Grants

Search or browse below to see past Field of Interest grants. You may search by recipient organization name, project name, or city. Additionally, in the sidebar you may filter the grants displayed by year, interest or grant amount.

Be the Change Earth Alliance Society

SLS: Student Leadership in Sustainability

In 2009, BTCEA began adapting its community education program for use within secondary schools. A further four years of research and development ultimately yielded the Student Leadership in Sustainability (SLS) program. SLS provides teachers with an experiential, solutions-based educational curriculum that empowers their students to take leadership on environmental and social justice issues, while at the same time fostering self-awareness, confidence, and meaningful connections between fellow students, their families, and the community. SLS is currently being used in 25 schools by over 4,000 students in Metro Vancouver, and BTCEA now stands poised to introduce sustainability education to other school districts in BC and ultimately across Canada. This project will build on the early success of SLS in Vancouver and: 1) Significantly augment and refine SLS program materials 2) Increase the integration of sustainability education in high schools throughout BC while contributing to the professional growth of educators 3) Provide a French translation of SLS curriculum materials
$30,000.00
2013

Capilano University

It Takes a Partnership (ITAP)

This is an innovative initiative to develop a diploma level Community Leadership and Social Change Program for low income and vulnerable volunteers in collaboration with community and institutional partners. We are creating a pathway of opportunity; linking students’ lived experience of social exclusion, other training, and volunteer work experience to leadership and employment opportunities in the community. The teaching and partnership process will promote deep transformation in learners, partners and the community. The project will build on our community literacy partnerships and will expand the funding model developed for the Community Capacity Building (CCB) Program, ensuring that we continue to make this pathway accessible to all. This project is a profound expression of our University’s strategic focus as a Changemaker organization. It will firmly establish our Department’s role building in creating learning pathways in community development, linking those who are most excluded from post secondary education to an accredited program and meaningful employment in the sector.
$24,203.00
2014

Columbia Basin Environmental Education

Columbia Basin Environmental Education Leadership Clinic

In 2013, CBEEN partnered with the National Network for Environmental Education and Communication (EECOM) to develop a National Environmental Education Leadership Clinic. This partnership engaged EECOM’s expertise in facilitation and developed CBEEN’s capacity to host future Leadership Clinics. Late in 2013, CBEEN and EECOM attended a Leadership Clinic hosted by the Alberta Council for Environmental Education (ACEE) which is seen as the leader in facilitating this type of regional event in Canada. The response to the National Leadership Clinic was extremely high, 88 educators vying for 32 spots. As a result, CBEEN has highlighted this opportunity in its most recent strategic plan, and would like to host a series of three annual regional Columbia Basin Environmental Education Leadership Clinics from 2015-2017. In order to make this happen, we have partnered with local organizations such as the six school districts in our region, Parks Canada and Wildsight. Each Clinic would engage 8 teams of 4 educators from across the region.
$30,000.00
2014

Communica: Dialogue and Resolution Services Society

PeaceBuilders

To redevelop our existing school-based programs into one program for developing conflict management & communication skills for elementary schools with an emphasis on cultural inclusion and competency for the whole school community. This program is based on extensive targeted, thematic research in anti-bullying, conflict management education, and programming for newcomer children. It will include expansion of existing curriculum to include grades K-5 (currently aimed at grades 3 & 4), development of materials for families and school staff, development and inclusion of formative and summative evaluations and training for facilitators. We will work in partnership with at least one pilot school and will maintain our strong relationship with School District 61 leadership. We will move away from a 'pull out' model for working with newcomers and towards a more diversity-inclusive group model. There will be a strong emphasis on the links between thinking and behaviour.
$30,000.00
2012

Decoda Literacy Foundation

Adult Literacy and Essential Skills Learner Credential

Decoda Literacy Solutions is adopting the Mozilla Open Badge concept to develop an Adult Literacy and Essential Skills credential system for adult learners who participate in community literacy programs. These programs are outside of formal education systems and therefore do not have courses, transcripts and certificates to identify learning. A credential system has been identified as a key aspect of assisting people to move into employment. The Decoda credential system concept will be developed by the late summer of 2014. This request to the Vancouver Foundation is to help provide training, consultation and feedback sessions on the credential for community adult literacy providers in 9 regions in the fall of 2014. We believe that the use of the Decoda Open Badge learner credential by community-based adult literacy providers offers an innovative approach to improving educational access and program completion rates for adult learners, as well as increased support for adults as they move to further education and employment.
$20,188.00
2014

