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Documentation:In/relation Open Case Study

2023-11-22T00:34:55Z

JaneyLew: /* Watch/Read (3-5 mins): */

= in/relation: Developing Guidelines to Navigate Complex Classroom Dynamics =

== Summary and Target Learners ==
This case study explores complex classroom dynamics involving International and Indigenous learners speaking from their own experiences and positionalities. Themes explored in this case study include: microaggressions, tokenization, setting classroom guidelines, conflicting worldviews, and encouraging participation from underrepresented and marginalized students. This case study was created primarily for those who are involved in teaching in higher education (e.g., faculty, instructors, TAs) for their professional development purposes. However, it could also be used in other learning contexts and professional development settings with or without modifications.

== Learning Objectives ==
Through this case study activity, participants will be able to:
# Identify key concerns around inclusion and equity in situations where students (particularly underrepresented students) present differing and/or conflicting perspectives
# Explore the complexities and importance of setting guidelines for classroom inclusion and diversity when students have differing background knowledge, life experiences and perspectives relating to the issues
# Work in groups to brainstorm strategies to facilitate more inclusive and equitable classroom discussions and classroom climate

== Instructions for Facilitator ==

==== Ahead of the Workshop ====
* Familiarize yourself with the case study scenario and Learning Objectives and adapt it to your context where necessary.
* Evaluate the talking points, which are suggested points for discussions. You may want to adapt the talking points (e.g., modify the language, make additional points) to your specific context.
* Consider how you would like to facilitate the activity by thinking of the following questions:
** Would you like to identify people who are going to facilitate small group discussions ahead of time so that you have a chance to discuss key points to be covered in the small group discussions? Or will the session participants work on their own in small groups?
** Will someone be taking notes during small group discussions? How can these be recorded and shared with the whole group?
** Would you like to have participants read the case study and discussion questions ahead of time as “homework,” or do you have enough time to do that during your session?

==== During the Workshop ====
* Divide participants into groups of 4-5. You may want each group to include a facilitator with knowledge of the issues discussed in the scenario, and who can help guide the conversation.
* Give groups 10-15 minutes to discuss the scenario. You may want to give each group a large piece of paper where they can write their response to the discussion questions and other additional thoughts.
* Can be facilitated online using break-out groups feature. You may wish to give groups a slightly longer time window for discussion (e.g. 20-25 mins), as the online environment necessities a different pace for discussion. You may also consider adding an interactive note-taking feature, especially for participants who may have bandwidth and connectivity issues that inhibit audio or video.
* During the small group discussions, it is recommended that the facilitator(s) walk around from group to group to check if any are stuck or needing more direction.
* Debrief together. Each small group shares what they discussed and debrief as a large group.
* If time permits (15-12 mins), work through the “Watch/Read” section under “Resources” which highlights classroom strategies offered by Dr. Evan Mauro

* Instructions for learners: Read the case study scenario. Take a moment to think about the discussion questions then discuss with your group.
** Optional: choose someone to take notes and lead the debriefing process with the larger group

== Case Scenario ==
Today is your first day of a course, Canadian History and Society. You introduce the course to students by saying that it is going to include some sensitive topics, including the history of the Residential School System and the Head Tax for Chinese Canadians that may touch some of the students’ family histories. With that, you propose to the class to develop discussion guidelines together so that everyone in class can participate in difficult conversations meaningfully, in a safe space.

You write down all the suggested guidelines by students on the board. The list includes, “Do not put anyone on the spot to speak as a representative of their identity group,” and “Check our own assumptions and stereotypes as we speak.” You ask the class if they have any questions or suggestions for change, and the discussion goes as follows:

'''International Student A''': “I have a question about not putting anyone on the spot. I have never felt bad about being called on to speak about my home country. It’s hard for me to speak up in class, so I actually appreciate a chance to share what I know sometimes.”

'''Indigenous Student''': “I see why you feel this way, but I find it really tiring to always be expected to speak for all Indigenous peoples and communities, and having to explain things and correct people’s ignorance and stereotypes everywhere I go.”

'''International Student B''': “Some people are really ignorant and hold negative stereotypes about my country too, but I believe we need to be strong to deal with this reality.”

You see some students who appear puzzled and some others having a quiet sigh.

=== Diving In ===
''In order to start learning, everyone has to dive in. The discussion in this section is essential preparation for meaningful engagement with the material later on. Diving In is for all levels of learners, from people just getting started to experienced scholars and educators.''

===== Discuss in small groups (10-15 mins) =====
* What are the issues highlighted in this scenario?
* What are the factors that may be shaping each student’s comment?
* Who is involved in this scenario (what roles) and how is this impacting the discussion?
* How would you respond to the situation?
* What do you make of the last sentence in the scenario? What is happening here, and how would you address it?
* What is your role in this situation, and how do you relate to it?
* How might your role and your own personal context in the situation affect how you respond?

=== Diving Deeper ===
''Diving Deeper is an increased level of engagement for learners who already have some background in navigating classroom dynamics and can go further in critical reflection on their role in this scenario.''

===== Discuss in small groups (10-15 mins) =====
* What aspects of this scenario have you seen, experienced, or can relate to in your own teaching context?
* What could have been done to support the students in this scenario? How could the guidelines activity be changed or how might you set up the discussion differently?
* Consider these questions at both the local level (e.g., what you can do in the short term for your teaching and department) and at a broader level (e.g., long-term, structural changes across your university, wider disciplinary community or professional societies).
* Based on what you have discussed, what are some strategies for facilitating a productive and inclusive discussion about nationality?

== Facilitator Guide ==
''These talking points are meant to help the facilitator generate meaningful conversation with the group. There are no final or definitive answers.''

==== Burden of Representation ====
This scenario highlights the differing and complex ways that students engage with their national and ancestral identities. Most of us belong to larger communities that include people with varying cultures, languages, and beliefs (i.e., being a woman or a non-binary person, having a particular nationality, belonging to an ethnic or racialized group within a larger nation, belonging to a particular religion, belonging to a particular generation, living in a specific neighbourhood, etc.).

While it is generally understood that no one person can accurately speak for an entire country, region, faith, or other larger community, sometimes people take up a position in a conversation where they speak up as a representative of that community, or a combination of several communities/identities. In the above scenario, International Student A appears to take this position with relative comfort and without expressing fear of misrepresenting people from their home country. It is reasonable to assume that most of the other students in that classroom are aware that while International Students A and B are offering to speak up on behalf of their home country, what they are doing is sharing their own experience of being from those countries. This expectation lessens the burden of representation for those students.

Indigenous students are often not afforded that same level of understanding of the diversity of their larger community, as the general knowledge of Indigenous peoples in Canada is largely unknown to the average non-Indigenous student, and Indigenous peoples and communities are frequently seen as monolithic. Additionally, it's possible that some International students who are accustomed to being part of the majority and are new to being seen for one aspect of their identity, may not be aware of the perspectives and diversity of experiences they are not representing. This might be because they were in a position of privilege in their home country with limited exposure to minority groups, whereas racialized and Indigenous peoples in Canada have likely experienced this for most of their lives.

Indigenous students are often expected to be the representative of their people with little to no recognition that there are hundreds of diverse and culturally distinct Indigenous communities in Canada. Indigenous students are often expected to speak to deep-seated misconceptions and stereotypes about their communities. These communities have their own cultural traditions, political views, ways of knowing and being, languages, and socioeconomic realities. To add another common layer of complexity, belonging to a specific Indigenous community does not necessarily mean that the student is well-versed in the culture and traditions of their community as there is a long history of the Canadian state actively attempting to assimilate Indigenous peoples into Western norms and society. Policies like the Residential School System, the Potlatch Law, the Sixties Scoop, and more have dispossessed countless Indigenous peoples of their culture, language, homelands, and legal Indigenous status. As a result, many Indigenous students have lost connection to certain elements of their indigeneity and may feel shame about this.

This is a complex issue as Indigenous peoples are not the only racialized group to face the misconception of their people being a monolithic group (other examples include “African”, “Asian”, “Latinx” or “Middle Eastern”). Indigenous peoples are also not alone in facing negative stereotypes stemming from ignorance and racism. During a scenario like the one described, it can be helpful to connect Indigenous issues to international students. Histories of oppression are often interpreted in terms of race, gender or sexual identity, class, and/or religion. Consequently, some students in the room might relate because they are aware of the complexities surrounding the same issues in their lived experiences.

==== International Student Perspectives ====
At the same time, while the two international students’ comments may be perceived as insensitive or problematic, it is also important to consider the contexts surrounding their perspectives or where they may be coming from so that you can engage with them effectively.

For example, even if international students embody “racialized” identities in Canada, they might belong to dominant racial/ethnic groups back home. Compared to Indigenous and other marginalized domestic students in Canada, some international students, especially those who are new in Canada and belong to privileged mainstream communities back home, may have had much less first-hand experiences of being put in a position of Other and being constantly seen and treated as a tokenized spokesperson of a marginalized group. They may not yet be recognizing how tiring it can be to be imposed with the burden of representation all the time.

It is also important to acknowledge that International students at UBC represent a vast diversity of experiences and backgrounds. While some international students may come from privileged backgrounds, others may not. International students include students of colour, working-class students, non-binary students as well as Indigenous students and their multiple identities represent their varied life experiences and knowledges.

It is important to remember identity politics does not mean the same thing everywhere. In some countries, identity politics may be very much in public debates and consciousness because of the history of the country or through media and education. Even so, these issues may still be understood very differently (for example, the language might be different, or the histories are different) compared to Canada, and it can take time for many international students to learn the specific nuances of identity politics in Canada. This is especially true for students who come from countries where identity politics are not openly discussed or recognized, or in countries where such topics are actively suppressed. Issues such as diversity, power, privilege, and justice may be completely foreign conversations to these students. Therefore, before criticizing their lack of empathy or critical awareness, it is important to recognize that their perspectives are a product of many of these circumstantial factors.

Another important point to consider is that international students, like anyone else, are in different stages of figuring out how to navigate power dynamics with the tools they have. It is possible to see that International Student B in the scenario may be trying to navigate Canadian society by aligning themselves with the discourse of model immigrants - as a survival tactic as well as due to a lack of education about how this discourse functions as a tool of racism. When they come to a new country with limited social and cultural capital to support them in navigating the new environment, the dominant narrative that tells them to work twice as hard as others and persevere may be seen as the only way for them to “make it” in Canada, unless critical and alternative narratives are made available to them. The challenging dynamic in the case scenario represents a clash between varying students’ positionalities, backgrounds, and forms of knowledge.

Suspending judgement about the reasons that motivate all students - Indigenous, international, and/or underrepresented - to disagree may help instructors to create classroom guidelines that respect all students’ rights to decide how and when they want to participate. International students who are new to Canadian identity politics may have much to gain from learning about these contexts, and they may also bring other approaches to be considered to the mutual benefit of all learners. As the case scenario shows, conversations such as this one are opportunities for students to explore each students' rights to decide their terms of class participation. Instructors play a key role in providing that context to all students, and particularly, international students.

==== Consider Context ====
Considering classroom climate and context, including Indigenous histories, is important in any UBC classroom as the university's campuses are situated on unceded traditional Musqueam and Sylix territories in Vancouver and the Okanagan, respectively. While setting guidelines for a new classroom, it is important to know that students in the room may be carrying this history of colonization with them and that it takes a lot of emotional labour to be called upon repeatedly to educate others, especially when faced with misconceptions that are rooted in racism.

Ultimately, it is important to foster a classroom climate where students feel invited to speak up on topics that they may have a personal connection to, or more information about, while also not expecting students to speak up simply because they are connected to a topic being discussed. Students should have agency and consent when deciding whether to speak up or not on a topic that is personal to them. It is a positive thing when a student feels called in to the discussion and is excited to share their perspective or their questions for the mutual benefit of everyone’s learning. Students are not expected to be in an “expert” position, but there are times when it would be fitting for the instructor to explicitly name this and negate the need for an expert. The scenario in this case study is an example of when that discussion would be appropriate.

Some reflections that may help instructors to open the discussion in this case scenario are:
* Suspend judgements about students' comments and what is behind their disagreements. It is helpful to know that there are complex contexts informing our students' comments, but we don't need to presume to know everything about their backgrounds to understand the complexity of their social locations and prior knowledge.
* Recognize that some students who are coming from different life experiences and backgrounds may need some context to understand why some students might respond negatively to “being put on the spot“ as a representative of their identity group.
* It may be important to explicitly acknowledge in the classroom guidelines where the class is taking place (e.g. on Musqueam or Syilix Territories) and how such an acknowledgement impacts learning and classroom conduct. For instance, doing so invites students to consider their relationship to Indigenous lands and the history that has taken place on these lands, and what their responsibilities are. This may invite further conversation around how to remain open-minded to differences and listening.
* Instructors may need to follow up these conversations since these topics need some time to be processed and digested by students individually and as a group.

== Resources ==
* Pulling Together: Indigenization Guide for Teachers and Instructors
** <nowiki>https://opentextbc.ca/indigenizationinstructors/</nowiki>
* The Chinese Head Tax and The Chinese Exclusion Act
** <nowiki>https://humanrights.ca/story/the-chinese-head-tax-and-the-chinese-exclusion-act</nowiki>
* The Residential School System
** <nowiki>https://indigenousfoundations.arts.ubc.ca/the_residential_school_system/</nowiki>
* Missing and Murdered Indigenous Women and Girls
** <nowiki>http://www.mmiwg-ffada.ca/</nowiki>
* The Potlatch Law
** <nowiki>https://indigenousfoundations.arts.ubc.ca/the_indian_act/#potlatch</nowiki>
* The Sixties Scoop
** <nowiki>https://indigenousfoundations.arts.ubc.ca/sixties_scoop/</nowiki>
* Microaggressions
** <nowiki>https://wiki.ubc.ca/Documentation:Inclusive_Teaching/Microaggressions_in_the_classroom</nowiki>
* Intersectionality
** Kimberlé Crenshaw: What is Intersectionality?
*** <nowiki>https://www.youtube.com/watch?v=ViDtnfQ9FHc</nowiki>
* Tokenization
** What I Learned in Class Today Discussion Topic on Tokenization
** <nowiki>https://intheclass.arts.ubc.ca/discussion-topics/topic-2-tokenization/</nowiki>
* Classroom Climate
** Indigenous Initiatives: Our Work with Classroom Climate
** <nowiki>https://indigenousinitiatives.ctlt.ubc.ca/classroom-climate/our-work-with-classroom-climate/</nowiki>
* Fischer, K. (2020, June 29). The diversity conversation colleges aren’t having. ''The Chronicle of Higher Education''. (Article is accessible once logged in with a UBC Campus Wide Login)

=== Going Further: An Additional Resource ===

==== Read (3-5 mins): ====
Read the transcript of Dr. Evan Mauro reviewing the way that he approaches discussing classroom guidelines and dynamics

<blockquote>Question: How do you go about cultivating a respectful learning environment, especially when class discussions cover contentious or difficult topics?</blockquote><blockquote>Evan: ''"This is a really, really crucial piece, and it's something I talk about early in the course and often, right? Any time that were dealing with material like [Missing and Murdered Indigenous Women and Girls], there’s obviously the possibility and the likelihood that people are going to have trouble with it, so making sure that we talk really early on about how what a respectful learning environment will look like in a seminar, how we’re 25 different people who probably won’t agree on most things, however we need to find ways of learning from each other and that involves listening to each other, right? Just really basic seminar rules that you use to set the table, and talking a little bit about what self-care looks like in a classroom, how students are sort of… they’re responsible for their own learning, but they can also be… they can also ask for, sometimes, more than they think they can, just in terms of making sure learning is available to them in different formats, that if material gets too intense on a given day, they can take a bit of a breather, and that’s totally alright. And thinking about what community care could look like… so looking around the room and figuring out if I, you know, bring up that comment that my uncle said into class here, how is that going to be heard by the room, right? So making sure people are kind of looking around the room and figuring out what their audience is and how their words are going to be taken in that room. So I mean it’s fairly basic you know classroom climate stuff, CTLT’s been really good at running seminars for a while, helping me think through what a good learning environment that’s sensitive to different learning styles looks like, and the Indigenous content that deals with… that deserves a content warning in front of it I suppose, is, you know it’s meant to be unsettling, it’s going to be emotionally difficult thing for everybody in the room, like not just your Indigenous students who are self-identified, right, but for everybody in there, I think, quite often hearing about the specifics of the colonial project is going to be hard, so figuring out ways to support students through that, challenge them with it, but support them through that, is something that I spend a fair bit of classroom time just talking about and trying to put into place through the course of the term."''</blockquote>

==== Discuss as a large group (10-15 mins): ====
* After reading Dr. Mauro’s words, would you change your approach to supporting the students in the scenario?
* Would you change how the classroom guidelines activity is presented and led?
* In what ways does the concept of “community care” change your role during the scenario? What about the roles of the students?
* Microaggressions often play into the experiences of marginalized students in the classroom. With that in mind, how would you respond to students “looking puzzled” or losing interest in the conversation?

== Sharing Permissions ==
Permission is granted to copy, distribute and/or modify this document according to the terms in Creative Commons License, Attribution-NonCommercial-ShareAlike 4.0. The full text of this license may be found here: CC BY-NC 4.0.

When re-using this resource, please attribute as follows: ''developed by Janey Lew, Hanae Tsukada, Chloe Erlendson, and the IN/Relation Project team''

<nowiki>http://blogs.ubc.ca/inrelation/</nowiki>
[[Category:Indigenous Initiatives]]

Documentation:In/relation Open Case Study

2023-11-22T00:34:33Z

JaneyLew:

= in/relation: Developing Guidelines to Navigate Complex Classroom Dynamics =

== Summary and Target Learners ==
This case study explores complex classroom dynamics involving International and Indigenous learners speaking from their own experiences and positionalities. Themes explored in this case study include: microaggressions, tokenization, setting classroom guidelines, conflicting worldviews, and encouraging participation from underrepresented and marginalized students. This case study was created primarily for those who are involved in teaching in higher education (e.g., faculty, instructors, TAs) for their professional development purposes. However, it could also be used in other learning contexts and professional development settings with or without modifications.

== Learning Objectives ==
Through this case study activity, participants will be able to:
# Identify key concerns around inclusion and equity in situations where students (particularly underrepresented students) present differing and/or conflicting perspectives
# Explore the complexities and importance of setting guidelines for classroom inclusion and diversity when students have differing background knowledge, life experiences and perspectives relating to the issues
# Work in groups to brainstorm strategies to facilitate more inclusive and equitable classroom discussions and classroom climate

== Instructions for Facilitator ==

==== Ahead of the Workshop ====
* Familiarize yourself with the case study scenario and Learning Objectives and adapt it to your context where necessary.
* Evaluate the talking points, which are suggested points for discussions. You may want to adapt the talking points (e.g., modify the language, make additional points) to your specific context.
* Consider how you would like to facilitate the activity by thinking of the following questions:
** Would you like to identify people who are going to facilitate small group discussions ahead of time so that you have a chance to discuss key points to be covered in the small group discussions? Or will the session participants work on their own in small groups?
** Will someone be taking notes during small group discussions? How can these be recorded and shared with the whole group?
** Would you like to have participants read the case study and discussion questions ahead of time as “homework,” or do you have enough time to do that during your session?

==== During the Workshop ====
* Divide participants into groups of 4-5. You may want each group to include a facilitator with knowledge of the issues discussed in the scenario, and who can help guide the conversation.
* Give groups 10-15 minutes to discuss the scenario. You may want to give each group a large piece of paper where they can write their response to the discussion questions and other additional thoughts.
* Can be facilitated online using break-out groups feature. You may wish to give groups a slightly longer time window for discussion (e.g. 20-25 mins), as the online environment necessities a different pace for discussion. You may also consider adding an interactive note-taking feature, especially for participants who may have bandwidth and connectivity issues that inhibit audio or video.
* During the small group discussions, it is recommended that the facilitator(s) walk around from group to group to check if any are stuck or needing more direction.
* Debrief together. Each small group shares what they discussed and debrief as a large group.
* If time permits (15-12 mins), work through the “Watch/Read” section under “Resources” which highlights classroom strategies offered by Dr. Evan Mauro

* Instructions for learners: Read the case study scenario. Take a moment to think about the discussion questions then discuss with your group.
** Optional: choose someone to take notes and lead the debriefing process with the larger group

== Case Scenario ==
Today is your first day of a course, Canadian History and Society. You introduce the course to students by saying that it is going to include some sensitive topics, including the history of the Residential School System and the Head Tax for Chinese Canadians that may touch some of the students’ family histories. With that, you propose to the class to develop discussion guidelines together so that everyone in class can participate in difficult conversations meaningfully, in a safe space.

You write down all the suggested guidelines by students on the board. The list includes, “Do not put anyone on the spot to speak as a representative of their identity group,” and “Check our own assumptions and stereotypes as we speak.” You ask the class if they have any questions or suggestions for change, and the discussion goes as follows:

'''International Student A''': “I have a question about not putting anyone on the spot. I have never felt bad about being called on to speak about my home country. It’s hard for me to speak up in class, so I actually appreciate a chance to share what I know sometimes.”

'''Indigenous Student''': “I see why you feel this way, but I find it really tiring to always be expected to speak for all Indigenous peoples and communities, and having to explain things and correct people’s ignorance and stereotypes everywhere I go.”

'''International Student B''': “Some people are really ignorant and hold negative stereotypes about my country too, but I believe we need to be strong to deal with this reality.”

You see some students who appear puzzled and some others having a quiet sigh.

=== Diving In ===
''In order to start learning, everyone has to dive in. The discussion in this section is essential preparation for meaningful engagement with the material later on. Diving In is for all levels of learners, from people just getting started to experienced scholars and educators.''

===== Discuss in small groups (10-15 mins) =====
* What are the issues highlighted in this scenario?
* What are the factors that may be shaping each student’s comment?
* Who is involved in this scenario (what roles) and how is this impacting the discussion?
* How would you respond to the situation?
* What do you make of the last sentence in the scenario? What is happening here, and how would you address it?
* What is your role in this situation, and how do you relate to it?
* How might your role and your own personal context in the situation affect how you respond?

=== Diving Deeper ===
''Diving Deeper is an increased level of engagement for learners who already have some background in navigating classroom dynamics and can go further in critical reflection on their role in this scenario.''

===== Discuss in small groups (10-15 mins) =====
* What aspects of this scenario have you seen, experienced, or can relate to in your own teaching context?
* What could have been done to support the students in this scenario? How could the guidelines activity be changed or how might you set up the discussion differently?
* Consider these questions at both the local level (e.g., what you can do in the short term for your teaching and department) and at a broader level (e.g., long-term, structural changes across your university, wider disciplinary community or professional societies).
* Based on what you have discussed, what are some strategies for facilitating a productive and inclusive discussion about nationality?

== Facilitator Guide ==
''These talking points are meant to help the facilitator generate meaningful conversation with the group. There are no final or definitive answers.''

==== Burden of Representation ====
This scenario highlights the differing and complex ways that students engage with their national and ancestral identities. Most of us belong to larger communities that include people with varying cultures, languages, and beliefs (i.e., being a woman or a non-binary person, having a particular nationality, belonging to an ethnic or racialized group within a larger nation, belonging to a particular religion, belonging to a particular generation, living in a specific neighbourhood, etc.).

While it is generally understood that no one person can accurately speak for an entire country, region, faith, or other larger community, sometimes people take up a position in a conversation where they speak up as a representative of that community, or a combination of several communities/identities. In the above scenario, International Student A appears to take this position with relative comfort and without expressing fear of misrepresenting people from their home country. It is reasonable to assume that most of the other students in that classroom are aware that while International Students A and B are offering to speak up on behalf of their home country, what they are doing is sharing their own experience of being from those countries. This expectation lessens the burden of representation for those students.

Indigenous students are often not afforded that same level of understanding of the diversity of their larger community, as the general knowledge of Indigenous peoples in Canada is largely unknown to the average non-Indigenous student, and Indigenous peoples and communities are frequently seen as monolithic. Additionally, it's possible that some International students who are accustomed to being part of the majority and are new to being seen for one aspect of their identity, may not be aware of the perspectives and diversity of experiences they are not representing. This might be because they were in a position of privilege in their home country with limited exposure to minority groups, whereas racialized and Indigenous peoples in Canada have likely experienced this for most of their lives.

Indigenous students are often expected to be the representative of their people with little to no recognition that there are hundreds of diverse and culturally distinct Indigenous communities in Canada. Indigenous students are often expected to speak to deep-seated misconceptions and stereotypes about their communities. These communities have their own cultural traditions, political views, ways of knowing and being, languages, and socioeconomic realities. To add another common layer of complexity, belonging to a specific Indigenous community does not necessarily mean that the student is well-versed in the culture and traditions of their community as there is a long history of the Canadian state actively attempting to assimilate Indigenous peoples into Western norms and society. Policies like the Residential School System, the Potlatch Law, the Sixties Scoop, and more have dispossessed countless Indigenous peoples of their culture, language, homelands, and legal Indigenous status. As a result, many Indigenous students have lost connection to certain elements of their indigeneity and may feel shame about this.

This is a complex issue as Indigenous peoples are not the only racialized group to face the misconception of their people being a monolithic group (other examples include “African”, “Asian”, “Latinx” or “Middle Eastern”). Indigenous peoples are also not alone in facing negative stereotypes stemming from ignorance and racism. During a scenario like the one described, it can be helpful to connect Indigenous issues to international students. Histories of oppression are often interpreted in terms of race, gender or sexual identity, class, and/or religion. Consequently, some students in the room might relate because they are aware of the complexities surrounding the same issues in their lived experiences.

==== International Student Perspectives ====
At the same time, while the two international students’ comments may be perceived as insensitive or problematic, it is also important to consider the contexts surrounding their perspectives or where they may be coming from so that you can engage with them effectively.

For example, even if international students embody “racialized” identities in Canada, they might belong to dominant racial/ethnic groups back home. Compared to Indigenous and other marginalized domestic students in Canada, some international students, especially those who are new in Canada and belong to privileged mainstream communities back home, may have had much less first-hand experiences of being put in a position of Other and being constantly seen and treated as a tokenized spokesperson of a marginalized group. They may not yet be recognizing how tiring it can be to be imposed with the burden of representation all the time.

It is also important to acknowledge that International students at UBC represent a vast diversity of experiences and backgrounds. While some international students may come from privileged backgrounds, others may not. International students include students of colour, working-class students, non-binary students as well as Indigenous students and their multiple identities represent their varied life experiences and knowledges.

It is important to remember identity politics does not mean the same thing everywhere. In some countries, identity politics may be very much in public debates and consciousness because of the history of the country or through media and education. Even so, these issues may still be understood very differently (for example, the language might be different, or the histories are different) compared to Canada, and it can take time for many international students to learn the specific nuances of identity politics in Canada. This is especially true for students who come from countries where identity politics are not openly discussed or recognized, or in countries where such topics are actively suppressed. Issues such as diversity, power, privilege, and justice may be completely foreign conversations to these students. Therefore, before criticizing their lack of empathy or critical awareness, it is important to recognize that their perspectives are a product of many of these circumstantial factors.

Another important point to consider is that international students, like anyone else, are in different stages of figuring out how to navigate power dynamics with the tools they have. It is possible to see that International Student B in the scenario may be trying to navigate Canadian society by aligning themselves with the discourse of model immigrants - as a survival tactic as well as due to a lack of education about how this discourse functions as a tool of racism. When they come to a new country with limited social and cultural capital to support them in navigating the new environment, the dominant narrative that tells them to work twice as hard as others and persevere may be seen as the only way for them to “make it” in Canada, unless critical and alternative narratives are made available to them. The challenging dynamic in the case scenario represents a clash between varying students’ positionalities, backgrounds, and forms of knowledge.

Suspending judgement about the reasons that motivate all students - Indigenous, international, and/or underrepresented - to disagree may help instructors to create classroom guidelines that respect all students’ rights to decide how and when they want to participate. International students who are new to Canadian identity politics may have much to gain from learning about these contexts, and they may also bring other approaches to be considered to the mutual benefit of all learners. As the case scenario shows, conversations such as this one are opportunities for students to explore each students' rights to decide their terms of class participation. Instructors play a key role in providing that context to all students, and particularly, international students.

==== Consider Context ====
Considering classroom climate and context, including Indigenous histories, is important in any UBC classroom as the university's campuses are situated on unceded traditional Musqueam and Sylix territories in Vancouver and the Okanagan, respectively. While setting guidelines for a new classroom, it is important to know that students in the room may be carrying this history of colonization with them and that it takes a lot of emotional labour to be called upon repeatedly to educate others, especially when faced with misconceptions that are rooted in racism.

Ultimately, it is important to foster a classroom climate where students feel invited to speak up on topics that they may have a personal connection to, or more information about, while also not expecting students to speak up simply because they are connected to a topic being discussed. Students should have agency and consent when deciding whether to speak up or not on a topic that is personal to them. It is a positive thing when a student feels called in to the discussion and is excited to share their perspective or their questions for the mutual benefit of everyone’s learning. Students are not expected to be in an “expert” position, but there are times when it would be fitting for the instructor to explicitly name this and negate the need for an expert. The scenario in this case study is an example of when that discussion would be appropriate.

Some reflections that may help instructors to open the discussion in this case scenario are:
* Suspend judgements about students' comments and what is behind their disagreements. It is helpful to know that there are complex contexts informing our students' comments, but we don't need to presume to know everything about their backgrounds to understand the complexity of their social locations and prior knowledge.
* Recognize that some students who are coming from different life experiences and backgrounds may need some context to understand why some students might respond negatively to “being put on the spot“ as a representative of their identity group.
* It may be important to explicitly acknowledge in the classroom guidelines where the class is taking place (e.g. on Musqueam or Syilix Territories) and how such an acknowledgement impacts learning and classroom conduct. For instance, doing so invites students to consider their relationship to Indigenous lands and the history that has taken place on these lands, and what their responsibilities are. This may invite further conversation around how to remain open-minded to differences and listening.
* Instructors may need to follow up these conversations since these topics need some time to be processed and digested by students individually and as a group.

== Resources ==
* Pulling Together: Indigenization Guide for Teachers and Instructors
** <nowiki>https://opentextbc.ca/indigenizationinstructors/</nowiki>
* The Chinese Head Tax and The Chinese Exclusion Act
** <nowiki>https://humanrights.ca/story/the-chinese-head-tax-and-the-chinese-exclusion-act</nowiki>
* The Residential School System
** <nowiki>https://indigenousfoundations.arts.ubc.ca/the_residential_school_system/</nowiki>
* Missing and Murdered Indigenous Women and Girls
** <nowiki>http://www.mmiwg-ffada.ca/</nowiki>
* The Potlatch Law
** <nowiki>https://indigenousfoundations.arts.ubc.ca/the_indian_act/#potlatch</nowiki>
* The Sixties Scoop
** <nowiki>https://indigenousfoundations.arts.ubc.ca/sixties_scoop/</nowiki>
* Microaggressions
** <nowiki>https://wiki.ubc.ca/Documentation:Inclusive_Teaching/Microaggressions_in_the_classroom</nowiki>
* Intersectionality
** Kimberlé Crenshaw: What is Intersectionality?
*** <nowiki>https://www.youtube.com/watch?v=ViDtnfQ9FHc</nowiki>
* Tokenization
** What I Learned in Class Today Discussion Topic on Tokenization
** <nowiki>https://intheclass.arts.ubc.ca/discussion-topics/topic-2-tokenization/</nowiki>
* Classroom Climate
** Indigenous Initiatives: Our Work with Classroom Climate
** <nowiki>https://indigenousinitiatives.ctlt.ubc.ca/classroom-climate/our-work-with-classroom-climate/</nowiki>
* Fischer, K. (2020, June 29). The diversity conversation colleges aren’t having. ''The Chronicle of Higher Education''. (Article is accessible once logged in with a UBC Campus Wide Login)

=== Going Further: An Additional Resource ===

==== Watch/Read (3-5 mins): ====
Read the transcript of Dr. Evan Mauro reviewing the way that he approaches discussing classroom guidelines and dynamics

<blockquote>Question: How do you go about cultivating a respectful learning environment, especially when class discussions cover contentious or difficult topics?</blockquote><blockquote>Evan: ''"This is a really, really crucial piece, and it's something I talk about early in the course and often, right? Any time that were dealing with material like [Missing and Murdered Indigenous Women and Girls], there’s obviously the possibility and the likelihood that people are going to have trouble with it, so making sure that we talk really early on about how what a respectful learning environment will look like in a seminar, how we’re 25 different people who probably won’t agree on most things, however we need to find ways of learning from each other and that involves listening to each other, right? Just really basic seminar rules that you use to set the table, and talking a little bit about what self-care looks like in a classroom, how students are sort of… they’re responsible for their own learning, but they can also be… they can also ask for, sometimes, more than they think they can, just in terms of making sure learning is available to them in different formats, that if material gets too intense on a given day, they can take a bit of a breather, and that’s totally alright. And thinking about what community care could look like… so looking around the room and figuring out if I, you know, bring up that comment that my uncle said into class here, how is that going to be heard by the room, right? So making sure people are kind of looking around the room and figuring out what their audience is and how their words are going to be taken in that room. So I mean it’s fairly basic you know classroom climate stuff, CTLT’s been really good at running seminars for a while, helping me think through what a good learning environment that’s sensitive to different learning styles looks like, and the Indigenous content that deals with… that deserves a content warning in front of it I suppose, is, you know it’s meant to be unsettling, it’s going to be emotionally difficult thing for everybody in the room, like not just your Indigenous students who are self-identified, right, but for everybody in there, I think, quite often hearing about the specifics of the colonial project is going to be hard, so figuring out ways to support students through that, challenge them with it, but support them through that, is something that I spend a fair bit of classroom time just talking about and trying to put into place through the course of the term."''</blockquote>

==== Discuss as a large group (10-15 mins): ====
* After reading Dr. Mauro’s words, would you change your approach to supporting the students in the scenario?
* Would you change how the classroom guidelines activity is presented and led?
* In what ways does the concept of “community care” change your role during the scenario? What about the roles of the students?
* Microaggressions often play into the experiences of marginalized students in the classroom. With that in mind, how would you respond to students “looking puzzled” or losing interest in the conversation?

