and of
complete strangers throughout the
world. Sometimes you are really
reminded while staring into the screen
that you are living in history, in all its
banality and momentousness.
Yet it's worth remembering that the
community still does not involve
everyone, and it is always worth asking,
when you learn that communications
technology has been blocked or
restricted anywhere, why this is, and
what this says about the power ofthe
shared word or image. •
Gisele Baxter is an instructor
in the Dept. of English.
http://faculty.arts.ubc.ca/gmbaxter
You got kicked out of class for cheating
ifyou shared your answer with the
person next to you.
Only the keeners answered the
professor's questions.
You saw your prof, once in a blue moon
during office hours.
You copied notes from the chalkboard.
You spent hours buried in the library
stacks poring through books and
journals and photocopied relevant
pages.
You worked on homework, at home,
alone.
Your syllabus reads:
Chapter 4: Waves. Learning Goal:
By the end of the course, you should
be able to give examples of wave
phenomena in water, strings, sound
and light; write down and interpret the
mathematical formula for a wave; and
give examples of everyday situations in
where wave phenomena occur.
You passed or failed by your final exam.
Your prof performed a demonstration
at the front ofthe room. You sat too far
back to see it.
F = ma
Not your parents' university
The lecture halls might look the same, but parents of incoming first-year students may not
recognize Physics 101. The world of learning has turned amid chirps of Twitter and Facebook
status updates, not even Pluto is safe—the planet was reclassified in 2006 by the
International Astronomical Union. Peter Newbury, a Science Teaching and Learning Fellow
in UBC's Carl Wieman Science Education Initiative (CWSEI), points out what has changed—
and what hasn't.
You
There are eight planets
in the Solar System.
You are a planet.
You get poor participation marks for
not sharing your answers with the
person next to you.
Every student responds to the
professor's questions using clickers-
giving the prof instant feedback on
whether the class "gets it" or not.
You're in constant contact with your
prof through email, Twitter, Facebook,
and WebCT.
You annotate the prof's PowerPoint
presentation on your Netbook, iPad or
download the entire lecture from
iTunes U.
Google. Wikipedia. YouTube. 'Nuf said.
Problem-solving work groups are
facilitated by teaching assistants, who
only answer your questions with more
thought provoking questions.
Learning goals explicitly define what a
student has to do to demonstrate they
"get it" and make it easy for students to
study as each goal can easily be turned
into an exam question. This takes the
guessing out of learning. Students
aren't speculating what the profs
expect them to know by the end of the
term and profs know for sure if the
students grasp the key concepts.
You (and your prof) are continuously
evaluated throughout the semester.
You do your own experiments using
computer simulations, or sims, such
as those at: phet.colorado.edu.
Some things never change.
Thanks, Sir Isaac Newton.
Lunar and Planetary Institute
At UBC, Newbury introduced the Human Orrery into
Physics and Astronomy curriculum, where students role play
the solar system.
A key feature of courses transformed through the CWSEI
is that the students are actively engaged with their peers,
generating their own knowledge through in-class activities
and discussions.
Clickers are TV remote-like devices that allow students
to answer multiple choice questions. The results are
immediately tallied for the instructor, who can decide
whether or not the class is ready to proceed.
Jill Pittendrigh, UBC Library
You
The beauty of peer instruction lies in the fact that you have
to know the material yourself before you can explain it to
others. Working with a small, non-threatening group of
peers promotes "metacognition": realizing what you know,
how well you know it and what you don't know.
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The first SMS text message was sent in 1992, the year incoming
first-year students were born. The web browser Mosaic, credited for
popularizing the Internet, was launched the year after. While not
Canadian inventions, these developments have profoundly shaped
those growing up in Canada.
Top tech trends for 2010
Open content
and mobile computing
By Michael Wong,
Centre for Teaching, Learning and Technology
Open content and
mobile computing
are two technological
trends which are
about to have a very
big influence in
higher education.
Recent developments, as well as
growing use of open educational
resources (OER) and mobile phones,
have laid the groundwork for these two
trends to reach a tipping point and
create a new community.
The 2010 NMC Horizon Report, a
report identifying emerging technologies that will likely impact post-
secondary institutions in the next five
years, highlighted open content and
mobile computing as two technological
trends to watch this year. Over the last
few years, more people have become
comfortable sharing their information
online through open media platforms
such as Twitter and blogs. At the same
time, there has been an upsurge in the
use of smart phones and other mobile
devices to access the Internet
anywhere at any time. It is only a
matter of time before they catch on in a
large scale at higher education institutions. At Abilene Christian University
for example, all incoming freshmen
were issued an iPhone or iPod touch in
2009. Meanwhile, an open educational
resource (OER), www.smarthistory.
org., has been developed to replace
traditional art history textbooks with
an interactive website.
At UBC, the course "ETEC 522:
Ventures in Learning Technology" is
leading the charge in open content
development. Offered in the Master of
Educational Technology program,
ETEC 522 introduces students to
emerging learning technologies. The
entire course is hosted on a public UBC
blog and wiki. Brian Lamb, manager of
emerging technologies and digital
content at the Centre for Teaching,
Learning and Technology (CTLT),
points out that the content is not only
shared as an open resource, but
"dynamic open content is created by
students as the course progresses
through open activities, open
instruction, and open learning."
