More than just studying in two places…
The Dual BA summer seminars are a pivotal and defining component of the Dual BA degree, designed to give you an edge to understanding knowledge acquisition, dissemination, and engaging in community and policy-based field work. Building on Sciences Po’s long tradition of educating for political leadership, the Dual BA seminars prepare you for professional work as leaders in public fields – community, regional, and national areas for change. A signature of the UBC Faculty of Arts, the summer seminars give you a chance to cultivate an informed, reflexive perspective on your international experience, inviting you into UBC’s research culture. The summer seminars are a mandatory requirement in the Dual BA program, and are required to graduate from both Sciences Po and UBC.
Students admitted to the UBC Bachelor of Commerce program at the Sauder School of Business do not have the option of taking the summer seminars.
How does this impact my studies financially?
Dual BA students take an additional 15-credits of UBC coursework over three consecutive summers, in addition to the 60 credits completed in Years 3 and 4. You should plan early and carefully for the additional costs associated with these seminars.
- Between Years 1 and 2: 6 credits (2 courses) in Reims
- Between Years 2 and 3: 6 credits (2 courses) in Vancouver
- Between Years 3 and 4: 3 credits (1 course) in Vancouver
Tuition for the Dual BA summer seminars are assessed as per standard UBC undergraduate tuition. In addition to tuition fees, you should also consider:
- Travel costs associated with traveling to Vancouver or Reims
- Housing costs in Reims or Vancouver
- Other living and entertainment costs
The first pair of seminars is held at the Reims campus at the end of Year 1.
The Summer One seminars bring Dual Degree students from three different campuses together as a cohort for the first time. Over the course of two weeks in June, you will participate in two seminars, ASTU 160 and ASTU 204B, designed to introduce you to knowledge acquisition and prepare you for academic research and writing.
ASTU 160 is the grounding course in the first pair of summer seminars. The course prepares students to take an informed, responsible role in discussion of the internationalisation of research and of advanced education. Students will present preliminary research findings, and use genre-appropriate expressions in speech, writing, and other media to represent the gist of research publications in the social sciences. The course will prepare students to take an informed view on the making and dissemination of knowledge, taking into account political and cultural contingencies. Students will develop a research proposal, take a position on published research, and design a research question while responding to fellow scholars' projects and getting feedback on their own work.
Taught in tandem with ASTU 160, ASTU 204B addresses a pressing global and international issue, and teaches students to consider knowledge acquisition and application in a disciplinary context, from the perspectives of history, sociology, political science, geography, and economics.
2014: Global 1968 (History of the 1960s in a global context)
2015: The Sociology of Climate Change
2016: A Social and Political History of Media, from Paper to the Digital Age
2017: Violence and War in the Modern Age
The second pair of Dual BA seminars take place at the UBC Vancouver campus in August before Year 3.
Over three weeks in August, students participate in two seminars, ASTU 260 and ASTU 401A, designed to tackle knowledge dissemination. In addition to the seminars, you will participate in specially designed orientation sessions to help you make the personal, cultural, and educational transition to life in Canada and studying at a North American university.
Building on ASTU 160, students in ASTU 260 will review research on knowledge production, translation, and mobilization, with a particular focus on the social sciences and the humanities. The course will also explore the important role media play in disseminating knowledge. Are traditional forms of media, such as scholarly journals, changing in response to the Open Access movement (as explored by Willinsky)? Do newer forms of media – such as academic blogs and Ted Talks (studied by Shea) – promise the democratization of knowledge? And if we have an increasing number of tools to access information, then does this mean that all knowledge should be public (a question posed by Christen)? The course applies theoretical understandings to real-world examples exploring how theory illuminates practice and how practice challenges current scholarly understandings.What are the obstacles to and opportunities for disseminating research knowledge effectively to non-specialist audiences? How can interactional spaces be fostered that motivate individuals and institutions to engage with research in meaningful ways?
Taught in tandem with ASTU 260, ASTU 401A addresses a pressing global and international issue, and teaches students to consider knowledge dissemination and application in a disciplinary context, from the perspectives of history, sociology, political science, geography, and economics. Students will use their knowledge dissemination skills to analyze topics studied in ASTU 401A.
2015: Rise of China as a Global Power?
2016: Disability in Society
ASTU 360 is the capstone seminar for Dual Degree students and takes place at the UBC Vancouver campus with partner organizations from May to June between Years 3 and 4.
Designed to give Dual BA students practical and policy-focused fieldwork experience, ASTU 360 goes far beyond 'service,' with its components of helping, volunteering, and towards responsible partnership. Policies studied each year rotate between history, geography, sociology, political science, and economics.
There is a perceived disconnect between community level actors and those charged with making decisions at higher levels of government. This disconnect seems to grow as one moves further away from the community, with community organizations feeling burdened by the bureaucratic mandates passed down to them, that often constrain their ability to meet their goals. Policy makers, on the other hand, work to develop policies that satisfy a wide variety of stakeholders, while also balancing public expectations. This course will introduce students to the practices researchers can employ to bridge this divide, explore the strengths and limitations of this approach, and develop student’s ability to conduct community based research. This course will allow students to focus their attention on a particular policy regime, explore its consequences, and work with community organizations to develop alternative policy recommendations. This course requires students to practice the skills they have developed over the course of their education to read and process information efficiently, and apply what they are learning in the classroom to their field site.<BR>
2016: Principles and Practices of Community-Based Research - Food Security