{"id":1000,"date":"2023-12-12T12:49:21","date_gmt":"2023-12-12T17:49:21","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/facultytrainingmodulesforgreeningthelandscapetrade\/?post_type=front-matter&p=1000"},"modified":"2024-04-19T13:51:50","modified_gmt":"2024-04-19T17:51:50","slug":"faculty-training-module-development","status":"publish","type":"front-matter","link":"https:\/\/pressbooks.bccampus.ca\/facultytrainingmodulesforgreeningthelandscapetrade\/front-matter\/faculty-training-module-development\/","title":{"raw":"How this Faculty Training Module was Developed","rendered":"How this Faculty Training Module was Developed"},"content":{"raw":"

How this Faculty Training Module (FTM) was Developed<\/h1>\r\n \r\n\r\n\"\"<\/a>\r\n

Photo Credit: Sam Barber<\/a> on Unsplash<\/a><\/p>\r\nThis faculty training module was developed under the guidance and funding of the College and Institutes of Canada (CICAN).<\/a>\r\n\r\nFrom December 2022 to February 2024, a keen and diverse group of Indigenous scholars, technical, vocational education and training (TVET) educators, tradespeople, teaching and curriculum specialists, and subject matter experts (SME) collaborated as a pan-Canadian team to design and develop industry-specific faculty training modules (FTM) to enhance the existing pan-Canadian Trades curriculum.\u00a0 This FTM for landscape horticulture is one of four modules that are housed within a larger CICAN book, alongside carpentry, electrical, and heating, venting, and air conditioning (HVAC).\r\n\r\nWhile smaller, industry-specific teams developed the individual FTM, the larger project team met once a month to engage in three-hour workshops to develop our understanding of the project, its goals, and the relevant topics that should be included in the FTMs. The three-hour workshops were hosted by CICAN, and guest speakers, including EcoCanada<\/a>, Grey and Ivy<\/a>. During this time, the workshop presenters shared knowledge and experiences from their areas of expertise and invited the group to build capacity and find new meaning in this work.\r\n\r\nApproximately ten months into the project, the FTMs were circulated for review and peer feedback to Indigenous scholars and industry-relevant instructors across Canada for three months. The anonymous qualitative and quantitative peer feedback was returned to the FTM developers, who spent the remaining two months reframing and incorporating the feedback into the FTMs.\r\n\r\nThrough the work of personal reflection and discovery, research on relevant topics, joyous and challenging conversations, and peer feedback from Indigenous scholars and SME educators from across Canada, the project transformed and took shape into its current form, titled Charting a Path to Greening the Trades.\r\n\r\nDuring this time, the meaning of the word greening<\/em> also transformed. The transformation unfolded as our understanding of the word greening<\/em> grew and was reframed to encompass a wider, more holistic meaning. Within this FTM, you will engage with the topics encompassed within the word greening,\u00a0<\/em>ranging from adaptive horticulture practices and strategies to combat the challenges of climate change, Two-eyed seeing, Indigenous Knowledge and perspectives, decolonization, and technical, vocational, education, and training (TVET) pedagogy.\r\n\r\nIn every way, credit for this FTM goes to the numerous contributors, peer-reviewers, and knowledge-sharers along the journey. For this, we are grateful.\r\n

United Nations Sustainable Development Goals (SDGs)<\/h1>\r\nThe United Nations Sustainable Development Goals<\/a> were referred to for guidance and direction in the development of this faculty training module, specifically:\r\n