Course instructors David Vogt,
director of digital learning projects in
the Faculty of Education, and David
Porter, executive director of BCcampus,
note that an important aspect ofthe
course is the creation of open educational resources - learning materials
that are freely available for anyone to
use, remix, and redistribute. According
to Vogt, "the major collective undertaking of ETEC522 students is to critically analyze a course topic, present it
as an interactive learning experience
for their peers, and then publish it as
an OER for other learners everywhere."
For Porter, this is one ofthe interesting differentiators for this class, as
the OER will live on the course wiki
well after the course has completed.
Jeff Miller, course designer for ETEC
522 and senior manager of distance
learning at CTLT, says that by sharing
these resources, students "enrich the
learning of their peers and make public
contributions, as scholars, to their field
of study."
One aspect ofthe course which is
sure to have ramifications is that the
majority of students in ETEC 522 are
teachers themselves, and they regularly
take what they learn about emerging
technologies and apply it to their own
classrooms in the K-12 and post-
secondary sectors. Miller explains that
this transfer has the potential to
influence pedagogical practices of
teachers, a key goal of the Master of
Educational Technology program.
Built on open platforms, ETEC 522
uses mobile-ready technology. Porter
says that "some students use mobile
devices to keep in touch with RSS feeds
for the class blog, and ETEC 522 has a
unit on mobile technologies that
requires students to probe the current
possibilities."
The student developed open educational resources for ETEC 522 can be
found on the course wiki: http://wiki.
ubc.ca/Course:ETEC522/2010STl. •
Class of 2014: Defining Canadian moments
What Canadian experiences have influenced the perspectives of students entering
university this year? UBC's Public Affairs office has prepared a list of influential Canadian
experiences for incoming students born in 1992. This list is inspired by the Beloit College
Mindset List, which for 12 years has published observations about experiences that have
shaped the mindset of students entering US post-secondary institutions.
This generation
was 10 when
Canada's Research
in Motion
launched the
first Blackberry
smartphone, 12
when Facebook
brought them
social networking,
and 13 when
YouTube was
created.
There have always
been 24-hour
news channels like
CBC Newsworld
and CTV News
Net for these
students. But they
would most likely
only have heard of
Pamela Wa Min and
Michaelle Jean for
their roles in
government.
Incoming
Canadian students
born in 1992 have
always paid the
GST. But they
cannot remember
Prime Minister
Brian Mulroney,
whose government
introduced it,
being in power.
For most of their
lives, they have
been able to get
to PEI by bridge,
which was started
the year after
their birth and
completed in 1997
when they turned
five.
Nunavut has been
part of Canada
since they were
seven.
For this
generation, Rene
Levesque, Barbara
Frum and Lome
Green have always
been dead.
If they know
Canadian actor
William Shatner,
it is more likely
for his role in
more than 100
episodes of The
Practice and
spinoff Boston
Legal, and not for
exploring space,
the final frontier.
When they were
born, the Loonie
had already been
in circulation
for five years.
The Toonie was
introduced when
they were four,
in 1996.
These students
have hazy
memories ofthe
Great One playing
hockey, perhaps
seeing his last
game in 1999,
when they were
seven.
Their parents
might have fond
memories of the
A&W drive
through. This
group of students
grew up eating
Timbits.
They were one
when Celine Dion
and Shania Twain
had their first
international hits.
They likely paid
more attention at
10 when Avril
Lavigne released
her debut album,
Let Go, and they
were 13 when
Lavigne was voted
Artist ofthe Year
at the Junos.
These students were nine when they
saw the launch of the TV show Degrassi:
The Next Generation. But that was already
the fourth iteration of the original 1979
The Kids of Degrassi Street. The series had
them hearing about real world issues of
child abuse, sexual identity, gang
violence, self-injury, teenage pregnancy,
and drug abuse.
September 2010
UBC Reports The University of British Columbia Killam
Postdoctoral
Research
Fellowships
Competition
20II-2012
Killam
Trusts
FACULTY OF GRADUATE STUDIES
Value
CAD $50,000 per year to a maximum of two years plus a
$6,000 travel and research allowance.
Qualifications
Applicants must complete a PhD at a recognized university
within 24 months prior to commencing the fellowship.
Application
Submit applications directly to UBC departments.
Each department sets its own submission deadline.
A maximum of two nominees from each department are
submitted to the Faculty of Graduate Studies no later than
4:00 PM on Friday, November 26,2010.
Guidelines & Applications: www.grad.ubc.ca/awards
Killam
Awards for
Excellence in
Mentoring
2010
Killam
0
FACULTY OF GRADUATE STUDIES
Value
Two awards in the amount of S5.000 each will be presented
at the Fall 2010 convocation. One is awarded in the senior
category (12+ years of university appointment) and the
other in Ihe mid-career category (up lo 11 years).
Qualifications
Open lo all faculty members with a clinical, tenure or grant
tenure appoinlment. The basis of award will be the quality
and extent of mentoring of graduate students.
Application
Departments may submit up to two nominations, one per
category, to the Faculty of Graduate Studies no later than
4:00 PMon Friday, October 15, 2010.
Guidelines & Applications: www.grad.ubc.ca/awards
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Sauder students partner up
with B.C. communities
By Glenn Drexage, UBC Library
Partners such as the Terrace Economic Development
Agency and the Campbell River Chamber of Commerce
helped broker relationships in their respective regions.