== Sharing Permissions ==
Permission is granted to copy, distribute and/or modify this document according to the terms in Creative Commons License, Attribution-NonCommercial-ShareAlike 4.0. The full text of this license may be found here: CC BY-NC 4.0.

When re-using this resource, please attribute as follows: ''developed by Janey Lew, Hanae Tsukada, Chloe Erlendson, and the IN/Relation Project team''

<nowiki>http://blogs.ubc.ca/inrelation/</nowiki>
[[Category:Indigenous Initiatives]]

Documentation:Online Teaching Program/Module 1

2020-10-29T21:37:09Z

JaneyLew: /* August 24, 2020 Session */

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<big> '''Module 1: Introduction to Online Teaching''' </big>

Although online learning is growing in popularity, it is still new to many instructors. Despite myths that online learning is inferior to in-person learning, studies have shown online courses can yield learning gains consistent with in-person courses when online courses follow good course design (Magda, 2018).

__FORCETOC__
== Transitioning to Online Teaching (TOT): A Blended Approach ==
This is a one-week intensive workshop that focuses on balancing and blending synchronous and asynchronous learning components in an online format. During this workshop, you will learn about the relative strengths of each approach, and consider how to optimally utilize each within a course you will be teaching.

===Facilitators===
*Charlyn Black, Faculty, Centre for Health Services and Policy Research Associate Director, UBC School of Population and Public Health
*Kari Grain, CTLT
*Lucas Wright, CTLT
*Manual Dias CTLT

===Resources===

== Creating and Sharing Instructional Videos on Kaltura ==
This workshop presents some valuable information on planning, creating, editing and sharing asynchronous content for your courses using Kaltura.

=== Facilitator ===
Lucas Wright, Lucas Wright, Senior Educational Consultant, CTLT

=== Resources ===
Session Recording [https://canvas.ubc.ca/courses/67264 Creating and Sharing Instructional Videos on Kaltura]

== Blended Learning from a Different Focus ==
With the transition to online learning, instructors are confronted by an unfamiliar environment and are responding with agility to emerging questions: Where do I start? How can I teach online effectively? How can I engage my students online and make sure they achieve the learning objectives? In this session, we will discuss ways of developing an online course based on a blended learning approach with a mix of real-time teaching (synchronous) and course material that students can complete at their own pace (asynchronous).

===Facilitators===
*Jocelyn Micallef; CTLT
*Manuel Dias, CTLT;

===Resources===
*[https://wiki.ubc.ca/images/d/d5/Blended_Learning_From_a_Different_Focus.pdf <nowiki>Blended Learning from different focus [pdf]</nowiki>]
*[[:File:Blended Learning From a Different Lens.pdf|Session Slides]]
*[https://youtu.be/kCUWxusF9Zo Session Recording]

== Supporting Student Bandwidth in Online Learning Environments ==
What can we do to support students and instructors as they learn online? When we consider student learning in online environments, it is not enough to be learner-centred. How can we support the whole student? How can we focus on activities that are accessible to students within limitations of time, bandwidth and devices?

In this session we will explore how instructors can create space for themselves and their students to lead less stressful lives, while acknowledging that learning and living at this time are very closely intertwined.

===Facilitators===
*Emma MacFarlane, Learning Commons Coordinator, Irving K Barber Learning Centre
*Dave Gaertner, Assistant Professor, First Nations and Indigenous Studies
*Alex Kushowski, Learning Services Librarian, Irving K Barber Learning Centre
*Chloe Erlendson, CTLT
*Janey Lew, CTLT
*Lucas Wright, CTLT

=== Resources ===

=== April 22, 2020 Session ===

==== Part 1: Land Acknowledgement + Context for Learning ====
Dr. Dave Gaertner starts off the session by addressing how we understand and articulate Indigenous territory in digital spaces. Emma MacFarlane follows with a discussion of our contexts for learning and pre-pedagogical concerns to consider when making the switch to teaching online, during a pandemic.

{{Kaltura|id=0_0u0xktiu|width=}}

'''Learning Outcomes'''
* Increase awareness of the impacts that the rapid transition to online learning is having on both instructors and students
* Decrease the stress on bandwidth for both students and instructors
* Illustrate minimal computing entry points to online learning that are less stressful, allowing us to learn better and live better lives.
* Acknowledge that learning and living are coupled together right now
'''Humanizing the Online Classroom'''

Consider what sorts of challenges your students are experiencing right now, or the challenges your students have shared with you. Find more student accounts in this blog post from the [https://learningcommons.ubc.ca/how-to-succeed-at-transitioning-to-online-schooling/ Chapman Learning Commons.]<blockquote>"''I find it much easier to articulate myself on a Canvas discussion board when there aren’t 50 other eyes on me! Also, the virtual space provides a sense of anonymity when it comes to asking questions on Collaborate Ultra."''</blockquote><blockquote>"''I did not enjoy the online environment because it was missing the human interaction element. It became harder to concentrate on the lecture with a lot more distractions present in sight."''</blockquote><blockquote>"''It has been indeed difficult to take care of myself and my family. I have both my parents living in Vancouver, which is great but at the same time very scary. My dad still works and interacts with people because of his job. I don't even want to think what would happen if he caught the virus. My worrying gets intensified knowing that both of my parents may also be at risk. I hope that everyone can keep the safety of our friends and family in mind so that we can work towards building a safer community."'' </blockquote>'''Part 1 Resources'''

[https://native-land.ca/ Native-land.ca]

[https://www.animikii.com/news/decolonizing-digital-contextualizing-indigenous-data-sovereignty Decolonizing Digital]

[https://ctlt.ubc.ca/2020/05/20/survey-ubc-student-experiences-of-emergency-remote-teaching/?login UBC Student Experiences of Remote Teaching - Survey]

[https://docs.google.com/presentation/d/1mxrZHayZSwx7uGlJuk5N_4ugKY_niksOZQNYd2T5ZWc/edit Online Learning - in the COVID-19 Pandemic] - Presentation by Maha Bali

==== Part 2: Bandwidth Tax ====
In this section, bandwidth is used as a double metaphor to refer to both the amount of data needed to participate in an online course, and the increased cognitive load of learning online for both students and instructors.

{{Kaltura|id=0_lntgt4ki|width=}}

'''Part 2 Resources'''

[http://ctlt-fyesymposium-2019.sites.olt.ubc.ca/files/2020/03/FYE-Symposium-Understanding-and-Supporting-Indigenous-Students-public-view.pdf Understanding and Supporting Indigenous Students]- Presentation by Benjamin Y. Cheung, Jennifer Doyle, Hanae Tsukada

==== Part 3: Gentle Pedagogies ====
Dr. Gaertner discusses gentle pedagogies in the context of COVID-19

{{Kaltura|id=0_tljc28vd|width=}}

'''Part 3 Resources'''

[https://novelalliances.com/2020/03/16/covidcampus/ #COVIDCAMPUS] (blog post by David Gaertner)

===Additional Resources===
*[https://docs.google.com/presentation/d/1c2X1TXG-DoBNof6P0uig4SW53riJMBinNgGJPXCJWkU/edit?usp=sharing Session Slideshow (Apr 22, 2020)]
*[https://ca.bbcollab.com/recording/b98ad9ac842047b7bc6b63653377bf8b Full Session Recording (Apr 22, 2020)]
*[https://docs.google.com/document/d/1G5rwUJoiiiPMuWUH-K7EnzPah5jTJR0GZVdN8xRXZVY/edit?usp=sharing Resources for Instructors and Students]

=== August 24, 2020 Session ===
*[https://docs.google.com/presentation/d/1IcgdgptPGR1NDdSEVgiW3e0aWCQYvtUUkPEHXBg_hd4/edit?usp=sharing Session Slideshow (Aug 24, 2020)]
* [https://ca.bbcollab.com/recording/bc20909163564f878ed4b8547f6d8b53 Full Session Recording (Aug 24, 2020)]
* [https://ctlt-act-2020.sites.olt.ubc.ca/files/2020/06/Developing-guiding-principles-for-fall-instruction-4.pdf Fall 2020 Principles for Course Adaptation]
* [https://docs.google.com/document/d/1yGj11erT9nbr_J0D9SkJLqq4VuRwZngfJSEQA6_0KQs/edit?usp=sharing Collaborative Googledoc - Supporting Students' Bandwidth]
* [https://ctlt.ubc.ca/2020/05/20/survey-ubc-student-experiences-of-emergency-remote-teaching/?login?login Survey: UBC Student Experiences of Emergency Remote Teaching]
* Event (Nov 10, 12 and Dec 3, 2020): [https://covid19.bccampus.ca/thriving-beyond-campuses/ Thriving Beyond Campuses] (on bandwidth depletion, cognitive bandwidth and teaching), co-hosted by UBC Health Promotion and Education, SFU Health Promotion, and BC Campus.
[[Category:Online Teaching Program]]

Documentation:Online Teaching Program/Module 1

2020-10-29T16:50:18Z

JaneyLew: /* August 24, 2020 Session */

Documentation:Online Teaching Program/Module 1

2020-10-29T16:48:32Z

JaneyLew: /* Resources */

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| link-1 = Documentation:Online_Teaching_Program
| tab-2 = Module 1
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| border = 1px solid #808080
| off tab color = #f0f0ff
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{{Template:Infobox_Online_Teaching_Program}}

<big> '''Module 1: Introduction to Online Teaching''' </big>

Although online learning is growing in popularity, it is still new to many instructors. Despite myths that online learning is inferior to in-person learning, studies have shown online courses can yield learning gains consistent with in-person courses when online courses follow good course design (Magda, 2018).

__FORCETOC__
== Transitioning to Online Teaching (TOT): A Blended Approach ==
This is a one-week intensive workshop that focuses on balancing and blending synchronous and asynchronous learning components in an online format. During this workshop, you will learn about the relative strengths of each approach, and consider how to optimally utilize each within a course you will be teaching.

===Facilitators===
*Charlyn Black, Faculty, Centre for Health Services and Policy Research Associate Director, UBC School of Population and Public Health
*Kari Grain, CTLT
*Lucas Wright, CTLT
*Manual Dias CTLT

===Resources===

== Creating and Sharing Instructional Videos on Kaltura ==
This workshop presents some valuable information on planning, creating, editing and sharing asynchronous content for your courses using Kaltura.

=== Facilitator ===
Lucas Wright, Lucas Wright, Senior Educational Consultant, CTLT

=== Resources ===
Session Recording [https://canvas.ubc.ca/courses/67264 Creating and Sharing Instructional Videos on Kaltura]

== Blended Learning from a Different Focus ==
With the transition to online learning, instructors are confronted by an unfamiliar environment and are responding with agility to emerging questions: Where do I start? How can I teach online effectively? How can I engage my students online and make sure they achieve the learning objectives? In this session, we will discuss ways of developing an online course based on a blended learning approach with a mix of real-time teaching (synchronous) and course material that students can complete at their own pace (asynchronous).

===Facilitators===
*Jocelyn Micallef; CTLT
*Manuel Dias, CTLT;

===Resources===
*[https://wiki.ubc.ca/images/d/d5/Blended_Learning_From_a_Different_Focus.pdf <nowiki>Blended Learning from different focus [pdf]</nowiki>]
*[[:File:Blended Learning From a Different Lens.pdf|Session Slides]]
*[https://youtu.be/kCUWxusF9Zo Session Recording]

== Supporting Student Bandwidth in Online Learning Environments ==
What can we do to support students and instructors as they learn online? When we consider student learning in online environments, it is not enough to be learner-centred. How can we support the whole student? How can we focus on activities that are accessible to students within limitations of time, bandwidth and devices?

In this session we will explore how instructors can create space for themselves and their students to lead less stressful lives, while acknowledging that learning and living at this time are very closely intertwined.

===Facilitators===
*Emma MacFarlane, Learning Commons Coordinator, Irving K Barber Learning Centre
*Dave Gaertner, Assistant Professor, First Nations and Indigenous Studies
*Alex Kushowski, Learning Services Librarian, Irving K Barber Learning Centre
*Chloe Erlendson, CTLT
*Janey Lew, CTLT
*Lucas Wright, CTLT

=== Resources ===

=== April 22, 2020 Session ===

==== Part 1: Land Acknowledgement + Context for Learning ====
Dr. Dave Gaertner starts off the session by addressing how we understand and articulate Indigenous territory in digital spaces. Emma MacFarlane follows with a discussion of our contexts for learning and pre-pedagogical concerns to consider when making the switch to teaching online, during a pandemic.

{{Kaltura|id=0_0u0xktiu|width=}}

'''Learning Outcomes'''
* Increase awareness of the impacts that the rapid transition to online learning is having on both instructors and students
* Decrease the stress on bandwidth for both students and instructors
* Illustrate minimal computing entry points to online learning that are less stressful, allowing us to learn better and live better lives.
* Acknowledge that learning and living are coupled together right now
'''Humanizing the Online Classroom'''

Consider what sorts of challenges your students are experiencing right now, or the challenges your students have shared with you. Find more student accounts in this blog post from the [https://learningcommons.ubc.ca/how-to-succeed-at-transitioning-to-online-schooling/ Chapman Learning Commons.]<blockquote>"''I find it much easier to articulate myself on a Canvas discussion board when there aren’t 50 other eyes on me! Also, the virtual space provides a sense of anonymity when it comes to asking questions on Collaborate Ultra."''</blockquote><blockquote>"''I did not enjoy the online environment because it was missing the human interaction element. It became harder to concentrate on the lecture with a lot more distractions present in sight."''</blockquote><blockquote>"''It has been indeed difficult to take care of myself and my family. I have both my parents living in Vancouver, which is great but at the same time very scary. My dad still works and interacts with people because of his job. I don't even want to think what would happen if he caught the virus. My worrying gets intensified knowing that both of my parents may also be at risk. I hope that everyone can keep the safety of our friends and family in mind so that we can work towards building a safer community."'' </blockquote>'''Part 1 Resources'''

[https://native-land.ca/ Native-land.ca]

[https://www.animikii.com/news/decolonizing-digital-contextualizing-indigenous-data-sovereignty Decolonizing Digital]

[https://ctlt.ubc.ca/2020/05/20/survey-ubc-student-experiences-of-emergency-remote-teaching/?login UBC Student Experiences of Remote Teaching - Survey]

[https://docs.google.com/presentation/d/1mxrZHayZSwx7uGlJuk5N_4ugKY_niksOZQNYd2T5ZWc/edit Online Learning - in the COVID-19 Pandemic] - Presentation by Maha Bali

==== Part 2: Bandwidth Tax ====
In this section, bandwidth is used as a double metaphor to refer to both the amount of data needed to participate in an online course, and the increased cognitive load of learning online for both students and instructors.

{{Kaltura|id=0_lntgt4ki|width=}}

'''Part 2 Resources'''

[http://ctlt-fyesymposium-2019.sites.olt.ubc.ca/files/2020/03/FYE-Symposium-Understanding-and-Supporting-Indigenous-Students-public-view.pdf Understanding and Supporting Indigenous Students]- Presentation by Benjamin Y. Cheung, Jennifer Doyle, Hanae Tsukada

==== Part 3: Gentle Pedagogies ====
Dr. Gaertner discusses gentle pedagogies in the context of COVID-19

{{Kaltura|id=0_tljc28vd|width=}}

'''Part 3 Resources'''

[https://novelalliances.com/2020/03/16/covidcampus/ #COVIDCAMPUS] (blog post by David Gaertner)

===Additional Resources===
*[https://docs.google.com/presentation/d/1c2X1TXG-DoBNof6P0uig4SW53riJMBinNgGJPXCJWkU/edit?usp=sharing Session Slideshow (Apr 22, 2020)]
*[https://ca.bbcollab.com/recording/b98ad9ac842047b7bc6b63653377bf8b Full Session Recording (Apr 22, 2020)]
*[https://docs.google.com/document/d/1G5rwUJoiiiPMuWUH-K7EnzPah5jTJR0GZVdN8xRXZVY/edit?usp=sharing Resources for Instructors and Students]

=== August 24, 2020 Session ===
* [[File:August 5- Supporting Students Bandwidth in Online Learning Environments.pdf|thumb]]
* [https://ca.bbcollab.com/recording/bc20909163564f878ed4b8547f6d8b53 Full Session Recording (Aug 24, 2020)]
* [https://ctlt-act-2020.sites.olt.ubc.ca/files/2020/06/Developing-guiding-principles-for-fall-instruction-4.pdf Fall 2020 Principles for Course Adaptation]
* [https://docs.google.com/document/d/1yGj11erT9nbr_J0D9SkJLqq4VuRwZngfJSEQA6_0KQs/edit?usp=sharing Collaborative Googledoc - Supporting Students' Bandwidth]
* [https://ctlt.ubc.ca/2020/05/20/survey-ubc-student-experiences-of-emergency-remote-teaching/?login?login Survey: UBC Student Experiences of Emergency Remote Teaching]
[[Category:Online Teaching Program]]

File:August 5- Supporting Students Bandwidth in Online Learning Environments.pdf

2020-10-29T16:46:46Z

JaneyLew: User created page with UploadWizard

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Alexandra Kuskowski, Learning Services Librarian, Irving K Barber Learning Centre
David Gaertner, Assistant Professor, Institute for Critical Indigenous Studies
Chloe Erlendson, Educational Consultant, Indigenous Initiatives, CTLT
Janey Lew, Senior Educational Consultant, Indigenous Initiatives, CTLT
Lucas Wright, Senior Educational Consultant, CTLT
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Documentation:Online Teaching Program/Module 1

2020-10-29T16:32:09Z

JaneyLew: /* Supporting Student Bandwidth in Online Learning Environments */

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| link-1 = Documentation:Online_Teaching_Program
| tab-2 = Module 1
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| border = 1px solid #808080
| off tab color = #f0f0ff
| on tab color =

}}
{{Template:Infobox_Online_Teaching_Program}}

<big> '''Module 1: Introduction to Online Teaching''' </big>

Although online learning is growing in popularity, it is still new to many instructors. Despite myths that online learning is inferior to in-person learning, studies have shown online courses can yield learning gains consistent with in-person courses when online courses follow good course design (Magda, 2018).

__FORCETOC__
== Transitioning to Online Teaching (TOT): A Blended Approach ==
This is a one-week intensive workshop that focuses on balancing and blending synchronous and asynchronous learning components in an online format. During this workshop, you will learn about the relative strengths of each approach, and consider how to optimally utilize each within a course you will be teaching.

===Facilitators===
*Charlyn Black, Faculty, Centre for Health Services and Policy Research Associate Director, UBC School of Population and Public Health
*Kari Grain, CTLT
*Lucas Wright, CTLT
*Manual Dias CTLT

===Resources===

== Creating and Sharing Instructional Videos on Kaltura ==
This workshop presents some valuable information on planning, creating, editing and sharing asynchronous content for your courses using Kaltura.

=== Facilitator ===
Lucas Wright, Lucas Wright, Senior Educational Consultant, CTLT

=== Resources ===
Session Recording [https://canvas.ubc.ca/courses/67264 Creating and Sharing Instructional Videos on Kaltura]

== Blended Learning from a Different Focus ==
With the transition to online learning, instructors are confronted by an unfamiliar environment and are responding with agility to emerging questions: Where do I start? How can I teach online effectively? How can I engage my students online and make sure they achieve the learning objectives? In this session, we will discuss ways of developing an online course based on a blended learning approach with a mix of real-time teaching (synchronous) and course material that students can complete at their own pace (asynchronous).

===Facilitators===
*Jocelyn Micallef; CTLT
*Manuel Dias, CTLT;

===Resources===
*[https://wiki.ubc.ca/images/d/d5/Blended_Learning_From_a_Different_Focus.pdf <nowiki>Blended Learning from different focus [pdf]</nowiki>]
*[[:File:Blended Learning From a Different Lens.pdf|Session Slides]]
*[https://youtu.be/kCUWxusF9Zo Session Recording]

== Supporting Student Bandwidth in Online Learning Environments ==
What can we do to support students and instructors as they learn online? When we consider student learning in online environments, it is not enough to be learner-centred. How can we support the whole student? How can we focus on activities that are accessible to students within limitations of time, bandwidth and devices?

In this session we will explore how instructors can create space for themselves and their students to lead less stressful lives, while acknowledging that learning and living at this time are very closely intertwined.

===Facilitators===
*Emma MacFarlane, Learning Commons Coordinator, Irving K Barber Learning Centre
*Dave Gaertner, Assistant Professor, First Nations and Indigenous Studies
*Alex Kushowski, Learning Services Librarian, Irving K Barber Learning Centre
*Chloe Erlendson, CTLT
*Janey Lew, CTLT
*Lucas Wright, CTLT

=== Resources ===

=== April 22, 2020 Session ===

==== Part 1: Land Acknowledgement + Context for Learning ====
Dr. Dave Gaertner starts off the session by addressing how we understand and articulate Indigenous territory in digital spaces. Emma MacFarlane follows with a discussion of our contexts for learning and pre-pedagogical concerns to consider when making the switch to teaching online, during a pandemic.

{{Kaltura|id=0_0u0xktiu|width=}}

'''Learning Outcomes'''
* Increase awareness of the impacts that the rapid transition to online learning is having on both instructors and students
* Decrease the stress on bandwidth for both students and instructors
* Illustrate minimal computing entry points to online learning that are less stressful, allowing us to learn better and live better lives.
* Acknowledge that learning and living are coupled together right now
'''Humanizing the Online Classroom'''

Consider what sorts of challenges your students are experiencing right now, or the challenges your students have shared with you. Find more student accounts in this blog post from the [https://learningcommons.ubc.ca/how-to-succeed-at-transitioning-to-online-schooling/ Chapman Learning Commons.]<blockquote>"''I find it much easier to articulate myself on a Canvas discussion board when there aren’t 50 other eyes on me! Also, the virtual space provides a sense of anonymity when it comes to asking questions on Collaborate Ultra."''</blockquote><blockquote>"''I did not enjoy the online environment because it was missing the human interaction element. It became harder to concentrate on the lecture with a lot more distractions present in sight."''</blockquote><blockquote>"''It has been indeed difficult to take care of myself and my family. I have both my parents living in Vancouver, which is great but at the same time very scary. My dad still works and interacts with people because of his job. I don't even want to think what would happen if he caught the virus. My worrying gets intensified knowing that both of my parents may also be at risk. I hope that everyone can keep the safety of our friends and family in mind so that we can work towards building a safer community."'' </blockquote>'''Part 1 Resources'''

[https://native-land.ca/ Native-land.ca]

[https://www.animikii.com/news/decolonizing-digital-contextualizing-indigenous-data-sovereignty Decolonizing Digital]

[https://ctlt.ubc.ca/2020/05/20/survey-ubc-student-experiences-of-emergency-remote-teaching/?login UBC Student Experiences of Remote Teaching - Survey]

[https://docs.google.com/presentation/d/1mxrZHayZSwx7uGlJuk5N_4ugKY_niksOZQNYd2T5ZWc/edit Online Learning - in the COVID-19 Pandemic] - Presentation by Maha Bali

==== Part 2: Bandwidth Tax ====
In this section, bandwidth is used as a double metaphor to refer to both the amount of data needed to participate in an online course, and the increased cognitive load of learning online for both students and instructors.

{{Kaltura|id=0_lntgt4ki|width=}}

'''Part 2 Resources'''

[http://ctlt-fyesymposium-2019.sites.olt.ubc.ca/files/2020/03/FYE-Symposium-Understanding-and-Supporting-Indigenous-Students-public-view.pdf Understanding and Supporting Indigenous Students]- Presentation by Benjamin Y. Cheung, Jennifer Doyle, Hanae Tsukada

==== Part 3: Gentle Pedagogies ====
Dr. Gaertner discusses gentle pedagogies in the context of COVID-19

{{Kaltura|id=0_tljc28vd|width=}}

'''Part 3 Resources'''

[https://novelalliances.com/2020/03/16/covidcampus/ #COVIDCAMPUS] (blog post by David Gaertner)

===Additional Resources===
*[https://docs.google.com/presentation/d/1c2X1TXG-DoBNof6P0uig4SW53riJMBinNgGJPXCJWkU/edit?usp=sharing Session Slideshow (Apr 22, 2020)]
*[https://ca.bbcollab.com/recording/b98ad9ac842047b7bc6b63653377bf8b Full Session Recording (Apr 22, 2020)]
*We will be offering this workshop again on August 24, 2020, from 9am-10am. [https://events.ctlt.ubc.ca/events/supporting-student-bandwidths-in-online-learning-environments-august-24-2020/ Register here.]
*[https://docs.google.com/document/d/1U-4MvgkmbDjeAiT-_qcl7klTZ9KAX6B2euSU-p10y04/edit?usp=sharing Resources for Instructors and Students]

[[Category:Online Teaching Program]]

Documentation:TDPforNewFaculty

2020-07-24T19:22:11Z

JaneyLew: /* Coursework */

== '''Teaching Development Program for New Faculty''' ==
[[File:Outline-wb_incandescent-24px.png|left|35px]]

The '''Teaching Development Program (TDP) for New Faculty''' is a brand new annual faculty development program offering by CTLT. The pilot program launched in August 2019 ran until April 2020. Our next cohort will run from August 2020 to April 2021.

The TDP for New Faculty will help participants build a foundation for their teaching careers by providing a network of support around teaching and learning. The intended audience is faculty who are either [https://ctlt2013.sites.olt.ubc.ca/files/2018/09/UBC_2018-19_NewFacultyOrientationGuide_web.pdf new to teaching, new to UBC] or both. The Teaching Development Program for New Faculty recognizes and caters to the specific professional development needs of new faculty at UBC. Following the 2014 Teaching Practices Survey respondents’ recommendations that UBC should develop a culture that values effective teaching as much as research, the Program was created to help facilitate the development of an institutional culture that supports teaching excellence at UBC.

'''Read more about the program on the [https://focusonpeople.ubc.ca/2020/01/15/career-development-program-helps-build-a-sense-of-community-for-new-faculty-at-ubc/ Focus on People] website.'''

{{YouTube|id=qp1aAKz7EeM|width=550|height=}}

== Intended Audience ==
[[File:Audience.png|left|35px]]
The intended audience is newly hired research and teaching track faculty who are either:
* '''New to teaching''' - e.g., newly hired faculty who have little or no experience or training in teaching (up to two years); or
* '''New to teaching at UBC''' - e.g., newly hired faculty members who have taught at another higher education institution, but are new to teaching at UBC.
'''Note: Applicants must be teaching a credit course in the coming academic year.'''

== Program Outcomes for Participants ==
[[File: Outline-touch.png |left|30px]] These outcomes represent the TDP for New Faculty's vision of the knowledge and skills that participants should be well positioned to achieve by graduation:
# Develop skills to design and deliver face-to-face, blended and online teaching to respond to dynamic and diverse learning needs.
# Develop a sense of community and belonging within a group of supportive peers and amongst the current UBC teaching and learning networks.
# Learn about teaching and learning resources and research.
# Co-create a shared space of inquiry and reflection to consider approaches, strategies, and practices in the classroom.
# Learn about and consider the institutional contexts for diversity, inclusion, equity, and Indigenous engagement at UBC.
# Begin developing a teaching and learning portfolio.

== Program Format ==
[[File: Programformat.png |left|30px]]
One of the most distinctive features of the TDP for New Faculty is our innovative blended program delivery model. The format includes face-to-face sessions at UBC combined with interaction in the online Canvas Online Hub. Those who complete all core and elective courses are awarded a TDP for New Faculty '''Certificate of Completion'''.
{| class="wikitable"
|+
!'''PLEASE NOTE:''' Adhering to physical distancing and other public health requirements, the TDP Program for New Faculty is '''subject to change.''' We will maintain a clear focus on ensuring high-quality online, and when possible, in-person instruction. This approach is based on the current guidelines and direction of the Provincial Health Officer, public health agencies, and the Ministry of Advanced Education, Skills and Training. The above core elements may move completely online.
|}

==Time Commitment ==
[[File: TimeTDP.png |left|30px]]The TDP for New Faculty is intended to be a flexible program for new faculty with significant responsibilities such as a teaching appointment and family. We anticipate a total time commitment of approximately 59 hours between August 2020 and April 2021. For success in the program, participants are expected to complete the following:<ul><li>Approximately 35 hours of '''core''' elements</li><li>Approximately 8 hours of '''elective''' elements<li>Approximately 16 hours of '''online engagement and reflection''' (about two hours per month - this includes portfolio development)</li><li>4 in-person program meetings [our in-person meetings are subject to change; see above note regarding physical distancing]
</li></ul>
== Coursework ==

=== Program Meetings ===
Meet your TDP colleagues, take part in core learning activities, explore your teaching identity and philosophy, check-in on program requirements, share your learning. Attendance required at all TDP Program Meetings, with the exception of Community Meetings.
{| class="wikitable"
|'''Component'''
|'''Info'''
|'''Schedule'''
|-
|Kick-off session
|Attendance required
|August 27, 2020
9-11 am
|-
|Mid-year check-in
|Attendance required
|December 17, ,2020
9-11 am
|-
|Capstone meeting
|Attendance required
|April 2021
Date and Time TBD
|-
|4 x TDP Community Meetings - optional
|Optional - may count two of these towards your “Electives” (see below).
|TBD - dates will be announced in Canvas Online Hub
|}

=== Workshops ===
Take part in workshops from CTLT programs or other relevant professional development workshops based on your teaching and learning interests.
{| class="wikitable"
|'''Component'''
|'''Info'''
|'''Schedule'''
|-
|ISW
|Previously completed ISW may count toward this requirement (proof of completion/certificate required)
|[https://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshop-isw/ 2020 dates]; 2021 dates TBD
|-
|2 x Classroom Climate / Indigenous Initiatives
|Select two workshops or online Classroom Climate modules located in Canvas Online Hub
|Throughout the year; see [https://events.ctlt.ubc.ca/event-category/indigenous-initiatives/ Indigenous Initiatives programming and Classroom Climate Series events listing page]
|-
|1 x Inclusive Teaching
|Select one workshop or complete Inclusive Teaching Module located in Canvas Online Hub
|Throughout the year
|-
|4 x Electives
|Select four workshops from CTLT Professional Development offerings; up to two TDP Community Meetings (see above) may be counted towards this requirement
|Throughout the year; see [https://events.ctlt.ubc.ca/event-category/tdp-for-new-faculty/ TDP For New Faculty events listing page]
|}

=== Canvas Online Hub ===
Average of 2 hours of online work per month. Complete pre-activities for Program Meetings, record completion of requirements, take part in online discussions about required readings and course materials; complete your TDP Program Portfolio
{| class="wikitable"
|'''Component'''
|'''Info'''
|'''Schedule'''
|-
|Modules
|Pre-activities for Program Meetings; record completion of required elements
|Throughout the year
|-
|4 x Readings / Discussions
|Engage with materials on teaching skills and topics and contribute to online discussions with your colleagues.
|Throughout the year
|-
|Program Portfolio
|Teaching Philosophy Statement; Worked Artifacts; Reflections
|
* Deadline to upload portfolio to Canvas: Apr 2021
* Share portfolio-in-progress at Mid-point check-in with peers
* Final-check in with consultant to go over completed portfolio (April/May 2021)
|}

==2020 Registration Information==
To express your interest in the Teaching Development Program for New Faculty, please complete the [https://events.ctlt.ubc.ca/events/teaching-development-for-new-faculty-2020-application-process/ pre-registration application]. Participants will be required to attend a 30-minute intake consultation to further discuss their interest and participation in the program.

==== Timeline for Application Review ====
* May, June, and July 2020 – Review applications
* June and July 2020 – Notify participants
'''Note:''' Rolling applications will be accepted until August 1st, 2020.

==== Certificate of Completion ====
Those who successfully complete '''all core and elective courses''' will be awarded a Teaching Development Program for New Faculty Certificate of Completion.

== How much does it cost? ==
'''For UBC-V instructors only.''' No charge

== 2020 Program Dates ==

<div style="border:5px #97D4E9 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #97D4E9; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:70%; font-size:1.0em; ">
* '''April 2020''' - https://events.ctlt.ubc.ca/events/teaching-development-for-new-faculty-2020-application-process/
* '''August 27th, 2020''' - TDP Kick Off Session [core element]
* '''December 17th, 2020''' - TDP Midpoint Checkin Session [core element]
* '''April 2021''' - TDP Capstone Session [core element]

Documentation:TDPforNewFaculty

2020-07-24T18:48:28Z

JaneyLew: /* Workshops */

== '''Teaching Development Program for New Faculty''' ==
[[File:Outline-wb_incandescent-24px.png|left|35px]]

The '''Teaching Development Program (TDP) for New Faculty''' is a brand new annual faculty development program offering by CTLT. The pilot program launched in August 2019 ran until April 2020. Our next cohort will run from August 2020 to April 2021.

The TDP for New Faculty will help participants build a foundation for their teaching careers by providing a network of support around teaching and learning. The intended audience is faculty who are either [https://ctlt2013.sites.olt.ubc.ca/files/2018/09/UBC_2018-19_NewFacultyOrientationGuide_web.pdf new to teaching, new to UBC] or both. The Teaching Development Program for New Faculty recognizes and caters to the specific professional development needs of new faculty at UBC. Following the 2014 Teaching Practices Survey respondents’ recommendations that UBC should develop a culture that values effective teaching as much as research, the Program was created to help facilitate the development of an institutional culture that supports teaching excellence at UBC.

