The 3 pilots
What types of activities did you engage in? [Barron] Expert guest lectures from international leaders, followed by an opportunity to dialogue with those experts. We had a series of three seminars. Students had access to tree-ID videos, standard online lectures and collaboration in groups. Our students are professionals coming in to upgrade their skills, so often mature students. The challenge was getting them to stop talking! They had so much to share about their professional work and daily experiences. One goal we had aside from course outcomes was sharing and understanding they had common challenges among both countries.
What were the successes? [Almas] As educators, we often have the opportunity to travel and collaborate with international colleagues. But government and regional workers don’t often. We can’t replicate sharing of these lived experiences. That was the strength of the COIL approach. We were literally sitting and working on the same project as a group. Each had a UBC rep to share in whatever research they were working on and answer questions online. That’s really the benefit of this approach. Otherwise, they wouldn’t have this—unless they went on a work-learn experience or exchange studying at another university.
Challenges? [Almas] Different time zones. Development time: We were a bit ambitious in trying to get it up and running in three months. I recommend lead time of six months if you know the people. It takes time to connect with a different academic infrastructure. Institutional privacy protections are quite a big hurdle. You have to double your work in terms of what you create on Canvas. We never came up with a perfect solution on how to make a smoother transition, and that’s not unique to UBC or the University of Melbourne.
Urban green diversity in Melbourne, Australia (photo: John Rayner)
What was the value of this COIL course? [Barron] Urban forestry is emerging as a discipline, so we are building international competency. Part of our development as a field as a whole is being connected. This course opened our eyes to how powerful that was for our students. There’s also the component of cultural learnings. We see that Canada and Australia are different, with distinct realities and how those shape urban forestry. We understand cultural biases. This experience is a nice step into that world. Vancouver and Melbourne are two of the leading cities in urban forestry—our students are leaders already. But now we’ve got elevated discourse going between our cities, sharing international best practices, ideas and challenges.
What does it take to make a COIL project work effectively? [Rayner] Good relationships between key individuals to set the project up in the first instance. Positive engagement and collaboration between the partners, including a shared understanding of the goals and outcomes of the project. Making sure there is sufficient allocation of time towards delivering the project: this can include changes to curriculum to “fit” the project. Effective negotiation around activities and assessment—ideally this includes some involvement with student representatives to make sure the project aligns with coursework outcomes. Working around IT/technology/access issues to make sure online units/subjects can “talk” to each other—this is critical!
Choosing climate-appropriate tree species is a global conversation (photo: Sara Barron)
Recommendations for faculty setting up a COIL project? [Rayner] Lots of lead time is needed, ideally months, to set the project up in the first place. Some collaborative funding across institutions to ensure COIL is matched and supported by all partners involved.
[Barron] Knowing your students well, and the other group of students, and making sure they are a good match: year, interest, what they’ve been taught. If you’re matching 1st with 4th years: maybe not. Partner with someone who knows their students well. Have a dialogue about what they’re like in general and their characteristics. If you are doing relationship building, you must meet several times. Finally, you must account for this extra work on top of whatever you already had planned to do. So be ready to commit to that.
Any future related plans? [Barron] Yes. This was a stepping stone toward a stronger connection between our student groups. We are in dialogue now about making a whole course eventually, instead of just a component of a course. We’re talking about a global field experience. We don’t know if that would’ve come about if we hadn’t done this COIL project. [Almas] Ultimately, we’re trying to build and excellent learning experience, and this is one piece of the puzzle.
What types of activities did you engage in? [Sherpa] The COIL course involved lecture-based interactions between the students, the instructors and the guest lecturers. Students received curated learning materials that center Indigenous environmental leadership and scholarship in Global South contexts. The goal was to provide students with resources they would not receive otherwise at UBC.
What were the successes? [Sherpa] A lot! The successes were not limited to the five weeks of COIL experience in February-March of 2024. We had a guest student from the University of Toronto, who was later invited to join KU students to visit Tharu Indigenous community in southern Nepal in April. Another student from Asian Studies at UBC was also invited to engage with the KU students in Nepal in May. The 17 students in my Go Global seminar in May also received opportunities to engage with KU students and learn about Indigenous struggles in Nepal and other South Asian countries at CIPRED. This was all possible because of our pre-existing relationship with CIPRED and KU through COIL collaboration.
(photo: Pasang Sherpa)
Challenges? [Sherpa] Timing was a major challenge. The only time that worked for everyone was Saturday evening in Vancouver/Sunday morning in Nepal. This meant UBC students had to make time on a weekend evening and the KU students had to join at 7 am. This was not ideal but everyone did their best to make it work.
Access to Canvas (UBC’s online learning platform through CTLT) was a challenge for KU students. It was difficult to log in and access the course material on time. Some could not log in or access materials even as the program ended. As a result, some students could not complete assignments on time.
What was the value of this COIL course? [Sherpa] It was much more than simply a cross-cultural experience. Students, faculty and the two universities were able to connect in a meaningful way. A lot of consideration and several hours went into developing the course. From the CTLT to the Global Engagement Office to senior administrators at both universities, many people were involved. Connections like these are rare today.
