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The Organization

 has a deep history of working in low and moderate income communities. Their presence in these communities has enabled them to connect community members -- low and moderate income consumers -- who are most in need, but often hardest to reach, with information about their rights, financial literacy education, tax and benefit services, and leadership development training. By working collectively, they support communities to articulate priorities for addressing their financial needs and accessing fair financial services.

Type of Project

Public Legal Education

The Project

Low-income renters face multiple barriers to exercising their rights when facing a major rent increase, fighting an eviction, and dealing with a landlord neglecting repairs or harassing their tenants. The high cost of legal representation, not understanding their rights or how the justice system works, and feeling overwhelmed by complicated legal forms, are major barriers tenants have identified for moving forward on important claims to improve their housing situation. Meanwhile, landlords and property management companies have the financial resources to retain lawyers during times of dispute whereas limited availability of and restrictions on free legal resources is a severe impediment for marginalized tenants. ACORN’s Tenant Rights Public Legal Education will help tenants exercise their rights by:

1- Educating tenants on their rights under the Residential Tenancies Act. This will primarily be related to evictions, rent increases above the guidelines, and landlords’ responsibilities for repairs.

2- Educating tenants on the different forms that they might receive from their landlords through the Landlord and Tenant Board (LTB).

3- Educating tenants on the role of the LTB in remediating situations involving harassment and disrepair.

4- Providing information about other free legal services and resources in the community.

Students will (1) research and produce public legal education materials on the above topics and (2) provide public legal education to tenants (upon request) to review these materials and answer general questions about the process. The students will create a process with the lawyer supervisor to address any specific questions that may arise during the public legal education sessions to ensure the students are not providing any legal advice.

Students will also help create plain-language tip sheets for tenants on how to navigate the LTB and file basic forms.

Number of students

2 students

Who can apply?

Upper Year Students

Language of the project

English. Bilingualism is considered an asset.

Prerequisites and Assets

No pre-requisites are required. However, an interest in tenant law will be considered a strong asset.

The following are strongly desired skills: an interest in social justice, a general openness to public interest work, an ability to work well under pressure, experience interacting with marginalized clients, and strong verbal communication skills.

All work will be done remotely. Students will need a computer and internet access.

The Organization

 (ACO) provides support, prevention, education and outreach services from an integrated anti-racism anti-oppression social justice framework that promotes the holistic wellbeing, human rights, and dignity of those living with, affected by, impacted by and at risk of HIV/AIDS in Ottawa.

Type of Project

Public Legal Education

The Project

The students of 2024-2025 will pick up from where the 2023-2024 student volunteers left off. The 2023-2024 students volunteers completed the following research and public legal education components on the following research topics: 

• Discrimination in medical facilities with respect to HIV status and other intersections: It isn’t always appropriate to escalate immediately to human rights complaints, and so being highly apprised of medical institutions various responsibilities to our dignity and privacy would serve in ACO’s anti-stigma mandate. A nurse wearing more PPE than is necessary when working with a person living with HIV isn’t necessarily grounds for legal discrimination, but it is important to address in the scope of anti-stigma work.  What recourses does a person have within the level of a medical institution, and what laws or protections guide these processes.
• A fact sheet for people living with HIV (PHAs) to pass onto service providers for ODSP application support.

The students of 2024-2025 will review, refine their predecessor's research. They will also conduct legal research and create a fact sheet (s) for the following research topic, which primarily deals with professional responsibility and privacy law: 

• Professional Breaches in Privacy and Confidentiality: There are frequent direct and indirect disclosures and breaches of people living with HIV and their status.  Although it is a protected thing, it is often difficult for clients to self-advocate and pursue due recourse after having been wronged in this way.  Confidentiality work is anti-stigma work, since many of the breaches are due to negative views of the virus or people living with HIV.  This fact sheet should detail what to do short term, and what to do long-term as well as local services to contact for support in this area.

Number of students

2 students

Who can apply?

Upper Year Students

Language of the project

English.

Prerequisites and Assets

Health law, human rights law, privacy law

Lived or work experience with communities similar to ACO’s is an asset. 

Students will be able to complete all work remotely. Students will need a computer and internet access. 

The Organization

AIMICI is a working group of immigration lawyers. They conduct advocacy, public education and public-interest litigation on the use of artificial intelligence (AI) in decision making by Immigration, Refugees and Citizenship Canada (IRCC).

Type of Project

Legal Research and Writing

The Project

AI-MICI is leading a public-interest litigation project to challenge the unfettered, unprecedented and opaque usage of artificial intelligence in immigration application decisions by Immigration, Refugees and Citizenship Canada (IRCC).