'''Read more about the program on the [https://focusonpeople.ubc.ca/2020/01/15/career-development-program-helps-build-a-sense-of-community-for-new-faculty-at-ubc/ Focus on People] website.'''

{{YouTube|id=qp1aAKz7EeM|width=550|height=}}

== Intended Audience ==
[[File:Audience.png|left|35px]]
The intended audience is newly hired research and teaching track faculty who are either:
* '''New to teaching''' - e.g., newly hired faculty who have little or no experience or training in teaching (up to two years); or
* '''New to teaching at UBC''' - e.g., newly hired faculty members who have taught at another higher education institution, but are new to teaching at UBC.
'''Note: Applicants must be teaching a credit course in the coming academic year.'''

== Program Outcomes for Participants ==
[[File: Outline-touch.png |left|30px]] These outcomes represent the TDP for New Faculty's vision of the knowledge and skills that participants should be well positioned to achieve by graduation:
# Develop skills to design and deliver face-to-face, blended and online teaching to respond to dynamic and diverse learning needs.
# Develop a sense of community and belonging within a group of supportive peers and amongst the current UBC teaching and learning networks.
# Learn about teaching and learning resources and research.
# Co-create a shared space of inquiry and reflection to consider approaches, strategies, and practices in the classroom.
# Learn about and consider the institutional contexts for diversity, inclusion, equity, and Indigenous engagement at UBC.
# Begin developing a teaching and learning portfolio.

== Program Format ==
[[File: Programformat.png |left|30px]]
One of the most distinctive features of the TDP for New Faculty is our innovative blended program delivery model. The format includes face-to-face sessions at UBC combined with interaction in the online Canvas Online Hub. Those who complete all core and elective courses are awarded a TDP for New Faculty '''Certificate of Completion'''.
{| class="wikitable"
|+
!'''PLEASE NOTE:''' Adhering to physical distancing and other public health requirements, the TDP Program for New Faculty is '''subject to change.''' We will maintain a clear focus on ensuring high-quality online, and when possible, in-person instruction. This approach is based on the current guidelines and direction of the Provincial Health Officer, public health agencies, and the Ministry of Advanced Education, Skills and Training. The above core elements may move completely online.
|}

==Time Commitment ==
[[File: TimeTDP.png |left|30px]]The TDP for New Faculty is intended to be a flexible program for new faculty with significant responsibilities such as a teaching appointment and family. We anticipate a total time commitment of approximately 59 hours between August 2020 and April 2021. For success in the program, participants are expected to complete the following:<ul><li>Approximately 35 hours of '''core''' elements</li><li>Approximately 8 hours of '''elective''' elements<li>Approximately 16 hours of '''online engagement and reflection''' (about two hours per month - this includes portfolio development)</li><li>4 in-person program meetings [our in-person meetings are subject to change; see above note regarding physical distancing]
</li></ul>
== Coursework ==

=== Program Meetings ===
Meet your TDP colleagues, take part in core learning activities, explore your teaching identity and philosophy, check-in on program requirements, share your learning. Attendance required at all TDP Program Meetings, with the exception of Community Meetings.
{| class="wikitable"
|'''Component'''
|'''Info'''
|'''Schedule'''
|-
|Kick-off session
|Attendance required
|August 27, 2020
9-11 am
|-
|Mid-year check-in
|Attendance required
|December 17, ,2020
9-11 am
|-
|Capstone meeting
|Attendance required
|April 2021
Date and Time TBD
|-
|4 x TDP Community Meetings - optional
|Optional - may count two of these towards your “Electives” (see below.
|TBD - dates will be announced in Canvas Online Hub
|}

=== Workshops ===
Take part in workshops from CTLT programs or other relevant professional development workshops based on your teaching and learning interests.
{| class="wikitable"
|'''Component'''
|'''Info'''
|'''Schedule'''
|-
|ISW
|Previously completed ISW may count toward this requirement (proof of completion/certificate required)
|[https://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshop-isw/ 2020 dates]; 2021 dates TBD
|-
|2 x Classroom Climate / Indigenous Initiatives
|Select two workshops or online Classroom Climate modules located in Canvas Online Hub
|Throughout the year; see [https://events.ctlt.ubc.ca/event-category/indigenous-initiatives/ Indigenous Initiatives programming and Classroom Climate Series events listing page]
|-
|1 x Inclusive Teaching
|Select one workshop or complete Inclusive Teaching Module located in Canvas Online Hub
|Throughout the year
|-
|4 x Electives
|Select four workshops from CTLT Professional Development offerings; up to two TDP Community Meetings (see above) may be counted towards this requirement
|Throughout the year; see [https://events.ctlt.ubc.ca/event-category/tdp-for-new-faculty/ TDP For New Faculty events listing page]
|}

=== Canvas Online Hub ===
Average of 2 hours of online work per month. Complete pre-activities for Program Meetings, record completion of requirements, take part in online discussions about required readings and course materials; complete your TDP Program Portfolio
{| class="wikitable"
|'''Component'''
|'''Info'''
|'''Schedule'''
|-
|Modules
|Pre-activities for Program Meetings; record completion of required elements
|Throughout the year
|-
|4 x Readings/Discussions
|Engage with materials on teaching skills and topics and contribute to online discussions with your colleagues.
|Throughout the year
|-
|Program Portfolio
|Teaching Philosophy Statement; Worked Artifacts; Reflections
|
* Deadline to upload portfolio to Canvas: Apr 2021
* Share portfolio-in-progress at Mid-point check-in with peers
* Final-check in with consultant to go over completed portfolio (April/May 2021)
|}

==2020 Registration Information==
To express your interest in the Teaching Development Program for New Faculty, please complete the [https://events.ctlt.ubc.ca/events/teaching-development-for-new-faculty-2020-application-process/ pre-registration application]. Participants will be required to attend a 30-minute intake consultation to further discuss their interest and participation in the program.

==== Timeline for Application Review ====
* May, June, and July 2020 – Review applications
* June and July 2020 – Notify participants
'''Note:''' Rolling applications will be accepted until August 1st, 2020.

==== Certificate of Completion ====
Those who successfully complete '''all core and elective courses''' will be awarded a Teaching Development Program for New Faculty Certificate of Completion.

== How much does it cost? ==
'''For UBC-V instructors only.''' No charge

== 2020 Program Dates ==

<div style="border:5px #97D4E9 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #97D4E9; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:70%; font-size:1.0em; ">
* '''April 2020''' - https://events.ctlt.ubc.ca/events/teaching-development-for-new-faculty-2020-application-process/
* '''August 27th, 2020''' - TDP Kick Off Session [core element]
* '''December 17th, 2020''' - TDP Midpoint Checkin Session [core element]
* '''April 2021''' - TDP Capstone Session [core element]

Documentation:TDPforNewFaculty

2020-07-24T18:42:06Z

JaneyLew: /* Coursework */

== '''Teaching Development Program for New Faculty''' ==
[[File:Outline-wb_incandescent-24px.png|left|35px]]

The '''Teaching Development Program (TDP) for New Faculty''' is a brand new annual faculty development program offering by CTLT. The pilot program launched in August 2019 ran until April 2020. Our next cohort will run from August 2020 to April 2021.

The TDP for New Faculty will help participants build a foundation for their teaching careers by providing a network of support around teaching and learning. The intended audience is faculty who are either [https://ctlt2013.sites.olt.ubc.ca/files/2018/09/UBC_2018-19_NewFacultyOrientationGuide_web.pdf new to teaching, new to UBC] or both. The Teaching Development Program for New Faculty recognizes and caters to the specific professional development needs of new faculty at UBC. Following the 2014 Teaching Practices Survey respondents’ recommendations that UBC should develop a culture that values effective teaching as much as research, the Program was created to help facilitate the development of an institutional culture that supports teaching excellence at UBC.

'''Read more about the program on the [https://focusonpeople.ubc.ca/2020/01/15/career-development-program-helps-build-a-sense-of-community-for-new-faculty-at-ubc/ Focus on People] website.'''

{{YouTube|id=qp1aAKz7EeM|width=550|height=}}

== Intended Audience ==
[[File:Audience.png|left|35px]]
The intended audience is newly hired research and teaching track faculty who are either:
* '''New to teaching''' - e.g., newly hired faculty who have little or no experience or training in teaching (up to two years); or
* '''New to teaching at UBC''' - e.g., newly hired faculty members who have taught at another higher education institution, but are new to teaching at UBC.
'''Note: Applicants must be teaching a credit course in the coming academic year.'''

== Program Outcomes for Participants ==
[[File: Outline-touch.png |left|30px]] These outcomes represent the TDP for New Faculty's vision of the knowledge and skills that participants should be well positioned to achieve by graduation:
# Develop skills to design and deliver face-to-face, blended and online teaching to respond to dynamic and diverse learning needs.
# Develop a sense of community and belonging within a group of supportive peers and amongst the current UBC teaching and learning networks.
# Learn about teaching and learning resources and research.
# Co-create a shared space of inquiry and reflection to consider approaches, strategies, and practices in the classroom.
# Learn about and consider the institutional contexts for diversity, inclusion, equity, and Indigenous engagement at UBC.
# Begin developing a teaching and learning portfolio.

== Program Format ==
[[File: Programformat.png |left|30px]]
One of the most distinctive features of the TDP for New Faculty is our innovative blended program delivery model. The format includes face-to-face sessions at UBC combined with interaction in the online Canvas Online Hub. Those who complete all core and elective courses are awarded a TDP for New Faculty '''Certificate of Completion'''.
{| class="wikitable"
|+
!'''PLEASE NOTE:''' Adhering to physical distancing and other public health requirements, the TDP Program for New Faculty is '''subject to change.''' We will maintain a clear focus on ensuring high-quality online, and when possible, in-person instruction. This approach is based on the current guidelines and direction of the Provincial Health Officer, public health agencies, and the Ministry of Advanced Education, Skills and Training. The above core elements may move completely online.
|}

==Time Commitment ==
[[File: TimeTDP.png |left|30px]]The TDP for New Faculty is intended to be a flexible program for new faculty with significant responsibilities such as a teaching appointment and family. We anticipate a total time commitment of approximately 59 hours between August 2020 and April 2021. For success in the program, participants are expected to complete the following:<ul><li>Approximately 35 hours of '''core''' elements</li><li>Approximately 8 hours of '''elective''' elements<li>Approximately 16 hours of '''online engagement and reflection''' (about two hours per month - this includes portfolio development)</li><li>4 in-person program meetings [our in-person meetings are subject to change; see above note regarding physical distancing]
</li></ul>
== Coursework ==

=== Program Meetings ===
Meet your TDP colleagues, take part in core learning activities, explore your teaching identity and philosophy, check-in on program requirements, share your learning. Attendance required at all TDP Program Meetings, with the exception of Community Meetings.
{| class="wikitable"
|'''Component'''
|'''Info'''
|'''Schedule'''
|-
|Kick-off session
|Attendance required
|August 27, 2020
9-11 am
|-
|Mid-year check-in
|Attendance required
|December 17, ,2020
9-11 am
|-
|Capstone meeting
|Attendance required
|April 2021
Date and Time TBD
|-
|4 x TDP Community Meetings - optional
|Optional - may count two of these towards your “Electives” (see below.
|TBD - dates will be announced in Canvas Online Hub
|}

=== Workshops ===
Take part in workshops from CTLT programs or other relevant professional development workshops based on your teaching and learning interests.
{| class="wikitable"
|'''Component'''
|'''Info'''
|'''Schedule'''
|-
|ISW
|Previously completed ISW may count toward this requirement (proof of completion/certificate required)
|[https://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshop-isw/ 2020 dates]; 2021 dates TBD
|-
|2 x Classroom Climate / Indigenous Initiatives
|Select two workshops or complete online modules located in Canvas Online Hub
|Throughout the year; see [https://events.ctlt.ubc.ca/event-category/indigenous-initiatives/ Indigenous Initiatives programming and Classroom Climate Series events listing page]
|-
|1 x Inclusive Teaching
|Select one workshop or complete XYZ located in Canvas Online Hub
|Throughout the year
|-
|4 x Electives
|Select four workshops from CTLT Professional Development offerings; up to two TDP Community Meetings (see above) may be counted towards this requirement
|Throughout the year; see [https://events.ctlt.ubc.ca/event-category/tdp-for-new-faculty/ TDP For New Faculty events listing page]
|}

=== Canvas Online Hub ===
Average of 2 hours of online work per month. Complete pre-activities for Program Meetings, record completion of requirements, take part in online discussions about required readings and course materials; complete your TDP Program Portfolio
{| class="wikitable"
|'''Component'''
|'''Info'''
|'''Schedule'''
|-
|Modules
|Pre-activities for Program Meetings; record completion of required elements
|Throughout the year
|-
|4 x Readings/Discussions
|Engage with materials on teaching skills and topics and contribute to online discussions with your colleagues.
|Throughout the year
|-
|Program Portfolio
|Teaching Philosophy Statement; Worked Artifacts; Reflections
|
* Deadline to upload portfolio to Canvas: Apr 2021
* Share portfolio-in-progress at Mid-point check-in with peers
* Final-check in with consultant to go over completed portfolio (April/May 2021)
|}

==2020 Registration Information==
To express your interest in the Teaching Development Program for New Faculty, please complete the [https://events.ctlt.ubc.ca/events/teaching-development-for-new-faculty-2020-application-process/ pre-registration application]. Participants will be required to attend a 30-minute intake consultation to further discuss their interest and participation in the program.

==== Timeline for Application Review ====
* May, June, and July 2020 – Review applications
* June and July 2020 – Notify participants
'''Note:''' Rolling applications will be accepted until August 1st, 2020.

==== Certificate of Completion ====
Those who successfully complete '''all core and elective courses''' will be awarded a Teaching Development Program for New Faculty Certificate of Completion.

== How much does it cost? ==
'''For UBC-V instructors only.''' No charge

== 2020 Program Dates ==

<div style="border:5px #97D4E9 solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px; -moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em; background-color: #97D4E9; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:70%; font-size:1.0em; ">
* '''April 2020''' - https://events.ctlt.ubc.ca/events/teaching-development-for-new-faculty-2020-application-process/
* '''August 27th, 2020''' - TDP Kick Off Session [core element]
* '''December 17th, 2020''' - TDP Midpoint Checkin Session [core element]
* '''April 2021''' - TDP Capstone Session [core element]

Documentation:Online Teaching Program/Module 1

2020-07-10T15:42:59Z

JaneyLew: /* Workshop 3 Supporting Student Bandwidth in Online Learning Environments */

Documentation:Online Teaching Program/Module 1

2020-07-10T15:33:05Z

JaneyLew: /* Workshop 3 Supporting Student Bandwidth in Online Learning Environments */

Documentation:CTLT Indigenous Initiatives COVID Resources

2020-04-07T22:15:17Z

JaneyLew:

== Introduction ==

[[Category:Indigenous Initiatives]]

Documentation:CTLT Indigenous Initiatives COVID Resources

2020-04-07T22:13:14Z

JaneyLew: Created page

== Introduction ==

Documentation:II-Design Lab/About

2019-01-10T22:29:29Z

JaneyLew: /* Facilitators */

==What is II-Design Lab?==

Indigenous Initiatives Design Series ("II-Design Series") is a professional development workshop series hosted by Indigenous Initiatives at the Centre for Teaching, Learning, and Technology (CTLT) at the University of British Columbia. The series has been intentionally designed to span 3 months, where participants have the opportunity to reflect on their learnings in between sessions and adapt the learning to fit their own context. The goal of the workshops is to create space for instructors and members of the UBC teaching and learning community who come to Indigenous topics with different levels of knowledge and expertise to: share practices; redesign elements of their teaching and learning projects and resources; model and explore educational materials; and apply classroom climate principles to everyday learning design situations.
== Who is it for? ==
* This workshop series is suitable for members of the UBC teaching and learning community who:
* have some familiarity, knowledge and experience designing and delivering their own courses and are interested in integrating Indigenous perspectives and topics in their courses;
* have previously attended Classroom Climate series workshops or have attended other workshops offered by Indigenous Initiatives; and/or
* have other knowledge and experience working with Indigenous communities or Indigenous pedagogies.
Registrants in this workshop complete a pre-survey prior to attending. To explore your eligibility for the series, contact us.

== Structure, Format, and Time Commitment ==
Completion of the full series requires approximately 15 hours total time commitment, including attendance and participation in two half-day workshops, one full-day workshop, and homework/preparation.
* 3 in-person workshops, totaling 12 hours face-to-face time commitment
* 2-3 hours required preparation, homework and blended-learning activities
== Workshop Descriptions ==
====Part 1: Motivation and Context (3 hours) ====
In this session, participants will consider your own motivations and interests for integrating Indigenous perspectives and topics in your course, aspects of your teaching contexts that may either support or challenge your efforts, and strategies for setting goals and mobilizing support. Through interactive, blended learning activities and peer-to-peer discussion, we will take a closer look at classroom climate, instructor/student positionality, and place.

==== Part 2: Positionality and Place (3 hours) ====
Building off previous work on motivation and context, this session explores the "big ideas" of your course and how to scope out openings for threading Indigenous perspectives and topics into your fabric of what you are teaching. We will also explore introductory learning resources that may help provide background for introducing Indigenous topics related to your course content.

==== Part 3: Design Lab (6 hours) ====
In the last session, series participants will meet with the II-Learning Community to check in on goals, discuss what you have learned, and provide feedback on different ideas, techniques, and work-in-progress.

Upon completion of the II-Design Series, participants will be invited to join '''the Indigenous Initiatives Learning Community (“II-Learning Community”).'''

==History of the Series==

''Exploring Indigenous Perspectives in Teaching Practice and Learning Design'' ("II-Design Lab") is a series of professional development workshops hosted by Indigenous Initiatives at the Centre for Teaching, Learning, and Technology (CTLT) at the University of British Columbia. The goal of the workshops is to create space for instructors and members of the UBC teaching and learning community who come to Indigenous topics with different levels of knowledge and expertise to: share practices, redesign elements of their teaching and learning projects and resources, model and explore educational materials, and apply classroom climate principles to everyday learning design situations. 

The series was envisioned to complement the Classroom Climate series at CTLT, which supports participants to gain skills in working with Indigenous content and socially contentious topics in the classroom. The II-Design Lab extends these themes and brings focus to matters of teaching and learning design, and is intended for participants with some familiarity with Classroom Climate and/or course design. 

The workshop was developed in response to questions from colleagues and Classroom Climate participants who wanted to learn how to "indigenize" course design and seeking practical guidance on how to respond to Truth and Reconciliation Calls to Action in course content. Through an iterative process, the workshop facilitation team has developed a series of exploratory workshops focused on introducing some existing learning resources, surfacing key questions around place and positionality, and opening space for mutual feedback and support. 

The first of these workshops was offered in December 2016 and titled ''Integrating Indigenous Content Into Your Course Design'', with participants ranging from different disciplinary backgrounds such as Sociology, Science, Forestry, and Education. Since then we have welcomed educators from other fields such as Business, Language and Literacy Studies, and Psychology, encompassing other BC post-secondary institutions and higher education organizations including Simon Fraser University, the Justice Institute of BC, Quest University, and BC Campus

==Facilitators==

'''Sue Hampton''' 
''Educational Consultant, Professional Development'' 
Sue provides design and facilitation services to the UBC teaching and learning community. Sue is involved in program planning and facilitation across various TLPD programs and she leads the Course Design Intensive. She is engaged in supporting TLPD’s integration of diversity and anti-oppressive pedagogy across our programming and has a particular interest in supporting educators who are navigating relationships as allies in social and racial justice initiatives. Sue is currently pursuing a Doctor of Education, and describes her research as a critical exploration of alternative career pathways for PhD students and how they come to “be” in their careers.

'''Janey Lew''' 
''Educational Consultant, Indigenous Initiatives'' 
Janey joined CTLT’s Indigenous Initiatives team in August 2015 and is grateful to work and learn at UBC on the unceded, ancestral territories of the Musqueam people. As Educational Consultant, Indigenous Initiatives, Janey supports faculty engagement and professional development on topics related to intersectional differences, social justice, and critical Indigenous studies in teaching and learning. Janey is an experienced facilitator in a variety of community and educational settings, and holds a PhD in Comparative Ethnic Studies from the University of California, Berkeley. Prior to joining CTLT, Janey taught courses in the Asian American Studies Program at UC Berkeley, the English departments at Capilano University and Douglas College, and the First Nations Studies Programs at SFU and UBC.

'''Amy Perreault''' 
''Strategist, Indigenous Initiatives'' 
Amy is the Strategist, Indigenous Initiatives at the Centre for Teaching, Learning and Technology (CTLT) at the University of British Columbia on the traditional and unceded territory of the Musqueam people. She works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to support the development of a higher standard of professionalism in conducting discussions of Indigenous and other contentious social issues in curricular settings. Amy is a co-developer and researcher for the educational resource What I Learned in Class Today: Aboriginal Issues in the Classroom and manages the development of Indigenous Foundations. Work on these projects, as well as her own experience as an Indigenous student at UBC, clearly identify the complexities and challenges of classroom conversations involving contentious cross-cultural discussions, and in specific discourse around Indigenous curriculum. 

'''Erin Yun''' 
''Educational Consultant, Classroom and Campus Climate'' 
Erin is thankful to live, work, and play, on the unceded, ancestral, and traditional land of the Musqueam people. Erin supports and leads UBC teaching and learning community’s professional and capacity development in helping to create a classroom climate that is supportive to teaching and learning. She provides consultation, process design, facilitation, programming and resource development services to faculty, staff and graduate students, focused on difficult conversations related to classroom and campus climate and Indigenous engagement within teaching and learning.

Previous facilitators included '''Jennifer Thomas''' from SFU.

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/About

2019-01-10T22:29:16Z

JaneyLew: /* Facilitators */

==What is II-Design Lab?==

Indigenous Initiatives Design Series ("II-Design Series") is a professional development workshop series hosted by Indigenous Initiatives at the Centre for Teaching, Learning, and Technology (CTLT) at the University of British Columbia. The series has been intentionally designed to span 3 months, where participants have the opportunity to reflect on their learnings in between sessions and adapt the learning to fit their own context. The goal of the workshops is to create space for instructors and members of the UBC teaching and learning community who come to Indigenous topics with different levels of knowledge and expertise to: share practices; redesign elements of their teaching and learning projects and resources; model and explore educational materials; and apply classroom climate principles to everyday learning design situations.
== Who is it for? ==
* This workshop series is suitable for members of the UBC teaching and learning community who:
* have some familiarity, knowledge and experience designing and delivering their own courses and are interested in integrating Indigenous perspectives and topics in their courses;
* have previously attended Classroom Climate series workshops or have attended other workshops offered by Indigenous Initiatives; and/or
* have other knowledge and experience working with Indigenous communities or Indigenous pedagogies.
Registrants in this workshop complete a pre-survey prior to attending. To explore your eligibility for the series, contact us.

== Structure, Format, and Time Commitment ==
Completion of the full series requires approximately 15 hours total time commitment, including attendance and participation in two half-day workshops, one full-day workshop, and homework/preparation.
* 3 in-person workshops, totaling 12 hours face-to-face time commitment
* 2-3 hours required preparation, homework and blended-learning activities
== Workshop Descriptions ==
====Part 1: Motivation and Context (3 hours) ====
In this session, participants will consider your own motivations and interests for integrating Indigenous perspectives and topics in your course, aspects of your teaching contexts that may either support or challenge your efforts, and strategies for setting goals and mobilizing support. Through interactive, blended learning activities and peer-to-peer discussion, we will take a closer look at classroom climate, instructor/student positionality, and place.

==== Part 2: Positionality and Place (3 hours) ====
Building off previous work on motivation and context, this session explores the "big ideas" of your course and how to scope out openings for threading Indigenous perspectives and topics into your fabric of what you are teaching. We will also explore introductory learning resources that may help provide background for introducing Indigenous topics related to your course content.

==== Part 3: Design Lab (6 hours) ====
In the last session, series participants will meet with the II-Learning Community to check in on goals, discuss what you have learned, and provide feedback on different ideas, techniques, and work-in-progress.

Upon completion of the II-Design Series, participants will be invited to join '''the Indigenous Initiatives Learning Community (“II-Learning Community”).'''

==History of the Series==

''Exploring Indigenous Perspectives in Teaching Practice and Learning Design'' ("II-Design Lab") is a series of professional development workshops hosted by Indigenous Initiatives at the Centre for Teaching, Learning, and Technology (CTLT) at the University of British Columbia. The goal of the workshops is to create space for instructors and members of the UBC teaching and learning community who come to Indigenous topics with different levels of knowledge and expertise to: share practices, redesign elements of their teaching and learning projects and resources, model and explore educational materials, and apply classroom climate principles to everyday learning design situations. 

The series was envisioned to complement the Classroom Climate series at CTLT, which supports participants to gain skills in working with Indigenous content and socially contentious topics in the classroom. The II-Design Lab extends these themes and brings focus to matters of teaching and learning design, and is intended for participants with some familiarity with Classroom Climate and/or course design. 

The workshop was developed in response to questions from colleagues and Classroom Climate participants who wanted to learn how to "indigenize" course design and seeking practical guidance on how to respond to Truth and Reconciliation Calls to Action in course content. Through an iterative process, the workshop facilitation team has developed a series of exploratory workshops focused on introducing some existing learning resources, surfacing key questions around place and positionality, and opening space for mutual feedback and support. 

The first of these workshops was offered in December 2016 and titled ''Integrating Indigenous Content Into Your Course Design'', with participants ranging from different disciplinary backgrounds such as Sociology, Science, Forestry, and Education. Since then we have welcomed educators from other fields such as Business, Language and Literacy Studies, and Psychology, encompassing other BC post-secondary institutions and higher education organizations including Simon Fraser University, the Justice Institute of BC, Quest University, and BC Campus

==Facilitators==

'''Sue Hampton''' 
''Educational Consultant, Professional Development'' 
Sue provides design and facilitation services to the UBC teaching and learning community. Sue is involved in program planning and facilitation across various TLPD programs and she leads the Course Design Intensive. She is engaged in supporting TLPD’s integration of diversity and anti-oppressive pedagogy across our programming and has a particular interest in supporting educators who are navigating relationships as allies in social and racial justice initiatives. Sue is currently pursuing a Doctor of Education, and describes her research as a critical exploration of alternative career pathways for PhD students and how they come to “be” in their careers.

'''Janey Lew''' 
''Educational Consultant, Indigenous Initiatives'' 
Janey joined CTLT’s Indigenous Initiatives team in August 2015 and is grateful to work and learn at UBC on the unceded, ancestral territories of the Musqueam people. As Educational Consultant, Indigenous Initiatives, Janey supports faculty engagement and professional development on topics related to intersectional differences, social justice, and critical Indigenous studies in teaching and learning. Janey is an experienced facilitator in a variety of community and educational settings, and holds a PhD in Comparative Ethnic Studies from the University of California, Berkeley. Prior to joining CTLT, Janey taught courses in the Asian American Studies Program at UC Berkeley, the English departments at Capilano University and Douglas College, and the First Nations Studies Programs at SFU and UBC.

'''Amy Perreault''' 
''Strategist, Indigenous Initiatives'' 
Amy is the Strategist, Indigenous Initiatives at the Centre for Teaching, Learning and Technology (CTLT) at the University of British Columbia on the traditional and unceded territory of the Musqueam people. She works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to support the development of a higher standard of professionalism in conducting discussions of Indigenous and other contentious social issues in curricular settings. Amy is a co-developer and researcher for the educational resource What I Learned in Class Today: Aboriginal Issues in the Classroom and manages the development of Indigenous Foundations. Work on these projects, as well as her own experience as an Indigenous student at UBC, clearly identify the complexities and challenges of classroom conversations involving contentious cross-cultural discussions, and in specific discourse around Indigenous curriculum.

'''Erin Yun''' 
''Educational Consultant, Classroom and Campus Climate'' 
Erin is thankful to live, work, and play, on the unceded, ancestral, and traditional land of the Musqueam people. Erin supports and leads UBC teaching and learning community’s professional and capacity development in helping to create a classroom climate that is supportive to teaching and learning. She provides consultation, process design, facilitation, programming and resource development services to faculty, staff and graduate students, focused on difficult conversations related to classroom and campus climate and Indigenous engagement within teaching and learning.

Previous facilitators included '''Jennifer Thomas''' from SFU.

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/About

2019-01-10T22:28:41Z

JaneyLew: /* Workshop Descriptions */

==What is II-Design Lab?==

Indigenous Initiatives Design Series ("II-Design Series") is a professional development workshop series hosted by Indigenous Initiatives at the Centre for Teaching, Learning, and Technology (CTLT) at the University of British Columbia. The series has been intentionally designed to span 3 months, where participants have the opportunity to reflect on their learnings in between sessions and adapt the learning to fit their own context. The goal of the workshops is to create space for instructors and members of the UBC teaching and learning community who come to Indigenous topics with different levels of knowledge and expertise to: share practices; redesign elements of their teaching and learning projects and resources; model and explore educational materials; and apply classroom climate principles to everyday learning design situations.
== Who is it for? ==
* This workshop series is suitable for members of the UBC teaching and learning community who:
* have some familiarity, knowledge and experience designing and delivering their own courses and are interested in integrating Indigenous perspectives and topics in their courses;
* have previously attended Classroom Climate series workshops or have attended other workshops offered by Indigenous Initiatives; and/or
* have other knowledge and experience working with Indigenous communities or Indigenous pedagogies.
Registrants in this workshop complete a pre-survey prior to attending. To explore your eligibility for the series, contact us.

== Structure, Format, and Time Commitment ==
Completion of the full series requires approximately 15 hours total time commitment, including attendance and participation in two half-day workshops, one full-day workshop, and homework/preparation.
* 3 in-person workshops, totaling 12 hours face-to-face time commitment
* 2-3 hours required preparation, homework and blended-learning activities
== Workshop Descriptions ==
====Part 1: Motivation and Context (3 hours) ====
In this session, participants will consider your own motivations and interests for integrating Indigenous perspectives and topics in your course, aspects of your teaching contexts that may either support or challenge your efforts, and strategies for setting goals and mobilizing support. Through interactive, blended learning activities and peer-to-peer discussion, we will take a closer look at classroom climate, instructor/student positionality, and place.

==== Part 2: Positionality and Place (3 hours) ====
Building off previous work on motivation and context, this session explores the "big ideas" of your course and how to scope out openings for threading Indigenous perspectives and topics into your fabric of what you are teaching. We will also explore introductory learning resources that may help provide background for introducing Indigenous topics related to your course content.

==== Part 3: Design Lab (6 hours) ====
In the last session, series participants will meet with the II-Learning Community to check in on goals, discuss what you have learned, and provide feedback on different ideas, techniques, and work-in-progress.

Upon completion of the II-Design Series, participants will be invited to join '''the Indigenous Initiatives Learning Community (“II-Learning Community”).'''

==History of the Series==

''Exploring Indigenous Perspectives in Teaching Practice and Learning Design'' ("II-Design Lab") is a series of professional development workshops hosted by Indigenous Initiatives at the Centre for Teaching, Learning, and Technology (CTLT) at the University of British Columbia. The goal of the workshops is to create space for instructors and members of the UBC teaching and learning community who come to Indigenous topics with different levels of knowledge and expertise to: share practices, redesign elements of their teaching and learning projects and resources, model and explore educational materials, and apply classroom climate principles to everyday learning design situations. 

The series was envisioned to complement the Classroom Climate series at CTLT, which supports participants to gain skills in working with Indigenous content and socially contentious topics in the classroom. The II-Design Lab extends these themes and brings focus to matters of teaching and learning design, and is intended for participants with some familiarity with Classroom Climate and/or course design. 

The workshop was developed in response to questions from colleagues and Classroom Climate participants who wanted to learn how to "indigenize" course design and seeking practical guidance on how to respond to Truth and Reconciliation Calls to Action in course content. Through an iterative process, the workshop facilitation team has developed a series of exploratory workshops focused on introducing some existing learning resources, surfacing key questions around place and positionality, and opening space for mutual feedback and support. 

The first of these workshops was offered in December 2016 and titled ''Integrating Indigenous Content Into Your Course Design'', with participants ranging from different disciplinary backgrounds such as Sociology, Science, Forestry, and Education. Since then we have welcomed educators from other fields such as Business, Language and Literacy Studies, and Psychology, encompassing other BC post-secondary institutions and higher education organizations including Simon Fraser University, the Justice Institute of BC, Quest University, and BC Campus

==Facilitators==

'''Sue Hampton''' 
''Educational Consultant, Professional Development'' 
Sue provides design and facilitation services to the UBC teaching and learning community. Sue is involved in program planning and facilitation across various TLPD programs and she leads the Course Design Intensive. She is engaged in supporting TLPD’s integration of diversity and anti-oppressive pedagogy across our programming and has a particular interest in supporting educators who are navigating relationships as allies in social and racial justice initiatives. Sue is currently pursuing a Doctor of Education, and describes her research as a critical exploration of alternative career pathways for PhD students and how they come to “be” in their careers.

'''Janey Lew''' 
''Educational Consultant, Indigenous Initiatives'' 
Janey joined CTLT’s Indigenous Initiatives team in August 2015 and is grateful to work and learn at UBC on the unceded, ancestral territories of the Musqueam people. As Educational Consultant, Indigenous Initiatives, Janey supports faculty engagement and professional development on topics related to intersectional differences, social justice, and critical Indigenous studies in teaching and learning. Janey is an experienced facilitator in a variety of community and educational settings, and holds a PhD in Comparative Ethnic Studies from the University of California, Berkeley. Prior to joining CTLT, Janey taught courses in the Asian American Studies Program at UC Berkeley, the English departments at Capilano University and Douglas College, and the First Nations Studies Programs at SFU and UBC.

