Educational institutions bear a great responsibility, not only in helping learners develop a set of skills, but in shaping their attitudes, values and beliefs as they prepare to become active participants in society. And it is through education that subjects can be brought to light that have historically been denied the prevalence they deserve.

In 2016, the Truth and Reconciliation Commission of Canada made , including recommendations specific to higher education. One of those recommendations was for post-secondary institutions to integrate more Indigenous knowledge into the classroom.

Following the calls to action, there was an even bigger demand at 杏吧原创 for Indigenous experts to visit classes and present on Indigenous issues, but that wasn鈥檛 sustainable.

鈥淪ince I arrived [at 杏吧原创] in 2014, right from the get-go I was asked to contribute lectures in other classes,鈥� says Kahente Horn-Miller, a professor in the School of Indigenous and Canadian Studies. 鈥淚 found that myself and other colleagues in the same position were essentially being run ragged going from class to class during lectures. I wondered if there was another way to do this.鈥�

Horn-Miller envisioned the concept of Collaborative Indigenous Learning Bundles as a way to integrate Indigenous knowledge into 杏吧原创鈥檚 classrooms without overburdening Indigenous experts. She collaborated with the Educational Development Centre (EDC) to design the Bundles as both a resource for instructors and a learning tool for students. There are currently six Bundles available for adoption as a cuLearn lesson, all produced and delivered by Indigenous experts.

Since their implementation in December 2018, Horn-Miller says not only have the Bundles reduced the demands on Indigenous studies professors, but that feedback has been 鈥渧ery positive鈥� from faculty, administration and staff.

The Bundles have been adopted in 26 courses since they were launched. And while there might be obvious connections between some course content and the Bundle topics, others might find it more challenging to see a clear connection to their field. But that doesn鈥檛 mean it isn鈥檛 there. Instructors play an important role in finding those connections and bridging their course content to the Indigenous knowledge.

Horn-Miller says she鈥檚 confident these Bundles can be applied across disciplines, and even while she recognizes some difficulties may be encountered in math and science-heavy courses, their viability is not to be understated.

鈥淭hese Bundles are called collaborative Bundles for a reason,鈥� she says. 鈥淥ne of the things that we鈥檙e finding is that the faculty engage with them on a personal level and put in the effort to learn alongside their students.鈥�

Alan Steele鈥檚 experience with the Bundles confirms this sentiment. Steele, a professor in the Department of Electronics, integrated the Bundles into his course as an additive to a capstone project on the impact of electrical engineering on the environment. He included topics covered in the Bundles as additional options for mandatory reflections and found a two-to-one ratio of students who chose to reflect on the Indigenous subject matter.

鈥淭here was certainly a flow backwards and forwards, discussing some of the aspects that came out of the Bundles,鈥� he says.

鈥淚 had one student who sent me an email where he thanked me for including this material, that it was something which felt as important as it was.鈥�

While Steele acknowledges that it may be difficult for some instructors in STEM courses to find the connections, he is thankful for the effort and dedication that went into producing the Bundles for their effect on both himself as an instructor and his students.

鈥淚鈥檓 very appreciative as an instructor from Europe for having those Bundles available,鈥� he says.

In terms of next steps, Horn-Miller says she and the Bundle team are focused on how to use and adapt the Bundles further, adding that there is a growing list of about 25 additional topics she鈥檚 received suggestions for.

鈥淲e鈥檙e realizing faculty, staff and administration all want more grounding and knowledge in Indigenous issues,鈥� she says. 鈥淲e鈥檙e thinking of adapting the Bundles into monthly professional development workshops with a facilitator [from the Centre for Indigenous Initiatives] where anyone can sign up.鈥�

Instructors who are interested in using the Bundles can visit the Collaborative Indigenous Learning Bundles site and fill out the form to gain access to preview the Bundles. The EDC is also hosting an introductory session about the Bundles on July 31.

鈥淯ltimately, the end goal for these is to build knowledge and understanding about Indigenous issues and peoples, and to create space for dialogue and connection,鈥� says Horn-Miller.

Join us at the EDC on Feb. 27 from 12-1:30 p.m. for a session that will provide an overview of the Collaborative Indigenous Learning Bundles and outline the practical details of how an instructor can incorporate a bundle in their course.

Join us at the EDC on Feb. 12 from 1-2:30 p.m. for a session that will provide an overview of the Collaborative Indigenous Learning Bundles and outline the practical details of how an instructor can incorporate a bundle in their course.