Since 2017, IRCC has become the largest user of AI technology in government, utilizing it to:

• Covertly predict if an applicant is an immigration risk (asylum seeker, fraud, etc);
• Automate the processing of certain visas;
• Write reasons for immigration decisions;
• Stream immigration applicants into fast and slow processing lanes;
• Write executive summaries of immigration applications so officers do not need to review every document;
• Identify if a marriage/common-law relationship is genuine.

IRCC states its use of AI as a way to make public services faster and more efficient. But beyond the marketing spin there is a worrying lack of transparency and accountability in their adoption.

Without comprehensive transparency and appropriate safeguards there’s a significant risk IRCC’s AI usage will perpetuate old injustices, introduce new injustices, and violate the procedural and Charter rights of applicants.

This cutting-edge litigation project aims to ensure IRCC’s algorithmic-aided decision-making is done so in way that is open, fair, and legal. It will challenge opacity, bias, and discrimination.

Students will be given a legal research question, conduct legal research and ultimately draft a legal research memo of their findings. Research questions will span constitutional law, administrative law, immigration law, tort law, class action law, privacy law and the law of evidence. The students will not be providing legal advice. The final project deliverable will be an internal research report for the organization to consult regarding the current state of the law on AI usage in immigration processing. At no point will the students be asked to critique, assess, or make value judgments of any kind on behalf of the organization. 

Role of Student Volunteers

• Reach out to the lawyer supervisor and establish first contact to gather tasks and receive orientation to the nature of the research questions on the first week of October and no later than that.
• Conduct case law and secondary source research on assigned research questions;
• Organize findings in case review chart;
• Draft and edit a legal research memo answering the research question.

Number of students

1 student

Who can apply?

Upper year students

Language of the project

English. One position will require bilingualism.

Prerequisites and Assets

Administrative law or constitutional are preferred, but not essential to apply.

All work will be done remotely. Students will need a computer and internet access.

The Organization

The Anti-Racism Committee of the The Canadian Bar Association (CBA) Immigration Section is mandated with identifying racism in immigration policies and processes, as well as in decision making, and in making recommendations for addressing racism in the practice of immigration law. In addition, the committee reviews, through an anti-racism lens, submissions prepared by the CBA Immigration Section. It also makes recommendations for advancing the interests of BIPOC lawyers within the immigration bar and ensuring that the CBA Immigration Section and its leadership better reflects its membership.

Type of Project

Legal research and writing 

The Project

There are several projects that students will have the opportunity to work on:

• Creating a precedents library for the immigration bar consisting of initiatives, toolkits, and cases on issues of anti-racism
• Search and compare various data sets for various immigration programs including but not limited to: program descriptions and eligibility criteria, HANSARD and other parliamentary and public discussions giving rise to them, statistical information about their use and outcomes, and ATIP results relating to their formation and administration, to discerns any race-based trends or systemic concerns
• Provide summaries of jurisprudence, social science, medical, and other data sets touching on issues of race or systemic racism
• Research legal issues that may be required in support of efforts to challenge, address, or bring awareness to issues of systemic racism in immigration law or policy. 

The students will create research memos and draft submissions and correspondence regarding the topic chosen based on interest and need. Research will involve obtaining information such as statistics, copies of government policies and training materials, relevant case law, and statutes. The scope of the project will be set appropriately to accommodate students working 3-5 hours per week and will not exceed 5 hours.

Division of Work: 

The organization contact/lawyer supervisor will be responsible for assigning each student to projects. Student volunteers will get direct assignments from the the organizatoin contact/lawyer supervisor. The Team Lead will coordinate meetings, training sessions, follow up with each student to see how they are progressing, report issues, etc. With each provided task/project, there will be a small training session or orientation (written/oral) to deliver the instructions and expected result or output. 

The Program Coordinators of PBSC will NOT be involved in ensuring that each student has work to do. Their role will be limited to following up with the student volunteers who are not doing the assigned work, which can be addressed in the semester check-in 15-minutes virtual chat. 

Number of students

5-6 students 

Who can apply?

All law students

Language of the project

English. 

Prerequisites and Assets

While some knowledge of administrative and/or immigration/refugee law is of assistance it is not a requirement. Experience/interest in human rights, social justice, and equality issues would be an asset.

The following qualities are expected:

• Keen interest in research and writing

• Ability to work independently to meet deadlines

All work can be done remotely. Students will need a computer and internet access.

