Tag: teaching and learning

Artemis identifies as a Métis educator. “Camosun is the fourth post-secondary institution I’ve worked for and the one I’ve been at the longest. I started with the Community, Family, and Child Studies (CFCS) department in 2015, teaching a social justice course, which is one of my passions.” Eventually, Artemis became a fulltime continuing faculty member, then a new opportunity opened when Faye Martin, the Indigenous Support Coordinator, for what was then the School of Health and Human Services (HHS), retired. “I was asked to apply for her position, and I first said no because I was so inspired by Faye and was not sure I could offer what she had brought to the role. But I was asked again, by someone I respect, so I asked them to tell me why they thought I could do the job and what they would want me to do. Then a co-worked told me ‘You don’t have to be Faye; you just have to be you.’ I sat with all of those thoughts and prayed on it and then decided to apply.” Looking back, Artemis told me she is grateful she took on that role because it’s been an opportunity to pursue some institutional change. “Part of my role was to identify and reduce systemic barriers for Indigenous students, which, of course, reduces them for all students. That’s not easy work, but I enjoyed being able to do that.” Artemis says that one of the reasons she came to Camosun and has stayed here, is that the college has been a bit farther ahead of other institutions in terms of Indigenization. “The other part that’s great about being at Camosun is that most people who work here share similar values to me as well as the values posted on our website. And that collective passion for education is important to me.”

I asked Artemis what she enjoys most about working with students, both in teaching and in the Indigenous Support Coordinator role. “One thing that’s important to me is being able to support folks experiencing marginalization to feel empowered and to actualize their goals. That’s foundational for community colleges – they’re built on an empowerment model. They’re built on accessibility, inclusion, diversity, which is important to me. Part of the magic for me happens when I work with folks who experience barriers to success in their education, and I walk with them from where they start, to where they finish, whatever success looks like for them. It doesn’t necessarily mean they get a credential, but it might mean they’ve accomplished something that’s been really meaningful for them. I love when a student says to me, I never thought I could pass a college course, but I got an A.” Then there are what Artemis calls ‘popcorn moments.’ “That’s when I’m offering a new concept to a group of students, and they move from not knowing what I’m talking about to the moment where they shift and the lights go on. And when that happens, in my ears, I hear a sound like popcorn popping.” Finally, Artemis also loves that in her Indigeous Support Coordinator role she worked with many people from across the college.

Another aspect of working at the college Artemis enjoys is the opportunity for creativity. “Creativity in terms of how I teach, the materials I use, the kinds of assessments I use. Even the way I think about curriculum development, which is another one of my passions.” Creativity to Artemis also means looking at accessibility for students, for example, options for assessment. “I try to have at least one assignment in each course I teach, where students can either show me their learning in writing, or they can show me their learning through an expressive form of creativity that they choose. I’ve had songs written in my classes, poems, photo essays, paintings.” Artemis believes that this opportunity to be creative has a positive impact on how students bring themselves to class. “They’re also great to mark, and I also need to be creative in how I mark to be fair to the different forms of assessment, but this is one of the ways we can decolonize the colonial education framework that we work in.”

As well, Artemis says, “I think there are moments in assessment where it’s important to check each individual student’s capacity and awareness and learning, but there are also times where we can do group assessment. Students don’t love group projects, but particularly in my program’s field of work, group learning is so important because they need to learn how to work on teams.” Artemis has been exploring some ways to encourage teamwork. “Right before COVID, I gave a quiz, only worth maybe 10% of the grade, where students worked in groups at tables. I placed each student in their groups, being thoughtful about the range of capacities in each group, including capacities for the knowledge and capacities for art.” This particular test used to be multiple choice and short answer, but Artemis converted it into a group art project. “The whole class was assigned the same question, as a summation of what they learned in the course, specifically around supporting communities. I spread art supplies all over the room, and students choose what kind they wanted to use. They could write, if they wanted to use words, but they could also paint, draw, use pipe cleaners. And it was really beautiful to see their work. And what I saw in those groups was what I had hoped for: that the ones who still needed to learn these important concepts learned it through this group assessment activity.” Artemis told me that not only was it the first time an entire class left a test with big smiles on their faces, but she also saw people shine in different ways through their gifts. “They all contributed to the end result, and I could see how each of them shared their gift in the final outcomes. They all did great work and their grades for that assignment ranged from B’s to A’s, but the big wins were bringing creativity into assessment and making sure everyone left the course with what they needed.” Artemis also mentioned that she is herself an artist, and is currently studying expressive arts therapy, “combining my background in social work – human support, supporting people and communities – with art. And in the process of studying with art therapy educators, I’m learning how to bring art to education.”

