An excerpt from a recent article published about the event is below. Check out .

Community Engagement and Connection in Support of Research and Innovation

Trent University invites applications for a tenure-track position in the Department of Gender & Women鈥檚 Studies at the rank of Assistant Professor to start July 1, 2019, or January 1, 2020, subject to budgetary approval.

The successful candidate must possess a PhD in an area of feminist scholarship, have an active research program with potential for external funding, and demonstrate superior ability and commitment to teaching at the undergraduate level. Applicants whose research deals with Critical Race and Gender Studies, Black Feminist Thought and/or History, Transnational Feminisms, and/or Gender, Migration and Borders will be given priority. An ability to teach interdisciplinary feminist theory and methodology courses will be considered an asset, as well.

A complete application package should include a cover letter, a statement of teaching experience and course evaluations, a curriculum vitae (including confirmation that you can legally work in Canada), a summary statement of current and prospective research interests, and copies of relevant recent publications. In addition, three letters of reference should be sent on your behalf.聽 Applications and references are to be addressed to Dr. Kelly McGuire (Chair of the Department) and submitted by email to wmstjobs@trentu.ca. Please note that applications will only be accepted in PDF format via email.

The deadline for applications is May 5, 2019.

Gender & Women鈥檚 Studies is a dynamic and growing department in the Faculty of Arts & Science (Humanities Division). We offer a BA in Gender & Women鈥檚 Studies and a collaborative specialization in Feminist and Gender Studies at the graduate level. Applicants can learn more about the Department at

Trent University is actively committed to creating a diverse and inclusive campus community and encourages applications from all qualified candidates. Trent University offers accommodation for applicants with disabilities in its recruitment processes. If you require accommodation during the recruitment process or require an accessible version of a document/publication, please contact kellymcguire@trentu.ca.

All qualified candidates are encouraged to apply; however, Canadian citizens and permanent residents will be given priority.

The mission of Community Campus Engage Canada (CCEC) is to contribute to thriving, just, and
sustainable societies by growing connections, capacity, and infrastructure for community-driven
collaboration with post-secondary institutions across Canada. CCEC emerges from a seven-year
SSHRC-funded pan-Canadian participatory action research project that investigates how community-campus partnerships can be designed and implemented to maximize the value created for non-profit, community-based organizations. Beginning May 1, 2019, CCCE will operate as a project under the Trent聽Centre for Community-Based Education (TCCBE).

CCEC Steering Committee members will oversee CCEC staff, provide necessary reporting to the
TCCBE鈥檚 Board of Directors, and participate on one of three CCEC working groups focused on
Organizational Development, Community of Practice and Network Platform Development, and Funding and Policy.

CCEC seeks Steering Committee members who are committed to realizing CCEC鈥檚 Strategic Plan, and who have the capacity to build CCEC collaboratively over the course of a year starting May 1, 2019. We aspire to a diverse Steering Committee inclusive of community, post-secondary and boundary spanning CCE champions, as well as geographic, gender, ethnic, and sectoral/disciplinary diversity. We welcome members with patience for the often ambiguous, messy, and exciting stage of organizational start-up.

Prospective Steering Committee members will be assessed according to the following criteria:

• Knowledge of community-first approaches to community-campus engagement;
• Enthusiasm for the future of CCE in Canada;
• Experience with governance, policy development, evaluation, financial oversight, grant writing, and
  fundraising; and
• Connections to diverse local, regional, provincial/territorial, national, and/or international networks.

It is expected that Steering Committee members will participate for the full Phase I term of CCEC (to May聽31, 2020). Members will participate remotely across this pan-Canadian committee. Committee members聽will typically meet once a month (by video conference), with additional meetings for working groups.

Members can expect to spend approximately a half-day per week in Steering Committee involvement including attending/preparing for meetings, reviewing documents, and contributing to other items related to specific working groups. Interested individuals with limited capacity for participation are invited to聽describe within their application letter how they may effectively contribute to the committee.

There is no remuneration paid to Steering Committee members, but members will:

• Enjoy access to a vast national-scale CCE network;
• Have a prominent voice in CCEC initiatives for CCE practitioners and stakeholders; and
• Shape the diversity of contributions to significant conversations regarding advancement of CCE efforts in Canada.