Family Support Institute (FSI)

BC Summer Institute for Inclusive Learning

The BC Summer Institute will directly address challenges faced by all individuals touched by inclusive learning. This event is designed to provide a robust learning environment that will facilitate strategic approaches to inclusion and belonging for all students in BC schools from a K-12 level. The Institute will bring together 200-250 professionals, paraprofessionals and families to champion the process of inclusion. Expert presenters will speak on a variety of topics including: Negotiating Parent Professional Partnerships, Universal Design for Learning, Secondary School & Preparing for Life Afterwards, The What, Why and How of Inclusion, Behavior, Literacy, Co-teaching and Leadership and School Culture. In order to achieve greater learning from the various strands of study, registrants are encouraged to attend the institute as a school based team. Facilitated 'Team Time' will support participants through their respective school challenges and guide them to develop team strategies specific to their needs. Ongoing support will be maintained post institute.
$20,000.00
2013

Friend 2 Friend Social Learning Society

Community Capacity Development for Promoting Social Inclusion for Young Children

Autism spectrum disorder (ASD) now occurs in about 1 in 110 children in BC and is the fastest growing developmental disability. The ability for social play, interaction, and communication is one of the primary deficits of children with ASD. They are at risk of being rejected, alienated, and bullied within their community environment. Schools and families are searching for new and unique ways to support children with ASD and their peers. This project will provide much needed capacity within BC communities to improve the well being of children with ASD and have a long term impact on their development. We will work in partnership with community implementation teams made up of of local professionals and parents to provide the materials and the necessary skills for them to support the implementation of a new, innovative program called, "Can I Play Too?", in their schools and other community settings. The project will support and improve the quality of life for young children aged 3 to 12 with autism, their families and their typically developing peers both individually and as a whole.
$25,000.00
2010

Justice Education Society

Citizenship: Law, Government and Community Engagement School Curriculum

The Society has developed a new education resource on law, government and active citizenship for use by Grade 7 to 11 students. The goal is to better prepare students to be informed and engaged citizens in their communities. The resource has been piloted in schools and final materials will be distributed to teachers in spring.
$29,995.00
2010

Mount Currie Band

Ucwalmícwts Voices Immersion Project

There are 2 parts to Ucwalmícwts Voices Immersion Project. Part 1 addresses our most vulnerable populations: infants, children and at-risk teens. They are supported by their parents, teachers and Elders. We would like to activate the following programs: 1. Daycare Learning Nest program with Elders, teachers and parents. 2. Elementary school immersion program (K-Grade 12) with Elders, teachers and mentees/interns 3. Storytelling program for at-risk teens 4. Mentor-Apprentice program for at-risk teens Part 2 addresses the community at large, including, to some extent, all Canadians and visitors. This ensures cross-sector outreach, envelopment and reinforcement of Ucwalmícwts. 1. Chiefs, Council and Band administration take Ucwalmícwts courses. 2. Employers receive incentives to send employees for paid Ucwalmícwts courses. 3. Ucwalmícwts is used during recreation & leisure programs, community gatherings, games nights, and more. 4. Mount Currie Band renews all way-finding and building signage to be bilingual (Ucwalmícwts/phoenetic English). This exposes community members, visitors and all Canadians to the language.
$25,000.00
2017

Multifaith Action Society of B.C. (MAS)

Be The Change Student Initiative - BTC

Gladly, high school "Green Clubs"; have community organizations help with group projects like school gardens and elective courses are now being offered by concerned teachers. Taking this further into the mainstream, BTC positions Sustainability & Leadership as an appealing curriculum module within Planning 10 - a course that all highschool students need to graduate. Learning by doing, students make "sustainable lifestyle choices" in this innovative 16 week module that features: 1) inspiring, educational, video-enriched school presentations; 2) a "Student Action Guide" filled with important actions to choose from; 3) a Facebook application that makes tracking actions fun & easy; 4) a dialogue process in "Action Circles" where students report on actions and dialogue on personal experiences; and 5) a teacher training course/manual to make it easy for any teacher to deliver. Although targeting Planning 10 in B.C., this module may be used in courses such as Leadership, Social Justice, Critical Thinking, and Civics in provinces across Canada. This is the global mind-shift in action!
$30,000.00
2011