The Organization

The Canadian Bar Association (CBA) Immigration Section participates in dialogue and advocacy with various government and judicial stakeholders in the fields of immigration, citizenship and refugee law. The Section regularly meets with stakeholders and comments on proposed policy amendments, statutory changes and other activities being undertaken by various government departments, tribunals, and courts.

Type of Project

Legal Research and Writing.

The Project

The Federal Court of Canada is creating an online platform for the submission and distribution of court and party documents. The Immigration Section of the CBA is concerned with the confidentiality and distribution of these documents, as the files will contain personal information that could lead to security concerns. For example, refugee claimants have in camera (private) proceedings, yet when their cases are challenged to the Federal Court the matter becomes public. This could permit online access to the refugee claimant’s file and personal information (I.e., allegations, identity documents, contact details) about the claimant and family members (both inside and outside of Canada), and private information about third parties.

Balanced against confidentiality and the security of the applicant is the ‘open court principal’, which is protected by the Charter. Students will research, produce memorandums, and assist counsel to research how other jurisdictions (inside and outside of Canada) have developed online document platforms for courts, and research into jurisprudence and legislation (inside and outside of Canada) addressing potential restrictions to this ‘open court’ principal.

The research will include:

• Comparing how provincial superior courts handle sealed files pursuant to provincial legislation: young offenders, child protection, adoptions, (refugees) where no sealing motions are required vs federal court where motions for confidentiality are required.
• Researching decisions at the provincial level, federal SCC Canada level, and foreign jurisdictions on the tension between confidentiality of files and access to information by the press and academics.
• Researching examples where the right to dignity, privacy or other rights prevailed over access.
• Researching examples of foreign jurisdictions spying on Canadian institutions (example universities, journalists).
• Researching examples of refugees facing harm due to lack of protection of personal data online.

Number of students

2-3 students

Who can apply?

All law students

Language of the project

English. Bilingualism is considered an asset but not required.

Prerequisites and Assets

No prerequisites are required, but a demonstrated interest in constitutional law, admin law, and immigration law will be considered an asset.

All work will be done remotely. Students will need a computer and internet access

The Organization

The is a national, non-partisan, non-profit organization that fights for the civil liberties, human rights, and democratic freedoms of all people across Canada. We are an independent, national, non-governmental organization, working in the courts, before legislative committees, in classrooms and in the streets, protecting the rights and freedoms cherished by Canadians and entrenched in our Constitution.

Type of Project

Legal Research and Writing

The Project

Legal research in support of CCLA’s litigation, advocacy and public engagement work to protect and promote fundamental rights.
Program Areas:

1. Criminal Justice stream (4 students)
   We monitor the legal and policy frameworks that govern policing, the criminal justice process, and our prisons and jails to ensure that our civil liberties and the rights enshrined in the Canadian Charter of Rights and Freedoms are respected.
2. Privacy stream (1 student)
   CCLA seeks to bring a principled and rights-focused approach to assessing and advocating around the impacts of new technology and surveillance wherever rights are at risk.
3. Fundamental Freedoms stream (2 students)
   Fundamental Freedoms allow individuals and groups to express themselves, to believe and practice what they choose, and to exercise their right to vote. Research areas include the freedoms of expression, religion, association, to protest, of the press, and democratic and mobility rights.
4. Equality stream (2 students)
   CCLA’s Equality Program is dedicated to supporting, standing with, and fighting for the rights of individuals and groups who face discrimination, and in particular those who are most marginalized, many of whom experience intersecting forms of discrimination, whose right to full equality has not been realized.

Students will be asked to conduct legal research and prepare memoranda on various topics by the CCLA’s Program Directors. This may include case briefs, reviews of draft or proposed legislation, policy reviews and research memoranda on fundamental freedoms, police powers, national security, privacy, criminal law reform, and equality. Students may periodically be asked to conduct social science research as well, used to inform CCLA’s advocacy and education work.

Number of students

1 student

Who can apply?

Upper Year students 

Language of the project

English

Prerequisites and Assets

Students should be engaged and interested in current events as they impact on civil liberties, government accountability, and the CCLA’s various program areas. An interest in or commitment to social justice is an asset.

All work will be done remotely. Students will need a computer and internet access.

The Organization

The (RCEN) is an independent, non-partisan organization. RCEN's primary role is to support environmental NGOs (ENGO) by providing them with valuable networking and communication services. RCEN also provides opportunities for ENGO representatives to participate in national and international meetings, conferences, workshops and consultations on environmental law and policy issues through a transparent, bilingual, and democratic delegate selection process.