UBC
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A pilot program that involved students
from UBC's Sauder School of Business
working with entrepreneurs and
non-profits in B.C. communities is set
to become a permanent fixture of the
University's community service-
learning (CSL) efforts.
And that's a win-win scenario, given
the value ofthe services provided and
the real-life experience gained by students
(CSL combines classroom learning
with community volunteer work).
"The experience grounded the
learning I have achieved in my program
and in class, offering insight into the
difficulties faced by non-profits and a
further respect for their efforts," says
Jonathan Bowers, a pilot participant in
his final year ofthe part-time MBA
program at Sauder.
Bowers was one of 74 Sauder
students who recently participated in
22 projects for the communities of
Terrace, Atlin, Courtenay and
Campbell River.
In 2009, the Irving K. Barber
Learning Centre approached the UBC
Learning Exchange and Sauder—through
its research centre ISIS, which serves
as the project's home—to inquire about
starting the pilot, based on feedback
from earlier visits to B.C. towns.
The pilot began last fall, and featured
students consulting on projects that
were based on content in five courses
(two e-business courses, two marketing
classes and an information systems and
analysis class).
While the majority ofthe community
participants were small businesses,
some non-profits and professional
associations were also involved.
Meanwhile, partners such as the
Terrace Economic Development
Agency and the Campbell River
Chamber of Commerce helped broker
relationships in their respective regions.
Thirteen projects were conducted for
Terrace, and their benefit was keenly
felt. "I've seen marketing plans from
consultants for some of our local
businesses that cost between $10,000
and $15,000 with less substance than
the deliverables from the CSL student
groups," says Larry Jones, a Business
Analyst in Terrace with Community
Futures, which supports small- and
medium-sized companies and community
economic development. "This project
offers opportunity to the north that
does not come along every day."
While the pilot featured some face-to-
face meetings, much ofthe work was
conducted remotely via e-mail, Skype
software and telephones. Bowers
worked on his six-week project with
three other MBA students to develop a
set of recommendations for e-business
strategy at the Terrace and District
Community Services Society.
Meanwhile, another group worked on
an e-marketing strategy for B & C
Teaching Tools, a small business that
sells educational resource and toys, and
supplies several schools in northwest B.C.
Jonathn Bowers was one of 74 Sauder students working in Terrace, Atlin, Courtenay and Campbell River
"The community partners that we worked with really recognized the potential in connecting UBC students with small
businesses and other organizations in their towns," says
Rebecca Kindiak, who co-ordinated the first year ofthe pilot.
"It shows how the various assets of the university can be
deployed in really interesting ways to work with communities," adds Sandra Singh, Director ofthe Learning Centre,
which provided the bulk ofthe first-year funding for the
project. The UBC-Community Learning Initiative (or CLI, a
Learning Exchange unit) also contributed funds, while ISIS
and the CLI offered management guidance and strategy. "The
value really lies in the unique learning experiences that are
created through this initiative," notes Joanna Buczkowska,
Managing Director at ISIS.
Moving forward, the plan is to expand the pilot's
ambitions—both in terms of participants (faculty, students
and partners) and a deepening of relationships. "Currently, I
am exploring new partnerships with communities in Pemberton
and the Clayoquot Sound region (Port Alberni, Tofino and
Ucluelet)," says Andrea Lloyd, Sauder's CSL Co-ordinator. "We
will also likely have five new Sauder faculty members, in five
different courses, participating in September." •
Initiative builds community
partnerships
The UBC-Community Learning
Initiative (CLI), a unit ofthe Learning
Exchange, is a network of people
working to advance community
service-learning (CSL) and community-
based research (CBR) at UBC. The
CLI's priorities are to enhance student
learning, collaborate with community,
and weave CSL and CBR into the
University's academic fabric.
In 2009/10, nearly 1,300 students
enrolled in CSL and CBR courses
supported by the Learning Exchange,
and the UBC-CLI worked with 77
non-profit organizations, 121 public
schools and 10 small businesses. The
CSL or CBR projects or placements
were integrated into 35 courses.
A new teaching tool with
the classic wiggle
By Lorraine Chan
Asst. Prof. Eric Lagally and PhD students Tony Yang
and Eric Ouellet have created a fun way to teach younger
students and the general public about microfluidics
using Jell-O®
Microfluidics is about controlling the
flow and reaction of a small amount
of fluids within a tiny area. This interdisciplinary field has spurred advances
in physics, engineering, microtechnology
and biotechnology with innovations
such as lab-on-a-chip and DNA chips.
A paper by Yang, Ouellet and Lagally,
recently published in the American
Chemical Society's Analytical Chemistry,
outlines simple steps to teach how
microfluidic chips can be fabricated in
a classroom for about two dollars per
jello chip.
"I've had more response to this than
any other papers I've published," says
Lagally, who is jointly appointed at the
Michael Smith Laboratories and Dept.
of Chemical and Biological Engineering,
Faculty of Applied Science.
"As far as we know, we're the only
ones in the world to have come up with
a quick, safe and inexpensive way to
demonstrate and teach the principles
of microfluidics to young students and
non-scientists."
Jello resonates
with kids so this
work serves as
a bridge between
young students
and scientists.
