|Submission Date||Aug. 23, 2017|
|0.40 / 5.00||
Contributing groups to community service on campus include:
Co-curricular Program (CCP) puts a twist on traditional learning, allowing students to enrich their university experience beyond the classroom. Students on both the Fredericton and Saint John campuses can now be formally recognized - and certified - for their leadership and development outside the classroom. The program is built around six main learning themes: Career Development, Global & Cultural Awareness, Personal Development, Leadership & Entrepreneurship, Civic/Social Responsibility and Proudly UNB. Activities may be volunteering at a local charity, attending a workshop or lecture, taking a yoga class, acting in a play or tutoring a classmate. The program is self-paced and can be completed throughout a student's program. It is open to any student who wishes to participate and even offers you the opportunity to count past experiences towards completion of the program.
Engineers Without Borders (EWB) believes poverty is not about weakness. For the 800 million people who go hungry each day and the one billion who lack access to clean water, poverty is an absence of opportunity.
Engineers Without Borders is a fast-growing, critical thinking and dynamic group of young leaders from all across Canada. While EWB initially focused on "access to appropriate technology", with experience and understanding this has shifted to create positive change for those living in extreme poverty. Through a strong combination of work both in Africa and Canada, EWB aims to achieve the following outcomes:
1. Engaging Canadians to Contribute and Connect to Africa
2. Helping the engineering profession serve global society
3. Supporting Rural African Capacity
4. Advocating for improved Canadian policies towards Africa
Overseas EWB works in 4 countries: Ghana and Burkina Faso in West Africa, and Malawi and Zambia in Southern Africa. Our work is focused in two main sectors: Agriculture and Water & Sanitation. This overseas work strongly supports the third outcome area of "Supporting "Rural African Capacity", as EWB volunteers and staff work side-by-side with local development workers to understand and take action to alleviate poverty.
The UNB Chapter typically sends one or two university students each year on short-term placements as part of the Junior Fellowship program. We also help to support long-term volunteers (1-3 years) who have graduated from university.
The #Here4U Peer Support Program began in February 2017 with the mission is to provide non-professional, peer-based support to our fellow students.
Our goal is to encourage and promote positive mental health and wellbeing. We want to create a place for us all to feel, think, and behave in ways the enable us to enjoy life and effectively deal with the challenges we face.
We're here, not only to build and strengthen a positive sense of wellbeing, but also to talk about problems you may be having and assist with positive coping techniques. No topic is off limits, anything you want to discuss we're #Here4U
Another goal we have is to educate and create a campus community that shares responsibility for promoting and carrying a message of connection and caring to all students, thereby reducing isolation and enhancing social support. This shared campus responsibility broadens the personnel and resources available to reduce the percentage of students who have high risk behaviours. We want to increase awareness and promote help-seeking behaviour through information, self-assessment, and discussion about mental illness, stress, and other life struggles. We also want to support those at risk and assist them in getting the help they need.
The information presented here is self-reported. While AASHE
staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.