Type of Project

Legal Research and Writing

The Project

The project will focus on Bill C-73, An Act respecting transparency and accountability in relation to certain commitments Canada has made under the Convention on Biological Diversity,1 which passed first reading in the 1st session of the 44th Parliament on 13 June 2024. This project aims to address the need to educate the public about the legal implications of the Bill recently introduced in the House of Commons and the final National Biodiversity Strategy 2030, which was adopted alongside the introduction of the Bill. The 16th Conference of the Parties to the Convention on Biological Diversity (CBD) at the end of October will mark a first milestone in this regard, as RCEN expects Canada to present its national developments at this important crossroads for the CBD - the first COP following the adoption of the Kunming-Montreal Global Biodiversity Framework, where Parties will report on initial implementation efforts.
 

The student volunteers, in collaboration with the partner organization and supervising lawyer, will focus on generating research questions relevant to Bill C-73. These questions will then be submitted for review and approval. Once approved, the students will conduct in-depth research on these questions, with the aim of producing informative blog posts as the final deliverable. This structured approach ensures that the research remains focused and aligned with the evolving legal and policy landscape while providing clear guidance and expectations for the students.

Role of Student Volunteers

The student(s) will be expected to reach out to the organization’s contact and lawyer supervisor at the beginning of October to arrange a time for orientation. The Canadian Environmental Network will conduct a virtual orientation to acquaint the student(s) with the organization’s mandate and initiatives. The topic will be confirmed at the initial meeting. The student(s) will also be expected to reach out to their lawyer supervisor at the beginning of October to discuss a timeline for their research, recommended areas of research, and project format. The student(s) will meet together (virtually) with their lawyer supervisor on a monthly basis to discuss project output and answer questions. 

During the project, the student volunteer(s) are to: 

• Assist with research for educational and advocacy purposes
• Identify and analyze academic and grey literature pertaining to the areas of research.
• Assist in collecting, compiling, summarizing, and disseminating legal information.
• Participate in research and advocacy activities related to the subject areas being
  investigated.

Number of students

1-2 students

Who can apply?

All law students

Language of the project

English. Bilingualism would be considered a strong asset.

Prerequisites and Assets

No prerequisites are required, but a familiarity with environmental law would be a strong asset.

The following expectations are required:

• Ability to work well independently and collaboratively
• Good writing and communications skills
• Interest in environmental and constitutional law

All work will be done remotely. Students will need a computer and internet access.

The Organization

The  is a public advocacy organization that has been working for forty years to protect and expand public health care in Canada. They are comprised of unions, health care workers, community organizations, faith-based organizations and academics, as well as affiliated coalitions in the provinces and 1 territory.

Type of Project

Legal Research and Writing.

The Project

Students will be asked to research legislation, bills, agreements, and policies at the federal and provincial level to assist the Canadian Health Coalition in developing a better understanding around the following research topics:

1. Students will build on/update the Canadian Health Coalition’s previous research on barriers to health care access based on immigration status (migrant worker, refugee and international student). A focus could be how do provincial policies that exclude people based on immigration status contravene their own laws or the Canada Health Act. This year the organization contact has mentioned that the focus may involve more about international students health care access.
2. Students will conduct research into the Canada Health Act and the implications it has on provincial health care delivery and charging user fees for services. Additionally, students will conduct research into any relevant case law or legal actions that have been initiated in provinces regarding the implementation of the Act.

Students will be able to choose their preferred research topic in consultation with the organization. Students will produce a research report for the Coalition as their final project deliverable.

Number of students

2 students

Who can apply?

All law students

Language of the project

English. Bilingualism is an asset.

Prerequisites and Assets

Health Law, immigration and refugee law, and Public and Constitutional Law will be considered assets.

The following are strongly desired skills for this project:

• Research and writing skills
• The ability to work independently
• Self-starter

All work will be done remotely. Students will need a computer and internet access.

The Organization

The (CHRC) is independent from the federal government and has the authority to conduct research, raise awareness and speak out on any matter related to human rights in Canada. The Commission is also responsible for administering the Canadian Human Rights Act. 

Type of Project

Public Legal Education

The Project

The project will primarily run as a hybrid between a research and public legal education project whereby the partner organization will have the student work on creating a guide on “All About Mediation,” which includes creating both a full detailed version and a condensed plain language version. The mediation deliverable will have the component of having the student familiarize themselves with the Canadian Human Rights Commission’s existing resources about mediation, conduct research on case law or relevant legislation to supplement those resources.
 

