Where can I find specific examples of how to embed Indigenous Ways of Knowing in my STEM course?
Many faculty want to know where they can locate specific examples of what incorporating IWK looks like. While this may be useful in informing your approaches, it is critical to first realize that doing this work goes far beyond taking content/examples and directly implementing them in your classroom. You cannot incorporate IWK without linking your own positionality and learning to the curriculum and practices you bring to your course.
Locating examples
- It’s common for non-Indigenous STEM folks to ask for examples prior to having explored what’s available themselves. One of the first steps you can take is to do some research online to see what examples exist or you could reach out to folks at the X̱wi7x̱wa Library to discuss their collections and resources.
- It is also worthwhile exploring what work is being done in the K-12 sector to generate ideas for approaches and practices to use in your own course.
Considerations for why there is a lack of examples
- The push to Indigenize STEM curriculum and practices in undergraduate education at UBC, and within North America, is relatively recent.
- As such, there might be limited to no examples that exist or are available depending on your context/field, an issue which in itself highlights the necessity for this work.
Learn from UBC educators on Indigenous engagement
- In this video from a 2021 CTLT Indigenous Initiatives event, three UBC faculty members describe their journeys of infusing Indigenous ways of knowing and practices within their teaching. The video participants emphasize the importance of positionality, community, and the time needed to engage meaningfully in this work and to not just add content for the sake of adding content.
Examples of projects/initiatives at UBC
There are a growing number of teaching and learning projects related to Indigenizing STEM curriculum, pedagogy, and culture at UBC. Below are some posters the Teaching and Learning Enhancement Fund (TLEF) showcase over the years. They provide examples of how UBC faculty, staff, and students are co-leading this work.
- Co-creating Aquatic Science with Indigenous Communities, 2022
- Earth Science Experiential and Indigenous Learning (EaSEIL), 2024
- MAKING CONNECTIONS: Students, faculty, staff, and community partners as co-creators of a biodiversity science course for undergraduates, 2024
- Reflecting on place-based learning and the role of land stewardship and Indigenous knowledge in Integrated Sciences sustainability course, 2024
- Student-Curated Informal Learning and Engagement Spaces (Sci-LEnS), 2024