Yang, whose thesis explores chemical
and biological engineering and microfluidics, explains that pouring jello into
a mold is analogous to soft-lithography,
which is the process typically used to
make microfluidic chips out of elasto-
meric materials.
The main materials used to create
the molds are foam plates, wooden
coffee stir sticks, and double-sided tape.
The coffee stir sticks are cut into
different shapes and sizes depending
on the purpose ofthe mold and then
taped onto a foam plate using double-
sided tape, creating a specific pattern.
The chips themselves are made by
pouring a liquid mixture of jello and
additional gelatin onto the molds and
then leaving them to cure for two days
in a refrigerator. The chips are then
removed from the refrigerator, peeled
from the molds, and placed in
aluminum dishes for demonstrations.
"We produced three types of molds
for the experiments described in our
paper: a jello mold, a Y-channel mold,
and a pH sensor mold," explains Yang.
Using these, teachers can then
demonstrate concepts such as
pressure-driven flow, laminar flows and
a jello lab-on-a-chip to detect whether
solutions are basic or acidic.
"Just about any sort of web chemistry
experiment at the bench top can be
miniaturized so it can be under greater
control via a lab on a chip," says Lagally.
"Jello resonates with kids so this work
serves as a bridge between young
students and scientists" adds Yang. "
As microfluidics continues to become
an integral part of our daily lives, it's
important to get students excited about
this research and also to get them
thinking about possible careers in
science." •
To read the Analytical Chemistry
paper, visit:
www.publicaffairs.ubc.ca/ubc-reports
Materials for making jello
microfluidic chips
2 x 85 g boxes of lemon-flavored
jello powder
1 pouch (7 g) of unflavoured gelatine
such as Knox
2 beakers of 120mL of purified water
for dissolving jello and gelatine
6"x 6" foam plates, round
1 drinking straw, round
No-stick cooking spray
Several 7" wooden coffee stir sticks
Green food dye
Single and double-sided tape
6"x 5" aluminum weighing pan
Scheme for producing jello chips using
soft lithography.
A    A negative mold is made with
desired features.
B    Liquid chip material is poured onto
the mold.
C     Mold with liquid material is cured.
D    Solidified chip is peeled off and
E    Placed on a rigid substrate for
experiments.
j
A
.
J—L
September 2010
8
UBC Reports The University of British Columbia Math from
an Aboriginal perspective
By Jody Jacob
Faculty and staff at UBC's Okanagan campus have designed
a new foundational mathematics course that uses an Aboriginal
perspective in the application of basic math concepts.
Division
(+)
a + b, afb, a x 1/b
Subtraction
a-b
a + [-b)
Multiplication
(*)
ay b
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Lyle Mueller, Director of Aboriginal Programs and Services, and Associate Professor of Mathematics Javad Tavakoli.
The circle: an Aboriginal approach to math
An Aboriginal perspective of math can be illustrated with the most basic concepts
related to the four arithmetic operations used with real numbers: division, subtraction,
addition and multiplication, all of which are interrelated.
The course is built on this simple foundation—including the concepts of balance and
interrelationships—to develop the intricacies of math. This Aboriginal perspective (see
image on right) is used to build an understanding of properties, sets, exponents,
quadratic equations, geometry and trigonometry.
Although specifically geared to
Aboriginal students in the Access
studies program, the course is open to
anyone who would like to gain a better
understanding of math by combining
Aboriginal thought and traditional
mathematical training.
"Math is math—we're just changing
the way we look at math," says Lyle
Mueller, director of Aboriginal
Programs and Services. "We've
designed this course using a fairly
common Aboriginal perspective to
provide the framework ofthe lesson."
The design ofthe course is based on
an ancient symbol used by many First
Nations people in North and South
America: the medicine wheel. It
expresses relationships in sets of four,
with a focus on wholeness and
interrelationships.
"It would be fair to say that an
Aboriginal student with some traditional knowledge and understanding
of Aboriginal culture will find that the
mathematical concepts and theories
are broken down into a way that is
familiar to them, and therefore
perhaps easier to learn," says Mueller.
The design of the
course is based on
an ancient symbol
used by many
First Nations people
in North and South
America: the
medicine wheel.
The course, math 126, can serve as
an introductory pre-calculus course,
and provides an academic stepping
stone for students wishing to pursue
the sciences. It is a UBC Senate-
approved, three-credit course designed
by Mueller and mathematician Javad
Tavakoli in consultation with the UBC
Okanagan/Okanagan College
Aboriginal Council.
"It's really just a good way of
organizing the often complex and
interrelated concepts of math," says
Tavakoli. "Any student, no matter who
they are, if they don't understand math
at the beginning, will either learn to
hate it or they will quit it or fail it. This
course offers students a different
option to learn math—perhaps in a way
that they can relate to or that inspires
curiosity and understanding.
The official course book, which
Mueller and Tavakoli have been
working on for nearly five years, is in
the final stages of development and will
be ready for the winter semester.
Chris Alexander, a second-year
Bachelor of Management student and
member ofthe Westbank First Nation,
took the course in 2009, passing with a
mark above 80 per cent.
"I found the course challenging
because I am a mature student," says
Alexander. "But the support from
teachers' assistants and Aboriginal
Programs and Services was great.