Hearing this, I was reminded of the story Diane shared about the Self-Care Café, and I asked Artemis about her reflections on that work. “I’ve seen an incredible benefit for students and employees who stop by for the wellness that comes with that connection and the experience of having an opportunity to breathe for a minute. We need that space to recharge. The Café is now shifting to being led by students, who are excited because they’ve experienced it and know how beneficial it is. I also love to see that they do different arts and crafts, and that there are always lots of choices to do a little of this or a little of that or neither or both; offering choices is part of a trauma-informed approach.”

The importance of giving people space to breathe resonated with me and I asked Artemis if she had more thoughts about that. “As instructors, we are aware of the level of mental health challenges young people are experiencing, not surprising given the world that they’ve inherited, and I think the old way of doing education contributes to these challenges. There are so many opportunities for us to do things in a way that supports their wellness, including considering how many assignments we give them. One of the first courses I taught had 18 assignments. We are getting better at assessing learning outcomes more efficiently which contributes to student wellness.” Artemis also has a colleague who brings play into the learning space. “She has a gift to take a really dry subject that’s difficult to comprehend and turn it into play, so the students are laughing and having fun. I love that we can engage in learning with students in new, creative, and effective ways.”

While at of the time of writing this story, the position of Indigenous Support Coordinator in HHS had been eliminated, Artemis is hopeful that the work will continue through the Centre for Indigenous Education & Community Connections. In that role as Indigenous Support Coordinator, Artemis supported Indigenous applicants into HHS programs. “I was often their first contact for information on upgrading, etc., but I also helped them with confirming their Indigenous identity with the college. This is a sensitive area to work in and one we wish we didn’t have to do, because confirming identity can be difficult, because colonization has strategically found ways to disconnect people from who they are, from their families, from their lands, and from their nations.” Artemis also supported Indigenous students in HHS programs, the biggest group being in nursing. “There are 25 seats set aside for Indigenous students in the three nursing programs to increase the number of nurses who could support their own communities, other Indigenous communities, and communities in general.” Artemis emphasized that there is a great need for more Indigenous employees in all health and human services, so there are 12.5% of all seats across all HHS [now Health Sciences and Human Services – HSHS] programs set aside for Indigenous students. And since by fall 2025 HSHS will have 21 programs, there will be over 100 Indigenous students in HSHS. “I offer support for those students once they’re in the programs, and they can come to me with whatever they need. I either connect them with someone who offers that in the college or I support them myself. We will navigate experiences of racism, sometimes in classroom and sometimes that happens in community learning settings. I do my best to support them through the experience and help them respond in the way that they can feel heard.” Artemis also looks at the bigger picture. “If this is happening in the classroom, is there a way we can make changes to prevent that from happening in the future? That might be through employee education, classroom guidelines that students agree to, etc.” Another part of the work involves helping with curriculum development, exploring Indigenizing and decolonizing ways of teaching in the classroom, as well as examining how student supports can sometimes unintentionally do harm. “We’ve been looking at forms and processes and approaches, sometimes creating new ones, and sometimes talking through things as a team. It’s a big learning curve for some people, and our job as educators is to listen and take responsibility for engaging in learning outside of those conversations. Sometimes people think that students should be the one to explain what they need in terms of Indigenizing or decolonizing, but that’s not their job – we need to do that for each other.” And as a result of the realization that we needed to focus more on Indigenization and decolonizing as a college, Natasha Parrish and Artemis started the Anti-Racism and Decolonization Action Committee at the college. “That’s been really a great experience, not only because it brings like-minded folks together to support each other, to learn from each other, to inspire each other, but also because we’ve engaged in projects that have made some difference in the college.”

Finally, as the Indigenous Support Coordinator, Artemis offered learning circles focused on the program area of the class she was visiting. “Learning circles are Indigenous pedagogy, or Indigegogy. They are opportunities for everybody, me, the instructor, and all the students to sit together, learn with each other, and share with each other. We usually start by introducing ourselves in a cultural way, which includes one’s family’s cultural or ethnic identity. Everyone takes turns speaking and everyone listens so that instead of sharing from our minds, we’re invited to share from our hearts. After introductions, we’ll have some sharing about a topic as it relates to the students’ field of study, for example colonization, the Indian Act, trauma-informed approaches to working with people, diversity, and Indigenous identities. And because I work in health sciences and human services, we often talk about healing and wellness and medicines as well.” Artemis is hoping she can still engage in learning circles in HSHS even as she moves back to a teaching role.

