Undergraduate Research Apprenticeship Fund

Please submit the completed application in Romeo

The Office of Research and Graduate Studies is offering this program for faculty members who are engaged in research, scholarship and creative inquiry to hire an Undergraduate Research Apprentice to assist them in accelerating their research endeavors and provide an apprentice with a meaningful and equitable training opportunity. TRU is committed to the principles of Equity, Diversity and Inclusion (EDI) which strengthen our communities and the quality, social relevance and impact of research. Sound equity, diversity and inclusion practices increase access to the largest pool of qualified potential participants, enhance the integrity of a program’s application and selection processes, strengthen the research outputs, and increase the overall excellence of research. TRU’s programs and peer review system are intended to ensure fair treatment of all applicants. TRU is committed to implementing policies, processes and initiatives to identify and mitigate barriers and biases that may exist within its own programs and systems, and to work collaboratively with other stakeholders, when appropriate, to do the same.

Award Amount: $3,000/student. The number of awards available is subject to available funding.

Eligibility Criteria

• Full time tripartite and bipartite faculty members with on-going or tenure-track appointments
• Full time continuing and term certain faculty members holding appointments of more than one year
• Term of award will be as outlined in the application and funds must be expended by Feb 28
• Students cannot hold two awards at one time (e.g., UREAP, USRA, Undergraduate Apprenticeship)
• Student cannot be employed more than twice by this funding opportunity
• Identified student will normally have a minimum GPA 2.67, have completed at least 30 credits and be a full-time TRU student
• Faculty may apply for more than one student per project if adequately justified in the application (MAXIMUM TWO PER FACULTY MEMBER)

Application Deadline: September 28

Award Duration:         October 15 to Feb 28

Adjudication Criteria

1. Research experience for student and consideration of equity and diversity in student selection (10 pts)
2. Quality of student (10 pts)
3. Quality of faculty track record in supervision of students (5 pts)

*Adjudication committee will be a sub-committee of the Senate Research Committee.

In accord with the Tri-Agency Statement on Equity, Diversity and Inclusion, the adjudication process will apply EDI principles in its pursuit of excellence in research training.

2020-2021 Projects:

1. Title of the Project: The Asset Map of Field Practicum Sites Across Canada ( 5 apprenticeships are possible over next few years)

One student per geographic area:

SK and MB

ON

QC

NS, NB, PEI, NFL

Northern Canada

BC and AB is now moved to volunteer / practicum only projects, unavailable for apprenticeship

Project Description:

Asset mapping is a tool widely used in community development to promote sustainability and find new ways to connect people. The tool helps communities to identify their individual, associational, institutional, economic, physical, and cultural assets (Hardcastle, Powers, & Wenocur, 2011; Kretzmann, & McKnight, 1993; Lightfoot, McCleary, & Lum, 2014). The purpose of the project is to create an asset map of all possible social work placement sites in Canada. The asset map can be used by social work students to identify possible practicum sites, places of employment for social workers across Canada. The map will also be used to identify potential partners in designing collaborative projects among social work educators and social work practitioners and to design informational sheets for areas of social work practice in Canada. The long-term goal of the project is to have one asset map and information sheets on areas of social work practice in Canada to support social work students in locating possible field placements and employment opportunities for social workers in Canada

The asset map of field practicum sites and information sheets can assist social work students and educators who work nationally and internationally to locate information about social work field placement sites in Canada in one online accessible location. The use of The Asset Map of Field Practicum Sites Across Canada and information sheets has a potential to build partnerships and collaborations among universities and field placement sites across Canada and Internationally and provide needed data on current state of development of areas of social work practice in Canada.

Hardcastle, D. A., Powers, P. R., & Wenocur, S. (2011). Community practice: Theories and skills for social workers. Oxford, England: Oxford University Press

Kretzmann, J., & McKnight, J. (1993). Building communities from the inside out A path toward finding and mobilizing a community’s assets. Evanston, IL: Institute for Policy Research

Lightfoot, E., McCleary, J. S., & Lum, T. (2014). Asset mapping as a research tool for community-based participatory research in social work. Social Work Research, 38(1), 59-64.