"I hadn't taken math in years. The
course used the medicine wheel to help
explain some ofthe problems, which
made it easier for me to wrap my head
around." •
A national accord
on indigenous education
By Heather Amos
On June i, members of the Association of Canadian Deans of Education (ACDE)
signed an Accord on Indigenous Education. This accord was developed to create a
respectful and inclusive education curriculum that reflects the needs of Aboriginal
people. Jo-ann Archibald, associate dean for Indigenous Education in the Faculty of
Education at UBC, was one of the co-chairs who led the developmental and writing
process for the Accord and sat down with UBC Public Affairs to talk to about it.
What is the Accord on Indigenous Education?
We wanted to ensure that indigenous culture, knowledge, histories and language have
a more central place in education, from Kindergarten through Grade 12 and into post-
secondary This means increasing the number of Aboriginal teachers in the classrooms,
Aboriginal researchers at universities and offering educational programs relevant to
Aboriginal people. There also needs to be a better understanding of Indigenous histories
and culture from an Aboriginal perspective. The majority of the responsibility falls on the
Faculties of Education because we prepare educators at all levels including early childhood,
K-12, community education and post-secondary
Why is this important?
This is the first time that an accord has brought together Faculties of Education across
Canada to deal with Indigenous education at both local university and national levels.
Improving Indigenous education will take cooperative and sustained effort from universities, Aboriginal communities and organizations, and governments. By creating opportunities for collaboration and developing goals, principles and strategies, we will effect
change and make significant improvements to Indigenous education.
What is UBC doing?
Our Faculty is a leader in Aboriginal education. But, we believe that we can do more to
improve Indigenous education. For example, our teacher education program will have
a required Aboriginal education course that will prepare students to teach Aboriginal
learners and to include Aboriginal content in their instruction. We are hiring more
Indigenous faculty members to address key areas of education such as curriculum,
languages, culture and health, and Indigenous counseling. We're developing a strategic
plan for the faculty with the crosscutting theme of Indigenous education, which contains
some ofthe strategies from the Indigenous accord.
How will the accord work across the country?
Faculties across the country have already achieved some of the goals laid out by the
accord, so we know it's do-able. Now the deans will develop an implementation plan,
discuss future cooperative efforts and continue to share their successful and challenging
experiences.*
Jo-ann Archibald, associate dean for Indigenous Education in the Faculty of Education at UBC.
September 2010
10
UBC Reports The University of British Columbia
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Students research how to make Vancouver a leader.
By Ann Campbell and Madelen Ortega,
UBC Sustainability Initiative
September 2010
12
As a child growing up
in Brampton, Ontario,
Sara Orchard loved
water. She swam at
her family's cottage
and lounged around
swimming pools.
Like every carefree
kid, she ran through
sprinklers on hot
summer days.
Getting Orchard to admit that last
detail is not easy now that she has
spent the summer as a Greenest City
2020 Scholar working on water conservation issues with the City of
Vancouver. "We're not supposed to as
graduate student pursuing a Master of
Landscape Architecture, says with a
smile. "But every kid loves water."
Such refreshing honesty—as well as
solid sustainability expertise—are just
two ofthe qualities that nine UBC
graduate students brought to their
summer work at the City, where they
collaborated with staff to develop plans
to implement the long-term goals of
the Vancouver 2020 Greenest City
Action Plan. The project is one ofthe
initiatives arising out ofthe
memorandum of understanding signed
between UBC and the City of
Vancouver on May 11, 2010.
Each student was responsible for
researching global best practices to
meet one ofthe 10 goals, which include
green economy and green jobs, greener
communities and human health.
Orchard focused on the City's clean
water goal. She researched metering
programs and water consumption and
organizations and says the program
offered the perfect setting to apply her
knowledge in water conservation,
environmental education and design.
"It has been really satisfying to bring my
expertise to the job."
Peter Navratil, Orchard's program
supervisor and manager ofthe City's
Waterworks Design Branch, agrees.
"Our department is used to having
engineering students and we're
normally showing them the ropes,"
Navratil says, "but with Sara's previous
work in water conservation and
demand management, she was to some
degree showing us the ropes. We
learned from her."
Navratil says Orchard's contributions
have helped the City to move one step
closer to meeting its Greenest City
goals. "Sara picked up the research by
three or four other people and pulled it
together. She has written our draft
implementation plan that we're now
UBC Reports The University of British Columbia
nailing down. It's really her legacy
piece, and we're going to be able to take
this to council," he says.
Making academic knowledge relevant
in the world outside academia is what
appeals to program participant
Malcolm Shield, a PhD student in
Mechanical Engineering. His work
focused on the City's climate
leadership goal and addressed carbon-
neutral operations, carbon accounting
and reduction pathways, and funding
for electric-vehicle charging infrastructure field tests.
"It's very different being outside the
ivory tower," says this British native
who came to Canada in 2004 to study
at UBC.
Scholars like Shield are key to
ensuring that the City implements its
action plan successfully, says Brian
Beck, a Project Manager in the Sustainability Group at the City, and Shield's
supervisor in the program.
Orchard focused on
the City's clean water
goal. She researched
metering programs
and water
consumption and
organizations and
says the program
offered the perfect
setting to apply her
knowledge in water
conservation,
environmental
education and design.
"The problem we as practitioners in
city government have with a lot ofthe
work we do is that we have very little
time to work in each of these areas.