NEC Native Education College

Aboriginal Visual Arts Program

We completed our first Aboriginal Arts program, with a focus on Aboriginal Theatre, from January to March 2014. In May and June we are offering short courses on Drum-making and Drumming, Northwest Coast Wood Carving, The Art of Norval Morrisseau and Aboriginal Dance. We would like to offer a program of Aboriginal Arts in the fall, winter and spring semesters of the 2014-15 academic year. We have developed an Aboriginal Visual Arts course for the fall of 2014. The instructor has a PhD in Art Education and teaches Studio Arts and First Nations Studies for the Vancouver School Board. We would like to offer this course for at least 12 students with free tuition. This will be offered in the evening or on Saturdays. The Aboriginal Visual Art course promotes the acknowledgement of Aboriginal peoples as unique, individual artists, transcending stereotypes and fostering intercultural understanding.
$20,000.00
2014

Ocean Wise Conservation Association

The Great Canadian Shoreline Cleanup—Curriculum Models for Schools

For one week each September, thousands of volunteers gather in many communities across Canada to clean up kilometers of shoreline. With its elements of science, geography, civics and other subjects, teachers have been asking for a curriculum to bring the Great Canadian Shoreline Cleanup into the classroom. This project will create a school curriculum based on the Great Canadian Shoreline Cleanup.
$20,000.00
2010

Okanagan Indian Educational Resources Society

Syilx Indigenous Land-based Learning Project

This project proposes to create land-based learning experiences that incorporate Syilx (Okanagan) aboriginal perspectives to deliver enhanced K-12 curriculum for all learners in priority classes in public and band-operated schools throughout the Okanagan region. This 1-year proposal covers Phases 1-2 of this multi-phase project, including: - creation of at least 15 site-specific outdoor learning experiences that deliver enhanced K-12 curriculum in sustainability, life sciences, arts, social studies, social justice, leadership, and aboriginal culture and language. Teaching units will be co-created through professional development workshops and collaborative processes involving school staff, Syilx knowledge keepers, elders, and students; - a completed budget, schedule, and evaluation plan for subsequent multi-year delivery and evaluation of teaching units (Phases 3-4) to be delivered at ECOmmunity Place: an 82 acre living classroom bordering the City of Penticton. Completion of Phases 1-2 is required before a multi-year proposal for delivery of Phases 3-4 can be developed.
$20,000.00
2012

Old Massett Village Council

Saving the Haida Language one hour at a time

The main goal of this project is to improve the Haida language capacity on Haida Gwaii to ensure our endangered Haida language survives. 10 adult language learners who already have some basic language skills and who are teachers in some capacity will take part in a master-apprentice program with 4-6 fluent elders all over the age of 80. The Apprentices will learn from the elders once/day. The Apprentices will also volunteer to create resources and to study another hour/day and teach others. We will create our own Master-Apprentice monitoring and evaluation forms for all learners and elders to use based on Leanne Hinton's resources. We will host a Master-Apprentice workshop to teach people how to use the Haida language even if not fluent. The Total Physical Response, TPR will show learners and elders how to stay in the language when trying to learn. Lastly, we will record the Elders for future educational projects and then create a Lesson-Learned video to share our project with others.
$20,000.00
2012

Peace It Together Conflict Transformation Society

Building Bridges through Film and Dialogue

This project will empower ten Canadian university students (alongside 10 israeli and 10 Palestinian students) to use dialogue and filmmaking to inspire thousands of Canadians to build bridges between Jewish, Muslim, and Arab communities within Canada (and throughout the world). These students will participate in a 4-week dialogue and filmmaking program with visiting Palestinian and Israeli students. They will gain a deep understanding of the Palestinian/Israeli conflict in a professionally facilitated environment of dialogue and creative exploration, and then in mixed cultural groups they will co-create short films about the conflict, from conception to final editing. Their films will premiere at a screening of over 600 people at the end of the summer program. In the year following the summer program, these ten Canadian students will become Project Leaders and screen their films on university campuses and via the internet in order to inspire fellow students to create intercultural understanding among Jewish, Muslim and Arab communities on their campuses.
$25,000.00
2011