I asked Artemis what memories she could share from her years at Camosun. “There are so many like the Pit cooks and the Orange Shirt Day ceremonies. Every year in September, there’s a new student welcome for Indigenous students that includes an uplifting ceremony. The Indigenous student awards is also an uplifting and amazing experience. Also, anytime I get to sit in a classroom with an Old One (Elder) and all the experiences we have on the land with the knowledge keepers and the old ones – those are really good moments.”

As our conversation came to an end, I asked Artemis what advice she might have for new faculty coming to Camosun. “Know that there’s more room for creativity and doing things differently than you might imagine. And if you can find a mentor, that really helps, especially with unraveling the mystery of Scheduled Development. Having boundaries is critically important, and it’s okay to say no to some things, even though that can be hard when you’re on probation. Find ways to connect and build relationships with people even outside of your department and school. And remember that the Indigenous student centers of Eyēʔ Sqȃ’lewen are open spaces, and people are always welcome to come and connect with Indigenous students and employees at the college.”

Artemis had some final thoughts for us all to consider. “First, we’ve done some really good work around Indigenization and decolonization at the college, but we need to go beyond course content. I would like to see us working to Indigenize and decolonize our policies and procedures, departments, leadership, governance, all of it. And finally, if you have passion for something and you see a need for it, there’s so much opportunity for anyone at the college to shine in their own leadership – to start something, create something, connect with like-minded people, to just do it. We often think there are far more limitations on what we can do than there actually are, and in fact, the sky’s the limit.”

Katie, a recipient of an Open Education/ZTC Recognition award,  a Teacher Recognition award, and the Arts and Science Award for Teaching (2023,) has been teaching Anthropology at Camosun for almost 10 years, She is also chair of the Social Sciences Department which consists of the following programs: Anthropology, Geography, Gender Sexuality and Women’s Studies, Political Science, Sociology, and Social Work. When she told me she is a forensic anthropologist by training, I was intrigued. “I think forensic anthropology is about discovering people’s stories and returning them home to their loved ones. Specifically, my PhD research examined the effects of fire on bones and explored how we can tell a person’s story from burned skeletal material.” Katie said that she (like many of us) had read forensic anthropology mystery books like those of Kathy Reichs prior to entering the field, but she says her focus today is different from where she started. “I used to think it was cool to look at a bone and figure out what happened to the person. But now I think about who that person was – about their social identity, their humanity, their personhood. I recently developed a class called The Science of Identity where we talk about biological identity (our DNA, our fingerprints, our skeleton) and our social identity. When we’re trying to do an identification, we’re collecting a lot of data on the biological identity, but the point is to find out who that person is as a human, and who they’re connected to. Biological data can tell us what a person ate when they were four, but it doesn’t tell us who that person is.”

Katie, like many faculty members I have talked to, stumbled into teaching. “During my PhD studies, I thought I should teach a bit. But when I started teaching, I hated it. While teaching was terrifying, I knew that if I kept teaching, I would get better at it and would enjoy it.” Over time and with practice, Katie gained confidence in her teaching and is currently working on the Provincial Instructor Diploma Program (PIDP). “In the PIPD, I am collaborating with colleagues who don’t have as much teaching experience as I do and I wonder, when did that happen?”

I wondered what Katie likes most about teaching. “Every semester I meet a new group of students with a new set of needs, a new set of challenges, and a new way of doing things, and I feel like I know nothing again. But from my ten years of experience, I know that you’re always going to feel like you don’t know what you’re doing.” But the students are only part of the fun. “I have the joyful, amazing privilege of working with two of the best people in the college in terms of their personhood, their culture, their community, their support: Nicole and Tara in Anthropology. They are the best primates (or, as we three together are sometimes known, trimates) for creating a team where we can lean on each other strengths, push each other, and share ideas and resources with each other.”

Katie and her Anthropology colleagues support each other to teach both in-person and online courses. With regards to teaching asynchronous, Katie feels she has grown a lot as an online instructor but is always trying to improve that skill set. “Right now, I’m rewriting most of my online class because while it worked last year, this year it’s not working as well with a different group of students who have different expectations.” And she will share what she learns with her colleagues, just as they share with her what they are doing in their classes. “Nicole does more applied stuff in her class, so I can piggyback on her ideas when I need to do applied stuff, and when she takes on the online class for me while I’m chair, she will take what I’ve been doing and build that into her own material. Nicole can turn something into an applied in class activity by blinking at it, while Tara can explain those complex cultural connections and nuances in ways I hadn’t thought of. But once I learn how she does it, then I can too.”