With leading edge initiatives like this
that aren't being done anywhere, or are
not being done to the degree that
they're easily repeatable, we rely on
someone like Malcolm to get through
some of the work, to get to the essence
of what we need to be able to communicate to our stakeholders," he says.
Although program participants like
Orchard and Shield have contributed to
serious issues and established professional contacts, all the hard work took
place in an inclusive and supportive
setting—with great people.
"The City of Vancouver is a very
welcoming place, this has been a very
positive experience for me," Orchard
says. •
This summer, UBC students worked
alongside City of Vancouver staff to address
the municipality's Greenest City goals
Sara Orchard drafted an implementation for water conservation
GOAL1
Green Economy Capital: Secure
Vancouver's international reputation
as a mecca of green enterprise
Abhijeet Jagtap, Sauder School of
Business, pursuing a Master of Business
Administration Documented, categorized
and surveyed green companies in
Vancouver. Analyzed two different
methodologies for estimating the green
jobs in the city. Recommended
strategies to double the number of
existing green jobs.
GOAL 2
Climate Leadership: Eliminate
Vancouver's dependence on fossil fuels
Malcolm Shield, Faculty of Applied
Science, pursuing a PhD in Mechanical
Engineering Researched and
recommended best practices for
municipal carbon neutral operations;
as well as development of
infrastructure planning aimed at
encouraging and field-testing the early
up-take of plug-in electric vehicles.
GOAL 3
Green Buildings: Lead the world in
green building design and construction
Jay Worthing, Faculty of Applied
Science, pursuing a Master of
Architecture Contributed to the
groundwork for widespread building
energy labelling throughout Vancouver
and for an outcomes-based energy code
pilot project. Worked to integrate these
items into a strategic plan for carbon
neutrality in new construction by 2020.
GOAL 4
Green Mobility: Make walking,
cycling and public transit preferred
transportation options
GOAL 5
Zero Waste: Create zero waste
Valerie Presolly, Sauder School of
Business, pursuing a Master of Business
Administration Developed guidelines
for waste management project
evaluation based on triple-bottom line
analysis. Analyzed best practices for
corporate waste reduction and
municipal waste management and gave
recommendations for Vancouver's Zero
Waste plan
GOAL 6
Easy Access to Nature: Provide
incomparable access to green spaces,
including world's most spectacular
forest
Lindsay Bourque, School of Architecture and Landscape Architecture,
pursuing a Master of Landscape Architecture Conducted an inventory of
Vancouver's current parks, greenways
and bikeways to create a comprehensive
map of Vancouver's green network as
well as investigating the impact of lane
houses on the urban canopy cover.
GOAL 7
Lighter Footprint: Achieve a one-planet
ecological footprint
Cornelia Sussmann, School of
Community and Regional Planning,
pursuing a PhD in Urban Planning
Examined the challenges and opportunities of pursuing a one-planet
ecological footprint target for the City
of Vancouver, determining the City's
scope of jurisdiction and how ongoing
progress can be measured.
GOAL 8
Clean Water: Enjoy the best drinking
water of any major city in the world
Sara Orchard, School of Architecture
and Landscape Architecture, pursuing a
Master of Landscape Architecture
Researched metering programs, water
consumption and conservation rates in
other cities and organizations. Examined
metered homes for seasonal differences in water use. Researched precedents for IC&I water programs in other
cities and conducted interviews with
Vancouver businesses that have
reduced water in the last two years.
GOAL 9
Clean Air: Breathe the cleanest air of
any major city in the world
Adam Hyslop, School of Community
and Regional Planning, pursuing a
Master of Science in Planning
Assessed the implications of biomass
combustion for district energy within
urban areas and reviewed regulatory
frameworks for emission control and
international standards for air quality.
GOAL 10
Local Food: Become a global leader in
urban food systems
Tegan Adams, Integrated Studies in the
Faculty of Land and Food Systems,
pursuing a Master of Science Worked to
define "local food" and "low carbon
food." Brought together members of
the public sector to explore what
standard food procurement policy
guidelines might be implemented across
public food outlets in Vancouver. •
To learn more about the 2020 Greenest
City Action Plan, and see the City's 10
long-term goals and the students who
worked on them, visit:
www.publicaffairs.ubc.ca/ubc-reports
Vancouver 2020 Greenest City Plan
http://vancouver.ca/greenestcity
13 UBC CONTINUING STUDIES
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Lindsey, Joe and Natalie Pozo come to UBC from Oregon, following their grandfather.
A triplet delight
"We got this feeling that UBC is an awesome place
with the right energy."
By Heather Amos
No one living in the Pozo household expected Natalie, Joe
and Lindsey, 18-year-old triplets from Portland, Oregon, to
stick together once they graduated from high school.
The triplets run on different schedules, have separate
groups of friends and have their own interests. Joe works
hard, has an active social life and keeps busy with golf,
baseball and basketball. Natalie loves to paint, recently took
up long boarding and excels at math. Lindsey is a gifted
photographer, has been dedicated to the piano since Grade 2
and now teaches it too. Both females are also heavily
involved in volunteer work, and are members ofthe youth
advisory committee for Tualatin, the city just outside of
Portland where the Pozo's live.
"We had no intention of going to university together," says
Lindsey, who along with her brother and sister will be
starting first year at UBC's Vancouver campus this September.
