Awarded Grants

Search or browse below to see past awarded 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.

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.

Frontier College

Community Literacy Catalyst in Pacheedaht First Nation

Frontier College’s CLC program builds local capacity and provides innovative, year-round literacy support that is 1) responsive to local needs, and 2) integrated within existing programs and services. Frontier College hires a local community member (the CLC) to work closely with an existing Frontier College staff member, who provides training and mentorship. Together, staff conduct an initial needs assessment among community stakeholders to determine priorities and opportunities strengthened literacy skills. The CLC then works with community members to design and run a series of pilot activities that respond to local culture, heritage, and community conditions. Gradually, Frontier College shifts from on-site training and mentorship to remote support and advice, as the community takes ownership of programming. Frontier College works in collaboration with host communities – we go where we are needed, and where we are invited. The CLC program represents a new approach to a social and educational system in which Indigenous rights, knowledge, language, and culture are at the centre of community-driven education initiatives. Furthermore, the CLC program significantly enhances a host community’s resource capacity.

Green Bricks Education Society

Green Collar Choices:

Career Workshop for Secondary Students to explore Emerging Sustainability Careers Proposed Date: 02/14 Yr 1, 02/15 Yr 2, 02/16 Yr 3 This interactive career workshop will be offered (free) to 125 grade 10 students & will allow participants the opportunity to: - Meet & interact with amazing & successful people who will share their sustainability career paths in 4-5 breakout, roundtable sessions. 20-30 career mentors will share their career journeys, detailing education requirements, job prospects & salary expectations - Learn about emerging sustainability career opportunities in BC - Find out what it takes to reach their goals - Practice networking skills. The purpose of this workshop will be to provide young people with the opportunity to interact with career mentors from various sustainability related professions who have excelled in their green careers and willing to share their journey. The workshop will begin with an inspirational keynote address. During lunch the participants will have a chance to engage in a group activity on networking & conclude with a wrap-up session.

Heiltsuk Tribal Council

Bridge to Learning

The Bridge to Learning Program will support adult learners who have not been in the education system for 15 years or more. It will provide the following activities: 1. Adult Learning Educational preparation and Learning Plans - Assessment testing, Learning plans, Program placement 2. Lifeskills Program - Time management, Organizational skills, Essential Skills Program - are needed for work, learning and life; are the foundation for learning all other skills; help people evolve with their jobs and adapt to workplace change. 5. Heiltsuk Cultural Traditional Learning 6. Art and Cultural Program - Students will participate in a traditional art class where they will make a drum and will also participate in traditional food gathering depending on season. 7. Bridging the gap - reconnection to the community elders - Elders will be invited into the classroom to support the adult learners.

Hope for the Nations

Food for Thought

Many children live in a food insecure home and are at risk of going to school hungry. We know that a hungry child is more likely to act out and less likely to achieve their personal and academic potential. We currently provide breakfast to 1500 students a day in 30 schools in the central okanagan. We want to use the local agriculture system more in our programming to offer more nutritious food to students, to help build a just, sustainable food system for all, and to build capacity in students and schools. Having access to healthy food will help children learn better. Children will be better educated, have more opportunities to succeed, and become agents of change.

Indian Residential School Survivors Society

Residential Schools - Truth and Learning

Partner to develop engaging educational resources for students within the school system that will supplement current Social Studies curriculums. These will describe and illustrate the history of Indian Residential Schools (IRS), the role of Churches and Government, and the impact the schools have had on First Nation’s people & non-natives. Create mobile exhibits to be rotated among schools, colleges, universities etc. and in the lobbies of participating corporations with the goal of educating employees about IRS & to create funding, scholarships & job mentoring opportunities. Develop a proposed permanent education and research centre at UBC to supplement the First Nation’s Studies Program, House of Learning, Museum of Anthropology, Long House, First Nations Library etc. By creating interactive, multi-media displays that bring the experience of Residential Schools to life, the exhibits will assist educators by enhancing the resources of their in-class curriculum and generate additional interest in the subject with native & non-native people.