Apprentice Role in the Project:

To support Dr. Oleksandr (Sasha) Kondrashov in completing information sheets on the development of areas for social work practice in Canada

To add new placement sites to The Asset Map of Field Practicum Sites Across Canada

Apprentice Learning Experience:

The strengthened skill of asset mapping and its application in community work

Finding a possible place for future practicum / work experience

Enhanced literature search techniques on finding academic sources for the development of social work field education in Canada

Increased knowledge of social work field education in Canada

Project 2: Title of the Project: “Welcome to [Your Community]” (unlimited number of apprenticeships are possible based on unique communities in Canada that express interest in developing the Welcome guide)

“Welcome to [Your Community]” is a new initiative that is based on the success of “Welcome to Kamloops” course and e-book. The course is offered through the Faculty of Education and Social Work in Kamloops starting from 2016 academic year for newcomers to provide essential information for successful adaption for life in Canada. The E-book has been published in 2020 that collect all information shared during the course. Apprentice will have an opportunity to update the e-book with new information using resilient theory (Unger, 2008; Masten, 2018) to educate newcomers on how to strengthen their resilience in the areas where newcomers need support to adapt in Canada. Alternatively student can work on creating a Welcome guide to their local community. Newcomers who have access to the E-book has more opportunities to recognize protective factors to address challenges and prepare themselves for more successful and satisfying settlement in their new home community.

Masten, A. S. (2018). Resilience theory and research on children and families: Past, present, and promise.Journal of Family Theory & Review,10(1), 12-31.

Ungar, M. (2008). Putting resilience theory into action: Five principles for intervention.In L. Liebenberg & M. Ungar (Eds.), Resilience in action (pp.17-38). Toronto: University of Toronto Press.

Apprentice Role in the Project:

To update Dr. Oleksandr (Sasha) Kondrashov’s Welcome to Kamloops edited E-book and make it more user-friendly by providing description to some of the key resources on settlement in Kamloops or

To facilitate the development of the Welcome to [Your Community] Guide that is based on welcome to Kamloops model to support newcomers in the student selected community

Apprentice Learning Experience:

Strengthened knowledge about resources to support newcomer’s settlement

Development and application of the hands on experience in addressing newcomer’s needs

Enhanced literature search techniques for finding relevant sources to support newcomer adaptation in Kamloops or student selected community

Increased research capacity in the area of fostering resilience in newcomer populations

Project 3: Title of the Project: Welcome to University (possibility of up to 3 apprenticeships over next two years)

Project Description

Welcome to University project is a collaborative initiative between Kamloops-Thompson International Student Program and Thompson Rivers University Faculty of Education and Social Work to design a 12 module course to help students from the Kamloops-Thompson International Student Program to transition to Kamloops living and study at Thompson Rivers University successfully. The goal of the Welcome to University project is to ease transitions for students between Grade 12 and the first year with a specific focus on international students and newcomers to Kamloops.

The Welcome to University course will be fully launched in winter 2021 with 12 self-paced modules available to students to take online.

Upon successful completion of the Welcome to University course, students will be able to:

• Transition to living in Kamloops
• Find community resources to meet every day needs in Kamloops
• Strengthen self-awareness and confidence in personal abilities and success
• Promote high ambition and demonstrate preparedness  for academic and career excellence
• Define academic and professional goals and map out a comprehensive plan to achieve these goals
• Develop a consistent individualized approach to university preparation and personal growth
• Identify the value of attaining a university education
• Engage in meaningful conversation about university life within a variety of different contexts
• Access university resources and services required to support learning
• Discuss ways a university education will have an impact on their career and life choices.

Each apprentice (up to 3) will be responsible for development of 4 modules for the course

• Differences between high school and university: Biggest fears and how to tackle them
• Sean Covey: The 7 habits of highly effective teens/people
• MBGK: Motivation, Background, Grow Zone, and Know-How in finding the best University program for you
• Learning in University: The Critical Thinking and Metacognition Skills
• Plan for Success: Knowing Yourself and Setting Goals
• Your First Week: Getting Oriented, Organized and Finding Resources
• Planning your academic year: Time Management and Study Strategies for Busy Students
• Effective learning: Tips on How to Learn From Lectures and Texts
• Study SMART and SHARP – Use Powerful Strategies to Remember, Understand and Apply
• Get Those Projects Done: Project Management for University Students
• Get Ready for Exams: How to Study and Write Exams with Integrity
• Evaluate your Progress and Move Ahead

Apprentice Role in the Project:

To update Dr. Oleksandr (Sasha) Kondrashov’s Welcome to Kamloops edited E-book and make it more user-friendly by providing description to some of the key resources on settlement in Kamloops or

To facilitate the development of the Welcome to [Your Community] Guide that is based on welcome to Kamloops model to support newcomers in the student selected community