Knowing they wanted to move out of Oregon but stay in the
Pacific Northwest, the family travelled up and down the coast
visiting schools. They decided to take a peek at UBC, after
speaking to a recruiter at a college fair. When all three Pozos
chose UBC, everyone was surprised.
"We got this feeling that UBC is an awesome place with the
right energy," says Joe.
Mom Judy was thrilled with the decision. Not only is it
easier to keep on top of registering for classes, residence
applications and payment deadlines for only one university,
but she also has a sentimental tie to the school.
Her father Denis Archibald, the triplets' grandfather, is a
UBC alumnus (1958). He and Judy's mother lived in
Vancouver while he completed an electrical engineering
degree. Later, Judy's father was instrumental in developing a
technology to divert missiles during President Lynden B.
Johnson's presidency.
"UBC was a big part of him doing well in life," says Judy.
"There was a lot of praise for the university and for Vancouver."
"Whenever we visit family, they tell us stories about him,
and how he was such a great person. It's nice to know that he
went to the same school that we are going to," said Lindsey.
In September, Lindsey will be starting a Human Kinetics
program, with aspirations of becoming an occupational
therapist. Natalie is enrolled in the Co-ordinated Arts'
Individual and Society program that
focuses on economics and psychology.
Joe is heading into the Wood Products
Processing (WPP) program in the
Faculty of Forestry
"I was supposed to do science, and I
was on campus looking for the building
where I had to go to register for classes.
Instead, I stumbled into the wood
products processing plant. They gave
me a tour and I realized WPP combines
what I was really looking for: science
and business."
The siblings are not planning to live
together, or even in the same residence.
They want to make their own friends,
but know they can rely on family.
"If we need to talk to someone, we're
in the same place," says Natalie. "We
could have gone so far away from each
other."
The size of UBC allows the triplets to
go to school together, but have their
own identities.
"There will be so many people to meet,
so many people to be friends with. It's a
new chapter," says Natalie.
Natalie, Lindsey and Joe's father
Steve, their 13-year-old sister Mandy
and Judy are all making the trek to
Vancouver to say goodbye in September.
They'll be missed at home, but Judy is
happy her children will have the chance
to live in Canada.
"I want my kids to embrace Canada
and Canadian heritage. It's such a
wonderful part ofthe world." •
Read about the Pickerings, three
California siblings also at UBC.
www. publicaffairs.ubcca/ubc-reports
Recruiting international students to UBC
By Aaron Anderson
UBC's International Student Initiative (ISI) recruits international students for UBC's undergraduate
programs, and provides advising and support for prospective international students and Canadians
outside Canada.
ISI was instrumental in bringing Lindsey, Joe and Natalie Pozo to UBC. Every year, ISI recruiters host
hundreds of school and public information sessions abroad. In 2009-10, ISI visited 63 countries and 18
U.S. states. ISI collaborates with faculties and student services across UBC campuses in supporting
international student success. International students come from 140 different countries. Their unique
ideas and perspectives enrich the intercultural understanding of all students and are tangible evidence of
the University's growing engagement with the global community. Among ISI's information publications
for prospective students is the interactive website, www.connectionsforlife.ubc.ca. •
Who's selling these weapons?
By Simmi Puri, Faculty of Law
UBC prof seeks corporate accountability
It was known as the Great War of Africa and the deadliest conflict
worldwide since World War II. By 2008, the war that began in the
Democratic Republic of Congo and involved eight African nations
had killed 5.4 million people.
Martin Dee Photograph
Law professor James Stewart is helping shift the focus of international criminal law.
At the crux of the war, and what many
argue fueled the conflict in Congo and
other African regions, was the growing
availability of small arms.
Where were these weapons coming
from and why were the suppliers not
being held accountable?
It's these questions that were the
primary catalyst for UBC Law
professor James Stewart to pursue a
career in international criminal law,
specifically focusing on the
relationship between commerce and
atrocity.
"International criminal justice
focuses too much on the human rights
types of issues," explains Stewart. "We
as prosecutors wait until the violence
has run its course and then we mop up
when we prosecute for murder, torture,
rape and so on."
In his work, Stewart argues that it is
much more effective to prosecute
businesses involved in selling weapons
to notoriously brutal regimes, before
all the violence unravels.
Stewart's work in this area has been
recognized internationally and is part
of a major shift in international
criminal justice, where governing
bodies are becoming more conscious of
the link between business and crime,
and more sensitive to the importance
of holding corporations accountable.
Stewart, who before joining the
Faculty of Law at UBC in 2009 worked
as a prosecutor for the International
Criminal Tribunal for the former
Yugoslavia, recently began a fellowship
with the Open Society Institute. As part
of this fellowship, Stewart is writing a
manual setting out the legal basis for
prosecuting arms vendors for their
involvement in international crimes,
such as war crimes and genocide.
Stewart argues that prosecuting corporations and their representatives for
international crimes would enable
courts to influence the trajectory of
ongoing conflicts, rather than merely
dispensing justice once violence has
run its course.
Stewart describes these activities in
conflict zones like Congo and Rwanda
as a vicious triangle.
"At the apex of this triangle is the
continuation of arms violence characterized by human rights violation. In
the bottom right hand corner is illegal
exploitation of natural resources and in
the other corner is illicit arms
trafficking.
"Each of these flows into each other,
creating a downwards spiral into
darkness which means that the war in
Congo and other similar conflicts
around the world become self-
sustaining war economies. This
becomes a win-win situation for belligerents but intractable violence for
civilians."