Individuals interested in serving as CCEC Steering Committee members are asked to submit a letter (no longer than one page) outlining their interest in CCEC leadership and alignment with the criteria and聽aspirations detailed above to Lisa Erickson at curtis.sanderson@usask.ca. Review of applications will聽begin on April 22, 2019. Candidates may be contacted to discuss their interest. Individuals that have been聽part of the Interim Executive Committee, the Interim Steering Committee, or CFICE, that have convened聽or participated in CCEC Roundtables, and/or that have a passion for and deep interest in CCE are invited聽to apply to serve on the CCEC Steering Committee.

Note: Upon applying to this Committee, your application may be shared with current Interim Executive聽and Steering Committee members as part of the review process.

Please contact Lisa Erickson at lisa.erickson@usask.ca if you have any questions regarding the
nomination process.

On the heels of the “Understanding our Food Systems” gathering held in January 2019, Charles and colleague Jessica McLaughlin (co-ordinator of the Indigenous Food Circle), penned this article to help spread awareness of food sovereignty issues in Canada. Click on the image below to increase the size for easier reading or click here to access a PDF version.

This webinar explored how to work in community-campus engagements to shift and support social infrastructure development in Canada.

The guiding questions for this webinar included:

• What kinds of social and green real estate projects are possible?
• How can we structure effective community-campus governance and project-management bodies?
• What combination of financial instruments and sources can be used to finance social infrastructure?

Video Link and Resources

If you missed out on the day-of presentation, not to worry. We鈥檝e made it accessible below.

You can access some additional resources below.

1. Andrew Petter: The new community builders: universities, colleges and institutes are vital source of social infrastructure:聽
2. Catalyst for Sustainability:聽The Achievements, Challenges, Lessons and Prospects of the University of Winnipeg
   Community Renewal Corporation:聽
3. Maximizing the Capacities of Advanced Education Institutions to Build Social Infrastructure for Canadian Communities:聽

Presenters

Moderator, Edward (Ted) Jackson: Ted Jackson is a university professor, management consultant and author specializing in community-university partnerships, social finance, social enterprise and program evaluation. A former associate dean and tenured faculty member in public policy at 杏吧原创 University, he has advised foundations, development agencies, governments, universities and non-profits in all regions of the world.

Andrew Petter,听C.M., Q.C., President of Simon Fraser University:聽Andrew Petter is President and Vice Chancellor of Simon Fraser University.聽From 1991 to 2001, he served as a Member of the Legislative Assembly of the Province of British Columbia and held numerous cabinet portfolios, including Advanced Education and Intergovernmental Relations.聽Since becoming President, he has overseen the implementation of a Strategic Vision that seeks to distinguish SFU as Canada鈥檚 鈥渆ngaged university defined by its dynamic integration of innovative education, cutting edge research, and far-reaching community engagement.鈥� In 2018, he was appointed to the Order of Canada in recognition of his national leadership in advancing university-community engagement and higher education.

Sherman Kreiner, Managing Director of UWCRC and UWCRC 2.0: A community economic development practitioner for nearly 40 years, Sherman Kreiner has served as Managing Director of the University of Winnipeg Community Renewal Corporation since 2005 and of its associated non-profit, UWCRC 2.0, since 2016. He has led the construction of more than $200 million in green, social real estate projects, including a mixed-use, mixed-income residential tower, and the growth of a food-services social enterprise with 100 employees. A former member of the Board of Regents of the University of Winnipeg and a founding director of the University of Winnipeg Foundation, in 2013 he received UW鈥檚 100th Convocation Award for exemplary service to the University.

I often view 杏吧原创 University as being an island. Contained within the school borders is a city within a city, complete with its own political organization, economy, and culture. Given that it is surrounded by rivers and is slightly removed from Ottawa鈥檚 core, 杏吧原创 University also physically embodies this segregated and slightly removed form of social organization.

As its own sort of quasi-city with a student population of , 杏吧原创 University offers a multitude of different campus services to create an ecosystem where all can study, work and live in a safe environment.聽 No different from any other university, it blends educational services with health and wellness services to meet its population鈥檚 needs. 杏吧原创 University also creates and implements policies and mandates meant to help 鈥済overn鈥� the work that takes place on its campus. This governance includes a commitment to upholding basic rights such as non-discrimination or universality for all individuals on its campus.

As a 杏吧原创 University student myself, and specifically a social work student working in human rights, this idea of 杏吧原创 as a 鈥渃ity鈥� recently got me thinking: In what ways does 杏吧原创 University uphold its 鈥渃itizens鈥欌�� basic human rights? When someone has a concern, complaint, or simply requires support outside of their academic studies, where do they go?

