Today’s discussion Knowledge Makers • Where • Why, What, How Collaborative teaching • Approaches • Outcomes Themes for collaborative teaching that serves Indigenous students as researchers • Indigenous research community • An outcomes focus • The importance of being Indigenous
Caddick family Bill and Nancy Smith Mr Britt Airini Grennell Prof Rita Irwin, Prof Rod McCormick, Prof John Willinsky, Prof Adrienne Alton-Lee, Prof Graham Nuthall, Irihapeti Ramsden, Prof John Hattie, Prof Roger Slee, Prof Katherine McPherson, Prof Joanne Archibald, Prof Hingangaroa Graham Smith, Garry Gottfriedson, Elder Aotearoa Samoa Mike Arnouse Dr Denis McGrath, , Nicola Jameson, Dr John Langley, Assoc Prof Carol Mutch, Prof Tracy McIntosh Papali’i Pale Sauni, Eleitino Paddy Walker, Afamasaga Telesia Alipia. Tutagaloa Tose Tuhipa. Taonefou Falesima, Vaovasamanaia Meripa Toso, Seiuli Luama Rakuera Sauni, Tapua’i Fa’amalua Tipi, Dr Karlo Mila, Mama Mi’i Teokotai, Linda Aumua, Walter Fraser, Dr Lesieli Tongati’o, Fa’afua Tautolo, Tagaloatele Prof Peggy Fairbairn Dunlop, Misatauveve Dr Melani Anae, Dr Tanya Wendt Samu, Dr Sereana Naepi. Ngaio
Pacific Tertiary Teaching There is evidence of teaching that reflects any or all of the following: • is based on Pacific teaching methodologies and methods • involves Pacific-centred subject matter • impacts on Pacific communities. [Adaptation: New Zealand Tertiary Education Commission. (2016). Performance Based Research Fund Quality Evaluation: Panel- Specific Guidelines , p.85.]
“We are understood to be part of the greater family of things” (Mila, K. & Daniela, E. Mana Moana)
Indigenising Tertiary Teaching There is evidence of teaching that reflects any or all of the following: • is based on Indigenous teaching methodologies and methods • involves Indigenous-centred subject matter • impacts on Indigenous communities.
Teaching …is a form of service …honors the rights of Indigenous peoples … is reconciliation, responding to Calls to Action
Today’s discussion Knowledge Makers: • Where • Why, What, How Collaborative teaching • Approaches • Outcomes Themes for collaborative teaching that serves Indigenous students • Indigenous research community • An outcomes focus • The importance of being Indigenous
Why “This is about a transformation away from research being done on Indigenous peoples, and for Indigenous peoples, to research being done with Indigenous peoples in meaningful ways, and research being done by Indigenous peoples. The latter requires the training of Indigenous researchers” (Prof Rod McCormick, BC Innovation Chair in Indigenous Family Health, TRU).
What: Outcomes framework By 2022: Proportion of Indigenous faculty at TRU is on par with the regional Indigenous demographic (13%) By 2024: Proportion of faculty who are Secwepemc is on par with the Secwepemc regional demographic By 2022: 100 undergraduate Knowledge Makers, with at least one published research article each. By 2024: 50 Masters Knowledge Makers, graduated, with at least two published research articles. By 2026: 20 doctoral Indigenous Knowledge Makers, graduated, with at least four published research articles.
Today’s discussion Knowledge Makers: • Where • Why, What, How Collaborative teaching • Approaches • Outcomes Themes for collaborative teaching that serves Indigenous students • Indigenous research community • An outcomes focus • The importance of being Indigenous
Knowledge Makers: Multi-modal, multiple months Celebration gathering & Publication study awards process Two-day workshop E-portfolio One-on-one meeting with the Knowledge Makers Coordinator
Dr Sereana Naepi
Promising practices in collaborative teaching in Knowledge Makers Celebration gathering & Publication study awards process Two-day workshop E-portfolio One-on-one meeting with the Knowledge Makers Coordinator 28
Promising practices in collaborative teaching in Knowledge Makers Celebration gathering & Publication study awards process Two-day workshop E-portfolio One-on-one meeting with the Knowledge Makers Coordinator 30
Promising practices in collaborative teaching One teach, many observe One educator has primary responsibility while others gather specific observational information on students. 31
Promising practices in collaborative teaching One teach, many assist An extension of One-Teach, Many-Observe. One educator has primary responsibility. Others assist students with their tasks and learning.