'''Amy Perreault''' 
''Strategist, Indigenous Initiatives'' 
Amy is the Strategist, Indigenous Initiatives at the Centre for Teaching, Learning and Technology (CTLT) at the University of British Columbia on the traditional and unceded territory of the Musqueam people. She works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to support the development of a higher standard of professionalism in conducting discussions of Indigenous and other contentious social issues in curricular settings. Amy is a co-developer and researcher for the educational resource What I Learned in Class Today: Aboriginal Issues in the Classroom and manages the development of Indigenous Foundations. Work on these projects, as well as her own experience as an Indigenous student at UBC, clearly identify the complexities and challenges of classroom conversations involving contentious cross-cultural discussions, and in specific discourse around Indigenous curriculum.

'''<nowiki> </nowiki>Erin Yun''' 
''Educational Consultant, Classroom and Campus Climate'' 
Erin is thankful to live, work, and play, on the unceded, ancestral, and traditional land of the Musqueam people. Erin supports and leads UBC teaching and learning community’s professional and capacity development in helping to create a classroom climate that is supportive to teaching and learning. She provides consultation, process design, facilitation, programming and resource development services to faculty, staff and graduate students, focused on difficult conversations related to classroom and campus climate and Indigenous engagement within teaching and learning.

Previous facilitators included '''Jennifer Thomas''' from SFU.

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/About

2019-01-10T22:27:56Z

JaneyLew: /* Facilitators */

==What is II-Design Lab?==

Indigenous Initiatives Design Series ("II-Design Series") is a professional development workshop series hosted by Indigenous Initiatives at the Centre for Teaching, Learning, and Technology (CTLT) at the University of British Columbia. The series has been intentionally designed to span 3 months, where participants have the opportunity to reflect on their learnings in between sessions and adapt the learning to fit their own context. The goal of the workshops is to create space for instructors and members of the UBC teaching and learning community who come to Indigenous topics with different levels of knowledge and expertise to: share practices; redesign elements of their teaching and learning projects and resources; model and explore educational materials; and apply classroom climate principles to everyday learning design situations.
== Who is it for? ==
* This workshop series is suitable for members of the UBC teaching and learning community who:
* have some familiarity, knowledge and experience designing and delivering their own courses and are interested in integrating Indigenous perspectives and topics in their courses;
* have previously attended Classroom Climate series workshops or have attended other workshops offered by Indigenous Initiatives; and/or
* have other knowledge and experience working with Indigenous communities or Indigenous pedagogies.
Registrants in this workshop complete a pre-survey prior to attending. To explore your eligibility for the series, contact us.

== Structure, Format, and Time Commitment ==
Completion of the full series requires approximately 15 hours total time commitment, including attendance and participation in two half-day workshops, one full-day workshop, and homework/preparation.
* 3 in-person workshops, totaling 12 hours face-to-face time commitment
* 2-3 hours required preparation, homework and blended-learning activities
== Workshop Descriptions ==
====Part 1: Motivation and Context (3 hours) ====
In this session, participants will consider your own motivations and interests for integrating Indigenous perspectives and topics in your course, aspects of your teaching contexts that may either support or challenge your efforts, and strategies for setting goals and mobilizing support. Through interactive, blended learning activities and peer-to-peer discussion, we will take a closer look at classroom climate, instructor/student positionality, and place.

==== Part 2: Positionality and Place (3 hours) ====
Building off previous work on motivation and context, this session explores the "big ideas" of your course and how to scope out openings for threading Indigenous perspectives and topics into your fabric of what you are teaching. We will also explore introductory learning resources that may help provide background for introducing Indigenous topics related to your course content.

==== Part 3: Design Lab (6 hours) ====
In the last session, series participants will meet with the II-Learning Community to check in on goals, discuss what you have learned, and provide feedback on different ideas, techniques, and work-in-progress.

Upon completion of the II-Design Series, participants will be invited to join '''the Indigenous Initiatives Learning Community (“II-Learning Community”).'''

==History of the Series==

''Exploring Indigenous Perspectives in Teaching Practice and Learning Design'' ("II-Design Lab") is a series of professional development workshops hosted by Indigenous Initiatives at the Centre for Teaching, Learning, and Technology (CTLT) at the University of British Columbia. The goal of the workshops is to create space for instructors and members of the UBC teaching and learning community who come to Indigenous topics with different levels of knowledge and expertise to: share practices, redesign elements of their teaching and learning projects and resources, model and explore educational materials, and apply classroom climate principles to everyday learning design situations. 

The series was envisioned to complement the Classroom Climate series at CTLT, which supports participants to gain skills in working with Indigenous content and socially contentious topics in the classroom. The II-Design Lab extends these themes and brings focus to matters of teaching and learning design, and is intended for participants with some familiarity with Classroom Climate and/or course design. 

The workshop was developed in response to questions from colleagues and Classroom Climate participants who wanted to learn how to "indigenize" course design and seeking practical guidance on how to respond to Truth and Reconciliation Calls to Action in course content. Through an iterative process, the workshop facilitation team has developed a series of exploratory workshops focused on introducing some existing learning resources, surfacing key questions around place and positionality, and opening space for mutual feedback and support. 

The first of these workshops was offered in December 2016 and titled ''Integrating Indigenous Content Into Your Course Design'', with participants ranging from different disciplinary backgrounds such as Sociology, Science, Forestry, and Education. Since then we have welcomed educators from other fields such as Business, Language and Literacy Studies, and Psychology, encompassing other BC post-secondary institutions and higher education organizations including Simon Fraser University, the Justice Institute of BC, Quest University, and BC Campus

==Facilitators==

'''Sue Hampton''' 
''Educational Consultant, Professional Development'' 
Sue provides design and facilitation services to the UBC teaching and learning community. Sue is involved in program planning and facilitation across various TLPD programs and she leads the Course Design Intensive. She is engaged in supporting TLPD’s integration of diversity and anti-oppressive pedagogy across our programming and has a particular interest in supporting educators who are navigating relationships as allies in social and racial justice initiatives. Sue is currently pursuing a Doctor of Education, and describes her research as a critical exploration of alternative career pathways for PhD students and how they come to “be” in their careers.

'''Janey Lew''' 
''Educational Consultant, Indigenous Initiatives'' 
Janey joined CTLT’s Indigenous Initiatives team in August 2015 and is grateful to work and learn at UBC on the unceded, ancestral territories of the Musqueam people. As Educational Consultant, Indigenous Initiatives, Janey supports faculty engagement and professional development on topics related to intersectional differences, social justice, and critical Indigenous studies in teaching and learning. Janey is an experienced facilitator in a variety of community and educational settings, and holds a PhD in Comparative Ethnic Studies from the University of California, Berkeley. Prior to joining CTLT, Janey taught courses in the Asian American Studies Program at UC Berkeley, the English departments at Capilano University and Douglas College, and the First Nations Studies Programs at SFU and UBC.

'''Amy Perreault''' 
''Strategist, Indigenous Initiatives'' 
Amy is the Strategist, Indigenous Initiatives at the Centre for Teaching, Learning and Technology (CTLT) at the University of British Columbia on the traditional and unceded territory of the Musqueam people. She works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to support the development of a higher standard of professionalism in conducting discussions of Indigenous and other contentious social issues in curricular settings. Amy is a co-developer and researcher for the educational resource What I Learned in Class Today: Aboriginal Issues in the Classroom and manages the development of Indigenous Foundations. Work on these projects, as well as her own experience as an Indigenous student at UBC, clearly identify the complexities and challenges of classroom conversations involving contentious cross-cultural discussions, and in specific discourse around Indigenous curriculum.

'''<nowiki>Erin Yun</nowiki>''' 
''Educational Consultant, Classroom and Campus Climate'' 
Erin is thankful to live, work, and play, on the unceded, ancestral, and traditional land of the Musqueam people. Erin supports and leads UBC teaching and learning community’s professional and capacity development in helping to create a classroom climate that is supportive to teaching and learning. She provides consultation, process design, facilitation, programming and resource development services to faculty, staff and graduate students, focused on difficult conversations related to classroom and campus climate and Indigenous engagement within teaching and learning.

Previous facilitators included '''Jennifer Thomas''' from SFU.

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/About

2019-01-10T22:26:31Z

JaneyLew: /* Facilitators */

==What is II-Design Lab?==

Indigenous Initiatives Design Series ("II-Design Series") is a professional development workshop series hosted by Indigenous Initiatives at the Centre for Teaching, Learning, and Technology (CTLT) at the University of British Columbia. The series has been intentionally designed to span 3 months, where participants have the opportunity to reflect on their learnings in between sessions and adapt the learning to fit their own context. The goal of the workshops is to create space for instructors and members of the UBC teaching and learning community who come to Indigenous topics with different levels of knowledge and expertise to: share practices; redesign elements of their teaching and learning projects and resources; model and explore educational materials; and apply classroom climate principles to everyday learning design situations.
== Who is it for? ==
* This workshop series is suitable for members of the UBC teaching and learning community who:
* have some familiarity, knowledge and experience designing and delivering their own courses and are interested in integrating Indigenous perspectives and topics in their courses;
* have previously attended Classroom Climate series workshops or have attended other workshops offered by Indigenous Initiatives; and/or
* have other knowledge and experience working with Indigenous communities or Indigenous pedagogies.
Registrants in this workshop complete a pre-survey prior to attending. To explore your eligibility for the series, contact us.

== Structure, Format, and Time Commitment ==
Completion of the full series requires approximately 15 hours total time commitment, including attendance and participation in two half-day workshops, one full-day workshop, and homework/preparation.
* 3 in-person workshops, totaling 12 hours face-to-face time commitment
* 2-3 hours required preparation, homework and blended-learning activities
== Workshop Descriptions ==
====Part 1: Motivation and Context (3 hours) ====
In this session, participants will consider your own motivations and interests for integrating Indigenous perspectives and topics in your course, aspects of your teaching contexts that may either support or challenge your efforts, and strategies for setting goals and mobilizing support. Through interactive, blended learning activities and peer-to-peer discussion, we will take a closer look at classroom climate, instructor/student positionality, and place.

==== Part 2: Positionality and Place (3 hours) ====
Building off previous work on motivation and context, this session explores the "big ideas" of your course and how to scope out openings for threading Indigenous perspectives and topics into your fabric of what you are teaching. We will also explore introductory learning resources that may help provide background for introducing Indigenous topics related to your course content.

==== Part 3: Design Lab (6 hours) ====
In the last session, series participants will meet with the II-Learning Community to check in on goals, discuss what you have learned, and provide feedback on different ideas, techniques, and work-in-progress.

Upon completion of the II-Design Series, participants will be invited to join '''the Indigenous Initiatives Learning Community (“II-Learning Community”).'''

==History of the Series==

''Exploring Indigenous Perspectives in Teaching Practice and Learning Design'' ("II-Design Lab") is a series of professional development workshops hosted by Indigenous Initiatives at the Centre for Teaching, Learning, and Technology (CTLT) at the University of British Columbia. The goal of the workshops is to create space for instructors and members of the UBC teaching and learning community who come to Indigenous topics with different levels of knowledge and expertise to: share practices, redesign elements of their teaching and learning projects and resources, model and explore educational materials, and apply classroom climate principles to everyday learning design situations. 

The series was envisioned to complement the Classroom Climate series at CTLT, which supports participants to gain skills in working with Indigenous content and socially contentious topics in the classroom. The II-Design Lab extends these themes and brings focus to matters of teaching and learning design, and is intended for participants with some familiarity with Classroom Climate and/or course design. 

The workshop was developed in response to questions from colleagues and Classroom Climate participants who wanted to learn how to "indigenize" course design and seeking practical guidance on how to respond to Truth and Reconciliation Calls to Action in course content. Through an iterative process, the workshop facilitation team has developed a series of exploratory workshops focused on introducing some existing learning resources, surfacing key questions around place and positionality, and opening space for mutual feedback and support. 

The first of these workshops was offered in December 2016 and titled ''Integrating Indigenous Content Into Your Course Design'', with participants ranging from different disciplinary backgrounds such as Sociology, Science, Forestry, and Education. Since then we have welcomed educators from other fields such as Business, Language and Literacy Studies, and Psychology, encompassing other BC post-secondary institutions and higher education organizations including Simon Fraser University, the Justice Institute of BC, Quest University, and BC Campus

==Facilitators==

'''Sue Hampton''' 
''Educational Consultant, Professional Development'' 
Sue provides design and facilitation services to the UBC teaching and learning community. Sue is involved in program planning and facilitation across various TLPD programs and she leads the Course Design Intensive. She is engaged in supporting TLPD’s integration of diversity and anti-oppressive pedagogy across our programming and has a particular interest in supporting educators who are navigating relationships as allies in social and racial justice initiatives. Sue is currently pursuing a Doctor of Education, and describes her research as a critical exploration of alternative career pathways for PhD students and how they come to “be” in their careers.

'''Janey Lew''' 
''Educational Consultant, Indigenous Initiatives'' 
Janey joined CTLT’s Indigenous Initiatives team in August 2015 and is grateful to work and learn at UBC on the unceded, ancestral territories of the Musqueam people. As Educational Consultant, Indigenous Initiatives, Janey supports faculty engagement and professional development on topics related to intersectional differences, social justice, and critical Indigenous studies in teaching and learning. Janey is an experienced facilitator in a variety of community and educational settings, and holds a PhD in Comparative Ethnic Studies from the University of California, Berkeley. Prior to joining CTLT, Janey taught courses in the Asian American Studies Program at UC Berkeley, the English departments at Capilano University and Douglas College, and the First Nations Studies Programs at SFU and UBC.

'''Amy Perreault''' 
''Strategist, Indigenous Initiatives'' 
Amy is the Strategist, Indigenous Initiatives at the Centre for Teaching, Learning and Technology (CTLT) at the University of British Columbia on the traditional and unceded territory of the Musqueam people. She works with staff, faculty groups, training programs for teaching assistants, new faculty, and administrators, to support the development of a higher standard of professionalism in conducting discussions of Indigenous and other contentious social issues in curricular settings. Amy is a co-developer and researcher for the educational resource What I Learned in Class Today: Aboriginal Issues in the Classroom and manages the development of Indigenous Foundations. Work on these projects, as well as her own experience as an Indigenous student at UBC, clearly identify the complexities and challenges of classroom conversations involving contentious cross-cultural discussions, and in specific discourse around Indigenous curriculum.

'''Erin Yun''' 
''Educational Consultant, Classroom and Campus Climate'' 
Erin is thankful to live, work, and play, on the unceded, ancestral, and traditional land of the Musqueam people. Erin supports and leads UBC teaching and learning community’s professional and capacity development in helping to create a classroom climate that is supportive to teaching and learning. She provides consultation, process design, facilitation, programming and resource development services to faculty, staff and graduate students, focused on difficult conversations related to classroom and campus climate and Indigenous engagement within teaching and learning.

Previous facilitators included '''Jennifer Thomas''' from SFU.

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-12-19T00:13:52Z

JaneyLew: /* Workshop Materials */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

=== Pre-workshop materials ===
Please review the item below and complete by September 24th at NOON.

====ACTIVITY: When Will We Be Ready? ''to be completed before the workshop'' ====
(15 mins to complete)
# REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

=== '''Workshop Agenda''' ===
''Please note that this is a tentative agenda subject to minor changes.''
* Introductions, workshop overview, territory acknowledgement
* Ice-breaker: Where are you from?
* Classroom climate and supporting students (What I Learned in Class Today)
* Motivation and context activity
* What's next? Positionality and place, "Big Ideas," exploring learning resources,
* Wrap-up and formative Feedback
=== '''Workshop Materials''' ===
{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA}}

=== '''Workshop Evaluation''' ===
Formative Feedack for Part 1 - please complete the padlet by October 10

https://padlet.com/janey_lew/sep25_formativefeedback

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

''NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm your registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.''

=== Pre-workshop instructions ===
''Please review the two items below and complete before the workshop on October 23. Bring your notes with you (either digital or hard copy).''

==== 1. The Big Idea ====
'''Objective:''' Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course. '''Tips:''' Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Revise your ideas over the next month! Here is some structure to get you started:
# What is your course about? What are the BIG IDEAS of your course? What are the major concepts you hope students will learn in the course, that will help them in the future? Brainstorming tip: ''Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most valuable thing they learned in your class is X. What do you hope it is?''

# In what ways do you think Indigenous perspectives/approaches might intersect or map onto the BIG IDEAS of your course? Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives/approaches?
# In addition to your course’s Big Ideas, what do you want learners to learn from integrating Indigenous content/approaches into your course? ''Reflect back on YOUR motivation(s) for wanting to integrate Indigenous perspectives (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?''
====2. Learning Resources ====
Spend some time exploring the resource you have been assigned. Reflect on the usefulness of this resource to you and/or your learners. Come to the workshop prepared to discuss the resource with your group. <blockquote>Group A: [https://wiki.ubc.ca/File:Indigenous_Foundations_-_Explore_Activity_(1).docx Indigenous Foundations]</blockquote><blockquote>Group B: [https://wiki.ubc.ca/File:Time_and_Place_-_Explore_Activity.docx Time and Place at UBC] along with [https://wiki.ubc.ca/images/4/49/Our_time_and_place.pdf this handout]</blockquote><blockquote>Group C: [https://wiki.ubc.ca/File:Power_of_a_Name_-_Explore_Activity.docx Power of a Name]</blockquote>If you cannot remember which group you're part of, check the powerpoint from Part I, above (slide 23).
===Workshop Agenda===
* Introductions, agenda, and territory acknowledgement
* Icebreaker
* Positionality and place
* Learning Resources debrief
* Course Design: synthesizing “The Big Idea” with “Motivation & Context”
* Next actions and goal-setting: flash interviews activity
* Looking ahead: Dec 10th "Design Lab"
* Wrap-up, closing, and formative feedback

=== Workshop materials ===
{{#widget:Google Presentation|docid=1L_Wti2PIdtXsSj5jlfLKvIrVcb6Hzu8-LSvHV9Z9gfk}}
*[https://docs.google.com/document/d/1FZcMJd7E2ljNjAQ6YS5BUUcVfgG-QABtTKmSB9hQEgk/edit?usp=sharing Learning Resources discussion and documentation]

*[[Flash Interview|Flash Interview Activity]]

===Workshop Evaluation===
Please provide us with some formative feedback about Part 2 via [https://padlet.com/jigginjoy/8lp1u0w0jiz7 Padlet] by October 31, 2018.


==Part 3: Design Lab==

We will spend the majority of our time in Day 3 in conversation with each other, presenting to each other and providing feedback. You will each have some time to present/share some aspect of your course/project. Please complete the following activities before we meet on December 10th and be prepared to share with your colleagues in the workshop. Facilitators will be in touch with you individually, to follow up on your plans for this session.
=== Pre-workshop instructions===
==== Activity 1: First Day of Class Introduction====
In our last session we discussed ways that positionality and place are connected to and embedded within the classroom climate. We have explored various layers that contribute to a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

'''Objective:''' For this activity we would like you to draft an introduction for your course and for yourself as an instructor that would draw on your learnings. This might include various aspects of the Classroom Climate model that was presented in Part 1, or aspects of Positionality that were discussed in part 2, or both! Ideally, this is your opportunity to practice how you might introduce yourself (situate yourself) and your motivation for integrating Indigenous perspectives/approaches throughout your course to your students.

'''Process:''' To get you started here are some reflective prompts. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction. This introduction will be shared in small groups in our Design Lab session on December 10. Have fun and don't worry--this is an evolving draft and can revised based on feedback, shared ideas and creative sparks that might be flowing during our session.

'''Reflective writing prompts'''
* How do you acknowledge the Indigenous territories/lands that you are learning on? What is your relationship to the lands you are teaching on?
* How has the area/field you are teaching in been informed by assumptions guided by settler colonialism?
* How has the historical/geographical and political context of the institution you are teaching at informed the way you teach? Who is in the classroom?
* How do you identify yourself and how has this informed your educational and professional pathways to the current moment?
* Why did you become passionate about teaching?
* What are you like as a learner?
* What was the ideal learning environment for you when you were an undergraduate/graduate student? Why?
Resources on Territory Acknowledgements: http://indigenousinitiatives.ctlt.ubc.ca/2016/09/26/classroom-climate-series-territory-acknowledgment

Additional resources: http://indigenousinitiatives.ctlt.ubc.ca/2016/11/07/resources-for-bridging-the-knowledge-gap-and-engaging-with-trc-calls-to-action

[[Documentation:Inclusive Teaching/Land Acknowledgements in Teaching and Learning]]

==== Activity 2: Prepare to share/present ====
At the end of Part 2, we did an activity called "Flash Interviews." You may want to refer to the notes taken during that activity to guide you forward.
# GOAL-SETTING: Review your brainstorming from the Flash Interviews activity. Select one idea you would like to focus moving forward with to integrate Indigenous perspectives and knowledges in your course or learning project. Set an achieveable goal for yourself. Prepare to share out your goal and the plans/steps you envision taking to achieve this goal.
# EXPLORE: Are you ready to present some aspect of your course design or project with the group (such as syllabus, lesson plan, etc.)? This might be something you have done in the past or something new you are exploring. Or perhaps you want to try out an activity with the group, in preparation for your course. This is a great opportunity to try out something new! Please let facilitators know in advance how much time you'll need to share or facilitate an activity.
# REFLECT: Reflect on the challenges and key learning that you experience in implementing and iterating. You could embed some of these learnings into your sharing/presentation.

=== Workshop Agenda ===
* Welcome, agenda, ice-breaker
* Review: Where are we now?
* Shareback: Land acknowledgements and Positionality exercise
* Presentations and feedback
* World Cafe - "Really Good Questions"
* Wrap-up, Closing, and Summative Feedback

=== Workshop Materials ===
{{#widget:Google Presentation|docid=1GG2_XyrgDYUq6qkSMuJkDjLQ9-w5fZccx_WoqWH5roQ}}
* [https://drive.google.com/drive/folders/1t3lk8sBFxfeOodyGn-D_VuPhsHiMQ-Qg?usp=sharing World Cafe discussion flip charts]

=== Workshop Evaluation ===
Please complete the [https://ubc.ca1.qualtrics.com/jfe/form/SV_czEJR2fiHeNVEk5 summative feedback survey] by January 8, 2019, 4PM.

<code>
==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.<code>--></code>

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-12-19T00:13:00Z

JaneyLew: /* Workshop Evaluation */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

=== Pre-workshop materials ===
Please review the item below and complete by September 24th at NOON.

====ACTIVITY: When Will We Be Ready? ''to be completed before the workshop'' ====
(15 mins to complete)
# REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

=== '''Workshop Agenda''' ===
''Please note that this is a tentative agenda subject to minor changes.''
* Introductions, workshop overview, territory acknowledgement
* Ice-breaker: Where are you from?
* Classroom climate and supporting students (What I Learned in Class Today)
* Motivation and context activity
* What's next? Positionality and place, "Big Ideas," exploring learning resources,
* Wrap-up and formative Feedback
=== '''Workshop Materials''' ===
{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA}}

=== '''Workshop Evaluation''' ===
Formative Feedack for Part 1 - please complete the padlet by October 10

https://padlet.com/janey_lew/sep25_formativefeedback

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

''NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm your registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.''

=== Pre-workshop instructions ===
''Please review the two items below and complete before the workshop on October 23. Bring your notes with you (either digital or hard copy).''

==== 1. The Big Idea ====
'''Objective:''' Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course. '''Tips:''' Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Revise your ideas over the next month! Here is some structure to get you started:
# What is your course about? What are the BIG IDEAS of your course? What are the major concepts you hope students will learn in the course, that will help them in the future? Brainstorming tip: ''Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most valuable thing they learned in your class is X. What do you hope it is?''

# In what ways do you think Indigenous perspectives/approaches might intersect or map onto the BIG IDEAS of your course? Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives/approaches?
# In addition to your course’s Big Ideas, what do you want learners to learn from integrating Indigenous content/approaches into your course? ''Reflect back on YOUR motivation(s) for wanting to integrate Indigenous perspectives (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?''
====2. Learning Resources ====
Spend some time exploring the resource you have been assigned. Reflect on the usefulness of this resource to you and/or your learners. Come to the workshop prepared to discuss the resource with your group. <blockquote>Group A: [https://wiki.ubc.ca/File:Indigenous_Foundations_-_Explore_Activity_(1).docx Indigenous Foundations]</blockquote><blockquote>Group B: [https://wiki.ubc.ca/File:Time_and_Place_-_Explore_Activity.docx Time and Place at UBC] along with [https://wiki.ubc.ca/images/4/49/Our_time_and_place.pdf this handout]</blockquote><blockquote>Group C: [https://wiki.ubc.ca/File:Power_of_a_Name_-_Explore_Activity.docx Power of a Name]</blockquote>If you cannot remember which group you're part of, check the powerpoint from Part I, above (slide 23).
===Workshop Agenda===
* Introductions, agenda, and territory acknowledgement
* Icebreaker
* Positionality and place
* Learning Resources debrief
* Course Design: synthesizing “The Big Idea” with “Motivation & Context”
* Next actions and goal-setting: flash interviews activity
* Looking ahead: Dec 10th "Design Lab"
* Wrap-up, closing, and formative feedback

=== Workshop materials ===
{{#widget:Google Presentation|docid=1L_Wti2PIdtXsSj5jlfLKvIrVcb6Hzu8-LSvHV9Z9gfk}}
*[https://docs.google.com/document/d/1FZcMJd7E2ljNjAQ6YS5BUUcVfgG-QABtTKmSB9hQEgk/edit?usp=sharing Learning Resources discussion and documentation]

*[[Flash Interview|Flash Interview Activity]]

===Workshop Evaluation===
Please provide us with some formative feedback about Part 2 via [https://padlet.com/jigginjoy/8lp1u0w0jiz7 Padlet] by October 31, 2018.


==Part 3: Design Lab==

We will spend the majority of our time in Day 3 in conversation with each other, presenting to each other and providing feedback. You will each have some time to present/share some aspect of your course/project. Please complete the following activities before we meet on December 10th and be prepared to share with your colleagues in the workshop. Facilitators will be in touch with you individually, to follow up on your plans for this session.
=== Pre-workshop instructions===
==== Activity 1: First Day of Class Introduction====
In our last session we discussed ways that positionality and place are connected to and embedded within the classroom climate. We have explored various layers that contribute to a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

'''Objective:''' For this activity we would like you to draft an introduction for your course and for yourself as an instructor that would draw on your learnings. This might include various aspects of the Classroom Climate model that was presented in Part 1, or aspects of Positionality that were discussed in part 2, or both! Ideally, this is your opportunity to practice how you might introduce yourself (situate yourself) and your motivation for integrating Indigenous perspectives/approaches throughout your course to your students.

'''Process:''' To get you started here are some reflective prompts. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction. This introduction will be shared in small groups in our Design Lab session on December 10. Have fun and don't worry--this is an evolving draft and can revised based on feedback, shared ideas and creative sparks that might be flowing during our session.

'''Reflective writing prompts'''
* How do you acknowledge the Indigenous territories/lands that you are learning on? What is your relationship to the lands you are teaching on?
* How has the area/field you are teaching in been informed by assumptions guided by settler colonialism?
* How has the historical/geographical and political context of the institution you are teaching at informed the way you teach? Who is in the classroom?
* How do you identify yourself and how has this informed your educational and professional pathways to the current moment?
* Why did you become passionate about teaching?
* What are you like as a learner?
* What was the ideal learning environment for you when you were an undergraduate/graduate student? Why?
Resources on Territory Acknowledgements: http://indigenousinitiatives.ctlt.ubc.ca/2016/09/26/classroom-climate-series-territory-acknowledgment

Additional resources: http://indigenousinitiatives.ctlt.ubc.ca/2016/11/07/resources-for-bridging-the-knowledge-gap-and-engaging-with-trc-calls-to-action

[[Documentation:Inclusive Teaching/Land Acknowledgements in Teaching and Learning]]

==== Activity 2: Prepare to share/present ====
At the end of Part 2, we did an activity called "Flash Interviews." You may want to refer to the notes taken during that activity to guide you forward.
# GOAL-SETTING: Review your brainstorming from the Flash Interviews activity. Select one idea you would like to focus moving forward with to integrate Indigenous perspectives and knowledges in your course or learning project. Set an achieveable goal for yourself. Prepare to share out your goal and the plans/steps you envision taking to achieve this goal.
# EXPLORE: Are you ready to present some aspect of your course design or project with the group (such as syllabus, lesson plan, etc.)? This might be something you have done in the past or something new you are exploring. Or perhaps you want to try out an activity with the group, in preparation for your course. This is a great opportunity to try out something new! Please let facilitators know in advance how much time you'll need to share or facilitate an activity.
# REFLECT: Reflect on the challenges and key learning that you experience in implementing and iterating. You could embed some of these learnings into your sharing/presentation.

=== Workshop Agenda ===
* Welcome, agenda, ice-breaker
* Review: Where are we now?
* Shareback: Land acknowledgements and Positionality exercise
* Presentations and feedback
* World Cafe - "Really Good Questions"
* Wrap-up, Closing, and Summative Feedback

=== Workshop Materials ===
{{#widget:Google Presentation|docid=1GG2_XyrgDYUq6qkSMuJkDjLQ9-w5fZccx_WoqWH5roQ}}

=== Workshop Evaluation ===
Please complete the [https://ubc.ca1.qualtrics.com/jfe/form/SV_czEJR2fiHeNVEk5 summative feedback survey] by January 8, 2019, 4PM.

<code>
==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.<code>--></code>

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-12-19T00:12:40Z

JaneyLew: /* Workshop Evaluation */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

=== Pre-workshop materials ===
Please review the item below and complete by September 24th at NOON.

====ACTIVITY: When Will We Be Ready? ''to be completed before the workshop'' ====
(15 mins to complete)
# REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

=== '''Workshop Agenda''' ===
''Please note that this is a tentative agenda subject to minor changes.''
* Introductions, workshop overview, territory acknowledgement
* Ice-breaker: Where are you from?
* Classroom climate and supporting students (What I Learned in Class Today)
* Motivation and context activity
* What's next? Positionality and place, "Big Ideas," exploring learning resources,
* Wrap-up and formative Feedback
=== '''Workshop Materials''' ===
{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA}}

=== '''Workshop Evaluation''' ===
Formative Feedack for Part 1 - please complete the padlet by October 10

https://padlet.com/janey_lew/sep25_formativefeedback

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

''NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm your registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.''

=== Pre-workshop instructions ===
''Please review the two items below and complete before the workshop on October 23. Bring your notes with you (either digital or hard copy).''

==== 1. The Big Idea ====
'''Objective:''' Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course. '''Tips:''' Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Revise your ideas over the next month! Here is some structure to get you started:
# What is your course about? What are the BIG IDEAS of your course? What are the major concepts you hope students will learn in the course, that will help them in the future? Brainstorming tip: ''Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most valuable thing they learned in your class is X. What do you hope it is?''

# In what ways do you think Indigenous perspectives/approaches might intersect or map onto the BIG IDEAS of your course? Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives/approaches?
# In addition to your course’s Big Ideas, what do you want learners to learn from integrating Indigenous content/approaches into your course? ''Reflect back on YOUR motivation(s) for wanting to integrate Indigenous perspectives (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?''
====2. Learning Resources ====
Spend some time exploring the resource you have been assigned. Reflect on the usefulness of this resource to you and/or your learners. Come to the workshop prepared to discuss the resource with your group. <blockquote>Group A: [https://wiki.ubc.ca/File:Indigenous_Foundations_-_Explore_Activity_(1).docx Indigenous Foundations]</blockquote><blockquote>Group B: [https://wiki.ubc.ca/File:Time_and_Place_-_Explore_Activity.docx Time and Place at UBC] along with [https://wiki.ubc.ca/images/4/49/Our_time_and_place.pdf this handout]</blockquote><blockquote>Group C: [https://wiki.ubc.ca/File:Power_of_a_Name_-_Explore_Activity.docx Power of a Name]</blockquote>If you cannot remember which group you're part of, check the powerpoint from Part I, above (slide 23).
===Workshop Agenda===
* Introductions, agenda, and territory acknowledgement
* Icebreaker
* Positionality and place
* Learning Resources debrief
* Course Design: synthesizing “The Big Idea” with “Motivation & Context”
* Next actions and goal-setting: flash interviews activity
* Looking ahead: Dec 10th "Design Lab"
* Wrap-up, closing, and formative feedback

=== Workshop materials ===
{{#widget:Google Presentation|docid=1L_Wti2PIdtXsSj5jlfLKvIrVcb6Hzu8-LSvHV9Z9gfk}}
*[https://docs.google.com/document/d/1FZcMJd7E2ljNjAQ6YS5BUUcVfgG-QABtTKmSB9hQEgk/edit?usp=sharing Learning Resources discussion and documentation]

*[[Flash Interview|Flash Interview Activity]]

===Workshop Evaluation===
Please provide us with some formative feedback about Part 2 via [https://padlet.com/jigginjoy/8lp1u0w0jiz7 Padlet] by October 31, 2018.


==Part 3: Design Lab==

We will spend the majority of our time in Day 3 in conversation with each other, presenting to each other and providing feedback. You will each have some time to present/share some aspect of your course/project. Please complete the following activities before we meet on December 10th and be prepared to share with your colleagues in the workshop. Facilitators will be in touch with you individually, to follow up on your plans for this session.
=== Pre-workshop instructions===
==== Activity 1: First Day of Class Introduction====
In our last session we discussed ways that positionality and place are connected to and embedded within the classroom climate. We have explored various layers that contribute to a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

'''Objective:''' For this activity we would like you to draft an introduction for your course and for yourself as an instructor that would draw on your learnings. This might include various aspects of the Classroom Climate model that was presented in Part 1, or aspects of Positionality that were discussed in part 2, or both! Ideally, this is your opportunity to practice how you might introduce yourself (situate yourself) and your motivation for integrating Indigenous perspectives/approaches throughout your course to your students.