Junior Undiscovered Math Prodigies-JUMP

Increase math achievement among students in Aboriginal communities

In response to teachers' and community leaders' requests for curriculum and training, JUMP Math (JUMP) will undertake a two-year pilot project to implement its programs in 7 schools in Nisgaâ, Terrace, Kitwanga and Kitkatla communities, to: - Increase program dissemination to reach 930 students each year. - Increase math achievement among all students, even as we eliminate the gap between Aboriginal and non-Aboriginal students. - Increase math teaching skills of over 50 teachers in Aboriginal communities over the next 2 years. - Eliminate math anxiety among teachers and students. - Demonstrate efficacy of the program through evidence-based evaluation. JUMP will undertake to: - Provide training and ongoing support to teachers working in communities and schools with predominantly Aboriginal students. - Provide teacher handbooks, student workbooks and related materials. - Measure the efficacy of these programs. JUMP programs will be evaluated by UBC Professor, Linda Siegel. We expect this research to stimulate greater community and philanthropic support for expansion of these programs.

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.

Justice For Girls

Justice For Girls' Advocacy and Education Centre

JFG aims to influence systemic change in the education system by developing a Girls' Advocacy and Education Centre. This 3-year project will lay the foundation to pilot such a centre which will address the critical need for an innovative and integrated model of support, education and advocacy necessary for young women to truly transition out of poverty, homelessness, instability and violence. There are four ways that this project will influence systemic change: 1. Outreach and advocacy for girls marginalized from the school system • Targeted educational support and advocacy to facilitate school connection/reconnection and completion, freedom from violence, and adequate housing 2. Girls' Education & Empowerment • Girls rights education workshops in schools 3. Young Women’s Leadership program • 5-month full-time program providing an income, training and grade 12 or college-level course credits to young women as a pathway to graduation and leadership • young women will contribute experiential knowledge and peer support within JFG, and build the capacity of the education system by bringing their perspectives to education policies, programs and professional training 4. Public Education and Training • Professional development training for teachers, teachers in training, school counsellors and other education professionals • Public awareness campaigns • Engagement of partners, community stakeholders and champions to influence systemic change

Young Women and Girls Advocacy and Education Center

JFG will bring together community stakeholders, and in particular young women with experience of marginalization and homelessness in Vancouver, to shape our response to these systemic educational barriers. This community dialogue and current needs assessment will be organized and facilitated by a Project Team comprised of a JFG Team Leader, a Youth Advocate and 3-5 Youth Mentors who have experience of marginalization. The Develop Grant will fund this development process: 1. Apr.:Build Project Team *Training on girl’s rights, advocacy and accompaniment, interviewing skills, facilitating focus groups, leadership skills, public speaking, researching/analyzing data, etc. 2. May-Oct.:Engage Community *Stakeholder Engagement-conduct outreach, interviews, focus groups with "first voice" young women; their families; frontline youth, anti-violence and anti-poverty workers; educational and health professionals; Youth/ Women's/Aboriginal organizations, etc. *Research-current reports and promising practices nationally/internationally *Public Awareness-share learning through speaking engagements, writing, media, blogs, website, etc. with the intention of influencing public understanding, as well as educational policies, programs and training 3. Nov.:Create Project Plan *With the collected body of knowledge, create an innovative and strategic project plan with the goal of transforming the way we support and educate marginalized girls 2017: Test *Implement project plan and test

Kwantlen Polytechnic University Foundation

Including All Citizens Project: Inclusive Post Secondary Education for Students with Disabilities

As with all employment rates, education is key to getting and keeping a job. The low rates of employment for people with ID is reflected in the low rates of post-secondary training and education. More than half of people with intellectual disabilities reported experiencing barriers to training. Almost 42% of people with ID received work-related training; however, 25 % reported that the training they received was insufficient and discouraged them from looking for work. On-the-job training was most common among people with ID compared to classroom-based training. Post-secondary education for all students can be a critical factor in finding and keeping employment as well as offering the ability to create social connections and community engagement. IACP will influence systemic change in the following ways: (1) provide a successful pilot as a model of inclusive programming; (2) create a teacher’s guide to assist other instructors in transforming their teaching to reach a wide range of learners; (3) identify policy barriers located within the educational system; and, (4) provide leadership and encourage innovative pedagogical practices. The pedagogical foundation of this project has far reaching potential including, but not limited to, programs that offer English as Alternative Language (ESL) services. IACP also has the potential to influence pedagogical reform in secondary education.