Speaking of being the chair, I wondered how Katie envisioned that role for herself and her colleagues. “For me, it’s about trying to create a community – a space of openness and sharing – which cannot be done by one person but needs to be set up and established as a culture of connection and engagement. I can try to model that behavior as an individual, but unless it’s mirrored by others in the group, it’s not going anywhere. It’s difficult because each program in the Social Sciences department has its own culture, expectations, personalities, routines, and ways of doing things, and it’s very difficult to break out of those. I can only lead and be a chair in the way that I naturally am.” But part of the job of a chair leading such a diverse group is to “learn how each of their disciplines work, as well as how they make decisions, coordinate, and work, and ask what they need from me to support them. And finally, to create space for them to come together, especially for my colleagues who are a discipline of one.”

Turning back to her teaching, I recalled that during a recent Teaching and Learning Community of Practice session, Katie brought up the challenges of creating a culture of academic integrity particularly in online classrooms, and I was curious about her thoughts on this. “In my PIDP courses I explored this idea, but I don’t know what that answer is. One suggestion I came across was to address an incident of academic integrity with the whole class, not just with an individual, especially in an asynchronous online space, so you can address it as a group. But the biggest challenge with online is building relationships and community where you can have conversations like this.” Katie understands this challenge, not just as an online instructor, but also as an online student in the PIDP program. “The PIDP class I’m taking right now is about cooperation and collaboration in a college classroom and about building relationships: student to student, peer to peer relationships, student to instructor which I think is the biggest challenge with online. Many of the conversations we have in this class revolve around building long-term relationships and investments in working together. But what if building those relationships and collaborations becomes a hoop people have to jump through? For example, my current PIDP class partner works, has kids, and is taking this class because it’s the last one they need to take before their capstone. Life is busy, and even when one is committed to their learning, it’s still difficult to do collaborative work.”

Considering options of bringing the best of online and in-person together, I asked Katie if her department, Social Sciences, was exploring offering blended courses. “We are increasing the number of blended offerings in social science. At first, it was only geography courses, but then I ran a blended course myself last year and we have more instructors interesting in trying blended. We do have to figure out how to communicate to students, though, to ensure they know they’re signing up for a blended course. I’m excited for blended because it provides a good mix of giving students less scheduled time in class, while focusing on relationship building and the working with each other during that class time. In my blended class, the students talked to each other way more than I’ve ever seen before, starting the labs talking about the readings and asking each other questions, and engaging in peer-to peer-teaching in the online space – but they needed the physical scheduled in-person space to make that happen.”

We then moved the conversation to some of the ways Katie has been supporting students, namely the use of H5P and running Zero Textbook Cost courses. “I just created my 100th H5P object to support student engagement in my asynchronous classes. I know from a pedagogical perspective, it’s good to include something active for students to do, even if not everyone completes them. H5P activities also provide different ways to access and apply information. In my in-person classes we do a lot of think-pair-share and other activities, and H5P turns those activities into interactives for students in the online space.” In addition to creating H5P objects, Katie has worked to move her courses to Zero Textbook Cost (as have her Anthropology colleagues.) “There are a number of different reasons we’ve done this work. One is that, especially in biological anthropology, the content changes all the time as new discoveries are made, so textbooks become out of date very quickly. Also, I have a lot of students in my 200-level class who are not going to carry on in biological anthropology – it’s an elective that looks interesting to them. And I don’t want to burden them with additional cost for a textbook that won’t be a part of their continued education.” Luckily for Katie there was an open textbook that worked for her course. “The nice thing about an open textbook is that I can pick and choose the parts I want to cover and the students can pick and choose how they interact with it, because you can listen to it, you can move it on the screen, or you can download the PDF.” And in the Anth 104 course, they have gotten rid of the textbook entirely “partly because we weren’t consistently requiring students to read it and partly because it’s hard to learn from a textbook because it can be dull and bland and does not represent the voices of the instructors of the course. So, instead, Tara and Nicole have started building content in D2L web pages, adapting material from the online course, and adding a glossary and key terms.”