Apprentice Learning Experience:

Strengthened knowledge about resources to support newcomer’s settlement

Development and application of the hands on experience in addressing newcomer’s needs

Enhanced literature search techniques for finding relevant sources to support newcomer adaptation in Kamloops or student selected community

Increased research capacity in the area of fostering resilience in newcomer populations

Project 4: Title of the Project: Schools of Social Work around the World: European Asset Map (4 apprenticeships are available over next few years based on four parts of Europe to map: Eastern Europe, southern Europe, Western Europe, and northern Europe)

Project Description:

Asset mapping is a tool widely used in community development to promote sustainability and find new ways to connect people.

The tool helps communities to identify their individual, associational, institutional, economic, physical, and cultural assets (Hardcastle, Powers, & Wenocur, 2011; Kretzmann, & McKnight, 1993; Lightfoot, McCleary, & Lum, 2014). The purpose of the project is to use the map of The Schools of Social Work Around the World developed by Dr. Oleksandr Kondrashov and create information sheets that include the list of Schools of Social Work in selected countries and a brief overview of academic resources that describe the development of social work education in those countries.

The current project focuses on the development of global social work education in Europe (1 apprentice per region). The long-term goal of the project is to have one asset map and information sheet on the development of social work education on every country of the globe. However such commitment requires more time and resources. Currently, the information sheets developed by Dr. Oleksandr Kondrashov are already available for the following countries: Ukraine, Taiwan, Australia, New Zealand, Japan, and Switzerland (please click on hyperlinks to see the completed information sheets of Schools of Social Work in selected countries).

The Schools of Social Work Around the World asset map with IASSW Europe information sheets can assist social work students and educators who work internationally or are looking to find Schools of Social Work in Europe to locate information about social work programs in the region in one online accessible location. The information on Schools of Social Work in Europe will also strengthen the TRU internalization strategy and provide an opportunity to foster future partnership opportunities with universities that offer social work education in Europe and provide needed data on current state of development of social work education in the region.

Hardcastle, D. A., Powers, P. R., & Wenocur, S. (2011). Community practice: Theories and skills for social workers. Oxford, England: Oxford University Press

Kretzmann, J., & McKnight, J. (1993). Building communities from the inside out A path toward finding and mobilizing a community’s assets. Evanston, IL: Institute for Policy Research

Lightfoot, E., McCleary, J. S., & Lum, T. (2014). Asset mapping as a research tool for community- based participatory research in social work. Social Work Research, 38(1), 59-64.

Apprentice Role in the Project:

To support Dr. Oleksandr (Sasha) Kondrashov in creating information sheets on the development of social work education in Europe (based on the International Association of Schools of Social Work geographic classification).

To add new schools of social work in Europe on the existing asset map

Apprentice Learning Experience:

Student will develop research and writing skills by participating in a broad range of tasks including:

• planning the process of asset mapping and information sheet creation through regular project meetings
• conducting a literature search on the development of Social Work Education in Europe
• developing list of Schools of Social Work in Europe Region
• assisting with emailing to universities in Europe to verify the information on the social work programs available in the region
• entering the data in the asset map
• communicating the results through conference presentations (TRU undergraduate research conference)

The above activities will assist student with an academic career by developing networks and contacts, developing research skills and by improving understanding of the role of research in an academic setting. It is anticipated that by conducting the activities mentioned above, students will Increase knowledge in the area of social work education, improve understanding of data collection using asset mapping tool and Increase confidence in research capacities.

Faculty Experience in Supervising and Mentoring of Students:

Dr. Kondrashov has 15 years of teaching experience in multiple academic settings.

University	Credits taught	Courses Taught*	Enrollment
Thompson Rivers University	75	25	463
Bohdan Khmelnitsky National University	3	1	25
Wilfrid Laurier University	18	6	129
University of Northern British Columbia	3	1	13
Dalhousie University	102	34	1355
University of Manitoba	423	141	3732
TOTAL	624	208	5717

Dr. Kondrashov supervised ten independent studies courses (undergraduate and graduate) to support student’s projects in an academic setting.

Dr. Kondrashov provided liaison to more than 130 student’s practicums as a faculty advisor in field settings across Canada and 6 students (BSW/MSW) completed practicum under Dr. Kondrashov’s supervision.

For more information on Dr. Kondrashov supervising and mentoring students experience, please visit the personal website: https://krasun.ca/teaching/