'''Process:''' To get you started here are some reflective prompts. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction. This introduction will be shared in small groups in our Design Lab session on December 10. Have fun and don't worry--this is an evolving draft and can revised based on feedback, shared ideas and creative sparks that might be flowing during our session.

'''Reflective writing prompts'''
* How do you acknowledge the Indigenous territories/lands that you are learning on? What is your relationship to the lands you are teaching on?
* How has the area/field you are teaching in been informed by assumptions guided by settler colonialism?
* How has the historical/geographical and political context of the institution you are teaching at informed the way you teach? Who is in the classroom?
* How do you identify yourself and how has this informed your educational and professional pathways to the current moment?
* Why did you become passionate about teaching?
* What are you like as a learner?
* What was the ideal learning environment for you when you were an undergraduate/graduate student? Why?
Resources on Territory Acknowledgements: http://indigenousinitiatives.ctlt.ubc.ca/2016/09/26/classroom-climate-series-territory-acknowledgment

Additional resources: http://indigenousinitiatives.ctlt.ubc.ca/2016/11/07/resources-for-bridging-the-knowledge-gap-and-engaging-with-trc-calls-to-action

[[Documentation:Inclusive Teaching/Land Acknowledgements in Teaching and Learning]]

==== Activity 2: Prepare to share/present ====
At the end of Part 2, we did an activity called "Flash Interviews." You may want to refer to the notes taken during that activity to guide you forward.
# GOAL-SETTING: Review your brainstorming from the Flash Interviews activity. Select one idea you would like to focus moving forward with to integrate Indigenous perspectives and knowledges in your course or learning project. Set an achieveable goal for yourself. Prepare to share out your goal and the plans/steps you envision taking to achieve this goal.
# EXPLORE: Are you ready to present some aspect of your course design or project with the group (such as syllabus, lesson plan, etc.)? This might be something you have done in the past or something new you are exploring. Or perhaps you want to try out an activity with the group, in preparation for your course. This is a great opportunity to try out something new! Please let facilitators know in advance how much time you'll need to share or facilitate an activity.
# REFLECT: Reflect on the challenges and key learning that you experience in implementing and iterating. You could embed some of these learnings into your sharing/presentation.

=== Workshop Agenda ===
* Welcome, agenda, ice-breaker
* Review: Where are we now?
* Shareback: Land acknowledgements and Positionality exercise
* Presentations and feedback
* World Cafe - "Really Good Questions"
* Wrap-up, Closing, and Summative Feedback

=== Workshop Materials ===
{{#widget:Google Presentation|docid=1GG2_XyrgDYUq6qkSMuJkDjLQ9-w5fZccx_WoqWH5roQ}}

=== Workshop Evaluation ===
Please complete the [https://ubc.ca1.qualtrics.com/jfe/form/SV_czEJR2fiHeNVEk5 summative feedback survey] by January 8, 2019, 4PM:

<code>
==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.<code>--></code>

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-12-19T00:08:44Z

JaneyLew: /* Workshop Materials */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

=== Pre-workshop materials ===
Please review the item below and complete by September 24th at NOON.

====ACTIVITY: When Will We Be Ready? ''to be completed before the workshop'' ====
(15 mins to complete)
# REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

=== '''Workshop Agenda''' ===
''Please note that this is a tentative agenda subject to minor changes.''
* Introductions, workshop overview, territory acknowledgement
* Ice-breaker: Where are you from?
* Classroom climate and supporting students (What I Learned in Class Today)
* Motivation and context activity
* What's next? Positionality and place, "Big Ideas," exploring learning resources,
* Wrap-up and formative Feedback
=== '''Workshop Materials''' ===
{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA}}

=== '''Workshop Evaluation''' ===
Formative Feedack for Part 1 - please complete the padlet by October 10

https://padlet.com/janey_lew/sep25_formativefeedback

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

''NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm your registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.''

=== Pre-workshop instructions ===
''Please review the two items below and complete before the workshop on October 23. Bring your notes with you (either digital or hard copy).''

==== 1. The Big Idea ====
'''Objective:''' Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course. '''Tips:''' Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Revise your ideas over the next month! Here is some structure to get you started:
# What is your course about? What are the BIG IDEAS of your course? What are the major concepts you hope students will learn in the course, that will help them in the future? Brainstorming tip: ''Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most valuable thing they learned in your class is X. What do you hope it is?''

# In what ways do you think Indigenous perspectives/approaches might intersect or map onto the BIG IDEAS of your course? Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives/approaches?
# In addition to your course’s Big Ideas, what do you want learners to learn from integrating Indigenous content/approaches into your course? ''Reflect back on YOUR motivation(s) for wanting to integrate Indigenous perspectives (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?''
====2. Learning Resources ====
Spend some time exploring the resource you have been assigned. Reflect on the usefulness of this resource to you and/or your learners. Come to the workshop prepared to discuss the resource with your group. <blockquote>Group A: [https://wiki.ubc.ca/File:Indigenous_Foundations_-_Explore_Activity_(1).docx Indigenous Foundations]</blockquote><blockquote>Group B: [https://wiki.ubc.ca/File:Time_and_Place_-_Explore_Activity.docx Time and Place at UBC] along with [https://wiki.ubc.ca/images/4/49/Our_time_and_place.pdf this handout]</blockquote><blockquote>Group C: [https://wiki.ubc.ca/File:Power_of_a_Name_-_Explore_Activity.docx Power of a Name]</blockquote>If you cannot remember which group you're part of, check the powerpoint from Part I, above (slide 23).
===Workshop Agenda===
* Introductions, agenda, and territory acknowledgement
* Icebreaker
* Positionality and place
* Learning Resources debrief
* Course Design: synthesizing “The Big Idea” with “Motivation & Context”
* Next actions and goal-setting: flash interviews activity
* Looking ahead: Dec 10th "Design Lab"
* Wrap-up, closing, and formative feedback

=== Workshop materials ===
{{#widget:Google Presentation|docid=1L_Wti2PIdtXsSj5jlfLKvIrVcb6Hzu8-LSvHV9Z9gfk}}
*[https://docs.google.com/document/d/1FZcMJd7E2ljNjAQ6YS5BUUcVfgG-QABtTKmSB9hQEgk/edit?usp=sharing Learning Resources discussion and documentation]

*[[Flash Interview|Flash Interview Activity]]

===Workshop Evaluation===
Please provide us with some formative feedback about Part 2 via [https://padlet.com/jigginjoy/8lp1u0w0jiz7 Padlet] by October 31, 2018.


==Part 3: Design Lab==

We will spend the majority of our time in Day 3 in conversation with each other, presenting to each other and providing feedback. You will each have some time to present/share some aspect of your course/project. Please complete the following activities before we meet on December 10th and be prepared to share with your colleagues in the workshop. Facilitators will be in touch with you individually, to follow up on your plans for this session.
=== Pre-workshop instructions===
==== Activity 1: First Day of Class Introduction====
In our last session we discussed ways that positionality and place are connected to and embedded within the classroom climate. We have explored various layers that contribute to a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

'''Objective:''' For this activity we would like you to draft an introduction for your course and for yourself as an instructor that would draw on your learnings. This might include various aspects of the Classroom Climate model that was presented in Part 1, or aspects of Positionality that were discussed in part 2, or both! Ideally, this is your opportunity to practice how you might introduce yourself (situate yourself) and your motivation for integrating Indigenous perspectives/approaches throughout your course to your students.

'''Process:''' To get you started here are some reflective prompts. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction. This introduction will be shared in small groups in our Design Lab session on December 10. Have fun and don't worry--this is an evolving draft and can revised based on feedback, shared ideas and creative sparks that might be flowing during our session.

'''Reflective writing prompts'''
* How do you acknowledge the Indigenous territories/lands that you are learning on? What is your relationship to the lands you are teaching on?
* How has the area/field you are teaching in been informed by assumptions guided by settler colonialism?
* How has the historical/geographical and political context of the institution you are teaching at informed the way you teach? Who is in the classroom?
* How do you identify yourself and how has this informed your educational and professional pathways to the current moment?
* Why did you become passionate about teaching?
* What are you like as a learner?
* What was the ideal learning environment for you when you were an undergraduate/graduate student? Why?
Resources on Territory Acknowledgements: http://indigenousinitiatives.ctlt.ubc.ca/2016/09/26/classroom-climate-series-territory-acknowledgment

Additional resources: http://indigenousinitiatives.ctlt.ubc.ca/2016/11/07/resources-for-bridging-the-knowledge-gap-and-engaging-with-trc-calls-to-action

[[Documentation:Inclusive Teaching/Land Acknowledgements in Teaching and Learning]]

==== Activity 2: Prepare to share/present ====
At the end of Part 2, we did an activity called "Flash Interviews." You may want to refer to the notes taken during that activity to guide you forward.
# GOAL-SETTING: Review your brainstorming from the Flash Interviews activity. Select one idea you would like to focus moving forward with to integrate Indigenous perspectives and knowledges in your course or learning project. Set an achieveable goal for yourself. Prepare to share out your goal and the plans/steps you envision taking to achieve this goal.
# EXPLORE: Are you ready to present some aspect of your course design or project with the group (such as syllabus, lesson plan, etc.)? This might be something you have done in the past or something new you are exploring. Or perhaps you want to try out an activity with the group, in preparation for your course. This is a great opportunity to try out something new! Please let facilitators know in advance how much time you'll need to share or facilitate an activity.
# REFLECT: Reflect on the challenges and key learning that you experience in implementing and iterating. You could embed some of these learnings into your sharing/presentation.

=== Workshop Agenda ===
* Welcome, agenda, ice-breaker
* Review: Where are we now?
* Shareback: Land acknowledgements and Positionality exercise
* Presentations and feedback
* World Cafe - "Really Good Questions"
* Wrap-up, Closing, and Summative Feedback

=== Workshop Materials ===
{{#widget:Google Presentation|docid=1GG2_XyrgDYUq6qkSMuJkDjLQ9-w5fZccx_WoqWH5roQ}}

=== Workshop Evaluation ===
Please complete the summative feedback survey by January 8, 2019, 4PM:

<nowiki>https://ubc.ca1.qualtrics.com/jfe/form/SV_czEJR2fiHeNVEk5</nowiki><code>

==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.<code>--></code>

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-12-19T00:07:24Z

JaneyLew: /* Part 3: Design Lab */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

=== Pre-workshop materials ===
Please review the item below and complete by September 24th at NOON.

====ACTIVITY: When Will We Be Ready? ''to be completed before the workshop'' ====
(15 mins to complete)
# REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

=== '''Workshop Agenda''' ===
''Please note that this is a tentative agenda subject to minor changes.''
* Introductions, workshop overview, territory acknowledgement
* Ice-breaker: Where are you from?
* Classroom climate and supporting students (What I Learned in Class Today)
* Motivation and context activity
* What's next? Positionality and place, "Big Ideas," exploring learning resources,
* Wrap-up and formative Feedback
=== '''Workshop Materials''' ===
{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA}}

=== '''Workshop Evaluation''' ===
Formative Feedack for Part 1 - please complete the padlet by October 10

https://padlet.com/janey_lew/sep25_formativefeedback

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

''NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm your registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.''

=== Pre-workshop instructions ===
''Please review the two items below and complete before the workshop on October 23. Bring your notes with you (either digital or hard copy).''

==== 1. The Big Idea ====
'''Objective:''' Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course. '''Tips:''' Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Revise your ideas over the next month! Here is some structure to get you started:
# What is your course about? What are the BIG IDEAS of your course? What are the major concepts you hope students will learn in the course, that will help them in the future? Brainstorming tip: ''Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most valuable thing they learned in your class is X. What do you hope it is?''

# In what ways do you think Indigenous perspectives/approaches might intersect or map onto the BIG IDEAS of your course? Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives/approaches?
# In addition to your course’s Big Ideas, what do you want learners to learn from integrating Indigenous content/approaches into your course? ''Reflect back on YOUR motivation(s) for wanting to integrate Indigenous perspectives (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?''
====2. Learning Resources ====
Spend some time exploring the resource you have been assigned. Reflect on the usefulness of this resource to you and/or your learners. Come to the workshop prepared to discuss the resource with your group. <blockquote>Group A: [https://wiki.ubc.ca/File:Indigenous_Foundations_-_Explore_Activity_(1).docx Indigenous Foundations]</blockquote><blockquote>Group B: [https://wiki.ubc.ca/File:Time_and_Place_-_Explore_Activity.docx Time and Place at UBC] along with [https://wiki.ubc.ca/images/4/49/Our_time_and_place.pdf this handout]</blockquote><blockquote>Group C: [https://wiki.ubc.ca/File:Power_of_a_Name_-_Explore_Activity.docx Power of a Name]</blockquote>If you cannot remember which group you're part of, check the powerpoint from Part I, above (slide 23).
===Workshop Agenda===
* Introductions, agenda, and territory acknowledgement
* Icebreaker
* Positionality and place
* Learning Resources debrief
* Course Design: synthesizing “The Big Idea” with “Motivation & Context”
* Next actions and goal-setting: flash interviews activity
* Looking ahead: Dec 10th "Design Lab"
* Wrap-up, closing, and formative feedback

=== Workshop materials ===
{{#widget:Google Presentation|docid=1L_Wti2PIdtXsSj5jlfLKvIrVcb6Hzu8-LSvHV9Z9gfk}}
*[https://docs.google.com/document/d/1FZcMJd7E2ljNjAQ6YS5BUUcVfgG-QABtTKmSB9hQEgk/edit?usp=sharing Learning Resources discussion and documentation]

*[[Flash Interview|Flash Interview Activity]]

===Workshop Evaluation===
Please provide us with some formative feedback about Part 2 via [https://padlet.com/jigginjoy/8lp1u0w0jiz7 Padlet] by October 31, 2018.


==Part 3: Design Lab==

We will spend the majority of our time in Day 3 in conversation with each other, presenting to each other and providing feedback. You will each have some time to present/share some aspect of your course/project. Please complete the following activities before we meet on December 10th and be prepared to share with your colleagues in the workshop. Facilitators will be in touch with you individually, to follow up on your plans for this session.
=== Pre-workshop instructions===
==== Activity 1: First Day of Class Introduction====
In our last session we discussed ways that positionality and place are connected to and embedded within the classroom climate. We have explored various layers that contribute to a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

'''Objective:''' For this activity we would like you to draft an introduction for your course and for yourself as an instructor that would draw on your learnings. This might include various aspects of the Classroom Climate model that was presented in Part 1, or aspects of Positionality that were discussed in part 2, or both! Ideally, this is your opportunity to practice how you might introduce yourself (situate yourself) and your motivation for integrating Indigenous perspectives/approaches throughout your course to your students.

'''Process:''' To get you started here are some reflective prompts. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction. This introduction will be shared in small groups in our Design Lab session on December 10. Have fun and don't worry--this is an evolving draft and can revised based on feedback, shared ideas and creative sparks that might be flowing during our session.

'''Reflective writing prompts'''
* How do you acknowledge the Indigenous territories/lands that you are learning on? What is your relationship to the lands you are teaching on?
* How has the area/field you are teaching in been informed by assumptions guided by settler colonialism?
* How has the historical/geographical and political context of the institution you are teaching at informed the way you teach? Who is in the classroom?
* How do you identify yourself and how has this informed your educational and professional pathways to the current moment?
* Why did you become passionate about teaching?
* What are you like as a learner?
* What was the ideal learning environment for you when you were an undergraduate/graduate student? Why?
Resources on Territory Acknowledgements: http://indigenousinitiatives.ctlt.ubc.ca/2016/09/26/classroom-climate-series-territory-acknowledgment

Additional resources: http://indigenousinitiatives.ctlt.ubc.ca/2016/11/07/resources-for-bridging-the-knowledge-gap-and-engaging-with-trc-calls-to-action

[[Documentation:Inclusive Teaching/Land Acknowledgements in Teaching and Learning]]

==== Activity 2: Prepare to share/present ====
At the end of Part 2, we did an activity called "Flash Interviews." You may want to refer to the notes taken during that activity to guide you forward.
# GOAL-SETTING: Review your brainstorming from the Flash Interviews activity. Select one idea you would like to focus moving forward with to integrate Indigenous perspectives and knowledges in your course or learning project. Set an achieveable goal for yourself. Prepare to share out your goal and the plans/steps you envision taking to achieve this goal.
# EXPLORE: Are you ready to present some aspect of your course design or project with the group (such as syllabus, lesson plan, etc.)? This might be something you have done in the past or something new you are exploring. Or perhaps you want to try out an activity with the group, in preparation for your course. This is a great opportunity to try out something new! Please let facilitators know in advance how much time you'll need to share or facilitate an activity.
# REFLECT: Reflect on the challenges and key learning that you experience in implementing and iterating. You could embed some of these learnings into your sharing/presentation.

=== Workshop Agenda ===
* Welcome, agenda, ice-breaker
* Review: Where are we now?
* Shareback: Land acknowledgements and Positionality exercise
* Presentations and feedback
* World Cafe - "Really Good Questions"
* Wrap-up, Closing, and Summative Feedback

=== Workshop Materials ===
{{#widget:Google Presentation|docid=1GG2_XyrgDYUq6qkSMuJkDjLQ9-w5fZccx_WoqWH5roQ}}

<code>

==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.<code>--></code>

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-12-19T00:06:43Z

JaneyLew: /* Part 3: Design Lab */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

=== Pre-workshop materials ===
Please review the item below and complete by September 24th at NOON.

====ACTIVITY: When Will We Be Ready? ''to be completed before the workshop'' ====
(15 mins to complete)
# REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

=== '''Workshop Agenda''' ===
''Please note that this is a tentative agenda subject to minor changes.''
* Introductions, workshop overview, territory acknowledgement
* Ice-breaker: Where are you from?
* Classroom climate and supporting students (What I Learned in Class Today)
* Motivation and context activity
* What's next? Positionality and place, "Big Ideas," exploring learning resources,
* Wrap-up and formative Feedback
=== '''Workshop Materials''' ===
{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA}}

=== '''Workshop Evaluation''' ===
Formative Feedack for Part 1 - please complete the padlet by October 10

https://padlet.com/janey_lew/sep25_formativefeedback

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

''NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm your registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.''

=== Pre-workshop instructions ===
''Please review the two items below and complete before the workshop on October 23. Bring your notes with you (either digital or hard copy).''

==== 1. The Big Idea ====
'''Objective:''' Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course. '''Tips:''' Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Revise your ideas over the next month! Here is some structure to get you started:
# What is your course about? What are the BIG IDEAS of your course? What are the major concepts you hope students will learn in the course, that will help them in the future? Brainstorming tip: ''Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most valuable thing they learned in your class is X. What do you hope it is?''

# In what ways do you think Indigenous perspectives/approaches might intersect or map onto the BIG IDEAS of your course? Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives/approaches?
# In addition to your course’s Big Ideas, what do you want learners to learn from integrating Indigenous content/approaches into your course? ''Reflect back on YOUR motivation(s) for wanting to integrate Indigenous perspectives (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?''
====2. Learning Resources ====
Spend some time exploring the resource you have been assigned. Reflect on the usefulness of this resource to you and/or your learners. Come to the workshop prepared to discuss the resource with your group. <blockquote>Group A: [https://wiki.ubc.ca/File:Indigenous_Foundations_-_Explore_Activity_(1).docx Indigenous Foundations]</blockquote><blockquote>Group B: [https://wiki.ubc.ca/File:Time_and_Place_-_Explore_Activity.docx Time and Place at UBC] along with [https://wiki.ubc.ca/images/4/49/Our_time_and_place.pdf this handout]</blockquote><blockquote>Group C: [https://wiki.ubc.ca/File:Power_of_a_Name_-_Explore_Activity.docx Power of a Name]</blockquote>If you cannot remember which group you're part of, check the powerpoint from Part I, above (slide 23).
===Workshop Agenda===
* Introductions, agenda, and territory acknowledgement
* Icebreaker
* Positionality and place
* Learning Resources debrief
* Course Design: synthesizing “The Big Idea” with “Motivation & Context”
* Next actions and goal-setting: flash interviews activity
* Looking ahead: Dec 10th "Design Lab"
* Wrap-up, closing, and formative feedback

=== Workshop materials ===
{{#widget:Google Presentation|docid=1L_Wti2PIdtXsSj5jlfLKvIrVcb6Hzu8-LSvHV9Z9gfk}}
*[https://docs.google.com/document/d/1FZcMJd7E2ljNjAQ6YS5BUUcVfgG-QABtTKmSB9hQEgk/edit?usp=sharing Learning Resources discussion and documentation]

*[[Flash Interview|Flash Interview Activity]]

===Workshop Evaluation===
Please provide us with some formative feedback about Part 2 via [https://padlet.com/jigginjoy/8lp1u0w0jiz7 Padlet] by October 31, 2018.


==Part 3: Design Lab==

We will spend the majority of our time in Day 3 in conversation with each other, presenting to each other and providing feedback. You will each have some time to present/share some aspect of your course/project. Please complete the following activities before we meet on December 10th and be prepared to share with your colleagues in the workshop. Facilitators will be in touch with you individually, to follow up on your plans for this session.
=== Pre-workshop instructions ======= Activity 1: First Day of Class Introduction ====
In our last session we discussed ways that positionality and place are connected to and embedded within the classroom climate. We have explored various layers that contribute to a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

'''Objective:''' For this activity we would like you to draft an introduction for your course and for yourself as an instructor that would draw on your learnings. This might include various aspects of the Classroom Climate model that was presented in Part 1, or aspects of Positionality that were discussed in part 2, or both! Ideally, this is your opportunity to practice how you might introduce yourself (situate yourself) and your motivation for integrating Indigenous perspectives/approaches throughout your course to your students.

'''Process:''' To get you started here are some reflective prompts. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction. This introduction will be shared in small groups in our Design Lab session on December 10. Have fun and don't worry--this is an evolving draft and can revised based on feedback, shared ideas and creative sparks that might be flowing during our session.

'''Reflective writing prompts'''
* How do you acknowledge the Indigenous territories/lands that you are learning on? What is your relationship to the lands you are teaching on?
* How has the area/field you are teaching in been informed by assumptions guided by settler colonialism?
* How has the historical/geographical and political context of the institution you are teaching at informed the way you teach? Who is in the classroom?
* How do you identify yourself and how has this informed your educational and professional pathways to the current moment?
* Why did you become passionate about teaching?
* What are you like as a learner?
* What was the ideal learning environment for you when you were an undergraduate/graduate student? Why?
Resources on Territory Acknowledgements: http://indigenousinitiatives.ctlt.ubc.ca/2016/09/26/classroom-climate-series-territory-acknowledgment

Additional resources: http://indigenousinitiatives.ctlt.ubc.ca/2016/11/07/resources-for-bridging-the-knowledge-gap-and-engaging-with-trc-calls-to-action

[[Documentation:Inclusive Teaching/Land Acknowledgements in Teaching and Learning]]

==== Activity 2: Prepare to share/present ====
At the end of Part 2, we did an activity called "Flash Interviews." You may want to refer to the notes taken during that activity to guide you forward.
# GOAL-SETTING: Review your brainstorming from the Flash Interviews activity. Select one idea you would like to focus moving forward with to integrate Indigenous perspectives and knowledges in your course or learning project. Set an achieveable goal for yourself. Prepare to share out your goal and the plans/steps you envision taking to achieve this goal.
# EXPLORE: Are you ready to present some aspect of your course design or project with the group (such as syllabus, lesson plan, etc.)? This might be something you have done in the past or something new you are exploring. Or perhaps you want to try out an activity with the group, in preparation for your course. This is a great opportunity to try out something new! Please let facilitators know in advance how much time you'll need to share or facilitate an activity.
# REFLECT: Reflect on the challenges and key learning that you experience in implementing and iterating. You could embed some of these learnings into your sharing/presentation.

=== Workshop Agenda ===
* Welcome, agenda, ice-breaker
* Review: Where are we now?
* Shareback: Land acknowledgements and Positionality exercise
* Presentations and feedback
* World Cafe - "Really Good Questions"
* Wrap-up, Closing, and Summative Feedback

=== Workshop Materials ===
{{#widget:Google Presentation|docid=1GG2_XyrgDYUq6qkSMuJkDjLQ9-w5fZccx_WoqWH5roQ}}

<code>

==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.<code>--></code>

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-12-19T00:05:29Z

JaneyLew: /* Part 3: Design Lab */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

=== Pre-workshop materials ===
Please review the item below and complete by September 24th at NOON.

====ACTIVITY: When Will We Be Ready? ''to be completed before the workshop'' ====
(15 mins to complete)
# REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

=== '''Workshop Agenda''' ===
''Please note that this is a tentative agenda subject to minor changes.''
* Introductions, workshop overview, territory acknowledgement
* Ice-breaker: Where are you from?
* Classroom climate and supporting students (What I Learned in Class Today)
* Motivation and context activity
* What's next? Positionality and place, "Big Ideas," exploring learning resources,
* Wrap-up and formative Feedback
=== '''Workshop Materials''' ===
{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA}}

=== '''Workshop Evaluation''' ===
Formative Feedack for Part 1 - please complete the padlet by October 10

https://padlet.com/janey_lew/sep25_formativefeedback

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

''NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm your registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.''

=== Pre-workshop instructions ===
''Please review the two items below and complete before the workshop on October 23. Bring your notes with you (either digital or hard copy).''

==== 1. The Big Idea ====
'''Objective:''' Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course. '''Tips:''' Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Revise your ideas over the next month! Here is some structure to get you started:
# What is your course about? What are the BIG IDEAS of your course? What are the major concepts you hope students will learn in the course, that will help them in the future? Brainstorming tip: ''Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most valuable thing they learned in your class is X. What do you hope it is?''

# In what ways do you think Indigenous perspectives/approaches might intersect or map onto the BIG IDEAS of your course? Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives/approaches?
# In addition to your course’s Big Ideas, what do you want learners to learn from integrating Indigenous content/approaches into your course? ''Reflect back on YOUR motivation(s) for wanting to integrate Indigenous perspectives (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?''
====2. Learning Resources ====
Spend some time exploring the resource you have been assigned. Reflect on the usefulness of this resource to you and/or your learners. Come to the workshop prepared to discuss the resource with your group. <blockquote>Group A: [https://wiki.ubc.ca/File:Indigenous_Foundations_-_Explore_Activity_(1).docx Indigenous Foundations]</blockquote><blockquote>Group B: [https://wiki.ubc.ca/File:Time_and_Place_-_Explore_Activity.docx Time and Place at UBC] along with [https://wiki.ubc.ca/images/4/49/Our_time_and_place.pdf this handout]</blockquote><blockquote>Group C: [https://wiki.ubc.ca/File:Power_of_a_Name_-_Explore_Activity.docx Power of a Name]</blockquote>If you cannot remember which group you're part of, check the powerpoint from Part I, above (slide 23).
===Workshop Agenda===
* Introductions, agenda, and territory acknowledgement
* Icebreaker
* Positionality and place
* Learning Resources debrief
* Course Design: synthesizing “The Big Idea” with “Motivation & Context”
* Next actions and goal-setting: flash interviews activity
* Looking ahead: Dec 10th "Design Lab"
* Wrap-up, closing, and formative feedback

=== Workshop materials ===
{{#widget:Google Presentation|docid=1L_Wti2PIdtXsSj5jlfLKvIrVcb6Hzu8-LSvHV9Z9gfk}}
*[https://docs.google.com/document/d/1FZcMJd7E2ljNjAQ6YS5BUUcVfgG-QABtTKmSB9hQEgk/edit?usp=sharing Learning Resources discussion and documentation]

*[[Flash Interview|Flash Interview Activity]]

===Workshop Evaluation===
Please provide us with some formative feedback about Part 2 via [https://padlet.com/jigginjoy/8lp1u0w0jiz7 Padlet] by October 31, 2018.


==Part 3: Design Lab==

We will spend the majority of our time in Day 3 in conversation with each other, presenting to each other and providing feedback. You will each have some time to present/share some aspect of your course/project. Please complete the following activities before we meet on December 10th and be prepared to share with your colleagues in the workshop. Facilitators will be in touch with you individually, to follow up on your plans for this session.

==== Activity 1: First Day of Class Introduction ====
In our last session we discussed ways that positionality and place are connected to and embedded within the classroom climate. We have explored various layers that contribute to a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

'''Objective:''' For this activity we would like you to draft an introduction for your course and for yourself as an instructor that would draw on your learnings. This might include various aspects of the Classroom Climate model that was presented in Part 1, or aspects of Positionality that were discussed in part 2, or both! Ideally, this is your opportunity to practice how you might introduce yourself (situate yourself) and your motivation for integrating Indigenous perspectives/approaches throughout your course to your students.

'''Process:''' To get you started here are some reflective prompts. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction. This introduction will be shared in small groups in our Design Lab session on December 10. Have fun and don't worry--this is an evolving draft and can revised based on feedback, shared ideas and creative sparks that might be flowing during our session.

'''Reflective writing prompts'''
* How do you acknowledge the Indigenous territories/lands that you are learning on? What is your relationship to the lands you are teaching on?
* How has the area/field you are teaching in been informed by assumptions guided by settler colonialism?
* How has the historical/geographical and political context of the institution you are teaching at informed the way you teach? Who is in the classroom?
* How do you identify yourself and how has this informed your educational and professional pathways to the current moment?
* Why did you become passionate about teaching?
* What are you like as a learner?
* What was the ideal learning environment for you when you were an undergraduate/graduate student? Why?
Resources on Territory Acknowledgements: http://indigenousinitiatives.ctlt.ubc.ca/2016/09/26/classroom-climate-series-territory-acknowledgment

Additional resources: http://indigenousinitiatives.ctlt.ubc.ca/2016/11/07/resources-for-bridging-the-knowledge-gap-and-engaging-with-trc-calls-to-action

[[Documentation:Inclusive Teaching/Land Acknowledgements in Teaching and Learning]]

==== Activity 2: Prepare to share/present ====
At the end of Part 2, we did an activity called "Flash Interviews." You may want to refer to the notes taken during that activity to guide you forward.
# GOAL-SETTING: Review your brainstorming from the Flash Interviews activity. Select one idea you would like to focus moving forward with to integrate Indigenous perspectives and knowledges in your course or learning project. Set an achieveable goal for yourself. Prepare to share out your goal and the plans/steps you envision taking to achieve this goal.
# EXPLORE: Are you ready to present some aspect of your course design or project with the group (such as syllabus, lesson plan, etc.)? This might be something you have done in the past or something new you are exploring. Or perhaps you want to try out an activity with the group, in preparation for your course. This is a great opportunity to try out something new! Please let facilitators know in advance how much time you'll need to share or facilitate an activity.
# REFLECT: Reflect on the challenges and key learning that you experience in implementing and iterating. You could embed some of these learnings into your sharing/presentation.

=== Workshop Agenda ===
* Welcome, agenda, ice-breaker
* Review: Where are we now?
* Shareback: Land acknowledgements and Positionality exercise
* Presentations and feedback
* World Cafe - "Really Good Questions"
* Wrap-up, Closing, and Summative Feedback

=== Workshop Materials ===
{{#widget:Google Presentation|docid=1GG2_XyrgDYUq6qkSMuJkDjLQ9-w5fZccx_WoqWH5roQ}}

<code>

==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.<code>--></code>

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Resources

2018-12-19T00:00:49Z

JaneyLew: /* = */

== Group Guidelines/Community Agreements ==

=== Fall 2018 - II Design Series ===

'''Have you used classroom guidelines, ground rules, or agreements? In what contexts and with what results?'''
* Respectful conversations in the environment
* Acknowledging that the institution takes respectful environment seriously
* Inviting students to creating ground rules together - but, sometimes there is an overemphasis of "safe" place because some positionalities "safe" comes easily.
* What happens when students put forth a guideline that you don't agree with?
** checking your baggage at the door
** teaching methods - speaking to why you are using a particular teaching technique and its' value
** going through agreements on the first day of class - explaining the purpose and intention
** being transparent
** there is a fear when instructors are faced with a guideline that is not conducive to the learning environment
* Starting with a partial list and having students add to the list of guidelines - having research that back up the reason behind your decision (i.e. the use of laptops in classrooms)
* Prefacing the use of language in the classroom - explaining the reason behind not using certain words in the classroom when watching or using educational resources in the classroom (i.e. films/documentaries)
* We agree that sharing our own learning in a generalized way (focused on "I-statements" and not naming each other by name, especially without checking in with one another first) on social media is okay, but please be present to the activities and learning in the room and share on social media afterward.



=== Resources/Additional Readings: ===
* Sensoy, Ö. , DiAngelo, R. (2014). Respect Differences? Challenging the Common Guidelines in Social Justice Education. Democracy and Education, 22 (2), Article 1. Available at: http://democracyeducationjournal.org/home/vol22/iss2/1
* Complicating Ambrose et. al.'s Classroom Climate framework - "Our work with Classroom Climate" via CTLT Indigenous Initiatives website: http://indigenousinitiatives.ctlt.ubc.ca/classroom-climate/our-work-with-classroom-climate/
* Michael Bopp, Lee Brown and Jonathan Robb (2017), Four Worlds Centre for Development Learning [https://www.mail.ubc.ca/owa/redir.aspx?C=_0Xt0DqqTUKPiZB80GWhP2xQN-FvlE-E3TEc5ZY9cBzlsOkeRGXWCA..&URL=http%3a%2f%2fwww.fourworlds.ca%2fpdf_downloads%2fReconciliation_within_the_Academy_Final.pdf http://www.fourworlds.ca/pdf_downloads/Reconciliation_within_the_Academy_Final.pdf]


== Google Contacts List/Learning Community ==

Finally, one key aspect from this series has been the development of a learning community/community of practice, so we would like to encourage people to stay in touch. If you would like to be added to the contact list, please email Janey Lew (mailto:janeylew@ubc.ca) to be added to the shared google spreadsheet with participant names and email addresses. Once your email address has been added, you will be sent a link to view the list.