Stewart hopes that his manual will
give activists and policymakers new
and powerful tools to compel corporate
compliance in the arms trade, and offer
2,000 people a week. There needs to be
international standards for weapon
distribution."
Stewart's efforts recently garnered
him the inaugural Antonio Cassese
Prize for International Criminal Law
Studies. The award is for the most
original and innovative paper
published in the Journal of International Criminal Studies. His article,
"Atrocity, Commerce and Accountability:
"We've flooded the world with weapons
and studies have shown that weapons kill
approximately 2,000 people a week."
new insights into the potential of
international criminal justice. While
his work is in response to the events
that have taken place in Congo, he
hopes that it can be used as a template
for arms transfers in all other countries.
The arms industry is a strange thing,"
says Stewart. "When the world's
economy took a downturn, the arms
industry flourished. We've flooded the
world with weapons and studies have
shown that weapons kill approximately
The International Criminal Liability of
Corporate Actors," features research
from part of his PhD thesis, conducted
at Columbia University, which focuses
on corporate responsibility for
pillaging natural resources.
"The fact that they are recognizing my
work just shows that these are not
radical ideas, but important areas of
criminal justice that must be explored,"
says Stewart. •
September 2010
14
UBC Reports The University of British Columbia
15 Putting the play
into playgrounds
By Lorraine Chan
Herrington says there needs to
be less obsession with safety.
A child running through grass or mixing mud pies is doing
a lot more learning than first meets the eye, according to
UBC researcher Susan Herrington.
In fact, Herrington says that more outdoor play spaces
need natural elements and parts that children can move
around and interact with to enhance physical and cognitive
development while stimulating imaginative play and empathy.
"Children learn by doing and it's a really important phase
of development for kids being able to manipulate their
environment, which is something they're often protected
from now," says Herrington, a professor in the School of
Architecture and Landscape Architecture, Faculty of Applied
Science.
Herrington has been studying children's outdoor play
spaces since the 1990s. In Canada where more than half the
children up to age five are enrolled in some form of child
care, Herrington says there needs to be less obsession with
safety and more awareness of designing spaces that foster
development.
Between 2003 and 2008, Herrington conducted a study as
part ofthe Consortium for Health, Intervention, Learning
and Development (CHILD), which comprised teams of
academic researchers and community professionals from
across B.C. and was funded by the Social Science and Humanities Research Council of Canada. Herrington compared the
outdoor designs of 16 licensed child care centres from
various socio-economic locations across Vancouver.
These centres had children aged two to five, the age group
that makes up the largest population of children at most
child care centres in B.C. and across Canada.
Herrington discovered that children are more likely to
verbally interact with each other and their early childhood
educators when their play engaged living things such as
plants, animals and insects.
"We found that outdoor play spaces that contain materials
that children could manipulate—sand, water, mud, plants,
pathways and other loose parts—offered more developmental
and play opportunities than spaces without these elements."
The study also shows that the child care centres' play
equipment was often the most expensive item in the play
space but did not fully engage the children. Typical of such
equipment are brightly coloured plastic picnic tables or a
prefabricated module with climbing area and slide.
Herrington analyzed a random sampling of video clips
documenting children's use of their play space. Her results
showed that the equipment was unoccupied 87 per cent of
the time.
During the 13 per cent of time when
children were playing on or around the
equipment, only three per cent ofthe
time represented its intended purpose,
for example, going down the slide.
"The children were either sitting
beneath the equipment, or in one case,
a little boy was dropping pea gravel
down the hole of one ofthe support poles."
But worse than boredom is
overcrowding in outdoor play spaces.
"We know from decades of research
that when outdoor play spaces exceed
their densities, there is more
aggression between the children," says
Herrington.
In British Columbia, child care
regulations require seven square
metres of outdoor space per child
enrolled full time. This is the size of
one half of a parking stall.
"It's ironic that in Vancouver we
require 14 square metres for each
parking stall so when you think about
it, we provide our vehicles more space
than our children. •
What does work for children's
outdoor play space?
Landscape Architecture Prof. Susan
Herrington has found that children
enjoy environments where:
• they had elements for children to
manipulate and make their own;
• they contained living things;
• they were sensitive to climate;
• they were designed to the scale of
the child;
• they allowed the child's imagination
to shape the play experience; and
• they provided areas for children to
play alone or in groups.
OKANAGAN   CAMPUS
Friday, September 10
11:30am - 1:00 pm
University Centre Ballroom
UNC200
VANCOUVER   CAMPUS
Monday, September 20
11:30 am- 1:00 pm
The Chan Centre for Performing Arts
TELUS Studio Theatre
PROGRAM
11:30-12:00
12:00-12:25
12:25-1:00
Informal reception (light lunch served)
President's update
Q& A period
Meet Professor Toope at the 2010 Town Hall
Please join Professor Stephen J. Toope for an update on Place ond Promise: The UBC Plan, and other
important initiatives at our university. The Town Hall provides an informal forum and Q & A opportunities
with the UBC community and senior administration.
Your questions and comments may be submitted in advance at www.president.ubc.ca/townhall
UBC
W
a place of mind
THE  UNIVERSITYOF BRITISH COLUMBIA
September 2010
16
UBC Reports The University of British Columbia

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