What does it take to make a COIL project work effectively? [Sherpa] It’s really the commitment from all parties. It is very important that the co-instructors are on the same page about their level of commitment to the COIL course. It is also important to join with an open mind. You’re going to make mistakes and that’s part of the learning process. Being very clear about the needs and to be able to express that with our partners is key to the success of the program. If I have to choose two words, I’d say: patience and flexibility. Without that, a course like this is not going to work!
(photo: Pasang Sherpa)
Recommendations for faculty setting up a COIL project? [Sherpa] The biggest lesson I learned was the need to make the course longer. We spent five weeks together, but that was not enough to get to know each other better. This was something both instructors and the TA realized. I would also recommend faculty setting up a COIL project to work together with their partner to use the platform that works for both parties and to set aside some time to figure it out together. Don’t be attached to any one platform or mode of teaching.
Any future related plans? [Sherpa] The best part of the COIL experience is that it doesn’t end with the course. The relationships begin with it. Since COIL, UBC now has Memorandum of Understanding with both KU and CIPRED. We have a Go Global experience in Nepal planned for next year that will benefit from these relationships. There is also the possibility of future co-teaching with KU faculty as well as faculty and student exchange opportunities.
In addition, this collaboration resulted in UBC participation in the second International Conference on Indigenous Led Research and Education (Sept. 29-30, 2024) hosted by CIPRED in Kathmandu. UBC grad student Charlotte Taylor attended this conference. Faculty and students—undergrad and graduate—are getting opportunities to be in Nepal and start new relationships of their own as a result of the COIL connections.
What types of activities did you engage in? [Dr. Ibrahim] We had guest speakers online and some in person from Canadian and Kenyan healthcare landscape. A vital part of the COIL program was bringing in global experts whom we would probably not be able to bring to Kenya in person. Students got to listen to and learn from the World Health Organization chair of the mental health centre in Shanghai. Peer networks bringing together people with lived experiences is part of addressing equity and provided a different perspective for students.
[Mwangi] It’s a novel approach altogether: coming face to face with international speakers from a policy perspective, community perspective, persons with lived experiences—we had a really great blend of speakers from many different backgrounds. That was new for both faculty and students, and changes the way I teach mental health in class. I don’t ever see need to do slides again!
[Baldwin] We gave students lot of material. They actually read it, so then discussions were very interactive because they had so much to say. Another thing impressed us: the clinical officers were really vulnerable in sharing their own biases or misunderstandings. They didn’t come in trying to prove how much they already knew; they were open to being in dialog and exploring what we were reading and talking about together. That set a productive and authentic tone for the course and set the stage to continue to do that in person as well.
What were the successes? [Dr. Ibrahim] It opened up a lot of possibilities for us. We are definitely not looking back when it comes to this! We will keep the platform and format as we go forward for the coming year. It allowed us to have an engaging class before we actually met face to face, then bring in experts from around the world, so the opportunities are quite big in that sense. It was a great experience for all of us.
[Mwangi] For the students, interaction made learning easier. It’s learning that is student-centered. In Kenya, we got to discover a lot of resources we didn’t know we had—and potential collaborations that exist within organizations. Lived experiences for us was a new thing: presented in an amazing way, it shifted the focus from the clinician’s mind to an individual-centered health case.
Challenges? [Mwangi] Obviously, the time zones are a bit of a challenge: we are retiring to bed when they are waking up in Vancouver. Our students were out in their practicum placements, so balancing between work and evening classes. It was tough for them and they put in a lot of effort. We even had a student on a motorbike trying to still follow the class! Time was another: We wish we would’ve had more time for interaction. Connectivity was an issue, based on where they are in rural areas, but none of that stopped students being in class.
[Dr. Ibrahim] “Technical issues were minor considering the impact the program had for the students.”
What was the value of this COIL course? [Mwangi] By the end, you could clearly see the students had changed their perspectives towards their old practices. You could feel the attitude change. They are now more in touch with the reality of being providers for mental illness, and the preventative aspect. They don’t want to sit in class and go through modules; they want to learn from practitioners and gain the community perspective.
Says Grace Mwangi: This is collaborative learning at its best: two participants making their final group assignment presentation (photo: Grace Mwangi)
What does it take to make a COIL project work effectively? [Dr. Ibrahim] Patience and a common understanding that it’s a beneficial program and we have to make it work. It was collaborative. When things are new, you have to go through a process of starting from the ground up. You can work it out as a group together.
[Baldwin] A strong respect for one another and what we bring; that we are co-educators and also have particular roles we bring. Pushing through some of late hours or challenges come with starting something new.
Recommendations for faculty setting up a COIL project? [Mwangi] Believing it will work! You need a lot of commitment from each of the parties or it won’t work. Sometimes programs just won’t align, so keep it very simple. That’s why we succeeded. Be very accommodating and flexible.
[Baldwin] Take time for good planning upfront to put resources in place. Be committed to what the possibilities are for the learners, and for us as a team.
Any future related plans? [Dr. Ibrahim] The platform is available to us and we do have a course next year. We will definitely continue with that, keep improving and expanding. There are a number of ideas we are thinking about, but have not crystallized yet. It’s a mutual benefit. We are honoured and privileged to be hosted by KMTC. We learned a lot. We hope to continue this partnership and expand. We will see where the future will take us, but we are in this together.
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