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Resources

2018-12-19T00:00:32Z

JaneyLew: /* == */

== Group Guidelines/Community Agreements ==

=== Fall 2018 - II Design Series ===

'''Have you used classroom guidelines, ground rules, or agreements? In what contexts and with what results?'''
* Respectful conversations in the environment
* Acknowledging that the institution takes respectful environment seriously
* Inviting students to creating ground rules together - but, sometimes there is an overemphasis of "safe" place because some positionalities "safe" comes easily.
* What happens when students put forth a guideline that you don't agree with?
** checking your baggage at the door
** teaching methods - speaking to why you are using a particular teaching technique and its' value
** going through agreements on the first day of class - explaining the purpose and intention
** being transparent
** there is a fear when instructors are faced with a guideline that is not conducive to the learning environment
* Starting with a partial list and having students add to the list of guidelines - having research that back up the reason behind your decision (i.e. the use of laptops in classrooms)
* Prefacing the use of language in the classroom - explaining the reason behind not using certain words in the classroom when watching or using educational resources in the classroom (i.e. films/documentaries)
* We agree that sharing our own learning in a generalized way (focused on "I-statements" and not naming each other by name, especially without checking in with one another first) on social media is okay, but please be present to the activities and learning in the room and share on social media afterward.



=== Resources/Additional Readings: ===
* Sensoy, Ö. , DiAngelo, R. (2014). Respect Differences? Challenging the Common Guidelines in Social Justice Education. Democracy and Education, 22 (2), Article 1. Available at: http://democracyeducationjournal.org/home/vol22/iss2/1
* Complicating Ambrose et. al.'s Classroom Climate framework - "Our work with Classroom Climate" via CTLT Indigenous Initiatives website: http://indigenousinitiatives.ctlt.ubc.ca/classroom-climate/our-work-with-classroom-climate/
* Michael Bopp, Lee Brown and Jonathan Robb (2017), Four Worlds Centre for Development Learning [https://www.mail.ubc.ca/owa/redir.aspx?C=_0Xt0DqqTUKPiZB80GWhP2xQN-FvlE-E3TEc5ZY9cBzlsOkeRGXWCA..&URL=http%3a%2f%2fwww.fourworlds.ca%2fpdf_downloads%2fReconciliation_within_the_Academy_Final.pdf http://www.fourworlds.ca/pdf_downloads/Reconciliation_within_the_Academy_Final.pdf]

===

== Google Contacts List/Learning Community ==

Finally, one key aspect from this series has been the development of a learning community/community of practice, so we would like to encourage people to stay in touch. If you would like to be added to the contact list, please email Janey Lew (mailto:janeylew@ubc.ca) to be added to the shared google spreadsheet with participant names and email addresses. Once your email address has been added, you will be sent a link to view the list.

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Resources

2018-12-19T00:00:03Z

JaneyLew:

== Group Guidelines/Community Agreements ==

=== Fall 2018 - II Design Series ===

'''Have you used classroom guidelines, ground rules, or agreements? In what contexts and with what results?'''
* Respectful conversations in the environment
* Acknowledging that the institution takes respectful environment seriously
* Inviting students to creating ground rules together - but, sometimes there is an overemphasis of "safe" place because some positionalities "safe" comes easily.
* What happens when students put forth a guideline that you don't agree with?
** checking your baggage at the door
** teaching methods - speaking to why you are using a particular teaching technique and its' value
** going through agreements on the first day of class - explaining the purpose and intention
** being transparent
** there is a fear when instructors are faced with a guideline that is not conducive to the learning environment
* Starting with a partial list and having students add to the list of guidelines - having research that back up the reason behind your decision (i.e. the use of laptops in classrooms)
* Prefacing the use of language in the classroom - explaining the reason behind not using certain words in the classroom when watching or using educational resources in the classroom (i.e. films/documentaries)
* We agree that sharing our own learning in a generalized way (focused on "I-statements" and not naming each other by name, especially without checking in with one another first) on social media is okay, but please be present to the activities and learning in the room and share on social media afterward.

=

==== 

=== Resources/Additional Readings: ===
* Sensoy, Ö. , DiAngelo, R. (2014). Respect Differences? Challenging the Common Guidelines in Social Justice Education. Democracy and Education, 22 (2), Article 1. Available at: http://democracyeducationjournal.org/home/vol22/iss2/1
* Complicating Ambrose et. al.'s Classroom Climate framework - "Our work with Classroom Climate" via CTLT Indigenous Initiatives website: http://indigenousinitiatives.ctlt.ubc.ca/classroom-climate/our-work-with-classroom-climate/
* Michael Bopp, Lee Brown and Jonathan Robb (2017), Four Worlds Centre for Development Learning [https://www.mail.ubc.ca/owa/redir.aspx?C=_0Xt0DqqTUKPiZB80GWhP2xQN-FvlE-E3TEc5ZY9cBzlsOkeRGXWCA..&URL=http%3a%2f%2fwww.fourworlds.ca%2fpdf_downloads%2fReconciliation_within_the_Academy_Final.pdf http://www.fourworlds.ca/pdf_downloads/Reconciliation_within_the_Academy_Final.pdf]

===

== Google Contacts List/Learning Community ==

Finally, one key aspect from this series has been the development of a learning community/community of practice, so we would like to encourage people to stay in touch. If you would like to be added to the contact list, please email Janey Lew (mailto:janeylew@ubc.ca) to be added to the shared google spreadsheet with participant names and email addresses. Once your email address has been added, you will be sent a link to view the list.

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Resources

2018-12-18T23:59:27Z

JaneyLew: /* = */

== Group Guidelines/Community Agreements ==

=== Fall 2018 - II Design Series ===

'''Have you used classroom guidelines, ground rules, or agreements? In what contexts and with what results?'''
* Respectful conversations in the environment
* Acknowledging that the institution takes respectful environment seriously
* Inviting students to creating ground rules together - but, sometimes there is an overemphasis of "safe" place because some positionalities "safe" comes easily.
* What happens when students put forth a guideline that you don't agree with?
** checking your baggage at the door
** teaching methods - speaking to why you are using a particular teaching technique and its' value
** going through agreements on the first day of class - explaining the purpose and intention
** being transparent
** there is a fear when instructors are faced with a guideline that is not conducive to the learning environment
* Starting with a partial list and having students add to the list of guidelines - having research that back up the reason behind your decision (i.e. the use of laptops in classrooms)
* Prefacing the use of language in the classroom - explaining the reason behind not using certain words in the classroom when watching or using educational resources in the classroom (i.e. films/documentaries)
* We agree that sharing our own learning in a generalized way (focused on "I-statements" and not naming each other by name, especially without checking in with one another first) on social media is okay, but please be present to the activities and learning in the room and share on social media afterward.

=

==== Considerations ====
* Number of students
* Content of the course
* What it's for
* Goals of the agreements/guidelines
* How much time are you spending together? How much time do you have to set guidelines?

==== Additional/specific agreements for today ====
* Confidentiality - honour the details, personal perspectives, and stories shared here (remain here); your learning goes with you
* We are all in a process of learning in this space

===Parking Lot===
*Large class size for group agreements? group assessment?
*Icebreaker: Where are you from? large classes, online tools (voting>?), or using cards
*Create space for Indigenous students to contribute. Be mindful that there will likely be Indigenous students in the class. How to respectfully navigate this? Idea to not create an "us/them" dichotomy (don't assume your students are all settlers; they will have a diversity of experience and backgrounds)
*How to begin the connection with Musqueam community? How to learn more and build respectful relationships?
*Assumptions, expectations (not assimilating it)-->

=== Resources/Additional Readings: ===
* Sensoy, Ö. , DiAngelo, R. (2014). Respect Differences? Challenging the Common Guidelines in Social Justice Education. Democracy and Education, 22 (2), Article 1. Available at: http://democracyeducationjournal.org/home/vol22/iss2/1
* Complicating Ambrose et. al.'s Classroom Climate framework - "Our work with Classroom Climate" via CTLT Indigenous Initiatives website: http://indigenousinitiatives.ctlt.ubc.ca/classroom-climate/our-work-with-classroom-climate/
* Michael Bopp, Lee Brown and Jonathan Robb (2017), Four Worlds Centre for Development Learning [https://www.mail.ubc.ca/owa/redir.aspx?C=_0Xt0DqqTUKPiZB80GWhP2xQN-FvlE-E3TEc5ZY9cBzlsOkeRGXWCA..&URL=http%3a%2f%2fwww.fourworlds.ca%2fpdf_downloads%2fReconciliation_within_the_Academy_Final.pdf http://www.fourworlds.ca/pdf_downloads/Reconciliation_within_the_Academy_Final.pdf]

===

== Google Contacts List/Learning Community ==

Finally, one key aspect from this series has been the development of a learning community/community of practice, so we would like to encourage people to stay in touch. If you would like to be added to the contact list, please email Janey Lew (mailto:janeylew@ubc.ca) to be added to the shared google spreadsheet with participant names and email addresses. Once your email address has been added, you will be sent a link to view the list.

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Resources

2018-12-18T23:58:56Z

JaneyLew: /* October 3, 2017 - Motivation and Context */

== Group Guidelines/Community Agreements ==

=== Fall 2018 - II Design Series ===

'''Have you used classroom guidelines, ground rules, or agreements? In what contexts and with what results?'''
* Respectful conversations in the environment
* Acknowledging that the institution takes respectful environment seriously
* Inviting students to creating ground rules together - but, sometimes there is an overemphasis of "safe" place because some positionalities "safe" comes easily.
* What happens when students put forth a guideline that you don't agree with?
** checking your baggage at the door
** teaching methods - speaking to why you are using a particular teaching technique and its' value
** going through agreements on the first day of class - explaining the purpose and intention
** being transparent
** there is a fear when instructors are faced with a guideline that is not conducive to the learning environment
* Starting with a partial list and having students add to the list of guidelines - having research that back up the reason behind your decision (i.e. the use of laptops in classrooms)
* Prefacing the use of language in the classroom - explaining the reason behind not using certain words in the classroom when watching or using educational resources in the classroom (i.e. films/documentaries)
* We agree that sharing our own learning in a generalized way (focused on "I-statements" and not naming each other by name, especially without checking in with one another first) on social media is okay, but please be present to the activities and learning in the room and share on social media afterward.

===

==== Considerations ====
* Number of students
* Content of the course
* What it's for
* Goals of the agreements/guidelines
* How much time are you spending together? How much time do you have to set guidelines?

==== Additional/specific agreements for today ====
* Confidentiality - honour the details, personal perspectives, and stories shared here (remain here); your learning goes with you
* We are all in a process of learning in this space

===Parking Lot===
*Large class size for group agreements? group assessment?
*Icebreaker: Where are you from? large classes, online tools (voting>?), or using cards
*Create space for Indigenous students to contribute. Be mindful that there will likely be Indigenous students in the class. How to respectfully navigate this? Idea to not create an "us/them" dichotomy (don't assume your students are all settlers; they will have a diversity of experience and backgrounds)
*How to begin the connection with Musqueam community? How to learn more and build respectful relationships?
*Assumptions, expectations (not assimilating it)

=== Resources/Additional Readings: ===
* Sensoy, Ö. , DiAngelo, R. (2014). Respect Differences? Challenging the Common Guidelines in Social Justice Education. Democracy and Education, 22 (2), Article 1. Available at: http://democracyeducationjournal.org/home/vol22/iss2/1
* Complicating Ambrose et. al.'s Classroom Climate framework - "Our work with Classroom Climate" via CTLT Indigenous Initiatives website: http://indigenousinitiatives.ctlt.ubc.ca/classroom-climate/our-work-with-classroom-climate/
* Michael Bopp, Lee Brown and Jonathan Robb (2017), Four Worlds Centre for Development Learning [https://www.mail.ubc.ca/owa/redir.aspx?C=_0Xt0DqqTUKPiZB80GWhP2xQN-FvlE-E3TEc5ZY9cBzlsOkeRGXWCA..&URL=http%3a%2f%2fwww.fourworlds.ca%2fpdf_downloads%2fReconciliation_within_the_Academy_Final.pdf http://www.fourworlds.ca/pdf_downloads/Reconciliation_within_the_Academy_Final.pdf]

===

== Google Contacts List/Learning Community ==

Finally, one key aspect from this series has been the development of a learning community/community of practice, so we would like to encourage people to stay in touch. If you would like to be added to the contact list, please email Janey Lew (mailto:janeylew@ubc.ca) to be added to the shared google spreadsheet with participant names and email addresses. Once your email address has been added, you will be sent a link to view the list.

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Resources

2018-12-18T23:58:19Z

JaneyLew: /* Articles shared */

== Group Guidelines/Community Agreements ==

=== Fall 2018 - II Design Series ===

'''Have you used classroom guidelines, ground rules, or agreements? In what contexts and with what results?'''
* Respectful conversations in the environment
* Acknowledging that the institution takes respectful environment seriously
* Inviting students to creating ground rules together - but, sometimes there is an overemphasis of "safe" place because some positionalities "safe" comes easily.
* What happens when students put forth a guideline that you don't agree with?
** checking your baggage at the door
** teaching methods - speaking to why you are using a particular teaching technique and its' value
** going through agreements on the first day of class - explaining the purpose and intention
** being transparent
** there is a fear when instructors are faced with a guideline that is not conducive to the learning environment
* Starting with a partial list and having students add to the list of guidelines - having research that back up the reason behind your decision (i.e. the use of laptops in classrooms)
* Prefacing the use of language in the classroom - explaining the reason behind not using certain words in the classroom when watching or using educational resources in the classroom (i.e. films/documentaries)
* We agree that sharing our own learning in a generalized way (focused on "I-statements" and not naming each other by name, especially without checking in with one another first) on social media is okay, but please be present to the activities and learning in the room and share on social media afterward.

===October 3, 2017 - Motivation and Context ===
==== How do you approach group agreements in your own courses (with particular attention to classroom climate)? ====
* Call out (invitation) - participatory development
* Anonymous contributions
* Honour intention while being aware of impact
* "Charter"-model: iterative, invitation, grouping, and context specific
* Takes time to come back to again and again
* "Is it worth it?"
* Depends on size of group - challenging in a large group
* Sometimes introduce pre-developed guidelines
* "If you have a lot to contribute, think of yourself as a facilitator"
* Thinking about the different roles you can take within a group
* 3-point assignment for group agreements in the larger class
* Wordle/Word Cloud
*Before difficult dialogue revisit the group agreements and ask people to share ( Conflict Engagement example)
*Important to have in a close self selected group as well as in a classroom environment
*Aspect of learning connected to the affective domain

==== Considerations ====
* Number of students
* Content of the course
* What it's for
* Goals of the agreements/guidelines
* How much time are you spending together? How much time do you have to set guidelines?

==== Additional/specific agreements for today ====
* Confidentiality - honour the details, personal perspectives, and stories shared here (remain here); your learning goes with you
* We are all in a process of learning in this space

===Parking Lot===
*Large class size for group agreements? group assessment?
*Icebreaker: Where are you from? large classes, online tools (voting>?), or using cards
*Create space for Indigenous students to contribute. Be mindful that there will likely be Indigenous students in the class. How to respectfully navigate this? Idea to not create an "us/them" dichotomy (don't assume your students are all settlers; they will have a diversity of experience and backgrounds)
*How to begin the connection with Musqueam community? How to learn more and build respectful relationships?
*Assumptions, expectations (not assimilating it)

=== Resources/Additional Readings: ===
* Sensoy, Ö. , DiAngelo, R. (2014). Respect Differences? Challenging the Common Guidelines in Social Justice Education. Democracy and Education, 22 (2), Article 1. Available at: http://democracyeducationjournal.org/home/vol22/iss2/1
* Complicating Ambrose et. al.'s Classroom Climate framework - "Our work with Classroom Climate" via CTLT Indigenous Initiatives website: http://indigenousinitiatives.ctlt.ubc.ca/classroom-climate/our-work-with-classroom-climate/
* Michael Bopp, Lee Brown and Jonathan Robb (2017), Four Worlds Centre for Development Learning [https://www.mail.ubc.ca/owa/redir.aspx?C=_0Xt0DqqTUKPiZB80GWhP2xQN-FvlE-E3TEc5ZY9cBzlsOkeRGXWCA..&URL=http%3a%2f%2fwww.fourworlds.ca%2fpdf_downloads%2fReconciliation_within_the_Academy_Final.pdf http://www.fourworlds.ca/pdf_downloads/Reconciliation_within_the_Academy_Final.pdf]

===

== Google Contacts List/Learning Community ==

Finally, one key aspect from this series has been the development of a learning community/community of practice, so we would like to encourage people to stay in touch. If you would like to be added to the contact list, please email Janey Lew (mailto:janeylew@ubc.ca) to be added to the shared google spreadsheet with participant names and email addresses. Once your email address has been added, you will be sent a link to view the list.

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Resources

2018-12-18T23:57:11Z

JaneyLew: /* Resources/Additional Readings: */

== Group Guidelines/Community Agreements ==

=== Fall 2018 - II Design Series ===

'''Have you used classroom guidelines, ground rules, or agreements? In what contexts and with what results?'''
* Respectful conversations in the environment
* Acknowledging that the institution takes respectful environment seriously
* Inviting students to creating ground rules together - but, sometimes there is an overemphasis of "safe" place because some positionalities "safe" comes easily.
* What happens when students put forth a guideline that you don't agree with?
** checking your baggage at the door
** teaching methods - speaking to why you are using a particular teaching technique and its' value
** going through agreements on the first day of class - explaining the purpose and intention
** being transparent
** there is a fear when instructors are faced with a guideline that is not conducive to the learning environment
* Starting with a partial list and having students add to the list of guidelines - having research that back up the reason behind your decision (i.e. the use of laptops in classrooms)
* Prefacing the use of language in the classroom - explaining the reason behind not using certain words in the classroom when watching or using educational resources in the classroom (i.e. films/documentaries)
* We agree that sharing our own learning in a generalized way (focused on "I-statements" and not naming each other by name, especially without checking in with one another first) on social media is okay, but please be present to the activities and learning in the room and share on social media afterward.

===October 3, 2017 - Motivation and Context ===
==== How do you approach group agreements in your own courses (with particular attention to classroom climate)? ====
* Call out (invitation) - participatory development
* Anonymous contributions
* Honour intention while being aware of impact
* "Charter"-model: iterative, invitation, grouping, and context specific
* Takes time to come back to again and again
* "Is it worth it?"
* Depends on size of group - challenging in a large group
* Sometimes introduce pre-developed guidelines
* "If you have a lot to contribute, think of yourself as a facilitator"
* Thinking about the different roles you can take within a group
* 3-point assignment for group agreements in the larger class
* Wordle/Word Cloud
*Before difficult dialogue revisit the group agreements and ask people to share ( Conflict Engagement example)
*Important to have in a close self selected group as well as in a classroom environment
*Aspect of learning connected to the affective domain

==== Considerations ====
* Number of students
* Content of the course
* What it's for
* Goals of the agreements/guidelines
* How much time are you spending together? How much time do you have to set guidelines?

==== Additional/specific agreements for today ====
* Confidentiality - honour the details, personal perspectives, and stories shared here (remain here); your learning goes with you
* We are all in a process of learning in this space

===Parking Lot===
*Large class size for group agreements? group assessment?
*Icebreaker: Where are you from? large classes, online tools (voting>?), or using cards
*Create space for Indigenous students to contribute. Be mindful that there will likely be Indigenous students in the class. How to respectfully navigate this? Idea to not create an "us/them" dichotomy (don't assume your students are all settlers; they will have a diversity of experience and backgrounds)
*How to begin the connection with Musqueam community? How to learn more and build respectful relationships?
*Assumptions, expectations (not assimilating it)

=== Resources/Additional Readings: ===
* Sensoy, Ö. , DiAngelo, R. (2014). Respect Differences? Challenging the Common Guidelines in Social Justice Education. Democracy and Education, 22 (2), Article 1. Available at: http://democracyeducationjournal.org/home/vol22/iss2/1
* Complicating Ambrose et. al.'s Classroom Climate framework - "Our work with Classroom Climate" via CTLT Indigenous Initiatives website: http://indigenousinitiatives.ctlt.ubc.ca/classroom-climate/our-work-with-classroom-climate/
* Michael Bopp, Lee Brown and Jonathan Robb (2017), Four Worlds Centre for Development Learning [https://www.mail.ubc.ca/owa/redir.aspx?C=_0Xt0DqqTUKPiZB80GWhP2xQN-FvlE-E3TEc5ZY9cBzlsOkeRGXWCA..&URL=http%3a%2f%2fwww.fourworlds.ca%2fpdf_downloads%2fReconciliation_within_the_Academy_Final.pdf http://www.fourworlds.ca/pdf_downloads/Reconciliation_within_the_Academy_Final.pdf]

===Articles shared===
*http://www.cbc.ca/news/canada/toronto/childrens-textbook-includes-inaccurate-account-of-indigenous-history-1.4315945
* Sena, Peter, Zimm, Michael. “Dear Tech World, STEMism Is Hurting Us.” Venture Beat, September 30, 2017. https://venturebeat.com/2017/09/30/dear-tech-world-stemism-is-hurting-us/amp/?utm_source=Academica+Top+Ten&utm_campaign=ba741924f3-EMAIL_CAMPAIGN_2017_10_04&utm_medium=email&utm_term=0_b4928536cf-ba741924f3-51914085.
* Beck, Abaki. “UNNATURAL SELECTION HOW RACISM WARPS SCIENTIFIC TRUTHS.” Bitch, Fall 2017. https://www.bitchmedia.org/article/unnatural-selection/how-racism-warps-scientific-truths.
* Thrush, Coll and Ruth S. Ludwin. "Finding Fault: Indigenous Seismology, Colonial Science, and the Rediscovery of Earthquakes and Tsunamis in Cascadia. AMERICAN INDIAN CULTURE AND RESEARCH JOURNAL 31:4 (2007) 1–24. http://www.history.ubc.ca/sites/default/files/biblio/uploads/Finding%20Fault%3A%20Indigenous%20Seismology%2C%20Colonial%20Science%2C%20and%20the%20Rediscovery%20of%20Earthquakes%20and%20Tsunamis%20in%20Cascadia/thrush_finding_fault.pdf

== Google Contacts List/Learning Community ==

Finally, one key aspect from this series has been the development of a learning community/community of practice, so we would like to encourage people to stay in touch. If you would like to be added to the contact list, please email Janey Lew (mailto:janeylew@ubc.ca) to be added to the shared google spreadsheet with participant names and email addresses. Once your email address has been added, you will be sent a link to view the list.

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Resources

2018-12-18T23:56:48Z

JaneyLew: /* October 3, 2017 - Motivation and Context */

== Group Guidelines/Community Agreements ==

=== Fall 2018 - II Design Series ===

'''Have you used classroom guidelines, ground rules, or agreements? In what contexts and with what results?'''
* Respectful conversations in the environment
* Acknowledging that the institution takes respectful environment seriously
* Inviting students to creating ground rules together - but, sometimes there is an overemphasis of "safe" place because some positionalities "safe" comes easily.
* What happens when students put forth a guideline that you don't agree with?
** checking your baggage at the door
** teaching methods - speaking to why you are using a particular teaching technique and its' value
** going through agreements on the first day of class - explaining the purpose and intention
** being transparent
** there is a fear when instructors are faced with a guideline that is not conducive to the learning environment
* Starting with a partial list and having students add to the list of guidelines - having research that back up the reason behind your decision (i.e. the use of laptops in classrooms)
* Prefacing the use of language in the classroom - explaining the reason behind not using certain words in the classroom when watching or using educational resources in the classroom (i.e. films/documentaries)
* We agree that sharing our own learning in a generalized way (focused on "I-statements" and not naming each other by name, especially without checking in with one another first) on social media is okay, but please be present to the activities and learning in the room and share on social media afterward.

===October 3, 2017 - Motivation and Context ===
==== How do you approach group agreements in your own courses (with particular attention to classroom climate)? ====
* Call out (invitation) - participatory development
* Anonymous contributions
* Honour intention while being aware of impact
* "Charter"-model: iterative, invitation, grouping, and context specific
* Takes time to come back to again and again
* "Is it worth it?"
* Depends on size of group - challenging in a large group
* Sometimes introduce pre-developed guidelines
* "If you have a lot to contribute, think of yourself as a facilitator"
* Thinking about the different roles you can take within a group
* 3-point assignment for group agreements in the larger class
* Wordle/Word Cloud
*Before difficult dialogue revisit the group agreements and ask people to share ( Conflict Engagement example)
*Important to have in a close self selected group as well as in a classroom environment
*Aspect of learning connected to the affective domain

==== Considerations ====
* Number of students
* Content of the course
* What it's for
* Goals of the agreements/guidelines
* How much time are you spending together? How much time do you have to set guidelines?

==== Additional/specific agreements for today ====
* Confidentiality - honour the details, personal perspectives, and stories shared here (remain here); your learning goes with you
* We are all in a process of learning in this space

===Parking Lot===
*Large class size for group agreements? group assessment?
*Icebreaker: Where are you from? large classes, online tools (voting>?), or using cards
*Create space for Indigenous students to contribute. Be mindful that there will likely be Indigenous students in the class. How to respectfully navigate this? Idea to not create an "us/them" dichotomy (don't assume your students are all settlers; they will have a diversity of experience and backgrounds)
*How to begin the connection with Musqueam community? How to learn more and build respectful relationships?
*Assumptions, expectations (not assimilating it)

=== Resources/Additional Readings: ===
* Sensoy, Ö. , DiAngelo, R. (2014). Respect Differences? Challenging the Common Guidelines in Social Justice Education. Democracy and Education, 22 (2), Article 1. Available at: http://democracyeducationjournal.org/home/vol22/iss2/1
* Complicating Ambrose et. al.'s Classroom Climate framework - "Our work with Classroom Climate" via CTLT Indigenous Initiatives website: http://indigenousinitiatives.ctlt.ubc.ca/classroom-climate/our-work-with-classroom-climate/

===Articles shared===
*http://www.cbc.ca/news/canada/toronto/childrens-textbook-includes-inaccurate-account-of-indigenous-history-1.4315945
* Sena, Peter, Zimm, Michael. “Dear Tech World, STEMism Is Hurting Us.” Venture Beat, September 30, 2017. https://venturebeat.com/2017/09/30/dear-tech-world-stemism-is-hurting-us/amp/?utm_source=Academica+Top+Ten&utm_campaign=ba741924f3-EMAIL_CAMPAIGN_2017_10_04&utm_medium=email&utm_term=0_b4928536cf-ba741924f3-51914085.
* Beck, Abaki. “UNNATURAL SELECTION HOW RACISM WARPS SCIENTIFIC TRUTHS.” Bitch, Fall 2017. https://www.bitchmedia.org/article/unnatural-selection/how-racism-warps-scientific-truths.
* Thrush, Coll and Ruth S. Ludwin. "Finding Fault: Indigenous Seismology, Colonial Science, and the Rediscovery of Earthquakes and Tsunamis in Cascadia. AMERICAN INDIAN CULTURE AND RESEARCH JOURNAL 31:4 (2007) 1–24. http://www.history.ubc.ca/sites/default/files/biblio/uploads/Finding%20Fault%3A%20Indigenous%20Seismology%2C%20Colonial%20Science%2C%20and%20the%20Rediscovery%20of%20Earthquakes%20and%20Tsunamis%20in%20Cascadia/thrush_finding_fault.pdf

== Google Contacts List/Learning Community ==

Finally, one key aspect from this series has been the development of a learning community/community of practice, so we would like to encourage people to stay in touch. If you would like to be added to the contact list, please email Janey Lew (mailto:janeylew@ubc.ca) to be added to the shared google spreadsheet with participant names and email addresses. Once your email address has been added, you will be sent a link to view the list.

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-10-24T20:57:44Z

JaneyLew: /* Part 3: Design Lab */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

=== Pre-workshop materials ===
Please review the item below and complete by September 24th at NOON.

====ACTIVITY: When Will We Be Ready? ''to be completed before the workshop'' ====
(15 mins to complete)
# REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

=== '''Workshop Agenda''' ===
''Please note that this is a tentative agenda subject to minor changes.''
* Introductions, workshop overview, territory acknowledgement
* Ice-breaker: Where are you from?
* Classroom climate and supporting students (What I Learned in Class Today)
* Motivation and context activity
* What's next? Positionality and place, "Big Ideas," exploring learning resources,
* Wrap-up and formative Feedback
=== '''Workshop Materials''' ===
{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA}}

=== '''Workshop Evaluation''' ===
Formative Feedack for Part 1 - please complete the padlet by October 10

https://padlet.com/janey_lew/sep25_formativefeedback

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

''NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm your registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.''

=== Pre-workshop instructions ===
''Please review the two items below and complete before the workshop on October 23. Bring your notes with you (either digital or hard copy).''

==== 1. The Big Idea ====
'''Objective:''' Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course. '''Tips:''' Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Revise your ideas over the next month! Here is some structure to get you started:
# What is your course about? What are the BIG IDEAS of your course? What are the major concepts you hope students will learn in the course, that will help them in the future? Brainstorming tip: ''Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most valuable thing they learned in your class is X. What do you hope it is?''

# In what ways do you think Indigenous perspectives/approaches might intersect or map onto the BIG IDEAS of your course? Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives/approaches?
# In addition to your course’s Big Ideas, what do you want learners to learn from integrating Indigenous content/approaches into your course? ''Reflect back on YOUR motivation(s) for wanting to integrate Indigenous perspectives (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?''
====2. Learning Resources ====
Spend some time exploring the resource you have been assigned. Reflect on the usefulness of this resource to you and/or your learners. Come to the workshop prepared to discuss the resource with your group. <blockquote>Group A: [https://wiki.ubc.ca/File:Indigenous_Foundations_-_Explore_Activity_(1).docx Indigenous Foundations]</blockquote><blockquote>Group B: [https://wiki.ubc.ca/File:Time_and_Place_-_Explore_Activity.docx Time and Place at UBC] along with [https://wiki.ubc.ca/images/4/49/Our_time_and_place.pdf this handout]</blockquote><blockquote>Group C: [https://wiki.ubc.ca/File:Power_of_a_Name_-_Explore_Activity.docx Power of a Name]</blockquote>If you cannot remember which group you're part of, check the powerpoint from Part I, above (slide 23).
===Workshop Agenda===
* Introductions, agenda, and territory acknowledgement
* Icebreaker
* Positionality and place
* Learning Resources debrief
* Course Design: synthesizing “The Big Idea” with “Motivation & Context”
* Next actions and goal-setting: flash interviews activity
* Looking ahead: Dec 10th "Design Lab"
* Wrap-up, closing, and formative feedback

=== Workshop materials ===
{{#widget:Google Presentation|docid=1L_Wti2PIdtXsSj5jlfLKvIrVcb6Hzu8-LSvHV9Z9gfk}}
* [[File:Exploring_Indigenous_Perspectives_Flash_interviews.docx|thumb|Flash Interview Activity]]

===Workshop Evaluation===
Please provide us with some formative feedback about Part 2 via [https://padlet.com/jigginjoy/8lp1u0w0jiz7 Padlet] by October 31, 2018.


==Part 3: Design Lab==

We will spend the majority of our time in Day 3 in coversation with each other, presenting to each other and providing feedback. You will each have some time to present/share some aspect of your course/project. Please complete the following activities before we meet on December 10th and be prepared to share with your colleagues in the workshop. Facilitators will be in touch with you individually, to follow up on your plans for this session.

==== Activity 1: First Day of Class Introduction ====
In our last session we discussed ways that positionality and place are connected to and embedded within the classroom climate. We have explored various layers that contribute to a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

'''Objective:''' For this activity we would like you to draft an introduction for your course and for yourself as an instructor that would draw on your learnings. This might include various aspects of the Classroom Climate model that was presented in Part 1, or aspects of Positionality that were discussed in part 2, or both! Ideally, this is your opportunity to practice how you might introduce yourself (situate yourself) and your motivation for integrating Indigenous perspectives/approaches throughout your course to your students.

'''Process:''' To get you started here are some reflective prompts. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction. This introduction will be shared in small groups in our Design Lab session on December 10. Have fun and don't worry--this is an evolving draft and can revised based on feedback, shared ideas and creative sparks that might be flowing during our session.

'''Reflective writing prompts'''
* How do you acknowledge the Indigenous territories/lands that you are learning on? What is your relationship to the lands you are teaching on?
* How has the area/field you are teaching in been informed by assumptions guided by settler colonialism?
* How has the historical/geographical and political context of the institution you are teaching at informed the way you teach? Who is in the classroom?
* How do you identify yourself and how has this informed your educational and professional pathways to the current moment?
* Why did you become passionate about teaching?
* What are you like as a learner?
* What was the ideal learning environment for you when you were an undergraduate/graduate student? Why?
Resources on Territory Acknowledgements: http://indigenousinitiatives.ctlt.ubc.ca/2016/09/26/classroom-climate-series-territory-acknowledgment

Additional resources: http://indigenousinitiatives.ctlt.ubc.ca/2016/11/07/resources-for-bridging-the-knowledge-gap-and-engaging-with-trc-calls-to-action

[[Documentation:Inclusive Teaching/Land Acknowledgements in Teaching and Learning]]

==== Activity 2: Prepare to share/present ====
At the end of Part 2, we did an activity called "Flash Interviews." You may want to refer to the notes taken during that activity to guide you forward.
# GOAL-SETTING: Review your brainstorming from the Flash Interviews activity. Select one idea you would like to focus moving forward with to integrate Indigenous perspectives and knowledges in your course or learning project. Set an achieveable goal for yourself. Prepare to share out your goal and the plans/steps you envision taking to achieve this goal.
# EXPLORE: Are you ready to present some aspect of your course design or project with the group (such as syllabus, lesson plan, etc.)? This might be something you have done in the past or something new you are exploring. Or perhaps you want to try out an activity with the group, in preparation for your course. This is a great opportunity to try out something new! Please let facilitators know in advance how much time you'll need to share or facilitate an activity.
# REFLECT: Reflect on the challenges and key learning that you experience in implementing and iterating. You could embed some of these learnings into your sharing/presentation.