The answer I found: Equity Services.

What is Equity Services and how do they operate?

After 杏吧原创鈥檚 review of their human rights policies and procedures in 2001, the University鈥檚 Senate and Board of Governors provided the means to create Equity Services with the goal of creating a university space that truly is for everyone. To achieve this goal, Equity Services operates within a human rights framework, and includes as part of its mandate the pursuit of knowledge, personal and intellectual growth, and a campus free from discrimination, injustice, and violence. They are a frontrunner for establishing research, training and programming that is rooted in social justice and human rights.

Working under a human rights framework means that individuals have definite rights that must be upheld simply because they are human. A 聽protects civil, political, economic, social, and cultural rights, which are rights like . Included in protecting these rights is the ability for individuals to report human rights infringements and violations.

According to Bailey Reid, an Equity Advisor with Equity Services, there are three core components to their work at 杏吧原创: maintaining the Centre for Indigenous Initiatives, providing confidential human rights advice and assistance, and delivering sexual assault support services and prevention initiatives. Through these three areas, Equity Services offers a reporting mechanism to help individuals address human rights violations on campus. They team up with partners on and off campus to host trainings and workshops, such as welcoming Emma Sulkowicz, a sexual assault awareness activist from Columbia University, or promoting the Ontario Human Rights Commission on-line training to all individuals, students and especially staff, in the 杏吧原创 community. And they work to specifically promote Indigenous outreach, retention and culture by offering training sessions, workshops, guest lectures, and experiential learning opportunities through the Centre for Indigenous Initiatives.

Equity Services is also involved in helping to develop policies and practices at 杏吧原创 University to build the most inclusive and equitable campus possible. As Reid explains, 鈥淭he Centre works to advocate for changes within 杏吧原创鈥檚 policies and procedures to better support the diverse population at 杏吧原创. Ongoing training and education to students, staff and faculty on human rights and equity issues as well as responding to specific requests and corrective measures are taken following a complaint.鈥� Some examples of this advocacy work include the establishment and maintenance of the University鈥檚 employment equity program; an all-inclusive washroom initiative; and the development of an inclusive and accessible event planning checklist for anyone organizing an event on campus.

How does Equity Services best ensure an equitable campus?

One of the ways Equity Services successfully champions an equitable campus is by partnering with other offices, departments, and services on campus to collaboratively build a safe, inclusive campus environment. Their partnership with Safety Services is a good example of how Equity Services works with others to promote a human rights framework and safeguard student and faculty success.

According to Special Constable Nick Saucier, 鈥淐ampus Safety Services has an excellent working relationship with Equity Services. Our services and mandates sincerely complement one another and the work that we both do.鈥� Saucier also notes that campus safety officers and staff receive training from Equity Services on how to best support individuals, including how to explain legal and social rights to clients.

The partnership between these two campus hubs allow for a wealth of programming and services to be delivered, as well as the development of unique educational materials that help promote a safe and cohesive environment. Whether it is sexual assault educational programming, or explaining the Charter of Rights and Freedoms to clients, Saucier notes that both organizations approach it from a human rights framework.

By working with partners like Safety Services to deliver programming, Equity Services creates a space where multiple campus organizations can share their knowledge and expertise to create more equity for all.

Why is having a department like Equity Services important for a University Campus?

The push for more human rights centered programming is not a new phenomenon. However, in recent years it has become a focal point for universities to ensure equitable services are available and are anti-oppressive in nature. Campuses function best when everyone is working together to build a stronger and more unified approach to addressing concerns and interpersonal problems. Just like cities, a campus can offer services and produce research that includes diverse voices ONLY if they have an outlet to find those voices. And of course, research and services gathered and offered through a human rights based lens result in more inclusive programming that is representative of the intended populations being served.

Having a hub like Equity Services that makes this inclusive approach to research and service provision even more accessible is a huge benefit to the thousands who utilize 杏吧原创鈥檚 services every day. In my opinion, the more human rights frameworks applied to services, the better the outcomes we see when individuals have to make the hard decisions to ask for accommodations or file a complaint. Human rights based services help get students and faculty back to their lives through support, accommodation and increased training.

What does an article on Equity Services have to do with community-campus engagement?