I wondered if Katie had any memories from her years of teaching to share. “Honestly, the richest learning for me is where I am learning with them, we’re collaborating, and we’re figuring something out together. One example is in the labs where you’re problem-solving alongside students, figuring out the answers based on the facts we know.” Another memory Katie had involved community engagement with middle school students. “A few years ago, my evolution of diversity students built evolution activities for students from Lansdowne Middle School who came up to the college to engage in the activities and ask our students questions. It was so awesome to see the Camosun students’ confidence grow in the role of experts.” And the most recent example Katie discussed was working on the Camosun Bear with Nicole where “Nicole and I shared our experience, asking questions of each other, learning alongside the students.”

Once Katie had mentioned The Camosun Bear, I had to hear more. “It’s really Nicole’s bear and Nicole’s story, and I had the wonderful opportunity to jump in. Nicole was gifted a bear carcass, by an Indigenous colleague in 2021. Nicole worked with Facilities to dig a hole on campus and bury the remains. Then we forgot about it until one year, students did an archaeological survey to try to find where it had been buried. Then last year, using archaeological principles, Nicole’s archaeology students went through the process of excavating the bear skeleton. During the excavation, the Camosun preschoolers came to visit the bear as did Indigenous Studies (IST) cohort students. Sandee Mitchell sang the bear awakening song and the IST students taught us many of the protocols for how we should care for the bear during the excavation process. And then my forensic students cleaned and labeled the skeleton. And now the Camosun bear is part of our teaching collection.” And in addition, Nicole made a video of this whole community-engaged learning experience which is available at Unearthing the Camosun College bear, along with a more extensive story about the project.

My final question for Katie, after so many fascinating and exciting insights into her time as a faculty member at Camosun, was around advice she has for new colleagues. “You’ve got to teach your way. Your colleagues may inspire you, but nothing is more effective than you teaching with your authentic voice. You can steal ideas – I’m great at stealing ideas from other people – but trust your gut. The best teaching in your classroom will always be your own.”

“Tom exhibited excellence in his approach from the very first day of class, where he explained that his most important value is kindness. He followed through with his promise of kindness each time we saw him, providing relevant examples of effective communication, and encouraging us to care about clear communication. He selected diverse material, for a very mixed-demographic class. Tom was extremely clear in his delivery, varying lessons to meet the needs of both ESL students and students who spoke native English, without resulting in one group or the other being “left out”. He created many opportunities for practice of during class and was entirely non-judgemental with feedback. I’ve spoken to many students who’ve taken Tom’s class, and each one has recounted similar opinions.”

Tom, a 2025 recipient of a Teacher Recognition award, has been a faculty member in the English department for seven years. He taught English at Lambton College in Ontario before moving to Victoria to complete his master’s degree in contemporary American literature, after which he came to Camosun, first as a tutor in the English Help Centre. Then he says, “an opportunity came up to fill-in for a sick colleague, after which I slowly ingrained myself into the department. I’ve now been full-time for about three years teaching mostly English 151 classes,” adding that while he teaches mostly composition classes, he also enjoys teaching technical writing.

I wondered what Tom enjoyed most about teaching. “I was raised in a family of teachers and never wanted to become one myself. But then, I started working for the Learning Disabilities Program at York University, teaching people how to use technology, and realized that I had become a teacher. What I like best about teaching are the interactions and getting to know the students. Connection with students is central to my teaching philosophy. Obviously, we’re here to deliver knowledge and help people build skills, but I also try to build kindness into the classroom. I want these people who are with me for 14 weeks to look back fondly on the experience, and I want them to be able to take a deep breath and relax when they come into the classroom.” Tom says those interactions are what keeps him coming back even when he is tired. But he also recognizes that the communication skills he teaches go beyond the classroom or a student’s program and are “skills that will make their lives better overall.”

Knowing that English 151 brings in a wide diversity of students I asked Tom who those students are. “It depends on the course, but for the most part, I have a mix of students. Some are just about to turn 18 or experiencing their first time away from home. Some are mature students coming back for a specific program. I teach engineering students, business students, criminology students – it’s all over the map, which is one of the invigorating challenges we have at Camosun.” But, while diversity in the classroom can be challenging, it also brings opportunity, especially in courses that teach communication skills. “Students learn that while other people don’t think the same way, we need to find ways to communicate with each other. One thing we talk about in my classes is how we need to rethink ‘argument.’ Argument is not just combative but can be a sharing of different ideas with the purpose of coming together to change how we think. And even if we experience complex emotions when someone thinks differently from us, we can learn to stop, think, and then engage productively with that argument, which is a skill that’s particularly important as we try to navigate everything happening in the world today.”

