Live in Labs – Surviving the Floods

By Michelle Fedorowich, 4th Year student in Social Work, Faculty of Community Services

“I spent the past month predominantly in southern India and survived one of the worst natural disasters in over 300 years to take place in the state of Kerala.”

More than 1 million people in Kerala were displaced into refugee camps, the navy and military in full effect, airports, railways, and roads closed throughout the state because of monsoon rains and landslides, with the death toll surpassing 300. Now that I’m home, settled, and trying to show this jetlag who’s the boss, it’s time to share stories. I will post more photos on Facebook in the coming weeks.

I traveled with an interdisciplinary group of Ryerson University students that was led by one faculty member; we were all strangers to one another before leaving, and it was everyone’s first time in India. This was an opportunity provided through Ryerson, partnered with Amritapuri University in Kerala, India, as part of the Live in Labs program. University students from all over the world work on international teams implementing research projects in rural villages of India for 1-12 months.

Students from Ryerson and Amritapuri University taking part in the project

Ours was supposed to be a water and health project in a village community near Alappuzha, Kerala. We still engaged in water and health efforts, but our project turned into action-based research combined with disaster relief initiatives, when the area incurred some of the worst monsoon flooding on record in this part of the world. Our group of 30 students from Ryerson and Amritapuri were emergency evacuated from our village base camp in Alappuzha on August. 15, which happens to be India’s Independence Day.

At this point, the entire state of Kerala was officially in a state of emergency.

We all safely returned as a group to the Amritapuri Campus from the flooded village, where we completed reports, presentations, and research papers compiling the information collected from the communities in crises. There is potential for these research submitted to the Live in Labs team to be presented at future conferences.

When we were in various village communities for 10 days, Ryerson students would partner with native speaking Amrita students to conduct and document interviews with villagers. Some of us became pharmacists by helping to distribute medicines and assisting doctors (many of whom were medical students themselves). These efforts took place at disaster relief medical camps, village schools (many had been closed for weeks already due to flooding, and/or turned into refugee camps or distribution centers after re-opening), at community centers, as well as in individual homes.

Many of these sites were accessed by travelling on washed out roads narrow enough for one bus and one motorcycle to pass, or were only accessible by boat, including medical camps that operated on boats to get to people in need. We worked together in teams to gather data by documenting living conditions, health concerns primarily focused on the effects of flooding, as well as socioeconomic factors of people impacted by flooding.

Rina, 42 year old woman impacted by the floods, pictured with her family. 

One of my most memorable interviews was conducted with a severely disabled 42-year old woman named Rina. She has brittle bone disease, and showed me scars on her body from one of the 27 surgeries she has had to endure to cope with this illness. The family described the incredibly difficult realities that Rina faces every day, including avoiding direct sunlight due to her illness. They described to me the additional challenges that they face regarding flooding in the area as ‘swimming to safety’ is not an option with her health complications. Hers was a very unique story that I shared as a detailed case study with our inter-professional team when debriefing with the larger group back at base camp later that night.

One of the things that I am most proud of from our time spent in the village was leading a team to construct and install a water filter in one community.

Who knew that my adventure would include becoming a construction forewoman in India?

Many people shared this experience as one of their favorites from our project, particularly as it was something tangible that we were able to leave behind in the communities for long-term sustainable impacts. It was also one of the most physically demanding projects that we engaged in; we literally had to mix cement! It felt great to get in touch with my roots back here in Canada, as the Fedorowich Construction Company in Yorkton, Saskatchewan is over 100 years old, started by my great grandfather when the family relocated from Ukraine.

The focus of my trip was on the Live in Labs project, but we also managed to have some fun as well. Six people from our original group of Ryerson students stayed on an extra week after our commitment was over to become hardcore tourists in northern India. We traveled with a tour company to do the Golden Triangle Tour: Delhi-Agra-Jaipur returning to Delhi before flying home Aug. 31. No trip to India should be complete without visiting the Taj Mahal – what an incredible wonder of the world!

I learned about how the gems found on the Taj were created, as the entire monument was completed by hand. Other than the Taj, another favorite was visiting the Red Fort in Jaipur. Earlier in the trip, before we began our village work, the Ryerson group went on a houseboat tour of the backwaters of Kerala. I was told this was a must-do when visiting this part of the world. At this point in the trip, we were already witnessing homes that were submerged in floodwater, and an entire area of the state that is dependent on tourism for survival.

I made a point of writing every day during my time abroad, trying my best to document as much as possible. This is as brief a synopsis of my time abroad as could be, but of course there is still so much more to share. I’m so grateful to Ryerson for providing this unique experiential learning opportunity for students, to our inter-professional and interdisciplinary team in working together through the infinite challenges that we bravely faced as a group, for utilizing so many personal and professional skills in such a short period of time, and for a new group of friends I never would have met under any other circumstances. Thanks to everyone reading this who supported me during one of the craziest months on record yet. How am I going to top this? : )

My Experiential Learning Trip to Jamaica

By Katherine Lo                                                                                                  Undergraduate Student in Hospitality and Tourism Management, TRSM

Entering my 4th year as a Hospitality and Tourism Management (HTM) student at TRSM, I was able to combine formal learning and travel by going on the experiential learning trip to Jamaica this past spring with Dr. Frederic Dimanche’s class (HTT800 – Field Studies in Hospitality and Tourism).  I had the unique opportunity to experience Jamaica with other TRSM students and with RSVP Caribbean Volunteers (our partner in Jamaica), which was the perfect way to discover the island, from its culture and community to its lush landscapes and delicious cuisine.