The student volunteer is also to update Canadian Human Rights Commission’s guide on “Discrimination—what can I do about it?,” which includes creating a full detailed version and a condensed plain language version. This component of the project will be more of a supplementary project in the event that the “All About Mediation” guide does not fill the student’s time. It is important to note that the “All About Mediation” resource package is to be completed and submitted before any work on the “Discrimination—what can I do about it?” resource package as the “All About Mediation” is a more priority item for the CHRC.

Role of Student Volunteer

The selected student will reach out to the lawyer supervisor and organization contact to create a timeline of when project milestones will be due. This initial contact will need to happen in early October, or the first week of October. The student will also determine a schedule with the organization for when they can have in-person or virtual meetings. The student will also discuss the project format with their lawyer supervisor.

The student will conduct the necessary research related to the topic and assemble the resource package in plain language. The student will need to complete and submit the “All About Mediation” resource package, with the “Discrimination—what can I do about it?” resource package will be due depending on if the student has ample time to complete. It is important to note that the CHRC understands that the student may only complete the “All About Mediation” resource package at the end of the project. The CHRC is not expecting both the “All About Mediation” resource package and the “Discrimination—what can I do about it?” resource package for this year. The student will have a final deliverable to submit to the partner organization and their program coordinator at PBSC Common Law Chapter that will be reviewed by their lawyer supervisor. The due date is to be determined by the student, partner organization, and the lawyer supervisor; however, it cannot be submitted no later than the third week of March.
 

The final deliverables are to be submitted by the second or third week of March, with adjustments, should there be any, to be discussed prior among the student, the partner organization, and the lawyer supervisor.

Number of students

1 student 

Who can apply?

Upper year students 

Language of the project

English. Bilingualism is an asset.

Prerequisites and Assets

Employment law and criminal law

The following are strongly desired skills and qualities for this project:

• Strong writing skills
• Time management skills
• Strong collaboration skills.
• Interest in human rights law and alternative dispute resolution
• Eager to learn more about how the court system works would be considered as an asset

All work will be done remotely. Students will need a computer and internet access.

The Organization

The is a national non-profit organization driven to change what it is to be blind. Founded in 1918, CNIB delivers innovative programs and robust advocacy across Canada. CNIB empowers people impacted by blindness to challenge barriers and live the life they choose.

Type of Project

Public Legal Education

The Project

Under the supervision of the Lawyer Supervisor, students will be responsible for reviewing and updating a select number of the eight legal information handbooks. Specifically, each student will be asked to complete the following tasks with respect to their assigned handbooks:

1. Researching the legislation and legal principles referred to in the legal information handbooks to ensure that all information is accurate and up to date;
2. Researching relevant statutes/regulations that have been enacted since 2019 (e.g. Accessible Transportation for Persons with Disabilities Regulations, SOR/2019-244) and drafting them into the handbooks;
3. Checking existing links to ensure that they all remain operational;
4. Checking “terms of use” for each existing link and reporting “terms of use” information back to the Lawyer Supervisor; and
5. Researching and including additional community legal services in the “Getting Help” section of the handbooks.

Number of students

4 students

Who can apply?

All law students

Language of the project

English

Prerequisites and Assets

There are no law courses prerequisites for this project.

Experience in disability / human rights work is preferred. Other experience in areas of law relevant to the handbooks, such as education, employment, healthcare, housing, transportation, built environment, and consumer services, will also be helpful to this project.

All work will be done remotely. Students will need a computer and internet access.

The Organization

The  (the Centre) offers a free 30-minute meeting with a lawyer to any Ontario resident or any person faced with a legal situation in Ontario. The Centre is a safe space that allows clients to receive essential legal information, to know their options and to establish an action plan to solve their legal issues.

Type of Project

Legal Research and Writing

The Project

The Ontario Legal Information Centre provides free legal information and referral services to individuals, regardless of their income or legal problem. As a result, lawyers at the Centre are required to answer questions in all areas of the law and must be aware of changes or developments in the law.

Sometimes lawyers are faced with more complex issues that require additional research. In these cases, lawyers are committed to following up with clients to provide to provide additional legal information to clients. The lawyers at the Centre are therefore looking for a law student who is able to conduct a variety of legal research to answer questions posed to the Centre. The types of law covered will vary depending on the client's questions, and the student will not attend client meetings.

In addition, the Centre is developing resources to facilitate access to justice for the general public. These resources cover various areas of law based on the needs of the Centre during the course of the project. For example, the Centre's lawyers are looking for a law student to develop a tool, written in plain language, to assist litigants.

The tool will be in the form of an infographic designed to make it easier for litigants to understand a particular area of law or legal procedure.

Number of students

1 student

Who can apply?