Phoenix Kwantlen Learning Centre (PKLC) Aboriginal Evening Program

The Phoenix Kwantlen Learning Centre (PKLC) is a unique adult literacy program designed to reach marginalized and multi-barrier learners. Operating since 2006 through an innovative partnership between Phoenix Drug and Alcohol Recovery and Education Society and Kwantlen Polytechnic University, PKLC is able to engage and assist learners by virtue of its location within a special integrated addiction services environment in the Whalley area of Surrey. An evening program expansion is needed for young and older Aboriginal adult learners who need to improve their basic academic skills in order to pursue new career and employment paths. Kwantlen faculty members will offer tuition-free Adult Basic Education (ABE) and assessment four evenings a week on-site at the PKLC for up to 68 learners. The program would be designed to teach basic skills through specialized curricula based on Aboriginal content, concepts, history and spirituality, involving Elders and activities in the community.

Learning Buddies Network of the Lower Mainland Society

Learning Buddies Network tutoring (LBN)

Dr. A. Lipson, a pediatrician conceived of LBN in 2008. She observed a population of disadvantaged struggling grade 1-4 learners whose self esteem was faltering related to low school achievement. These children could access high quality medical care and pediatric assessment, yet their family circumstances did not allow access to simple one-on-one learning support and mentoring. She saw an unmet need for support for these children who typically have social and/or educational disadvantages. The idea of LBN was to pair secondary school or UBC students seeking meaningful volunteer experiences with these children. We provide one-on-one trained tutoring weekly in their schools in group sessions, focussing on academics, games, providing mentoring and instilling confidence. The children of interest attend inner city schools and may be disadvantaged economically and/or socially. LBN has grown and developed our own resources, and now provides reading and math volunteer tutoring in 15 programmes in Vancouver, Richmond and Burnaby.

Learning Disabilities Association of B.C Fraser South Chapter

Develop and Implement a Volunteer Multi-Sensory Math Tutoring Program for Children between the ages of 7-14

Develop and Implement a Volunteer Multi-Sensory Math Tutoring Program for Children between the ages of 7-14

Learning Disabilities Society of Greater Vancouver

The Better Futures Project

Those with learning disabilities (LD’s) often have an above average intelligence, however because of the way their brain processes information they struggle to learn in the same way as others. As a result, the employment rate of adults with an LD is less than half the employment rate of those without. Additionally, often employers haven’t been educated in how to support someone with an LD and so this acts as a further barrier to employment. LDAV have therefore worked with partners to create a new project outline that addresses both sides of this issue. LDAV will be working to develop the content of the program further and test out the model to help more people with LD’s gain employment.

Lilwat Nation

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.

Meal Exchange

VIU and UNBC Campus Food Systems Project

UNBC and VIU have been working with MX on the Campus Food Systems Project since 2011. The schools have created the Campus Food Movement and Campus Food Strategy Group respectively, and working to maximize the sustainability of the campus food systems through engaging the campus community, facilitating research projects, and supporting change in policies and operations. UNBC and VIU have identified the need to continue this work collaboratively, with support from a Healthy Communities Consultant (HCC), a Farmers Market (FM) and Greenhouse (GH) coordinator. Food insecurity remains a serious issue in both regions and each institution has the potential to support regional agriculture, provide meaningful learning opportunities and change the culture of food on campus. The HCC will gain an understanding of food procurement and consumption through a purchasing and consumer baseline assessment. With the support of a FM and GH Coordinator, these student leaders will provide opportunities for student leadership and engagement, food literacy collaboration across institutions in the region

Mothers Matter Centre

Aboriginal HIPPY East Vancouver Project

Our project will address systematic marginalization of Aboriginal women and children who live in urban centres. Through a collaborative effort, we propose to revamp the program service delivery model to diminish the challenges of sole parenting, abject poverty, and domestic violence faced by Aboriginal women and children – who bear the brunt of economic disadvantage and social isolation. Our program will leverage the resilience demonstrated by Aboriginal peoples and bring isolated mothers and their children into a position of social productivity and cultural awareness, while developing the capacity of urban Aboriginal parents to support their children’s success in school.

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!