School District #39 - Vancouver

Enriching Heritage Fairs

Heritage Fairs is a national program that has become a fixture in BC schools. For years the Fairs have inspired grade 4 to 10 students to explore and enjoy aspects of Canada’s heritage. While Heritage Fairs have been highly successful, our consultations with community partners, including program designers, regional coordinators and teachers, reveal interest in expanding the appeal and enriching the educational value of Fairs. This involves encouraging more rigorous historical thinking in projects; examining more substantive topics to deepen students’ understanding of Canadian heritage, and nurturing qualities of engaged citizenship. We propose a two-pronged approach: 1) develop two online teacher resources: embedding historical thinking (65 pages, including 6 lesson plans) and enhancing inquiry in social studies (40 pages and 6 PowerPoint tutorials); 2) offer 20 one-to-two hour professional development opportunities (14 face-to-face and 6 online sessions) to support 400 teachers in Vancouver and around the province in infusing enhanced Heritage Fairs projects into their teaching.
$24,800.00
2013

School District #40 - New Westminster

Aboriginal Student Retention Project

This project targets at-risk students in Grades 4 to 7 and Aboriginal youth in Grades 10 to 12 in New Westminster. Cultural teachings, social/emotional and academic support are available during the day, but students also need after-school support. The program will run twice a week at two inner-city schools. Project facilitators will train and support mentors to model healthy behaviours while developing leadership skills and ancestral pride in at-risk children. The goal is to help students develop positive self-esteem, make healthy choices and engage with positive Aboriginal role models.
$30,000.00
2010

School District #79 - Cowichan Valley

Khowemun Pre-School/Kindergarten Smart Table Culture & Language Project

This project focuses on meaningfully integrating Aboriginal language and culture into the daily routine of pre-school and kindergarten programs at Khowhemun School. While Cultural Teaching Assistants are working desperately to revitalize Aboriginal students’ connection to their language and culture, there is a certain degree of concern that it is almost “too little, too late.” The language and culture needs to be integrated throughout the day. The Cultural Teaching Assistants and elders have designed culture and language activities, including using integrated interactive technology to provide resources in the classroom and follow-up practice in the computer labs.
$23,460.00
2010

Sierra Club of British Columbia Foundation

Going Wild!

The Going Wild! school program was created in partnership with Coastal First Nations community stakeholders to reconnect youth with their environment and their cultures, and to revitalize rural economic development in sustainable and culturally-appropriate ways. Now moving beyond a First Nations audience, the curriculum is being used to engages grade 4-7 students throughout BC in hands-on activities that teach about wild products , or non-timber forest products (NTFPs), of the coastal temperate rainforest. Classroom activities delivered by our Educators (or by teachers using our guidebook as a resource), help students gain knowledge of wild products, traditional First Nations values, ecosystem dynamics, stewardship of the forest, human relationships with nature, economy, consumption patterns and entrepreneurship. All lessons are directly linked to BC Ministry of Education prescribed learning outcomes (PLOs) for Science, Social Studies and Physical Education. Funding will support program delivery, teacher professional development, action projects, and program evaluation.
$30,000.00
2012

Simon Fraser University Faculty of Education

Metro Region Environmental Learning Dissemination Project

In 2010, members of the Institute for Environmental Learning began working to disseminate the BC Ministry of Education's Environmental Learning and Experience guide across British Columbia and Yukon through a series of Professional Development seminars, conferences and workshops funded by the Social Sciences and Humanities Research Council (SSHRC). These on-going activities have been focused on dissemination in under-served regional districts outside Metro Vancouver, however, we are requesting that the Vancouver Foundation's Education Committee support a sustained effort to disseminate the Environmental Learning and Experience guide within the Metro Vancouver region from 2011-2013. Through professional development sessions, conferences and networking events, and new efforts to revise learning resources in the non-formal sector in collaboration with institutions like Science World and Vancouver Aquarium, this project is focused in the heart of the province's urban and suburban population base, where sustainable development and place-based education are much needed and highly relevant.
$20,000.00
2011

