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Keynote: Story and Place: Examples of Place-Based Learning in a Global Reality
Dave Quinn will share local and global stories from ground-breaking, place-based education programs right here in the Columbia Basin, exploring interdisciplinary ideas around the role story plays in our programs, and what Place means in an education context. Award-winning Kimberley author, photographer, educator and wildlife biologist Dave Quinn has been telling stories and designing and delivering place-based, experiential education programs across the Columbia Basin and beyond for over 25 years. His writing and photography has been featured in BC Magazine, Explore, National Geographic and a range of regional and local publications. He has worked on education programs for the Calgary Zoo, Columbia Basin Trust, Avalanche Canada, Wildsight, and the Columbia Basin Environmental Educators Network, as well as playing a range of roles for the College of the Rockies, and BC School Districts 5, 6, 8, 10, and 19. |
Concurrent Sessions
1) Life Lessons from the Playground: Learning, Place and Wilderness
Brian Bell
Coordinator, Mountain Adventure Skills Training Program
College of the Rockies, Fernie Campus
Teaching outdoor experiential courses requires that we travel to many exceptional places. But we always come home to Fernie. My ideas of place from the perspective of father and of teacher/guide are heavily influenced by outdoor spaces and the importance of fostering a love and respect for pristine wilderness. I will also discuss these perspectives of place from the point of view of my students with an overall theme of ‘Life Lessons from the Playground’.
2) Aboriginal Australian Welcome to Country and Acknowledgment of Country; How Acknowledging Original Land strengthens Identity to Place
Darlene Rickett
Instructor, Communication Arts and Modern Languages
Spokane Falls Community College
A Welcome to Country is a ritual performed at many events held in Australia, intended to highlight the cultural significance of the surrounding area to a particular Aboriginal clan or language group. After travelling to Sydney and working with Eora College, an Aboriginal school, I was introduced to the Welcome to Country and Acknowledgment of Country ritual. Can these rituals impact identity with Native and Non Native people? How can we as institutions strengthen the identity of our physical location with the ancestral lands that we now occupy?
3) Experiential Education in the Selkirk College Context
Carol Andrews, BA, BSF, MA, RPF
Instructor, School of Environment and Geomatics
Selkirk College
The experiential learning concept is a pretty obvious one, and an easy fit, especially in the field of environmental education programming. The programs in the School of Environment and Geomatics at Selkirk College, (Forestry, Recreation/Fish/Wildlife, Integrated Environmental Planning, and GIS), are mostly taught outdoors.
Our curriculum is also designed to involve willing partners (potential employers, communities, forest tenure holders), where students experience place based, active, relevant, collaborative, complex and interdisciplinary problem solving. Implementing experiential learning seems a simple concept, but actual implementation requires increased planning and communication.
4) TBD
Donald Sam
Director, Traditional Knowledge & Language
Ktunaxa Nation Council
Cranbrook, BC, Canada
Donald holds a MBA from Gonzaga University and BS in Environmental Science-Ecosystem Restoration from Salish Kootenai College. He has worked in environmental studies and Cultural Resource Management for over 15 years. He worked with the Ktunaxa Kinbasket Tribal Council before joining the Confederated Salish and Kootenai Tribal Historic Preservation Department (THPD) specializing in Geographic Information Systems (GIS) then gaining both technical and practical business concepts as the finance manager where he was charged with department budgets and projections, contract negotiation and management, supervision and leadership.
5) TBD
Bonnie Harvey
Lands and Resources Stewardship Assistant
Ktunaxa Nation Council
Cranbrook, BC, Canada
6) Exploring Reconciliation through Community College Education
Jessica Lee Morin
Indigenous Services Liaison
Selkirk College
Christopher Horsethief
Independent Scholar
http://www.christopherhorsethief.com/home
This workshop will provide an overview of a current SSHRC project titled “Exploring Reconciliation through Community College Education”. It will offer an opportunity to discuss some of the ways that Research Ethics Boards may consider being more responsive and respectful to Indigenous community protocols and research methodologies. The workshop will also offer some insights into a model that supports the development of capacity building for Indigenous leaders and academics to define their work in community in their areas of expertise.