The stigma that falls on Jamaica – and many other Caribbean islands – as being solely a source of all-inclusive resort vacations, is such a narrow view of what the destination has to offer. I was amazed that our itinerary kept us so busy for the full two weeks, yet we only spent one afternoon experiencing the resorts of the island.

I was able to have such authentic and enriching experiences in Jamaica, which made the trip truly unforgettable.  I stayed at the Rastafari Indigenous Village, and was immersed in a subculture I knew next to nothing about prior to the trip.  I was also able to witness the real community connection between RSVP Caribbean Volunteers and the homeless people of Mandeville during our Community Outreach project.

As a tourism student, I embarked on this trip with the goal of learning the fundamentals of community-based and sustainable tourism so that I could apply what I had learned to aid with tourism development in Chile after graduation. Once we met with Diana McIntyre-Pike, President of Countrystyle Community Tourism Network/Villages as Businesses and community-based tourism consultant, I felt incredibly motivated by her passion and inspired by her philosophy.

My biggest take-away from the trip was when McIntyre-Pike said, “Community tourism is community development. You have to start from the ground up.” This simple phrase carried a lot of weight for me. Before this HTM course, I understood that community-based tourism revolved around the idea of being by and for locals, but I did not realize how large the scope really was. There needs to be a fair allocation of funding to help build small businesses and entrepreneurs, available training, and most importantly, but also most difficult to achieve, a supportive and open mindset from the local people so that development is welcome.

The greatest thing about travel is being able to learn about and connect with a new culture, and to experience another way of living. This is something that is constant in almost all travel, but very diverse in every place I’ve had the good fortune of visiting, including Jamaica. It was being able to experience Jamaica in the way that we did, as a group of students looking to learn about everything the island had to offer and how to be engaged with it or apply our lessons – it was a once in a lifetime experience.

If there is one thing that I hope comes out of our time there, it is that more students get to learn about community-based and sustainable tourism in the same way we did. I also hope we get to witness real change sooner rather than later, and see more TRSM alumni being the drivers of such change.

Responsible Tourism in Ecuador

By Jacob Dickie and Ima Esin, Undergraduate students from the School of Urban and Regional Planning, Faculty of Community Services

“Having never travelled to South America before, I did not know what to expect from Ecuador. After arriving, I was immediately taken aback by the tiny country’s remarkably diverse natural landscapes, cities, people and cultures.” –  Jacob

Every year, 3rd and 4th year students from Ryerson’s School of  Urban and Regional Planning travel to exciting destinations in Canada and across the world to partake in field research projects. It is part of the School’s objective to provide students with the opportunity to learn about different issues and approaches to planning. This year, Dr. Lawrence Altrows accompanied 20 students to Ecuador to learn about the impacts of the sustainable tourism industry.

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#DiscoverDagoretti: RTA Community Engagement in Kenya (Part 3 of 3)

By Jessica Burtt, Undergraduate student at the RTA School of Media, Faculty of Communication and Design

Last February I had the amazing opportunity to travel to Kenya for the RTA International Development class. Our trip was in partnership with Amref Health Africa, an organization that has developed multiple initiatives in Kenya, Tanzania and Ethiopia, to improve the health of people living in Africa through community empowerment and better health systems. During our trip we visited two projects, spending time with the local people to develop content for Amref’s social media, in hopes that it would increase awareness and encourage others to donate or volunteer their time.

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Celebrating the 10th Anniversary of the TRSM + RMIT Study Tour in Toronto

Every year since 2007, the Ted Rogers School of Management (TRSM) has hosted Australian students from RMIT University for a two week study tour. This summer, TRSM and RMIT celebrated the 10th anniversary of the tour, which also coincided with Canada 150!

The tour consisted of lectures, cultural visits, industry site tours, and presentations. Sandra Findlay, an RMIT master’s student in Business Administration reflected on her trip to Toronto:

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#DiscoverDagoretti: RTA Community Engagement in Kenya (Part 2 of 3)

By Hannah White, Undergraduate student at the RTA School of Media, Faculty of Communication and Design

This past October, all RTA students received an e-mail about “RTA in Kenya” explaining that RTA would be offering an International Development course that winter, and as part of the course, the students would travel to Kenya and work alongside AMREF Health Africa, a medical relief not-for profit organization.  Students would create content for AMREF Canada while overseas.  

Going to Kenya had been a dream of mine since the 5th grade, and this seemed like the perfect opportunity to mix my interests and my education!

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#DiscoverDagoretti: RTA Community Engagement in Kenya (Part 1 of 3)

By Hayley Graham, Undergraduate student at the RTA School of Media, Faculty of Communication and Design

I’ve always loved storytelling, whether it be listening to a story or telling one. So, when the opportunity to take the RTA International Development course to work on a storytelling project for Amref Health Africa came about, I couldn’t let it pass me by.

Along with 6 of my fellow classmates and our professor, Lori Beckstead, I travelled to Kenya for 2 weeks in February 2017 to film two projects.

During the first week, we travelled outside of Nairobi to Magadi to film a documentary about Amref’s project, Alternative Rites of Passage on the topic of female genital mutilation (FGM), also known as female genital circumcision.

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Evolving Life Perspective Through World Travels

By Nikita (Mykyta) Drakokhrust, Undergraduate student in the Department of Politics and Public Administration, Faculty of Arts

Note from the Editor: Nikita Drakokhrust was 1 of 13 Politics and Governance students who traveled to Washington DC from March 4 – March 12, 2017. The trip is a major component of the course CPOG490: Politics and Government in Washington DC.  

Whether you have traveled before or not, your expectations are usually very different from what your experiences turn out to be. Having traveled to several countries before, I figured Washington DC would be another trip with tourism and of course school work. But it wasn’t.

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