Be The Change Student Initiative

Multifaith Action Society (MAS) is working collaboratively with Be The Change Earth Alliance (BTCEA) to bring the Student Initiative to secondary schools in Vancouver. Developed by teachers, students, and social scientists working with professionals in eco-psychology, facilitation & team building, it offers powerful experiential education about leadership & sustainability. Students enjoy a 4-part program: 1) interactive video-enriched assembly that motivates students to bring a sustainable focus to clubs/classrooms; 2) leadership training that teaches small group process & how to use the “Action Guide”, 3) facilitation workshops for university students to mentor high-school 'Action Circles', 4) 'Action Circles' where secondary students become leaders and support each other to make sustainable choices at home, school, & in community. This January we have a unique opportunity to work with 270 students & 4 Planning 10 teachers at Vancouver Tech Secondary to integrate the Action Circle program into core curriculum and create a teacher’s manual to make it accessible to other teachers.

Musqueam Indian Band

Exchanging Musqueam's Cultural Teachings

The Musqueam have always lived in the area from Howe Sound through the Fraser River estuary. Vancouver area schools have few resources to help teach their students about the language, culture, and history of the local First Nations’ Musqueam. First Nations are culturally diverse, even among neighbours, so it is important to maintain community-specific teaching resources. We propose creating a kit to help teachers educate their students about Musqueam cultural heritage, and help the Musqueam community reach out to the public to respectfully share traditional knowledge. This teaching kit will be housed at Musqueam’s new Cultural Education Resource Centre and will be available for teachers to sign out on Musqueam’s website. The kit will include resources about the village of cesna?em – a key archaeological site in Canada, and the centre of a recent public discussion of Aboriginal rights. We hope to reach many schools within Musqueam Traditional Territory, beginning with local schools attended by Musqueam children to bridge cultural gaps between First Nation students and their peers.

National Educational Association of Disabled Students

Finance Matters: An Informational Day on Financial Aid and Financial Literacy

Project Vision: Finance Matters will be an innovative and educational one-day event in Vancouver filled with workshops and interactive presentatations. We request support from the Vancouver Foundation for our event on financial aid and financial literacy for up to 100 incoming and current post-secondary students and recent graduates with disabilities. The day will comprise a series of presentations and discussions on a variety of topics including budgeting and managing money while in school, effective borrowing, accessing student aid, creative saving, financial planning and the Registered Disability Savings Plan (RDSP). The day-long session will include a demonstration of the unique financial aid portal developed by NEADS, ( Students will learn how to be more successful in seeking funding for their studies and saving for the future. This will enable participants to better manage their finances during school and beyond. Gaining greater understanding of financial aid opportunities will lead to reducing the amount of debt.

NEC Native Education College

Northwest Coast Arts Heritage Project

The project will develop and strengthen networks and systems for Northwest Coast First Nations traditional cultural arts education and transmission. The project will build on the successful Northwest Coast Jewellery Arts certificate program at the NEC and the credit laddering partnership with Emily Carr University of Art and Design. Project partnerships will expand to the Kwaguilth, Nuu-Chah-Nulth, Haida, Tsimsian, Gitksan and Nisga'a Nations to develop further structures for formline art and silver carving transmission. This will include links with the Aboriginal owned cultural tourism facilities including the Haida Cultural Centre, U'Mista Cultural Museum, Aboriginal Tourism BC and educational facilities such as the Wilp Wilxo'osh'whl Nisga'a College and the Frieda Deising School of Northwest Coast Art. In addition to one delivery of the Northwest Coast Jewellery Arts certificate program in Vancouver, the program will be delivered in partnership with one First Nation or First Nations organization on Vancouver Island and one on the north coast over the duration of the project. The support letters from the community of Skidegate on Haida Gwaii and three First Nations near Port Hardy on Vancouver Island are appended. A diploma level of the program or a second certificate in Arts and Cultural Management will be developed by the project.

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.

Button Blanket Project

This unique opportunity to 16 students to partake in a sructured learning occurring on weekends and evenings opens the door to a population not presently able to participate in day-time classes. Participants are introduced to the art forms of the Northwest Coast peoples.They will learn about the history of the button blanket and in turn learn about the feasts and dances and the beauty of the potlatches where the button blanket is used. They will research the history of Northwest Coast cultural regalia. Students will create a button blanket with their own family crest or background. These blankets will be made in a traditional way. Each blanket is as different as the individual and depends on the background and culture or each person. The participants will reach out beyond the classroom to their community to get advice and guidance. This will provide an opportunity for wellness through culturally restorative practices.Participants in the Summer Button Blanket Project will have the option of using the completion of the course as a credit towards the BC Adult Grade 12 Diploma