Jessica Morin is a multi-disciplinary artist, educator and service provider working primarily in Indigenous education and support services at Selkirk College. Her work involves bringing together diverse cultures to create cross-cultural understanding and advancing the work of reconciliation as a way forward for our collective awareness and healing.
Christopher Horsethief is an educator and organizational theorist specializing in complex systems and social processes, collectively intelligence problem-solving systems, and post-traumatic community resilience. For 25 years Christopher has been facilitating field analysis of the relationship between culture and communication, documenting the dynamics that pose challenges to Indigenous leaders and organizational resilience that drives language revitalization. His research interest include social network architectures, cultural entropy, and their role in post-crisis cultural network fragmentation and alignment processes. Christopher’s instructional experience includes a term as the Indigenous Scholar in Residence at College of the Rockies and Gonzaga University’s MBA-American Indian Entrepreneurship Program.
Posters
1) Environmental Education in School Districts: A Systemic Model for Supporting Environmental Education in Southeast BC
Duncan Wittick, Columbia Basin Environmental Education Network (CBEEN)
Mardelle Sauerborn, Environmental Educators Provincial Specialist Association
Cheryl Lenardon & Jennifer Roberts
This poster presentation illustrates a systemic model for supporting environmental learning that has been created by 4 umbrella organizations working collaboratively with local organizations to support environmental learning in Southeast BC. These include the Columbia Basin Environmental Education Network (CBEEN), the Kootenay-Boundary Chapter of the BC School Superintendents Association (KBBCSSA), Local Chapters of the BC Environmental Educators Provincial Specialist Association (EEPSA) and the BC Classrooms to Communities Network Society (C2C-BC). More info and videos: https://cbeen.ca/leadership/
2) Electronic Portfolios as Relational Landscape: Art, Artifact, and Metaphors of Decolonization and Resurgence
Scott Gerrity, College of the Rockies
Kirsten Mikkelsen, Grand Prairie Regional College
Todd Ormiston, Camosun College
This poster session arises out of research into how Indigenous, Metis and non-Indigenous students used electronic portfolios (ePortfolios) to build and explore representations of colonization, decolonization and resurgence in Indigenous Social Work and Indigenous Studies courses. This poster profiles the relationships between the ePortfolio learning process, relational approaches to learning, and how land informs pedagogy through storied relationships. Student ePortfolios and artifact examplars will be presented and discussed. The research upon which this poster is founded has been accepted for publication in The International Journal of E-Learning.
3) Tipi Mountain
4) Traditional Knowledge in Classrooms
Avery Hulbert, College of the Rockies
1) Life Lessons from the Playground: Learning, Place and Wilderness
Brian Bell
Coordinator, Mountain Adventure Skills Training Program
College of the Rockies, Fernie Campus
Teaching outdoor experiential courses requires that we travel to many exceptional places. But we always come home to Fernie. My ideas of place from the perspective of father and of teacher/guide are heavily influenced by outdoor spaces and the importance of fostering a love and respect for pristine wilderness. I will also discuss these perspectives of place from the point of view of my students with an overall theme of ‘Life Lessons from the Playground’.
2) Aboriginal Australian Welcome to Country and Acknowledgment of Country; How Acknowledging Original Land strengthens Identity to Place
Darlene Rickett
Instructor, Communication Arts and Modern Languages
Spokane Falls Community College
A Welcome to Country is a ritual performed at many events held in Australia, intended to highlight the cultural significance of the surrounding area to a particular Aboriginal clan or language group. After travelling to Sydney and working with Eora College, an Aboriginal school, I was introduced to the Welcome to Country and Acknowledgment of Country ritual. Can these rituals impact identity with Native and Non Native people? How can we as institutions strengthen the identity of our physical location with the ancestral lands that we now occupy?
3) Experiential Education in the Selkirk College Context
Carol Andrews, BA, BSF, MA, RPF
Instructor, School of Environment and Geomatics
Selkirk College
The experiential learning concept is a pretty obvious one, and an easy fit, especially in the field of environmental education programming. The programs in the School of Environment and Geomatics at Selkirk College, (Forestry, Recreation/Fish/Wildlife, Integrated Environmental Planning, and GIS), are mostly taught outdoors.