<code>

==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.<code>--></code>

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-10-24T20:52:37Z

JaneyLew: /* Part 3: Design Lab */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

=== Pre-workshop materials ===
Please review the item below and complete by September 24th at NOON.

====ACTIVITY: When Will We Be Ready? ''to be completed before the workshop'' ====
(15 mins to complete)
# REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

=== '''Workshop Agenda''' ===
''Please note that this is a tentative agenda subject to minor changes.''
* Introductions, workshop overview, territory acknowledgement
* Ice-breaker: Where are you from?
* Classroom climate and supporting students (What I Learned in Class Today)
* Motivation and context activity
* What's next? Positionality and place, "Big Ideas," exploring learning resources,
* Wrap-up and formative Feedback
=== '''Workshop Materials''' ===
{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA}}

=== '''Workshop Evaluation''' ===
Formative Feedack for Part 1 - please complete the padlet by October 10

https://padlet.com/janey_lew/sep25_formativefeedback

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

''NB: If you are registered in Part 2 but did not attend Part 1 - Motivation and Context, you must contact the facilitators to confirm your registration. You will be instructed to complete the workshop pre-survey and to review the content and complete activities (Explore Activities and Motivation and Context handout -- see above) from Part 1 before attending Part 2.''

=== Pre-workshop instructions ===
''Please review the two items below and complete before the workshop on October 23. Bring your notes with you (either digital or hard copy).''

==== 1. The Big Idea ====
'''Objective:''' Spend some time thinking about your course and the ways you might integrate Indigenous perspectives and approaches in your course. '''Tips:''' Don’t censor yourself. Let yourself brainstorm. Let your ideas flow. Go away and think. Revise your ideas over the next month! Here is some structure to get you started:
# What is your course about? What are the BIG IDEAS of your course? What are the major concepts you hope students will learn in the course, that will help them in the future? Brainstorming tip: ''Imagine it is two years from now and you've run into one of your students from this course. They are telling you the most valuable thing they learned in your class is X. What do you hope it is?''

# In what ways do you think Indigenous perspectives/approaches might intersect or map onto the BIG IDEAS of your course? Where might you begin to make connections between the Big Ideas of your course and Indigenous perspectives/approaches?
# In addition to your course’s Big Ideas, what do you want learners to learn from integrating Indigenous content/approaches into your course? ''Reflect back on YOUR motivation(s) for wanting to integrate Indigenous perspectives (and/or pedagogical approaches or practices) into your course. Now, what do you want your students to learn?''
====2. Learning Resources ====
Spend some time exploring the resource you have been assigned. Reflect on the usefulness of this resource to you and/or your learners. Come to the workshop prepared to discuss the resource with your group. <blockquote>Group A: [https://wiki.ubc.ca/File:Indigenous_Foundations_-_Explore_Activity_(1).docx Indigenous Foundations]</blockquote><blockquote>Group B: [https://wiki.ubc.ca/File:Time_and_Place_-_Explore_Activity.docx Time and Place at UBC] along with [https://wiki.ubc.ca/images/4/49/Our_time_and_place.pdf this handout]</blockquote><blockquote>Group C: [https://wiki.ubc.ca/File:Power_of_a_Name_-_Explore_Activity.docx Power of a Name]</blockquote>If you cannot remember which group you're part of, check the powerpoint from Part I, above (slide 23).
===Workshop Agenda===
* Introductions, agenda, and territory acknowledgement
* Icebreaker
* Positionality and place
* Learning Resources debrief
* Course Design: synthesizing “The Big Idea” with “Motivation & Context”
* Next actions and goal-setting: flash interviews activity
* Looking ahead: Dec 10th "Design Lab"
* Wrap-up, closing, and formative feedback

=== Workshop materials ===
{{#widget:Google Presentation|docid=1L_Wti2PIdtXsSj5jlfLKvIrVcb6Hzu8-LSvHV9Z9gfk}}
* [[File:Exploring_Indigenous_Perspectives_Flash_interviews.docx|thumb|Flash Interview Activity]]

===Workshop Evaluation===
Please provide us with some formative feedback about Part 2 via Padlet:


==Part 3: Design Lab==

We will spend the majority of our time in Day 3 in coversation with each other, presenting to each other and providing feedback. You will each have some time to present/share some aspect of your course/project. Please complete the following activities before we meet on December 10th and be prepared to share with your colleagues in the workshop. Facilitators will be in touch with you individually, to follow up on your plans for this session.

==== Activity 1: First Day of Class Introduction ====
In our last session we discussed ways that positionality and place are connected to and embedded within the classroom climate. We have explored various layers that contribute to a supportive environment for learning about Indigenous perspectives and centring Indigenous knowledge systems.

'''Objective:''' For this activity we would like you to draft an introduction for your course and for yourself as an instructor that would draw on your learnings. This might include various aspects of the Classroom Climate model that was presented in Part 1, or aspects of Positionality that were discussed in part 2, or both! Ideally, this is your opportunity to practice how you might introduce yourself (situate yourself) and your motivation for integrating Indigenous perspectives/approaches throughout your course to your students.

'''Process:''' To get you started here are some reflective prompts. Please feel free to use them or draft your own process that would guide you to create your first day of class introduction. This introduction will be shared in small groups in our Design Lab session on December 10. Have fun and don't worry--this is an evolving draft and can revised based on feedback, shared ideas and creative sparks that might be flowing during our session.

'''Reflective writing prompts'''
* How do you acknowledge the Indigenous territories/lands that you are learning on? What is your relationship to the lands you are teaching on?
* How has the area/field you are teaching in been informed by assumptions guided by settler colonialism?
* How has the historical/geographical and political context of the institution you are teaching at informed the way you teach? Who is in the classroom?
* How do you identify yourself and how has this informed your educational and professional pathways to the current moment?
* Why did you become passionate about teaching?
* What are you like as a learner?
* What was the ideal learning environment for you when you were an undergraduate/graduate student? Why?
Resources on Territory Acknowledgements: http://indigenousinitiatives.ctlt.ubc.ca/2016/09/26/classroom-climate-series-territory-acknowledgment

Additional resources: http://indigenousinitiatives.ctlt.ubc.ca/2016/11/07/resources-for-bridging-the-knowledge-gap-and-engaging-with-trc-calls-to-action

[[Documentation:Inclusive Teaching/Land Acknowledgements in Teaching and Learning]]

==== Activity 2: Prepare to share/present ====
At the end of Part 2, we did an activity called "Flash Interviews." You may want to refer to the notes taken during that activity to guide you forward.
# GOAL-SETTING: Review your brainstorming from the Flash Interviews activity. Select one idea you would like to focus moving forward with to integrate Indigenous perspectives and knowledges in your course or learning project. Set an achieveable goal for yourself. Prepare to share out your goal and the plans/steps you envision taking to achieve this goal.
# EXPLORE: Are you ready to present some aspect of your course design or project with the group (such as syllabus, lesson plan, etc.)? This might be something you have done in the past or something new you are exploring. Or perhaps you want to try out an activity with the group, in preparation for your course. This is a great opportunity to try out something new! Please let facilitators know in advance how much time you'll need to share or facilitate an activity.
# REFLECT: Reflect on the challenges and key learning that you experience in implementing and iterating. You could embed some of these learnings into your sharing/presentation.

<code>

==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.<code>--></code>

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Resources

2018-10-23T17:34:46Z

JaneyLew: /* Fall 2018 - II Design Series */

== Group Guidelines/Community Agreements ==

=== Fall 2018 - II Design Series ===

'''Have you used classroom guidelines, ground rules, or agreements? In what contexts and with what results?'''
* Respectful conversations in the environment
* Acknowledging that the institution takes respectful environment seriously
* Inviting students to creating ground rules together - but, sometimes there is an overemphasis of "safe" place because some positionalities "safe" comes easily.
* What happens when students put forth a guideline that you don't agree with?
** checking your baggage at the door
** teaching methods - speaking to why you are using a particular teaching technique and its' value
** going through agreements on the first day of class - explaining the purpose and intention
** being transparent
** there is a fear when instructors are faced with a guideline that is not conducive to the learning environment
* Starting with a partial list and having students add to the list of guidelines - having research that back up the reason behind your decision (i.e. the use of laptops in classrooms)
* Prefacing the use of language in the classroom - explaining the reason behind not using certain words in the classroom when watching or using educational resources in the classroom (i.e. films/documentaries)
* We agree that sharing our own learning in a generalized way (focused on "I-statements" and not naming each other by name, especially without checking in with one another first) on social media is okay, but please be present to the activities and learning in the room and share on social media afterward.

===October 3, 2017 - Motivation and Context ===
==== How do you approach group agreements in your own courses (with particular attention to classroom climate)? ====
* Call out (invitation) - participatory development
* Anonymous contributions
* Honour intention while being aware of impact
* "Charter"-model: iterative, invitation, grouping, and context specific
* Takes time to come back to again and again
* "Is it worth it?"
* Depends on size of group - challenging in a large group
* Sometimes introduce pre-developed guidelines
* "If you have a lot to contribute, think of yourself as a facilitator"
* Thinking about the different roles you can take within a group
* 3-point assignment for group agreements in the larger class
* Wordle/Word Cloud
*Before difficult dialogue revisit the group agreements and ask people to share ( Conflict Engagement example)
*Important to have in a close self selected group as well as in a classroom environment
*Aspect of learning connected to the affective domain
*

==== Considerations ====
* Number of students
* Content of the course
* What it's for
* Goals of the agreements/guidelines
* How much time are you spending together? How much time do you have to set guidelines?

==== Additional/specific agreements for today ====
* Confidentiality - honour the details, personal perspectives, and stories shared here (remain here); your learning goes with you
* We are all in a process of learning in this space

===Parking Lot===
*Large class size for group agreements? group assessment?
*Icebreaker: Where are you from? large classes, online tools (voting>?), or using cards
*Create space for Indigenous students to contribute. Be mindful that there will likely be Indigenous students in the class. How to respectfully navigate this? Idea to not create an "us/them" dichotomy (don't assume your students are all settlers; they will have a diversity of experience and backgrounds)
*How to begin the connection with Musqueam community? How to learn more and build respectful relationships?
*Assumptions, expectations (not assimilating it)

=== Resources/Additional Readings: ===
* Sensoy, Ö. , DiAngelo, R. (2014). Respect Differences? Challenging the Common Guidelines in Social Justice Education. Democracy and Education, 22 (2), Article 1. Available at: http://democracyeducationjournal.org/home/vol22/iss2/1
* Complicating Ambrose et. al.'s Classroom Climate framework - "Our work with Classroom Climate" via CTLT Indigenous Initiatives website: http://indigenousinitiatives.ctlt.ubc.ca/classroom-climate/our-work-with-classroom-climate/

===Articles shared===
*http://www.cbc.ca/news/canada/toronto/childrens-textbook-includes-inaccurate-account-of-indigenous-history-1.4315945
* Sena, Peter, Zimm, Michael. “Dear Tech World, STEMism Is Hurting Us.” Venture Beat, September 30, 2017. https://venturebeat.com/2017/09/30/dear-tech-world-stemism-is-hurting-us/amp/?utm_source=Academica+Top+Ten&utm_campaign=ba741924f3-EMAIL_CAMPAIGN_2017_10_04&utm_medium=email&utm_term=0_b4928536cf-ba741924f3-51914085.
* Beck, Abaki. “UNNATURAL SELECTION HOW RACISM WARPS SCIENTIFIC TRUTHS.” Bitch, Fall 2017. https://www.bitchmedia.org/article/unnatural-selection/how-racism-warps-scientific-truths.
* Thrush, Coll and Ruth S. Ludwin. "Finding Fault: Indigenous Seismology, Colonial Science, and the Rediscovery of Earthquakes and Tsunamis in Cascadia. AMERICAN INDIAN CULTURE AND RESEARCH JOURNAL 31:4 (2007) 1–24. http://www.history.ubc.ca/sites/default/files/biblio/uploads/Finding%20Fault%3A%20Indigenous%20Seismology%2C%20Colonial%20Science%2C%20and%20the%20Rediscovery%20of%20Earthquakes%20and%20Tsunamis%20in%20Cascadia/thrush_finding_fault.pdf

== Google Contacts List/Learning Community ==

Finally, one key aspect from this series has been the development of a learning community/community of practice, so we would like to encourage people to stay in touch. If you would like to be added to the contact list, please email Janey Lew (mailto:janeylew@ubc.ca) to be added to the shared google spreadsheet with participant names and email addresses. Once your email address has been added, you will be sent a link to view the list.

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-09-26T19:58:02Z

JaneyLew: /* Workshop Evaluation */

Documentation:II-Design Lab/Resources

2018-09-25T19:05:48Z

JaneyLew: /* Fall 2018 - II Design Series */

== Group Guidelines/Community Agreements ==

=== Fall 2018 - II Design Series ===

'''Have you used classroom guidelines, ground rules, or agreements? In what contexts and with what results?'''
* Respectful conversations in the environment
* Acknowledging that the institution takes respectful environment seriously
* Inviting students to creating ground rules together - but, sometimes there is an overemphasis of "safe" place because some positionalities "safe" comes easily.
* What happens when students put forth a guideline that you don't agree with?
** checking your baggage at the door
** teaching methods - speaking to why you are using a particular teaching technique and its' value
** going through agreements on the first day of class - explaining the purpose and intention
** being transparent
** there is a fear when instructors are faced with a guideline that is not conducive to the learning environment
* Starting with a partial list and having students add to the list of guidelines - having research that back up the reason behind your decision (i.e. the use of laptops in classrooms)
* Prefacing the use of language in the classroom - explaining the reason behind not using certain words in the classroom when watching or using educational resources in the classroom (i.e. films/documentaries)

===October 3, 2017 - Motivation and Context ===
==== How do you approach group agreements in your own courses (with particular attention to classroom climate)? ====
* Call out (invitation) - participatory development
* Anonymous contributions
* Honour intention while being aware of impact
* "Charter"-model: iterative, invitation, grouping, and context specific
* Takes time to come back to again and again
* "Is it worth it?"
* Depends on size of group - challenging in a large group
* Sometimes introduce pre-developed guidelines
* "If you have a lot to contribute, think of yourself as a facilitator"
* Thinking about the different roles you can take within a group
* 3-point assignment for group agreements in the larger class
* Wordle/Word Cloud
*Before difficult dialogue revisit the group agreements and ask people to share ( Conflict Engagement example)
*Important to have in a close self selected group as well as in a classroom environment
*Aspect of learning connected to the affective domain
*

==== Considerations ====
* Number of students
* Content of the course
* What it's for
* Goals of the agreements/guidelines
* How much time are you spending together? How much time do you have to set guidelines?

==== Additional/specific agreements for today ====
* Confidentiality - honour the details, personal perspectives, and stories shared here (remain here); your learning goes with you
* We are all in a process of learning in this space

===Parking Lot===
*Large class size for group agreements? group assessment?
*Icebreaker: Where are you from? large classes, online tools (voting>?), or using cards
*Create space for Indigenous students to contribute. Be mindful that there will likely be Indigenous students in the class. How to respectfully navigate this? Idea to not create an "us/them" dichotomy (don't assume your students are all settlers; they will have a diversity of experience and backgrounds)
*How to begin the connection with Musqueam community? How to learn more and build respectful relationships?
*Assumptions, expectations (not assimilating it)

=== Resources/Additional Readings: ===
* Sensoy, Ö. , DiAngelo, R. (2014). Respect Differences? Challenging the Common Guidelines in Social Justice Education. Democracy and Education, 22 (2), Article 1. Available at: http://democracyeducationjournal.org/home/vol22/iss2/1
* Complicating Ambrose et. al.'s Classroom Climate framework - "Our work with Classroom Climate" via CTLT Indigenous Initiatives website: http://indigenousinitiatives.ctlt.ubc.ca/classroom-climate/our-work-with-classroom-climate/

===Articles shared===
*http://www.cbc.ca/news/canada/toronto/childrens-textbook-includes-inaccurate-account-of-indigenous-history-1.4315945
* Sena, Peter, Zimm, Michael. “Dear Tech World, STEMism Is Hurting Us.” Venture Beat, September 30, 2017. https://venturebeat.com/2017/09/30/dear-tech-world-stemism-is-hurting-us/amp/?utm_source=Academica+Top+Ten&utm_campaign=ba741924f3-EMAIL_CAMPAIGN_2017_10_04&utm_medium=email&utm_term=0_b4928536cf-ba741924f3-51914085.
* Beck, Abaki. “UNNATURAL SELECTION HOW RACISM WARPS SCIENTIFIC TRUTHS.” Bitch, Fall 2017. https://www.bitchmedia.org/article/unnatural-selection/how-racism-warps-scientific-truths.
* Thrush, Coll and Ruth S. Ludwin. "Finding Fault: Indigenous Seismology, Colonial Science, and the Rediscovery of Earthquakes and Tsunamis in Cascadia. AMERICAN INDIAN CULTURE AND RESEARCH JOURNAL 31:4 (2007) 1–24. http://www.history.ubc.ca/sites/default/files/biblio/uploads/Finding%20Fault%3A%20Indigenous%20Seismology%2C%20Colonial%20Science%2C%20and%20the%20Rediscovery%20of%20Earthquakes%20and%20Tsunamis%20in%20Cascadia/thrush_finding_fault.pdf

== Google Contacts List/Learning Community ==

Finally, one key aspect from this series has been the development of a learning community/community of practice, so we would like to encourage people to stay in touch. If you would like to be added to the contact list, please email Janey Lew (mailto:janeylew@ubc.ca) to be added to the shared google spreadsheet with participant names and email addresses. Once your email address has been added, you will be sent a link to view the list.

[[Category:Indigenous Initiatives]]

Documentation:II-DL Facilitators/Pre-workshop

2018-09-17T19:31:58Z

JaneyLew: /* 2018 II Design Series - Pre-workshop email */

==Registration process/Pre-workshop checklist==
# Event page created on Event Espresso (direct link to URL)
# Automatic confirmation email generated with link to pre-survey
# Registration confirmed when pre-survey is complete
# Registration cap and deadline
# Follow-up for pre-survey completion
# Pre-workshop email sent to participants

==Auto-generated registration email text==

For Aug 23, 2018:

Thank you for registering in II-Design Series - Motivation and Context. Please note this is Part 1 in a three-part workshop series. Your registration will be confirmed once you have taken the workshop pre-survey.

'''ACTION:''' The next step in the registration process is to take the pre-survey found here (link to survey URL *Erin to create survey*).

Once you have completed the survey, you will be contacted by the facilitation team with additional information for the workshop on Aug 23 and steps to register for Part 2 Positionality and Place (Oct 23 9:30AM-12:30PM) and Part 3 Design Lab (Dec 10 9AM-3PM). If you have any questions, please email janey.lew@ubc.ca.

For more information, see [https://www.mail.ubc.ca/owa/redir.aspx?C=tXAE_wtxqaL0PedR2oIhY13FgKTkBpEyjkZj9hebGy528ebqt_jVCA..&URL=http%3a%2f%2fctlt-ii-designlab.sites.olt.ubc.ca%2f http://ctlt-ii-designlab.sites.olt.ubc.ca/].

Thank You!

--

For Sep 25, 2018:

Thank you for your interest in II-Design Series - Motivation and Context. Please note this is Part 1 in a three-part workshop series. Your registration is not yet complete until you have registered in all the sessions and taken the workshop pre-survey.

'''ACTIONS:''' The next step in the registration process is register in Parts 2 and 3 (links to registration URL) and to take the pre-survey found here (link to survey URL).

Once you have completed the survey, you will be contacted by the facilitation team to discuss and confirm your registration. If you have any questions, please email janey.lew@ubc.ca.

For more information, see [https://www.mail.ubc.ca/owa/redir.aspx?C=tXAE_wtxqaL0PedR2oIhY13FgKTkBpEyjkZj9hebGy528ebqt_jVCA..&URL=http%3a%2f%2fctlt-ii-designlab.sites.olt.ubc.ca%2f http://ctlt-ii-designlab.sites.olt.ubc.ca/].

==Event description==
=== December 12, 2016 ===
Date: Monday, Dec 12, 2016 
Time: 9AM-3PM (9AM-12PM, 1-3PM) 
Venue: Irving K Barber Learning Centre, Seminar (Room 2.22 A/B) 

This workshop is designed for anyone in the UBC teaching and learning community who is interested in integrating Indigenous content into a course they are developing. The workshop will include focused discussions on learning materials, resources, and course design for Indigenous engagement. You will have the opportunity to work on integrating Indigenous content in your own course in a supportive, peer-to-peer learning environment, while we cover topics such as:

* Anti-oppressive teaching and course design strategies
* Engaging with place and territory acknowledgements in your course
* Selecting and framing relevant content
* Aligning objectives with content and assessment

This workshop is suitable for participants who have attended the Classroom Climate series, who have experience designing their own courses, and would like to engage more deeply with implementation of Indigenous content in their courses.

Please bring any working drafts or finalized version of your course syllabus, and any resources and materials that may serve you throughout the course design process.

Lunch will be provided.

Cap: 16 (waitlist)
Registration deadline: Monday, November. 14th by 4:30pm.

=== Fall 2017 Series ===
==== Exploring Indigenous Perspectives in Teaching Practice and Learning Design ====
A three-part workshop series designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.

Exploring Indigenous Perspectives in Teaching Practice and Learning Design builds off of aspects of the day-long workshop Integrating Indigenous Content into your Course Design. This series offers participants the opportunity to dig into aspects of course design, share practice and approaches, and test resources that can be brought into the learning environment. Participants are encouraged to sign up for the entire series as each session builds off the previous one, and the series is a space to build connections and test out ideas in a supportive peer-to-peer environment.

==== October 3rd (9AM-12PM, PART 1: Motivation and Context ====
Registration Deadline: September 19th at 4:30pm **extended to September 26th**

In this workshop, participants will consider your own motivations and interests for integrating Indigenous perspectives and topics in your course, aspects of your teaching contexts that may either support or challenge your efforts, and strategies for setting goals and mobilizing support. Through interactive, blended learning activities and peer-to-peer discussion, we will also explore introductory learning resources that may help provide background for introducing Indigenous topics related to your course content. Previous participants in "Integrating Indigenous Content Into Your Course Design" are welcome to register. Please complete your pre-survey to confirm your registration by September 26th.

Other workshops in this series:
* Part 2: Positionality and Place, November 14th (9AM-12PM)
* Part 3: Design Lab, December 11th (9AM-12PM)

Facilitators: Sue Hampton, Janey Lew, Amy Perreault

==== November 14th (9AM-12PM), PART 2: Positionality and Place ====
Registration deadline: Nov 1st at 4:30pm

NOTES:
* If you have previously registered in this series there is no need to fill out the pre-survey.
* Approximately one week before the workshop, all participants will be emailed a short required pre-work assignment to complete.
* If you have trouble registering or receive an error message, please try again (1) after clearing your browser cache, and (2) using a different browser. If you are still unable to register, please email janey.lew@ubc.ca.

Building off previous work on motivation and context, this session explores the "big ideas" of your course and how to scope out openings for threading Indigenous perspectives and topics into your fabric of what you are teaching. We will take a closer look at classroom climate, instructor/student positionality, and place. Register by Nov. 1. There will be pre-work that should be completed before attending this session. Previous participants in "Integrating Indigenous Content Into Your Course Design" are welcome to register.

Other workshops in this series:
* Part 1: Motivation and Context, October 3rd (9AM-12PM)
* Part 3: Design Lab, December 11th (9AM-12PM)

Facilitators: Sue Hampton, Janey Lew, Amy Perreault

==== December 11th (9AM-12PM), PART 3: Design Lab ====

NOTE: If you have previously registered in this series there is no need to fill out the pre-survey.

Check in on goals, share work-in-progress, test out your lesson plan, and get feedback in a supportive peer-to-peer environment. Previous participants in "Integrating Indigenous Content Into Your Course Design" are welcome to register.

Other workshops in this series:
* Part 1: Motivation and Context, October 3rd (9AM-12PM)
* Part 2: Positionality and Place, November 14th (9AM-12PM)

Facilitators: Sue Hampton, Janey Lew, Amy Perreault

=== Fall 2018 Series ===

==== Indigenous Initiatives Design Series ("II-Design Series") ====
A three-part workshop series is for anyone who is interested in integrating Indigenous content into a course or learning project they are developing. The series has been intentionally designed to span 3 months, where participants have the opportunity to reflect on their learnings in between sessions and adapt the learning to fit their own context. To register, participants are asked to commit for the entire series.

The goal of the series is to create space for instructors and members of the UBC teaching and learning community who come to Indigenous topics with different levels of knowledge and expertise to: share practices; redesign elements of their teaching and learning projects and resources; model and explore educational materials; and apply classroom climate principles to everyday learning design situations.

Completion of the full series requires approximately 15 hours total time commitment, including attendance and participation in two half-day workshops, one full-day workshop, and homework/preparation.
* 3 in-person workshops, totaling 12 hours face-to-face time commitment
* 2-3 hours required preparation, homework and blended-learning activities
For more information, see: http://ctlt-ii-designlab.sites.olt.ubc.ca/

==== Thurs, August 23 (1:00-4:00PM), PART 1 Motivation and Context ====
Please note. This workshop is Part 1 in a 3-part series. To register, participants are asked to commit for the entire series. If you cannot register for this August offering of Part 1, there is another opportunity to take Part 1 on September 25 (9:30AM-12:30PM) and and join the Fall 2018 series cohort.

Motivation and Context: In this workshop, participants will consider your own motivations and interests for integrating Indigenous perspectives and topics in your course, aspects of your teaching contexts that may either support or challenge your efforts, and strategies for setting goals and mobilizing support. Through interactive, blended learning activities and peer-to-peer discussion, we will also explore introductory learning resources that may help provide background for introducing Indigenous topics related to your course content. Some pre-work (including an intake survey) is required for registrants. '''Please register by Monday, August 13 at 4:30PM.'''

Register for other workshops in this series:
* Part 2: Positionality and Place, Tuesday, October 23 (9:30AM-12:30PM)
* Part 3: Design Lab, Monday, December 10 9AM-3PM
This event is part of our CTLT Summer Institute. For more Institute events, please click here.

'''Facilitators:'''
* Sue Hampton, Educational Consultant, Facilitation and Process Design, Centre for Teaching, Learning, and Technology
* Janey Lew, Educational Consultant, Indigenous Initiatives, Centre for Teaching, Learning, and Technology
* Amy Perreault, Strategist, Indigenous Initiatives, Centre for Teaching, Learning, and Technology
* Erin Yun, Educational Consultant, Classroom and Campus Climate, Centre for Teaching, Learning, and Technology

==== Tues, September 25 (9:30AM-12:30PM), PART 1 Motivation and Context ====
Please note. This workshop is Part 1 in a 3-part series. To register, participants are asked to commit for the entire series. Approximately one week before the workshop, all participants will be emailed a short required pre-work assignment to complete.

In this session, participants will consider your own motivations and interests for integrating Indigenous perspectives and topics in your course, aspects of your teaching contexts that may either support or challenge your efforts, and strategies for setting goals and mobilizing support. Through interactive, blended learning activities and peer-to-peer discussion, we will take a closer look at classroom climate, instructor/student positionality, and place. '''Please register by Monday, September 10 at 4:30PM.'''

Register for other workshops in this series:
* Part 2: Positionality and Place, Tuesday, October 23 (9:30AM-12:30PM)
* Part 3: Design Lab, Monday, December 10 9AM-3PM
'''Facilitators:'''
* Sue Hampton, Educational Consultant, Facilitation and Process Design, Centre for Teaching, Learning, and Technology
* Janey Lew, Educational Consultant, Indigenous Initiatives, Centre for Teaching, Learning, and Technology
* Amy Perreault, Strategist, Indigenous Initiatives, Centre for Teaching, Learning, and Technology
* Erin Yun, Educational Consultant, Classroom and Campus Climate, Centre for Teaching, Learning, and Technology

==== Tues, October 23 (9:30AM-12:30PM), PART 2 Positionality and Place ====
NOTE: Approximately one week before the workshop, all participants will be emailed a short required pre-work assignment to complete.

Building off previous work on motivation and context, this session explores the "big ideas" of your course and how to scope out openings for threading Indigenous perspectives and topics into your fabric of what you are teaching. We will also explore introductory learning resources that may help provide background for introducing Indigenous topics related to your course content.

==== Mon, December 10 (9AM-3PM), PART 3 Design Lab ====
In the last session, series participants will meet with the II-Learning Community to check in on goals, discuss what you have learned, and provide feedback on different ideas, techniques, and work-in-progress.

Upon completion of the II-Design Series, participants will be invited to join '''the Indigenous Initiatives Learning Community ("II-Learning Community").'''

==Pre-survey questions==
# Name
# Department
# Role
# Your experience designing courses
# Your experience integrating and/or teaching Indigenous content and perspectives within your course(s)
# Name/topic of the course you plan to work on in the session?
# What you would like to get out of the session?
# Briefly describe your approach to teaching and your goals as an instructor

==Pre-workshop confirmation email==
=== Items to include in email: ===
* Any pre-readings?
* Instructions for blended modules
* Reminder to bring course syllabus/ project outline
* Request dietary restrictions
* Outline of the day
* Reminder to bring electronic devices
* II-Design Lab website URL

=== DRAFT Workshop Agenda (subject to change): ===
# Introductions and ice-breaker
# “Indigenizing” Course Design - context, questions, and exploration
# Classroom Climate - locating ourselves and our learners
# Sensitizing Questions and Anti-Oppressive Approaches
# Exploring and sharing educational resources
# Threading Indigenous content through your course/project
# Wrap-up, summary, and feedback

=== Sample Email Text ===

To _____________________:

Thank you for registering for '''Exploring Indigenous Perspectives in Teaching Practice and Learning Design.''' This three workshop series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
We are looking forward to meeting you, learning more about your course/project designs-in-progress, and sharing ideas around integrating Indigenous content in meaningful ways.

Prior to the workshop we would like to ask the following:

* Please remember to bring the course syllabus or project outline you will be re-designing or working on in the workshop; we also welcome and encourage you to bring copies of course materials you are thinking about using in the projects you are designing (e.g. copies of readings, multi-media materials, ideas and supporting materials for guest speakers etc.)
* In order to help create a scent-reduced environment for our workshop that is accessible to those with scent sensitivities, we kindly ask you to consider your use of laundry products, soaps, colognes and scented lotions, hair products, air fresheners, and many other scented products that can trigger serious health reactions in individuals with asthma, allergies, migraines, and/or chemical sensitivities.
* Throughout the series we will be doing various activities that will require you to view some video material so please bring your own electronic device capable of accessing the internet and viewing an online video/reading a webpage comfortably. We also strongly recommend you bring your own pair of headphones or earbuds. If you are unable to bring your own device and/or headphones please let me know as soon as possible so I can make arrangements for one to be available for you here.

The workshop will be held in the Irving K. Barber Learning Centre, Seminar Room 2.22. For accessibility info, please see attached map:
[[File:IKBLC 2.22 location and accessibility map.png|IKBLC 2.22 location and accessibility map]]

=== Fall 2017 Series - Email to new participants to Part 2 ===
Hello,

Thank you for your interest in Exploring Indigenous Perspectives in Teaching Practice and Learning Design Part 2: Positionality and Place. Your registration is not yet complete until you have taken the following actions.

This workshop is Part 2 in a three-part series. In order to confirm your registration and eligibility to attend the workshop, please:

# Complete the workshop pre-survey found here https://survey.ubc.ca/s/exploring-indigenous-perspectives/ by 4:30PM Wednesday November 8th.
# Review Part 1 workshop materials found here http://ctlt-ii-designlab.sites.olt.ubc.ca/workshop-materials/. Open "Part 1 Motivation and Context" and (a) review slideshow content, (b) select one of the Explore Learning Resources Activities, complete the Individual Activity, and read through the Group Activity on the worksheet, (c) complete the attached handout - Motivation and Context; email back a scanned copy of your completed "explore" activity and "motivation and context" handouts to me (janey.lew@ubc.ca), or bring a copy of your completed Part 1 homework to the workshop on November 14th.
# Complete Part 2 Pre-workshop Instructions, also found at http://ctlt-ii-designlab.sites.olt.ubc.ca/workshop-materials/. Open "Part 2 Positionality and Place" and complete the two items - (a) The Big Idea, (2) When Will We Be Ready?

Please note that this series is designed for participants who are actively working to integrate Indigenous knowledges, perspectives, methodologies, and topics in their courses and/or learning projects and who attended Part 1 or previous iterations of this workshop offered by Indigenous Initiatives at CTLT. It is strongly recommended that participants be familiar with the CTLT Classroom Climate series workshops and content, have some experience designing their own courses, and have completed Part 1's work or equivalent prior to taking Part 2.

Thank You!

=== Fall 2017 Series - Email to returning participants to Part 2 ===
Hello all!