For researchers hoping to make the world a better place through their community-campus engagement work, Equity Services can be a good place to start to ensure one’s research and partnership practices are equitable for all involved. Equity Services is already experienced at partnering with both on-campus and off-campus partners, and they can enhance your partnership work by providing customized training on topics such as inclusive workplaces, resources on human rights policies and accessibility, and advice for addressing any equity-related issues that may arise during your research work. Equity Services at 杏吧原创 also actively participates in campus-based events, such as 杏吧原创’s Sexual Assault Awareness Week, that can be directly relevant to a researcher or community partner’s work.

As 杏吧原创 continues to live and breathe like a small-scale city, services that champion human rights frameworks and safety should be congratulated. The main purpose of every university is the pursuit of academic excellence, and I can confidently say these organizations help make that possible.

CCEC is in the intense, messy and exciting phase of start-up. We seek a highly skilled manager to operationalize steering committee direction and to lead CCEC personnel.

This position will be hired and paid through 杏吧原创 University while reporting to the CCEC Steering Committee. The successful candidate will be required to submit bi-weekly timesheets to initiate payment.

The Position

This is a part-time, term position as CCEC develops its capacity (with the possibility of extending the contract dependent upon funding): April 1 鈥� June 30, 2019 (25 hours/week at $30.70/ hour x 13 weeks).

Responsibilities involve:

• Attending steering committee meetings
• Integrating board decisions into programming and network development
• Staff direction and oversight
• Budget management and oversight
• Preparation of reports, recommendations and documents for the steering committee
• Knowledge management and communications leadership
• Tracking outputs and beginning to develop an evaluation framework

Qualifications

• Bachelor鈥檚 degree (graduate degree advantageous)
• Experience with all facets of organizational development and management (budgets, HR, accountability, funding, evaluation)
• Experience working for and with committees/boards
• Familiarity with community-campus engagement
• Commitment to CCEC鈥檚 values: Community-first, student and youth engagement, asset-based development, collaboration and co-governance, social inclusion and access, Indigenous knowledge and communities, and knowledge diversity

Please submit applications including cover letter and resume to Michelle Nilson and Lisa Erickson at CFICE@carleton.ca by March 31, 2019.

Towards Co-operative Commonwealth is a free, massive, open, online course offered by Synergia Institute with support from Athabasca University that sets out what effective systems change means, and the most promising ways to secure our communities鈥� basic needs in increasingly difficult times. It is a master class in movement building for a new model of political economy that is sustainable, democratic, socially just and based on the principles of co-operation and the common good. It is suitable for newcomers to social change work as well as veteran activists, practitioners, policy-makers, students, and researchers. Individuals on their own and people working for social change through organizations, networks, and movements can use the course material and the accumulated expertise of the Synergia team, and that of fellow participants, to advance their own work.

For more information about the course, please .

Peter Park, Human Rights Activist

What does someone do after being forcibly institutionalized for 18 years because they were labelled as having an intellectual disability? In the case of Peter Park, he chose to become an advocate for other people with disabilities to make sure this inhumane treatment wouldn鈥檛 happen to anyone else. Peter co-founded the 聽nearly forty years ago and helped to close Ontario鈥檚 last institution for people with developmental disabilities.聽Peter continues his work today advocating for the rights of people with intellectual disabilities.

Recently, Peter was part of a community-campus partnership to create a training video focused on making research more accessible.

I sat down with Peter Park to pick his brain on the term “research”, his new training video, and some tips on how to make research more accessible to individuals with intellectual disabilities.

Research is a dirty word in some circles

When asked how academics can make their research more inclusive, Peter replied, 鈥淣umber one is figuring out how to phrase it so it鈥檚 not framed in the word research.鈥� Peter added that 鈥渞esearch is sort of a dirty word鈥�.

Because people with disabilities have frequently found themselves as research聽subjects as opposed to research participants and collaborators, the term “research” can be seen as exclusionary. It’s challenging to think of a term that might replace “research” (Peter and I tried), but at the very least, it is important for researchers to know that the term may come with negative connotations for individuals with disabilities.

Of course, just because the word carries a negative connotation, that doesn鈥檛 mean that academics and people with disabilities shouldn鈥檛 team up to explore ways to make a positive impact on the lives of their peers.

For Peter, working in equitable partnerships with academics and community has been part of his advocacy work. Specifically, Peter has worked for years with Sue Hutton, Respecting Rights Coordinator with the ARCH Disability Law Centre, and together they co-founded a project called: , which provides innovative, accessible rights education to persons labelled with intellectual disabilities and their support networks. Sue and Peter have also published several articles about self-advocacy in the disability community (see a recent example of their聽).