Our curriculum is also designed to involve willing partners (potential employers, communities, forest tenure holders), where students experience place based, active, relevant, collaborative, complex and interdisciplinary problem solving. Implementing experiential learning seems a simple concept, but actual implementation requires increased planning and communication.
4) TBD
Donald Sam
Director, Traditional Knowledge & Language
Ktunaxa Nation Council
Cranbrook, BC, Canada
Donald holds a MBA from Gonzaga University and BS in Environmental Science-Ecosystem Restoration from Salish Kootenai College. He has worked in environmental studies and Cultural Resource Management for over 15 years. He worked with the Ktunaxa Kinbasket Tribal Council before joining the Confederated Salish and Kootenai Tribal Historic Preservation Department (THPD) specializing in Geographic Information Systems (GIS) then gaining both technical and practical business concepts as the finance manager where he was charged with department budgets and projections, contract negotiation and management, supervision and leadership.
5) TBD
Bonnie Harvey
Lands and Resources Stewardship Assistant
Ktunaxa Nation Council
Cranbrook, BC, Canada
6) Exploring Reconciliation through Community College Education
Jessica Lee Morin
Indigenous Services Liaison
Selkirk College
Christopher Horsethief
Independent Scholar
http://www.christopherhorsethief.com/home
This workshop will provide an overview of a current SSHRC project titled “Exploring Reconciliation through Community College Education”. It will offer an opportunity to discuss some of the ways that Research Ethics Boards may consider being more responsive and respectful to Indigenous community protocols and research methodologies. The workshop will also offer some insights into a model that supports the development of capacity building for Indigenous leaders and academics to define their work in community in their areas of expertise.
Jessica Morin is a multi-disciplinary artist, educator and service provider working primarily in Indigenous education and support services at Selkirk College. Her work involves bringing together diverse cultures to create cross-cultural understanding and advancing the work of reconciliation as a way forward for our collective awareness and healing.
Christopher Horsethief is an educator and organizational theorist specializing in complex systems and social processes, collectively intelligence problem-solving systems, and post-traumatic community resilience. For 25 years Christopher has been facilitating field analysis of the relationship between culture and communication, documenting the dynamics that pose challenges to Indigenous leaders and organizational resilience that drives language revitalization. His research interest include social network architectures, cultural entropy, and their role in post-crisis cultural network fragmentation and alignment processes. Christopher’s instructional experience includes a term as the Indigenous Scholar in Residence at College of the Rockies and Gonzaga University’s MBA-American Indian Entrepreneurship Program.
Posters
1) Environmental Education in School Districts: A Systemic Model for Supporting Environmental Education in Southeast BC
Duncan Wittick, Columbia Basin Environmental Education Network (CBEEN)
Mardelle Sauerborn, Environmental Educators Provincial Specialist Association
Cheryl Lenardon & Jennifer Roberts
This poster presentation illustrates a systemic model for supporting environmental learning that has been created by 4 umbrella organizations working collaboratively with local organizations to support environmental learning in Southeast BC. These include the Columbia Basin Environmental Education Network (CBEEN), the Kootenay-Boundary Chapter of the BC School Superintendents Association (KBBCSSA), Local Chapters of the BC Environmental Educators Provincial Specialist Association (EEPSA) and the BC Classrooms to Communities Network Society (C2C-BC). More info and videos: https://cbeen.ca/leadership/
2) Electronic Portfolios as Relational Landscape: Art, Artifact, and Metaphors of Decolonization and Resurgence
Scott Gerrity, College of the Rockies
Kirsten Mikkelsen, Grand Prairie Regional College
Todd Ormiston, Camosun College
This poster session arises out of research into how Indigenous, Metis and non-Indigenous students used electronic portfolios (ePortfolios) to build and explore representations of colonization, decolonization and resurgence in Indigenous Social Work and Indigenous Studies courses. This poster profiles the relationships between the ePortfolio learning process, relational approaches to learning, and how land informs pedagogy through storied relationships. Student ePortfolios and artifact examplars will be presented and discussed. The research upon which this poster is founded has been accepted for publication in The International Journal of E-Learning.
3) Tipi Mountain
4) Traditional Knowledge in Classrooms
Avery Hulbert, College of the Rockies