A couple of quick reminders about our workshop next Tuesday, November 14th, 9AM-12PM in the Irving K Barber Learning Centre, Seminar Room 2.22. We look forward to seeing you there!

If you are not able to attend on Nov 14 but would like to stay caught up and join us back on Dec 11th for Part 3 (Design Lab), let me know ASAP and I will send instructions on how to keep up with Part 2 workshop content.

For those of you joining us on Nov 14, please complete the pre-work for Part 2 Positionality and Place *before* attending next week's workshop. Go to http://ctlt-ii-designlab.sites.olt.ubc.ca/workshop-materials/ and click open the "accordion" for Part 2 Positionality and Place workshop materials.

The agenda for Nov 14 can also be found on our website's Workshop Materials page.

Thanks to those who replied agreeing to share your contact info. If you would like your name added to the contact list for this workshop, please email me and I will add you to the googledoc and share the link with you.

Take care and see you next week!

=== '''2018 II Design Series - Pre-workshop email''' ===

To _____________________:

Thank you for registering for the Indigenous Initiatives (II) Design Series. We are looking forward to meeting you, learning more about your course/project designs-in-progress, and sharing ideas around integrating Indigenous content in meaningful ways.

Prior to the workshop we would like to ask the following:
* We will begin promptly at 9:30AM. Coffee and light refreshments will be served so please arrive early to get settled.
* If there are any last-minute changes to your plans and/or if you are no longer able to join us for the workshops, we would appreciate hearing from you at any point over email.
* There is a short pre-workshop assignment to complete. It is outlined below and available at: http://ctlt-ii-designlab.sites.olt.ubc.ca/
* Please remember to bring the course syllabus or project outline you will be (re-)designing or working on in the workshop; we also welcome and encourage you to bring copies of course materials you are thinking about using in the projects you are designing (e.g. copies of readings, multi-media materials, ideas and supporting materials for guest speakers etc.)
* In order to help create an accessible learning space for those with scent sensitivities, we kindly ask you to consider your use of scented laundry products, soaps, colognes, lotions, hair products, air fresheners, and other scented products that can trigger health reactions in individuals with asthma, allergies, migraines, and/or chemical sensitivities.

The workshop will be held in the Irving K. Barber Learning Centre, Seminar Room 2.22. For accessibility info, please see attached map:

Workshop materials are available on the web: http://ctlt-ii-designlab.sites.olt.ubc.ca/

Under the Workshop Materials tab, you will find a tentative agenda for the workshop, as well the following pre-workshop instructions:

'''Please review the activity below and complete by September 24th at NOON.'''

'''ACTIVITY: When Will We Be Ready? to be completed before the workshop'''

''(15 mins to complete)''

REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?

READ/WATCH: Read the short blog post "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the short accompanying video.

POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

We welcome you to get in touch with any of the facilitators if you have any questions before the workshop. Look forward to seeing you on Sep 25!

All the best,

Amy, Erin, Janey, and Sue

II Design Series facilitators

==Registration spreadsheet==
Teamshare >> CTLT >> TLPD >> II-Design Lab >> Registrations_II-DesignLab.xls

Process:
* Once registration deadline has passed, confirm registrations manually by cross-checking against pre-survey respondents, sending reminders, etc.
* Download registrations from Event Espresso (.cvs file).
* Open the Excel document and create a new tab (sheet); name the sheet with the date of the current workshop.
* Copy and paste fields from registrations .cvs file into current sheet and customize fields (columns) by referencing previous registration sheets.
* Copy and paste canceled registrants to the bottom (rows) of the sheet and grey out the text.

[[File:Screen_Shot_2017-09-27_at_1.30.07_PM.png|Screen_Shot_2017-09-27_at_1.30.07_PM.png]]

[[Category:Indigenous Initiatives]]

Documentation:II-DL Facilitators/Pre-workshop

2018-09-17T19:30:34Z

JaneyLew: /* Pre-workshop confirmation email */

==Registration process/Pre-workshop checklist==
# Event page created on Event Espresso (direct link to URL)
# Automatic confirmation email generated with link to pre-survey
# Registration confirmed when pre-survey is complete
# Registration cap and deadline
# Follow-up for pre-survey completion
# Pre-workshop email sent to participants

==Auto-generated registration email text==

For Aug 23, 2018:

Thank you for registering in II-Design Series - Motivation and Context. Please note this is Part 1 in a three-part workshop series. Your registration will be confirmed once you have taken the workshop pre-survey.

'''ACTION:''' The next step in the registration process is to take the pre-survey found here (link to survey URL *Erin to create survey*).

Once you have completed the survey, you will be contacted by the facilitation team with additional information for the workshop on Aug 23 and steps to register for Part 2 Positionality and Place (Oct 23 9:30AM-12:30PM) and Part 3 Design Lab (Dec 10 9AM-3PM). If you have any questions, please email janey.lew@ubc.ca.

For more information, see [https://www.mail.ubc.ca/owa/redir.aspx?C=tXAE_wtxqaL0PedR2oIhY13FgKTkBpEyjkZj9hebGy528ebqt_jVCA..&URL=http%3a%2f%2fctlt-ii-designlab.sites.olt.ubc.ca%2f http://ctlt-ii-designlab.sites.olt.ubc.ca/].

Thank You!

--

For Sep 25, 2018:

Thank you for your interest in II-Design Series - Motivation and Context. Please note this is Part 1 in a three-part workshop series. Your registration is not yet complete until you have registered in all the sessions and taken the workshop pre-survey.

'''ACTIONS:''' The next step in the registration process is register in Parts 2 and 3 (links to registration URL) and to take the pre-survey found here (link to survey URL).

Once you have completed the survey, you will be contacted by the facilitation team to discuss and confirm your registration. If you have any questions, please email janey.lew@ubc.ca.

For more information, see [https://www.mail.ubc.ca/owa/redir.aspx?C=tXAE_wtxqaL0PedR2oIhY13FgKTkBpEyjkZj9hebGy528ebqt_jVCA..&URL=http%3a%2f%2fctlt-ii-designlab.sites.olt.ubc.ca%2f http://ctlt-ii-designlab.sites.olt.ubc.ca/].

==Event description==
=== December 12, 2016 ===
Date: Monday, Dec 12, 2016 
Time: 9AM-3PM (9AM-12PM, 1-3PM) 
Venue: Irving K Barber Learning Centre, Seminar (Room 2.22 A/B) 

This workshop is designed for anyone in the UBC teaching and learning community who is interested in integrating Indigenous content into a course they are developing. The workshop will include focused discussions on learning materials, resources, and course design for Indigenous engagement. You will have the opportunity to work on integrating Indigenous content in your own course in a supportive, peer-to-peer learning environment, while we cover topics such as:

* Anti-oppressive teaching and course design strategies
* Engaging with place and territory acknowledgements in your course
* Selecting and framing relevant content
* Aligning objectives with content and assessment

This workshop is suitable for participants who have attended the Classroom Climate series, who have experience designing their own courses, and would like to engage more deeply with implementation of Indigenous content in their courses.

Please bring any working drafts or finalized version of your course syllabus, and any resources and materials that may serve you throughout the course design process.

Lunch will be provided.

Cap: 16 (waitlist)
Registration deadline: Monday, November. 14th by 4:30pm.

=== Fall 2017 Series ===
==== Exploring Indigenous Perspectives in Teaching Practice and Learning Design ====
A three-part workshop series designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.

Exploring Indigenous Perspectives in Teaching Practice and Learning Design builds off of aspects of the day-long workshop Integrating Indigenous Content into your Course Design. This series offers participants the opportunity to dig into aspects of course design, share practice and approaches, and test resources that can be brought into the learning environment. Participants are encouraged to sign up for the entire series as each session builds off the previous one, and the series is a space to build connections and test out ideas in a supportive peer-to-peer environment.

==== October 3rd (9AM-12PM, PART 1: Motivation and Context ====
Registration Deadline: September 19th at 4:30pm **extended to September 26th**

In this workshop, participants will consider your own motivations and interests for integrating Indigenous perspectives and topics in your course, aspects of your teaching contexts that may either support or challenge your efforts, and strategies for setting goals and mobilizing support. Through interactive, blended learning activities and peer-to-peer discussion, we will also explore introductory learning resources that may help provide background for introducing Indigenous topics related to your course content. Previous participants in "Integrating Indigenous Content Into Your Course Design" are welcome to register. Please complete your pre-survey to confirm your registration by September 26th.

Other workshops in this series:
* Part 2: Positionality and Place, November 14th (9AM-12PM)
* Part 3: Design Lab, December 11th (9AM-12PM)

Facilitators: Sue Hampton, Janey Lew, Amy Perreault

==== November 14th (9AM-12PM), PART 2: Positionality and Place ====
Registration deadline: Nov 1st at 4:30pm

NOTES:
* If you have previously registered in this series there is no need to fill out the pre-survey.
* Approximately one week before the workshop, all participants will be emailed a short required pre-work assignment to complete.
* If you have trouble registering or receive an error message, please try again (1) after clearing your browser cache, and (2) using a different browser. If you are still unable to register, please email janey.lew@ubc.ca.

Building off previous work on motivation and context, this session explores the "big ideas" of your course and how to scope out openings for threading Indigenous perspectives and topics into your fabric of what you are teaching. We will take a closer look at classroom climate, instructor/student positionality, and place. Register by Nov. 1. There will be pre-work that should be completed before attending this session. Previous participants in "Integrating Indigenous Content Into Your Course Design" are welcome to register.

Other workshops in this series:
* Part 1: Motivation and Context, October 3rd (9AM-12PM)
* Part 3: Design Lab, December 11th (9AM-12PM)

Facilitators: Sue Hampton, Janey Lew, Amy Perreault

==== December 11th (9AM-12PM), PART 3: Design Lab ====

NOTE: If you have previously registered in this series there is no need to fill out the pre-survey.

Check in on goals, share work-in-progress, test out your lesson plan, and get feedback in a supportive peer-to-peer environment. Previous participants in "Integrating Indigenous Content Into Your Course Design" are welcome to register.

Other workshops in this series:
* Part 1: Motivation and Context, October 3rd (9AM-12PM)
* Part 2: Positionality and Place, November 14th (9AM-12PM)

Facilitators: Sue Hampton, Janey Lew, Amy Perreault

=== Fall 2018 Series ===

==== Indigenous Initiatives Design Series ("II-Design Series") ====
A three-part workshop series is for anyone who is interested in integrating Indigenous content into a course or learning project they are developing. The series has been intentionally designed to span 3 months, where participants have the opportunity to reflect on their learnings in between sessions and adapt the learning to fit their own context. To register, participants are asked to commit for the entire series.

The goal of the series is to create space for instructors and members of the UBC teaching and learning community who come to Indigenous topics with different levels of knowledge and expertise to: share practices; redesign elements of their teaching and learning projects and resources; model and explore educational materials; and apply classroom climate principles to everyday learning design situations.

Completion of the full series requires approximately 15 hours total time commitment, including attendance and participation in two half-day workshops, one full-day workshop, and homework/preparation.
* 3 in-person workshops, totaling 12 hours face-to-face time commitment
* 2-3 hours required preparation, homework and blended-learning activities
For more information, see: http://ctlt-ii-designlab.sites.olt.ubc.ca/

==== Thurs, August 23 (1:00-4:00PM), PART 1 Motivation and Context ====
Please note. This workshop is Part 1 in a 3-part series. To register, participants are asked to commit for the entire series. If you cannot register for this August offering of Part 1, there is another opportunity to take Part 1 on September 25 (9:30AM-12:30PM) and and join the Fall 2018 series cohort.

Motivation and Context: In this workshop, participants will consider your own motivations and interests for integrating Indigenous perspectives and topics in your course, aspects of your teaching contexts that may either support or challenge your efforts, and strategies for setting goals and mobilizing support. Through interactive, blended learning activities and peer-to-peer discussion, we will also explore introductory learning resources that may help provide background for introducing Indigenous topics related to your course content. Some pre-work (including an intake survey) is required for registrants. '''Please register by Monday, August 13 at 4:30PM.'''

Register for other workshops in this series:
* Part 2: Positionality and Place, Tuesday, October 23 (9:30AM-12:30PM)
* Part 3: Design Lab, Monday, December 10 9AM-3PM
This event is part of our CTLT Summer Institute. For more Institute events, please click here.

'''Facilitators:'''
* Sue Hampton, Educational Consultant, Facilitation and Process Design, Centre for Teaching, Learning, and Technology
* Janey Lew, Educational Consultant, Indigenous Initiatives, Centre for Teaching, Learning, and Technology
* Amy Perreault, Strategist, Indigenous Initiatives, Centre for Teaching, Learning, and Technology
* Erin Yun, Educational Consultant, Classroom and Campus Climate, Centre for Teaching, Learning, and Technology

==== Tues, September 25 (9:30AM-12:30PM), PART 1 Motivation and Context ====
Please note. This workshop is Part 1 in a 3-part series. To register, participants are asked to commit for the entire series. Approximately one week before the workshop, all participants will be emailed a short required pre-work assignment to complete.

In this session, participants will consider your own motivations and interests for integrating Indigenous perspectives and topics in your course, aspects of your teaching contexts that may either support or challenge your efforts, and strategies for setting goals and mobilizing support. Through interactive, blended learning activities and peer-to-peer discussion, we will take a closer look at classroom climate, instructor/student positionality, and place. '''Please register by Monday, September 10 at 4:30PM.'''

Register for other workshops in this series:
* Part 2: Positionality and Place, Tuesday, October 23 (9:30AM-12:30PM)
* Part 3: Design Lab, Monday, December 10 9AM-3PM
'''Facilitators:'''
* Sue Hampton, Educational Consultant, Facilitation and Process Design, Centre for Teaching, Learning, and Technology
* Janey Lew, Educational Consultant, Indigenous Initiatives, Centre for Teaching, Learning, and Technology
* Amy Perreault, Strategist, Indigenous Initiatives, Centre for Teaching, Learning, and Technology
* Erin Yun, Educational Consultant, Classroom and Campus Climate, Centre for Teaching, Learning, and Technology

==== Tues, October 23 (9:30AM-12:30PM), PART 2 Positionality and Place ====
NOTE: Approximately one week before the workshop, all participants will be emailed a short required pre-work assignment to complete.

Building off previous work on motivation and context, this session explores the "big ideas" of your course and how to scope out openings for threading Indigenous perspectives and topics into your fabric of what you are teaching. We will also explore introductory learning resources that may help provide background for introducing Indigenous topics related to your course content.

==== Mon, December 10 (9AM-3PM), PART 3 Design Lab ====
In the last session, series participants will meet with the II-Learning Community to check in on goals, discuss what you have learned, and provide feedback on different ideas, techniques, and work-in-progress.

Upon completion of the II-Design Series, participants will be invited to join '''the Indigenous Initiatives Learning Community ("II-Learning Community").'''

==Pre-survey questions==
# Name
# Department
# Role
# Your experience designing courses
# Your experience integrating and/or teaching Indigenous content and perspectives within your course(s)
# Name/topic of the course you plan to work on in the session?
# What you would like to get out of the session?
# Briefly describe your approach to teaching and your goals as an instructor

==Pre-workshop confirmation email==
=== Items to include in email: ===
* Any pre-readings?
* Instructions for blended modules
* Reminder to bring course syllabus/ project outline
* Request dietary restrictions
* Outline of the day
* Reminder to bring electronic devices
* II-Design Lab website URL

=== DRAFT Workshop Agenda (subject to change): ===
# Introductions and ice-breaker
# “Indigenizing” Course Design - context, questions, and exploration
# Classroom Climate - locating ourselves and our learners
# Sensitizing Questions and Anti-Oppressive Approaches
# Exploring and sharing educational resources
# Threading Indigenous content through your course/project
# Wrap-up, summary, and feedback

=== Sample Email Text ===

To _____________________:

Thank you for registering for '''Exploring Indigenous Perspectives in Teaching Practice and Learning Design.''' This three workshop series is designed for anyone who is interested in integrating Indigenous content into a course they are developing. Participants are strongly encouraged to register for the entire series.
We are looking forward to meeting you, learning more about your course/project designs-in-progress, and sharing ideas around integrating Indigenous content in meaningful ways.

Prior to the workshop we would like to ask the following:

* Please remember to bring the course syllabus or project outline you will be re-designing or working on in the workshop; we also welcome and encourage you to bring copies of course materials you are thinking about using in the projects you are designing (e.g. copies of readings, multi-media materials, ideas and supporting materials for guest speakers etc.)
* In order to help create a scent-reduced environment for our workshop that is accessible to those with scent sensitivities, we kindly ask you to consider your use of laundry products, soaps, colognes and scented lotions, hair products, air fresheners, and many other scented products that can trigger serious health reactions in individuals with asthma, allergies, migraines, and/or chemical sensitivities.
* Throughout the series we will be doing various activities that will require you to view some video material so please bring your own electronic device capable of accessing the internet and viewing an online video/reading a webpage comfortably. We also strongly recommend you bring your own pair of headphones or earbuds. If you are unable to bring your own device and/or headphones please let me know as soon as possible so I can make arrangements for one to be available for you here.

The workshop will be held in the Irving K. Barber Learning Centre, Seminar Room 2.22. For accessibility info, please see attached map:
[[File:IKBLC 2.22 location and accessibility map.png|IKBLC 2.22 location and accessibility map]]

=== Fall 2017 Series - Email to new participants to Part 2 ===
Hello,

Thank you for your interest in Exploring Indigenous Perspectives in Teaching Practice and Learning Design Part 2: Positionality and Place. Your registration is not yet complete until you have taken the following actions.

This workshop is Part 2 in a three-part series. In order to confirm your registration and eligibility to attend the workshop, please:

# Complete the workshop pre-survey found here https://survey.ubc.ca/s/exploring-indigenous-perspectives/ by 4:30PM Wednesday November 8th.
# Review Part 1 workshop materials found here http://ctlt-ii-designlab.sites.olt.ubc.ca/workshop-materials/. Open "Part 1 Motivation and Context" and (a) review slideshow content, (b) select one of the Explore Learning Resources Activities, complete the Individual Activity, and read through the Group Activity on the worksheet, (c) complete the attached handout - Motivation and Context; email back a scanned copy of your completed "explore" activity and "motivation and context" handouts to me (janey.lew@ubc.ca), or bring a copy of your completed Part 1 homework to the workshop on November 14th.
# Complete Part 2 Pre-workshop Instructions, also found at http://ctlt-ii-designlab.sites.olt.ubc.ca/workshop-materials/. Open "Part 2 Positionality and Place" and complete the two items - (a) The Big Idea, (2) When Will We Be Ready?

Please note that this series is designed for participants who are actively working to integrate Indigenous knowledges, perspectives, methodologies, and topics in their courses and/or learning projects and who attended Part 1 or previous iterations of this workshop offered by Indigenous Initiatives at CTLT. It is strongly recommended that participants be familiar with the CTLT Classroom Climate series workshops and content, have some experience designing their own courses, and have completed Part 1's work or equivalent prior to taking Part 2.

Thank You!

=== Fall 2017 Series - Email to returning participants to Part 2 ===
Hello all!

A couple of quick reminders about our workshop next Tuesday, November 14th, 9AM-12PM in the Irving K Barber Learning Centre, Seminar Room 2.22. We look forward to seeing you there!

If you are not able to attend on Nov 14 but would like to stay caught up and join us back on Dec 11th for Part 3 (Design Lab), let me know ASAP and I will send instructions on how to keep up with Part 2 workshop content.

For those of you joining us on Nov 14, please complete the pre-work for Part 2 Positionality and Place *before* attending next week's workshop. Go to http://ctlt-ii-designlab.sites.olt.ubc.ca/workshop-materials/ and click open the "accordion" for Part 2 Positionality and Place workshop materials.

The agenda for Nov 14 can also be found on our website's Workshop Materials page.

Thanks to those who replied agreeing to share your contact info. If you would like your name added to the contact list for this workshop, please email me and I will add you to the googledoc and share the link with you.

Take care and see you next week!

=== '''2018 II Design Series - Pre-workshop email''' ===

To _____________________:

Thank you for registering for the Indigenous Initiatives (II) Design Series. We are looking forward to meeting you, learning more about your course/project designs-in-progress, and sharing ideas around integrating Indigenous content in meaningful ways.

Prior to the workshop we would like to ask the following:
* We will begin promptly at 9:30AM. Coffee and light refreshments will be served so please arrive early to get settled.
* If there are any last-minute changes to your plans and/or if you are no longer able to join us for the workshops, we would appreciate hearing from you at any point over email.
* There is a short pre-workshop assignment to complete. It is outlined below and available at: http://ctlt-ii-designlab.sites.olt.ubc.ca/
* Please remember to bring the course syllabus or project outline you will be (re-)designing or working on in the workshop; we also welcome and encourage you to bring copies of course materials you are thinking about using in the projects you are designing (e.g. copies of readings, multi-media materials, ideas and supporting materials for guest speakers etc.)
* In order to help create an accessible learning space for those with scent sensitivities, we kindly ask you to consider your use of scented laundry products, soaps, colognes, lotions, hair products, air fresheners, and other scented products that can trigger health reactions in individuals with asthma, allergies, migraines, and/or chemical sensitivities.

The workshop will be held in the Irving K. Barber Learning Centre, Seminar Room 2.22. For accessibility info, please see attached map:

Workshop materials are available on the web: http://ctlt-ii-designlab.sites.olt.ubc.ca/

Under the Workshop Materials tab, you will find a tentative agenda for the workshop, as well the following pre-workshop instructions:

Please review the activity below and complete by September 24th at NOON.
ACTIVITY: When Will We Be Ready? to be completed before the workshop
(15 mins to complete)
REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
READ/WATCH: Read the short blog post "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the short accompanying video.
POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

We welcome you to get in touch with any of the facilitators if you have any questions before the workshop. Look forward to seeing you on Sep 25!

All the best,
Amy, Erin, Janey, and Sue
II Design Series facilitators

==Registration spreadsheet==
Teamshare >> CTLT >> TLPD >> II-Design Lab >> Registrations_II-DesignLab.xls

Process:
* Once registration deadline has passed, confirm registrations manually by cross-checking against pre-survey respondents, sending reminders, etc.
* Download registrations from Event Espresso (.cvs file).
* Open the Excel document and create a new tab (sheet); name the sheet with the date of the current workshop.
* Copy and paste fields from registrations .cvs file into current sheet and customize fields (columns) by referencing previous registration sheets.
* Copy and paste canceled registrants to the bottom (rows) of the sheet and grey out the text.

[[File:Screen_Shot_2017-09-27_at_1.30.07_PM.png|Screen_Shot_2017-09-27_at_1.30.07_PM.png]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-09-17T19:09:19Z

JaneyLew: /* Part 1: Motivation & Context */

Documentation:II-Design Lab/Workshop materials

2018-09-17T19:08:57Z

JaneyLew: /* When Will We Be Ready? */

Documentation:II-Design Lab/Workshop materials

2018-09-17T19:06:44Z

JaneyLew: /* Part 1: Motivation & Context */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

=== Pre-workshop materials ===
Please review the item below and complete by September 24th at NOON.

==== When Will We Be Ready? ====
(10 mins to complete)
# REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

==== '''Workshop Agenda''' ====
''Please note that this is a tentative agenda subject to minor changes.''
* Introductions, workshop overview, territory acknowledgement
* Ice-breaker: Where are you from?
* Classroom climate and supporting students (What I Learned in Class Today)
* Motivation and context activity
* What's next? Positionality and place, "Big Ideas," exploring learning resources,
* Wrap-up and formative Feedback

==== '''Workshop Materials''' ====
coming soon!

=== '''Workshop Evaluation''' ===
coming soon!

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

Workshop materials for Oct 23 will be updated shortly. Please check back again.


==Part 3: Design Lab==

Workshop materials for Dec 10 will be updated shortly. Please check back again.


==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-09-17T19:05:08Z

JaneyLew:

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

Workshop materials for Sep 25 will be updated ASAP. Please check back again.

If you are registered for this workshop, you will receive an email shortly pointing you back to this page for further instructions.

=== Pre-workshop materials ===

==== When Will We Be Ready? ====
(10 mins to complete)
# REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

==== '''Workshop Agenda''' ====
''Please note that this is a tentative agenda subject to minor changes.''
* Introductions, workshop overview, territory acknowledgement
* Ice-breaker: Where are you from?
* Classroom climate and supporting students (What I Learned in Class Today)
* Motivation and context activity
* What's next? Positionality and place, "Big Ideas," exploring learning resources,
* Wrap-up and formative Feedback

==== '''Workshop Materials''' ====
coming soon!

=== '''Workshop Evaluation''' ===
coming soon!

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

Workshop materials for Oct 23 will be updated shortly. Please check back again.


==Part 3: Design Lab==

Workshop materials for Dec 10 will be updated shortly. Please check back again.


==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-09-17T19:04:05Z

JaneyLew:

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

Workshop materials for Sep 25 will be updated ASAP. Please check back again.

If you are registered for this workshop, you will receive an email shortly pointing you back to this page for further instructions.

=== Pre-workshop materials ===

==== When Will We Be Ready? ====
(10 mins to complete)
# REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

==== '''Workshop Agenda''' ====
''Please note that this is a tentative agenda subject to minor changes.''
* Introductions, workshop overview, territory acknowledgement
* Ice-breaker: Where are you from?
* Classroom climate and supporting students (What I Learned in Class Today)
* Motivation and context activity
* What's next? Positionality and place, "Big Ideas," exploring learning resources,
* Wrap-up and formative Feedback

==== '''Workshop Materials''' ====
coming soon!

=== '''Workshop Evaluation''' ===
coming soon!

# 

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

Workshop materials for Oct 23 will be updated shortly. Please check back again.


==Part 3: Design Lab==

Workshop materials for Dec 10 will be updated shortly. Please check back again.


==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-09-17T19:02:09Z

JaneyLew: /* Workshop Agenda */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

Workshop materials for Sep 25 will be updated ASAP. Please check back again.

If you are registered for this workshop, you will receive an email shortly pointing you back to this page for further instructions.

=== Pre-workshop materials ===

==== When Will We Be Ready? ====
(10 mins to complete)
# REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

==== '''Workshop Agenda''' ====
* Introductions, workshop overview, territory acknowledgement
* Ice-breaker: Where are you from?
* Classroom climate and supporting students (What I Learned in Class Today)
* Motivation and context activity
* What's next? Positionality and place, "Big Ideas," exploring learning resources,
* Wrap-up and formative Feedback

{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA/}}
* [[File:Motivation_and_context_-_activity_handout.pdf|thumb|Motivation and Context - Activity Handout]]

=== '''Workshop Evaluation''' ===
Please complete via padlet: https://padlet.com/amy_perreault/ojnix17pva15

# 

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

Workshop materials for Oct 23 will be updated shortly. Please check back again.


==Part 3: Design Lab==

Workshop materials for Dec 10 will be updated shortly. Please check back again.


==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-09-17T18:59:32Z

JaneyLew: /* When Will We Be Ready? */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

Workshop materials for Sep 25 will be updated ASAP. Please check back again.

If you are registered for this workshop, you will receive an email shortly pointing you back to this page for further instructions.

=== Pre-workshop materials ===

==== When Will We Be Ready? ====
(10 mins to complete)
# REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.

=== '''Workshop Agenda''' ===
* Introductions, agenda, territory acknowledgement
* Ice-breaker: Where are you from?
* Community agreements
* "When will we be ready?": Motivation and context activity
* Exploring learning resources (*note* this activity is blended, pre-work required)
* What's next? "Big Ideas," positionality and place
* Wrap-up and formative Feedback

=== '''Workshop materials''' ===
{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA/}}
* [[File:Motivation_and_context_-_activity_handout.pdf|thumb|Motivation and Context - Activity Handout]]

=== '''Workshop Evaluation''' ===
Please complete via padlet: https://padlet.com/amy_perreault/ojnix17pva15

# 

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

Workshop materials for Oct 23 will be updated shortly. Please check back again.


==Part 3: Design Lab==

Workshop materials for Dec 10 will be updated shortly. Please check back again.


==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-09-17T18:58:47Z

JaneyLew: /* Part 1: Motivation & Context */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

Workshop materials for Sep 25 will be updated ASAP. Please check back again.

If you are registered for this workshop, you will receive an email shortly pointing you back to this page for further instructions.

=== Pre-workshop materials ===

==== When Will We Be Ready? ====
(10 mins to complete)
# REFLECT: What brings you to this workshop? What is the climate in your department, unit, or discipline/field for integrating Indigenous perspectives and knowledges?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of three words that summarize your own answer to the question "When Will We Be Ready?" and that resonate for you from the blog post and video above. Go to www.menti.com and use the code 50 94 1 to post your answers. You can use a computer or any mobile/electronic device.
*[[File:Group_A-Indigenous_Foundations_-_Explore_Activity2.docx|thumb|resource for II-Design Lab]]
*[[File:Identity_and_Terminology_Worksheet.pdf|thumb|Explore Learning Resources Jigsaw]]
:
* [[File:Group_B-Time_and_Place_-_Explore_Activity2.docx|thumb|resource for II-Design Lab]]
* [[File:Our_time_and_place.pdf|thumb|Explore Learning Resources Jigsaw]]
:
* [[File:Group_C-Power_of_a_Name_-_Explore2_Activity.docx|thumb|resource for II-Design Lab]]

=== '''Workshop Agenda''' ===
* Introductions, agenda, territory acknowledgement
* Ice-breaker: Where are you from?
* Community agreements
* "When will we be ready?": Motivation and context activity
* Exploring learning resources (*note* this activity is blended, pre-work required)
* What's next? "Big Ideas," positionality and place
* Wrap-up and formative Feedback

=== '''Workshop materials''' ===
{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA/}}
* [[File:Motivation_and_context_-_activity_handout.pdf|thumb|Motivation and Context - Activity Handout]]

=== '''Workshop Evaluation''' ===
Please complete via padlet: https://padlet.com/amy_perreault/ojnix17pva15

# 

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

Workshop materials for Oct 23 will be updated shortly. Please check back again.


==Part 3: Design Lab==

Workshop materials for Dec 10 will be updated shortly. Please check back again.


==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]

Documentation:II-Design Lab/Workshop materials

2018-09-17T18:50:41Z

JaneyLew: /* Part 1: Motivation & Context */

==Part 1: Motivation & Context==

Welcome to the workshop! We look forward to learning with you.

Workshop materials for Sep 25 will be updated ASAP. Please check back again.

If you are registered for this workshop, you will receive an email shortly pointing you back to this page for further instructions.

Pre-workshop materials
* [[File:Group_A-Indigenous_Foundations_-_Explore_Activity2.docx|thumb|resource for II-Design Lab]]
* [[File:Identity_and_Terminology_Worksheet.pdf|thumb|Explore Learning Resources Jigsaw]]
:
* [[File:Group_B-Time_and_Place_-_Explore_Activity2.docx|thumb|resource for II-Design Lab]]
* [[File:Our_time_and_place.pdf|thumb|Explore Learning Resources Jigsaw]]
:
* [[File:Group_C-Power_of_a_Name_-_Explore2_Activity.docx|thumb|resource for II-Design Lab]]

=== '''Workshop Agenda''' ===
* Introductions, agenda, territory acknowledgement
* Ice-breaker: Where are you from?
* Community agreements
* "When will we be ready?": Motivation and context activity
* Exploring learning resources (*note* this activity is blended, pre-work required)
* What's next? "Big Ideas," positionality and place
* Wrap-up and formative Feedback

=== '''Workshop materials''' ===
{{#widget:Google Presentation|docid=1cCrgNnYI__cKmRUB5wcsl1cBrXVtU1Ux5t92N1kBIfA/}}
* [[File:Motivation_and_context_-_activity_handout.pdf|thumb|Motivation and Context - Activity Handout]]

=== '''Workshop Evaluation''' ===
Please complete via padlet: https://padlet.com/amy_perreault/ojnix17pva15

==== When Will We Be Ready? ====
(10 mins to complete)
# REVIEW/REFLECT: Recall the Motivation and Context map we created in the last session. What stand out to you about that activity and how does that relate to your goals for taking this workshop?
# READ/WATCH: Read the short blog post [http://indigenousinitiatives.ctlt.ubc.ca/2017/06/01/integrating-indigenous-knowledges-in-teaching-when-will-we-be-ready/ "Integrating Indigenous Knowledge in Teaching: When Will We Be Ready?"] summarizing a faculty panel at CTLT featuring settler faculty perspectives and experiences integrating Indigenous knowledges and topics in their courses and watch the [https://youtu.be/T84CX8NnyF8 short accompanying video].
# POST: Think of two words that summarize your own answer to the question "When Will We Be Ready?" and two words that resonate for you from the blog post and video above. Go to www.menti.com and use the code 48 61 29 to post your answers. You can use a computer or any mobile/electronic device.

==Part 2: Positionality & Place==
We look forward to continuing to build with you from the first session!

Workshop materials for Oct 23 will be updated shortly. Please check back again.


==Part 3: Design Lab==

Workshop materials for Dec 10 will be updated shortly. Please check back again.


==Photos==
Photos from December 11, 2017. Photo credit: Wendy Chan, CTLT.

[[File:II-Design Lab Dec 11, 2018 group photo - red background.JPG|thumb|II-Design Lab Dec 11, 2018 group photo - red background]]

[[File:II-Design Lab Dec 11, 2018 - group with poster.JPG|thumb|II-Design Lab Dec 11, 2018 - group with poster; Pictured: L-R Amy Perreault, Janey Lew, Erin Yun, Liane Chen, Benjamin Cheung, Hélène Frohard-Dourlent, Andy Leger, Sophie Duncan]]

[[File:II Design Lab Dec 11, 2018 presentation.JPG|thumb|II Design Lab Dec 11, 2018 presentation]]

[[Category:Indigenous Initiatives]]