Nothing about us without us! And that includes research!

Sue Hutton, Respecting Rights Coordinator at the ARCH Disability Law Centre

Recently, Peter worked with Sue to deliver a keynote speech at the in April 2018. The theme of conference was 鈥淩esearch that Includes: Toward more inclusive approaches with persons with Developmental Disabilities.鈥� For this conference, Peter and Sue designed a keynote speech titled聽“Nothing about us without us! And that includes research!” This speech was structured as a conversation between Peter and Sue with the purpose of “looking back and looking forward” at inclusive practices for research with people with developmental disabilities.

As part of this presentation, Anna Przednowek, a past CFICE Research Assistant (now an Assistant Professor of Social Work at Nipissing University), teamed up with Peter and Sue to create a training video based on Peter’s keynote address. The purpose was to create a video聽that could be publicly available and accessible to self-advocates, disability activists, students and professors teaching courses in research methods, Developmental Services Worker programs, and Schools of Social Work and Disability Studies who are committed to centering the voices of people with lived experiences and working toward promotion of inclusive research practices, social justice and human rights.

When asked about working on the video, Peter brought up the fact that it was a little scary for him at first. He didn鈥檛 know quite what to expect from the process. However, he did mention the importance of being approached right from the start of the project. This allowed for an inclusive and respectful team environment.

Encouraging inclusion in research with people with disabilities

While the training video is still in the works, Peter had a few ideas for how academics can make their research more accessible in the meantime. The first is to create content with a different point of view in mind — thinking about how one’s research will be received and understood by individuals with intellectual disabilities can be a great starting point. Writing articles or other research content in plain language is another way to make research more accessible. Sharing content in other formats such as through video or podcasts can be a good method too.

From Sue鈥檚 experience writing and doing presentation work with self-advocates, she has learned to take more of a back seat and practices 鈥渟haring the microphone鈥� with those who鈥檚 voices should be the loudest: People like Peter who are the actual experts in the field of their lives. Sue notes that when we give self-advocates this ability to direct the research and work, innovative and more inclusive means of sharing research can develop: 鈥淎llowing self-advocates to direct us rather than us directing self-advocates is something we can all practice. Peter is the one who encouraged me to do more graphic illustrations. He requested that we have graphic note taking at meetings so that anyone who does not read would be able to review the minutes in a graphic format. When we published an article on the history of institutions together, Peter said we needed to tell his story in images, and requested we create visual artifacts of some of the more challenging experiences in the institution. Together we developed visuals to make the story accessible for those who don鈥檛 read. Without Peter鈥檚 direction, we wouldn鈥檛 have been able to reach as many people and have the impact of his story.”

Finally, Peter reminds us that remaining accountable to the community the research is trying to serve is one of the most important ways of ensuring the research stays accessible. As Peter noted, 鈥淲e need something that鈥檚 real, something that people can relate to, and understand right in the moment.鈥�

Hopefully this article serves as a reminder that we all need to continue to strive to be as inclusive in our research work as possible. And as a side note, if you come up with a better word for research, let Peter and me know!

Proposals Submission Deadline: March 16, 2019
Full Chapters Due: July 14, 2019
Submission Date: November 6, 2019

Community-engaged scholarship is an equitable and democratic approach to scholarship that seeks to identify and solve community-based problems. Community-engaged scholars aim to serve the public good by developing and sustaining community-campus partnerships built on trust, reciprocity, and mutual benefit. This is an ethical but nontrivial (and nontraditional) orientation towards scholarship. As universities orient themselves towards serving the public good, universities face a number of challenges: faculty and students may not possess the competencies or commitment to build fruitful community partnerships; graduate and undergraduate students may lack the necessary training and mentorship required to develop their identity as community-engaged scholars; and, institutional leaders may not know how to motivate faculty and students for this ambitious and challenging endeavor. These are endemic challenges related to the cultivation of a community-engaged campus, and, unless these challenges are addressed, universities will fail to prepare the next generation of community-engaged scholars.

Objective

This edited volume addresses the following question: How are undergraduate and graduate students in the context of higher education successfully prepared聽for participation in community-engaged scholarship? This publication will explore how faculty and academic leaders can create learning opportunities and聽intellectual cultures that support the development of community-engaged scholars. This publication will explore how university coursework can help聽undergraduate and graduate students to develop the knowledge, skills, and commitments necessary for productive and responsible community-engaged聽scholarship.

For more information, please .