Promising practices in collaborative teaching Each educator instructs a number of the Same but different teaching students on a shared topic. The educators address the same learning material using different teaching approaches. 33
Promising practices in collaborative teaching Students work at one layer of Supplemental teaching understanding while other educators work with those students who need information extended or ‘unpacked’. 35
Promising practices in collaborative teaching Team teaching in the circle Using a team teaching strategy, all educators are actively involved in learning time. For the students there is no clear leader, as all educators share the instruction. 36
Promising practices in collaborative teaching in Knowledge Makers 37
Today’s discussion Knowledge Makers: • Where • Why, What, How Collaborative teaching • Approaches • Outcomes Themes for collaborative teaching that serves Indigenous students • Indigenous research community • An outcomes focus • The importance of being Indigenous
Student voices The research we are planning to conduct is amazing. The environment here is so different from other university environments. We have a lot to teach the world. There are so many opportunities for indigenous research. It’s amazing to think that even when you get a small group together the ripple effect is enormous. For us to sit here today it feel so very powerful I feel connected to past generations who were not able to see what we have become. I feel we need to make our lives count for everyone. I feel like our future is in good hands. Sitting here and talking about [research] makes me feel good about the future. I am beginning to feel like I do belong. I got started. That is often the hardest thing.
62 Knowledge Makers 85 Articles 2016-2019 30 Nations and Bands Secwepemc Nation, Tkemlups te Secwépemc, Shushwap Nation, Ojibway Nation, Saulteau First Nation, Métis, Seton Lake Band, Dakelh Nation, Stó: lō Nation, Cold Lake First Nations, Waywayseecappo First Nations, Treaty Four Gimley, Ahnishinaabe, Chippewas of Nawash Unceded First Nation, St’at’limc Nation, Ts’Kw’laxw First Nation, Tsimshian, Carrier, Mi’kmaq, Nsyixcen: Upper Nicola Band, Tlingit, Neskonlith Indian Band, Inuit: Nunatsiavut region, Haida, Tahltan, T’exlc (Williams Lake Band), Tsqescen (Canim Lake), Stella’ten First Nations, Te Tsq’escen, Gitanmaax Band, Nak’azdli and Saik’z First Nation, Dene, Simpcw, Nisga’a, Nak’azdli Whuten and Skidegate, Haida Gwaii.
Knowledge Makers 2016-2018 • 2 National Scholarships • 1 National Research Grant ($50,000) • 16 Research Assistants • 6 Graduate Research Scholarships • 4 continued to Masters • 1 International Internship • 2 Post-Baccalaureate Studies • 1 Mainstream Undergraduate Research Grant (UREAP) • 1 social innovation business model 2016-2019 • Knowledge Makers Undergraduate Circle • Knowledge Makers Graduate Circles • Knowledge Makers International : Mexico, USA, Canada, Australia, Aotearoa New Zealand • National Teaching Excellence Award (Canada) – Alan Blizzard Collaborative Teaching Award
We are working together on the same agenda Respect • For here, for one another, for knowledge, for the ones to come Leadership • Elders and Olders • University Administration • Scholars • Knowledge Makers Collaboration • 40+ Resources • TRU Research Office Trust 45
Promising practices Reciprocity - Publications - Presentations - Ceremony 46
Today’s discussion Knowledge Makers: • Where • Why, What, How Collaborative teaching • Approaches • Outcomes Themes for collaborative teaching that serves Indigenous student success as researchers • Indigenous research community • An outcomes focus • The importance of being Indigenous
Themes Indigenous research community An outcomes focus The importance of being Indigenous
“I realized a long time ago every human being is the same – we all develop our mind, our body, our spiritual self…It is okay to be different. It is okay to think differently, to believe differently, and to be The Real Me, and to not hide The Real Me. Keep going.” - Elder Estella Patrick Moller
Knowledge Makers Futures • InterNational/ International knowledge exchange • International Indigenous researcher outcomes • Partnerships in Knowledge Makers International
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