Upper year students in the French Common Law Program

Language of the project

French

Prerequisites and Assets

• Strong research skills
• Have an excellent sense of initiative
• Requires a minimum of supervision
• Strong interpersonal skills (customer service experience is an asset)

Students will be able to choose one day or half-day a week (between Tuesdays, Wednesdays or Thursdays) to work in person at the organization's office, located at 1400-85 Albert Street. Bi-monthly meetings will be arranged with the lawyer supervisor.

The Organization

The City of Ottawa Catherine Street Community Service Hub, located at 370 Catherine Street, is a safe resting space where residents can access City and community social supports in one location. The Hub offers services by a team of Employment and Social Services and community partner agency staff. The ID Project at the Catherine Street Hub will assist community members in accessing necessary documentation. Documents that may be needed include birth certificates, health cards, permanent resident cards, and Ontario photo ID cards. Without official documentation, individuals cannot access many community services and programs.

Type of Project

Client assistance and intake.

The Project

The ID project is supported by BLG. The ID Project is designed to address the challenge of helping the homeless, marginally housed, and newcomers obtain IDs so they may be able to participate in services around the city.

The ID Project’s client intake will operate on a set schedule to be determined at the first meeting between the students and lawyer. The Clinic dates are schedules twice a month in October, November, January, February, and March. One or two students from PBSC and one BLG lawyer supervisor will meet at the Catherine Street Community Services Hub for shifts that will be determined based on schedules. The students and lawyer supervisor will check-in 15 minutes prior to the beginning of their shift and have an opportunity to meet each other and set up the space to receive clients. 
 

The lawyer will be paired with the PBSC students to assist in interviewing clients and filling out the relevant documentation. PBSC students speak to clients, informing them of the program, how it works, and whom they can speak with to obtain the documents they require. When clients ask to speak with a lawyer to fill out the appropriate documentation, PBSC students make the introductions, sit in on the consultation with the lawyer, and help fill out the applicable forms. Volunteer lawyers then confirm eligibility requirements with the client and begin filling out either the “Ontario Photo Card -Address Requirement for the Homeless or Marginally Housed Applicants” for photo identification, or the “Agency Assistance Form and Registration for Ontario Health Insurance Coverage” for health coverage.

It is expected that a diverse range of other legal issues may arise during the course of interviewing clients. Volunteer lawyers and PBSC students are encouraged to make the appropriate referrals and to look into other resources for clients as appropriate. In addition to working at the clinic, students will spend time between shifts on assigned tasks related to running the clinic such as file management, developing a referral guide, researching fee waiver options, and exploring expansion options for the project.

In addition to working at the clinic, student volunteers will spend time between shifts on assigned tasks related to running the clinic such as file management, developing a referral guide, researching fee waiver options, and exploring expansion options for the project. For this year, students will be tasked with creating public legal education content in the form of pamphlets or infographics, online or physically tangible, meant for internal use, which can later be decided by the City of Ottawa to be disseminated to the public. More specifically, the pamphlets or infographics will include the following information:

• Step by Step process to obtaining IDs
• Associated costs (different for newcomers)
• Guide on obtaining Indigenous ID cards
• A checklist
• Order to obtain if no ID exist

Number of students

3 students, with 1 designated as the Project Lead

Who can apply?

All law students

Language of the project

English. Preference will be given to bilingual students.

Other languages may be an asset: Arabic, Turkish, Spanish, Ukrainian, etc.

Prerequisites and Assets

There are no law class prerequisites for this project.

The following skills are required:

• Ability to work well independently and as a team
• Good written and communications skills
• Punctual and good time management skills
• Interest in human rights and immigration

All work will be done in-person.

The Organization

 offers content targeted at Francophone minority communities outside of Québec. Their mandate is to inform the public clearly and simply about their rights and obligations in different contexts that are relevant to every day life.    

Type of Project

Legal Research and Writing

The Project

The project will involve legal research and writing to popularize legal concepts in plain language for the general public to use as content for the ClickJustice.ca website. In the past, students have created content for the website and written plain language materials. The area of law will depend on the needs of the organization and the interests of the student. Students should confirm topics in October. At no time will the student provide legal advice.

In the past, students have chosen topics based on their interests. Some of these research topics may be: housing, private law, environmental law, federal law, discrimination, and more.

Number of students

1 student

Who can apply?

Upper year students in the French Common Law Program

Language of the project

French

Prerequisites and Assets

Strong writing skills in French are required.

The following are strongly desired skills:

• Ability to work independently
• Strong research skills
• Strong communication skills

The following classes are beneficial:

• Family law
• Housing Rights
• Employment law
• Environmental Law

All work will be done remotely. Students will need a computer and internet access.

