Students consistently indicated in their learning reflection papers that their knowledge and understandings have benefited from the variety of learning activities. They share that exposure to new ways of thinking and learning (Indigenous ways of knowing and pedagogies) has enriched the learning process. In addition to the learning reflection assignment, an active learning experience was facilitated in the final seminar of the second term to further assess the effectiveness of the implementation of UDL techniques. Reflective exercises, an Indigenous pedagogy and UDL concepts, are used throughout the course to enhance students’ learning processes.  In this reflective activity, Shawanda shared a story on past, present, and future, and then students were given sticky notes in a variety of shapes and colours to record their responses anonymously to a series of questions. These sticky notes were placed on poster boards and provided anecdotes for assessing the impacts of course redesign.

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Past

Beginning with the “Past,” students were asked to record a misconception they might have had about Indigenous Peoples or worldviews. Students were also asked to share what they wished had been included in course content. Here are a few of anecdotes:

Most students stated that they wanted to 1) share the Indigenous content learned in this course to help with the protecting or preserving the environment, and 2) educate family and peers regarding Indigenous issues and the impacts of colonialism. 

Present

Student reflection on the “Present” was prompted by the question, “What stood out to you in this course (lectures, seminars, readings)? Do you think this course provided you with the understanding of knowledge system collaboration and intersection?” 

Students shared that Dr. Chris Furgal’s lecture focused on Euro-centric science as one way of knowing, the KAIROS Blanket Exercise, and the outdoor learning activities were particularly impactful.

Future

Prompting students to think about the “Future” provided them an opportunity to reflect on how they might apply their learning to other aspects of their lives. Students were asked “What now? How will you contribute to a broader understanding of Indigenous Knowledges or the awareness of the environment itself or environmental issues?” Students were also asked to comment on how they might utilize the IESS skill set and knowledge in their other classes.

The supportive learning environment nurtured by our instructional team held space for honesty. Most students enrolled in this course to fulfill the ICR. These students indicated that they did not see the need to continue with IESS courses while others stated they would not be taking any additional Indigenous– focused courses because the content did not apply to their field.

Other students shared that they felt IESS 1001H was beneficial to their overall learning and that they would be taking the knowledge gained from this course forward. Overall, the “Past,” “Present,” and “Future” activity revealed students’ transformative learning experiences regardless of their reasons for enrolling in our course.

Many students voiced that the experiential activities were a highlight of the course. Seminar leaders (2019/2020) summarized what their students communicated: 

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