Smithers Community Services Association

Youth Media Literacy

Fifteen First Nations youth from the Youth Empowerment Program (YEP) centres (Smithers, Hazelton, Moricetown and Houston) will create Digital Stories that will be developed from recorded interviews conducted by the youth with First Nations elders in the community. The project engages a number of community groups including the Bulkley Valley Museum, the Smithers Public Library, School District #54, First Nations groups, and CICK 93.9FM Youth Outreach Workers from the YEP centres have identified that many First Nations youth they serve suffer from a lack of cultural esteem that affects educational success and that perpetuates a cycle of marginalization. Provincial statistics demonstrate that only 51% of First Nations students are completing highschool graduation. Youth participants will have the opportunity to engage in inter-generational learning, learn about critical analysis of media, develop interview coaching skills, and create digital stories, gain critical thinking skills and will be eligible to obtain credit for Applied Skills Grade 11.
$30,000.00
2012

Society Promoting Environmental Conservation (SPEC)

The School Gardens Project Outreach and Expansion

Experienced SPEC facilitators assist teachers in the implementation and maintenance of an organic vegetable garden on school grounds. They facilitate lessons both outdoors and in the classroom which train teachers in an innovative, project-based method of meeting curriculum expectations in science, health and many other areas. This solutions-focused project engages students in an enjoyable and memorable experience which fosters citizenship and volunteerism in partnership with the community. In 2009 the Vancouver Foundation supported the piloting of this project in 2 Vancouver schools. SPEC has supported its expansion to 5 additional schools including locations with high cultural diversity and socioeconomic barriers. In 2012-2013 SPEC seeks to conduct outreach throughout Vancouver to support schools seeking to begin similar projects through the finalizing of SPEC's manual, school-based assistance and Pro-D opportunities. It also seeks to expand upon the current waste reduction element of the project and connect students and the project increasingly with the surrounding community.
$20,000.00
2012

SPARC BC Society

Professional Development for Teachers on Teaching about Homelessness

Learning about Homelessness in BC: A Guide for Senior High-School Teachers by Jennifer Hales (2010) is a new resource that provides lesson plans and materials for high school teachers interested in teaching about homelessness. This pilot project will support the dissemination of this guide through a series of workshops in up to ten (10) school districts across Metro Vancouver and the Fraser Valley. An Advisory Committee will be established to provide guidance in the design, delivery and evaluation of the teacher training workshops.
$27,200.00
2011

Steps Forward - Inclusive Post-Secondary Education Society

Nicola Valley Institute of Technology (NVIT) Lower Mainland Campus-IPSE

The purpose of this project is to establish an inclusive post-secondary initiative at the NVIT-Burnaby Campus, as an extension of the existing one at NVIT-Merritt, to support marginalized urban Aboriginal youth with developmental disabilities in the Lower Mainland who wish to pursue post-secondary education and employment. Staff will be working in close collaboration with NVIT staff from Merritt and in the Lower Mainland. During this initial phase staff will build relationships with local stakeholders, employers, and community partners in order to embed the initiative at the campus and will partner with local Aboriginal organizations and CLBC to identify potential applicants. The final leg of the project will involve the hiring and training of a full time inclusion facilitator to support students, faculty, and campus staff to ensure a successful experience for all stakeholders. A collaborative peer review evaluation of the initiative will be completed at the end of project and the report will be disseminated to stakeholders.
$20,976.00
2014

Thompson Rivers University Foundation

Meeting the Needs of First-Generation, Aboriginal Students

The proposed project would provide support for Aboriginal student at two critical points in their academic decision-making and transition: high school and the first year of university studies. Both programs are premised on the importance of providing role models and mentorship from senior Aboriginal students. The first component of the project is a week-long, residential summer camp that will encourage Aboriginal high school students to plan for success in post-secondary education and will promote their interest in careers in science and health sciences. This camp will be open to Aboriginal youth in grades 8-12 and will be staffed by TRU Aboriginal student mentors/staff. The second is a mentoring program that will provide first-year Aboriginal students with support and connections to university services and resources. Upper-year, Aboriginal students will be selected and trained as mentors to work with incoming students. The regular meetings between mentors and mentees will be focused on topics such as time management, goal setting and study habit development.
$25,000.00
2013

Pages