The Organization

(FOE) is a campaigning environmental organization and the Canadian member of the world’s largest grassroots environmental network, Friends of the Earth International.  Climate and energy, biodiversity, water and plastics, and environmental justice are the key areas of work. Activities include research and education, policy development and advocacy, interventions, and litigation.

Type of Project

Legal Research and Writing

The Project

A law student volunteer will undertake a project that will assist Friends of the Earth with its strategic planning by cataloguing and analyzing environmental issues addressed through litigation by Friends of the Earth since 1998. This project involves updating a chronology of past and current cases and participation in interviews FOE staff will conduct with lawyers and environmental experts to consider FOE’s contributions made through environmental litigation and gain advice and perspective for future work.

The student will have the opportunity to participate in and report on interviews with legal and environmental professionals, gaining knowledge about current developments in environmental law and making contacts through the interviews. The student will prepare a report on each interview.

The interviews will be arranged by FOE staff with 2 to 3 external experts in four areas of FOE’s work: climate, biodiversity, plastic pollution and environmental rights. Questions will be structured by FOE staff. The interviews may be in person or by zoom. There is no travel anticipated for the student. FOE will cover anticipated expenses (such as attending a lunch to meet project participants).

The student will not be providing legal advice. The final project deliverable will be an internal research report for the organization that catalogues Friends of the Earth’s legal work (the chronology) and reports on the interviews with external contacts (legal and environmental professionals). At no point will the students be asked to interpret evidence or make recommendations of any kind on behalf of the organization.

Number of students

1 student 

Who can apply?

Upper year students 

Language of the project

English

Prerequisites and Assets

The following are considered assets: Environmental Law, previous work or studies addressing pesticides

The students can complete most work remotely and independently but will arrange to meet the organization contacts for several in-person meetings. The students will need a computer and access to the internet.

The Organization

As Canada’s voice for animal welfare,  drives positive, progressive change to end animal cruelty, improve animal protection, and promote the humane treatment of all animals. As the convener and representative of the largest animal welfare community in Canada, Human Canada advances the welfare of animals with a strong national voice, promoting animal welfare interests, and concerns to government, policy makers, industry, and the public.

Type of Project

Legal Research and Writing

The Project

The students will be researching and summarizing animal cruelty cases charged under Criminal Code and provincial/territorial animal welfare legislation within prescribed parameters as set out by the organization. The summaries will then be edited for style and uploaded by the organization onto a public case law database (NCPAC Case Law Database) made available for use by prosecutors and allied professionals for research and/or informational purposes.
 

Students will create case summaries from existing animal cruelty cases to be uploaded onto Humane Canada’s case law database. The cases will be provided by Humane’s Crown prosecutor partners and common case law repositories such as CanLII and QuickLaw. Students will also research to find newly reported Criminal Code or provincial/territorial animal cruelty case.

Disclaimer: Many of the cases that students will be required to read describe animal abuse.

Role of Student Volunteers

Students will conduct research and create case law summaries. The students will be expected to complete between 5 to 7 case summaries per semester.

Number of students

2 students 

Who can apply?

All law students

Language of the project

English

Prerequisites and Assets

There are no law course prerequisites for this project. 

Case summary knowledge and practice is all that is required.
 

All work will be done remotely. Students will need a computer and internet access. 

The Organization

is the only national non-profit organization dedicated to wrongful conviction advocacy, education and legal reform. Over the past 30 years, we have championed the exonerations of innocent individuals across the country who have been wrongfully convicted of serious offences, particularly homicides. We are also a national leader in public education and legal reform, regularly lending our expertise to academic institutions, the criminal justice system, government bodies, legal entities, media outlets, and everything in between.

Type of Project

Public Legal Education

The Project

The Innocence Canada Internship will start in mid-October with a general orientation (exact date to be confirmed in early October). This project provides students with the unique opportunity to gain hands-on experience in wrongful conviction advocacy. Throughout the internship students will assist with our casework and/or education work. Casework often involves analyzing case files, reviewing disclosure and transcripts, helping to identify new avenues of investigation, and conducting legal research. Education work can involve assisting with the creation and delivery of curriculum / trainings to a wide variety of audiences ranging academic institutions to the members of the criminal justice system (ie. police), researching major topics within wrongful convictions, and assisting with educational programming.

Students will receive a comprehensive orientation during the first month of the externship as well as ongoing professional development and training throughout the year. Continuing professional development/ training will include regular group meetings with our Director of Education where they will learn about different areas within wrongful convictions. These meetings will frequently feature guest speakers within the criminal justice / wrongful conviction realm who will share insights about their career paths. Ongoing mentorship and training will also be provided throughout the internship.

Number of students

1 student

Who can apply?

Preference will be given to Upper Year students, but First Year students are encouraged to apply and highlight their criminal law interest and experience.

Language of the project

English

Prerequisites and Assets

Preference will be given to students that are enrolled in (or intend to enrol in Criminal law related courses such as The Law of Evidence, Criminal Procedure, Advanced Criminal Courses, etc.

Below are the preferred qualifications. For those candidates that do not have some / all of these qualifications, we do still encourage you to apply, and suggest that you use this section to write a small blurb on why you think you would be a great fit for this position!

• Passion for wrongful conviction advocacy
• Experience in wrongful conviction advocacy, ie. volunteer work, a course, etc
• Strong skillsets in all of the following areas:
• Attention to detail
• Critical thinking
• Problem-solving
• Legal research and writing
• Reviewing and synthesizing large volumes of information
• Taking initiative and working independently
• Demonstrated ability to work collaboratively in a small team environment
• Case file carriage in a legal setting (for example, a clinic or placement

All work will be completed remotely. Students will need a computer and internet access.

The Organization

gives people personal and peer support to understand and inhabit their particular identities with confidence and courage, whatever kind of identity it is.They often do so when these people experience emotional crises and are most vulnerable physically and mentally.

Type of Project

Client intake and public legal education

The Project

This project has two components—a clinic and public legal education component.  The first component of this project involves the operation of a Trans ID Clinic. The Clinic will mainly operate virtually over a secure videoconferencing platform. The Clinic will be opened to assist with the process of updating personal identification. The students and Lawyer Supervisor will provide support and information on the process of requesting a name change.

The second part of the project involves public legal education produced content. If there is down time during the drop-ins, students are encouraged to ask questions and receive mentorship from their Lawyer Supervisor. Students will also work on their public legal education research during downtime. The public legal education component will be a one-page education document about the legal name changing process.

Number of Students

2 students

Who can apply?

Upper year students 

Language of the Project

English

Prerequisites and Assets

There are no law course prerequisites for this project.

The following will be considered when selecting a candidate:

• Applicants who identify as LGBTQ2S+ are encouraged to apply
• Preference will be given to third year student

This project will be mainly completed remotely with some requirements to be in-person. Students will need a computer and internet access.

The Organization

Founded in 2004, is a Canadian charitable organization that levels barriers to justice by building empathy, disrupting prejudice, and advancing human rights. We pursue our mission through outreach and public legal education initiatives, human rights research and events, and through specialized mentorship programs.

We believe that if stakeholders are empowered to understand, shape, and use the law, they can become active participants in breaking down barriers to justice. We also believe that if our legal professionals have empathy and cultural humility, we can create a justice system that serves the people who need it the most.

Type of Project

Public Legal Education

The Project

The project will involve support for online/remote or in-person justice education sessions for Level’s Indigenous Youth Outreach Program (IYOP).This project will feature two components: (i) assisting in the facilitation and delivery of mock trials for youth, and (ii) researching and drafting new mock trial scenarios.

Part I: The project will involve support for Level’s online/remote or in-person justice education sessions for Level’s Indigenous Youth Outreach Program (IYOP). 

IYOP is a justice education and mentorship program for First Nations, Métis and Inuit youth aged 11 14 where youth work with justice sector volunteers on fun and engaging activities that teach them about the Canadian criminal justice system, while incorporating Indigenous pedagogy including smudging, feasting, Elder teachings, and a focus on restorative justice.

Level launched IYOP in Toronto in 2012, and at that time, served 25 youth and engaged 12 justice sector volunteers. Since then, the program has grown to serve over 300 youth and work with over 125 justice sector professionals from Ontario, Manitoba, Saskatchewan, Alberta, Nunavut and the Northwest Territories.

Typically, IYOP runs 6-10 justice education session with Indigenous students in a particular school location. Volunteer students will be involved in relationship-building exercises, identity work, and justice education games and experiences with the program participants.

Part II: IYOP relies on a mock trial handbook to ensure smooth delivery of sessions. These handbooks contain mock trial scenarios for use by volunteers in the program. During off times (i.e. durations where students are not supporting with mock trials), student volunteers will be expected to conduct legal research for use by the partner organization, pending review and approval by the supervising lawyer.

Part III: The final part of volunteer work with Level Justice includes completing a short cultural humility exercise. This is a reflection exercise and can be anywhere from a few sentences to a page long. F