While Tom does not integrate formal debates in the classroom, he does have students engage with other perspectives, usually in a light way. “For example, early on, I have them debate whether a hot dog is a sandwich, because people have very specific views on this silly little thing. Other times, a topic will arise and I think it would be fruitful to discuss, or we have a reading that lends itself to class conversation. And part of my job is to be there in the room to make sure everyone’s feeling safe.”

I asked Tom if he teaches in-person or online. “I prefer being in person because I like being in the classroom with the students. In my opinion, there’s no substitute for that in-person interactive, iterative learning process.” At the same time, Tom is curious about blended (a blend of in-person and online) teaching. “I have no experience with it, but it seems like an intriguing way to maximize the benefit of both modes. Especially for English, where there are times when you have to sit with a new idea for awhile before you really understand it.”

Tom recently was also a recipient of a 2025 Open Education/ZTC Recognition award, so I turned our conversation to the open textbook Tom created for his English 151 course. “During my Scheduled Development (SD) time, I developed a supplementary grammar text for use in all of my courses, although so far, I’ve only used it in English 151. I can only discuss a certain amount of grammar in class, and I wanted a resource students could use to fill in gaps without it costing $130.” Tom set up an account on the BCcampus Pressbooks site, so he had a place to build his textbook. “I found the process of creating a Pressbook easier than I thought it would be – there are a couple of guides I found useful, but the interface is pretty intuitive. What I’ve done is create an online grammar textbook divided into 13 chapters containing a combination of my own write-ups, and I’ve used H5P to create different types of grammar questions – multiple choice, matching, clickable graphics, etc. This way, I can keep the explanations short and encourage students to engage in the material. And it’s free for them.” Tom is hoping to carve out more SD time to expand on his textbook. “I’d like to add a module on rhetoric and to find a way to integrate the social annotation tool, Hypothes.is, because rhetoric is a concept that I find some people understand quickly, where others need a more support.”

In addition to creating an open textbook, Tom also runs Zero Textbook Cost (ZTC) courses. “All of my course readings are either available publicly online (set up as a link in D2L) or are fair use documents I distribute in class. I don’t have a course pack anymore. I do, however, have to be careful to ensure that none of the online documents are behind paywalls. And I’m constantly finding new sources to work with.”

I wondered what students think about not having to purchase course materials in Tom’s classes. “When I let them know that there are no textbook costs, they like it. Students were never happy having to buy a giant textbook. I still use excerpts from traditional textbooks, but now there’s no pressure on me to make sure I use every single part of the textbook, even in places where it doesn’t make sense. In addition, if I am on the fence about a reading, I can change it and students haven’t sunk a whole bunch of cost into something that doesn’t work, so it’s a win-win.”

In addition to the cost benefits for students, Tom feels that creating his own textbook holds huge advantages for him. “Using Pressbooks allows me to tinker, and I’m an absolute tinkerer. I feel like I have a bit more professional agency because I am fully in control of the material. I can link chapters into D2L, I can hide chapters students don’t need to read, I can move things around. It gives me a lot of flexibility and I don’t see any downside, aside from the labour set it up initially. And now I don’t have to worry about creating course packs and meeting those deadlines. And finally, I can write in the level of language that you think will work best for students or for how I will be exploring the topics.”

Moving back to teaching, I asked if Tom could share any memories from all the classroom experiences he has had over the years. “The things that stand out to me are the trajectories of students. I was in an airport looking at a stranger who gave me this guarded look, and I thought, that’s the look I get on the first day of class from new students. But over time you discover all these things about them and by the end of the term, I find myself genuinely feeling sad that I’m saying goodbye to these people I’ve known for 14 weeks. In the end, I think I think they learn better, and I teach better, when we have a connection.” And getting to know new students every term keeps Tom’s teaching interesting. “Every term I meet new people with different stories to share. We’re working on the same skills every term, but we’re doing it in different ways which is invigorating.”

As our time together was nearing an end, I asked Tom what advice he had for new faculty members coming to teach at Camosun. “Reach out to the people on your team – being bashful doesn’t help anyone. I actually didn’t have to do a lot of reaching out because people reached out to me. I’ve got great colleagues. Also, go slow in the classroom and take your time. It can all seem very fast paced and high stress the first time you teach something, and you probably won’t do as good a job on your first time through a course as your tenth. Give yourself a break and remember that you’re there for a reason.” And as for more practical advice, similar to the advice Tom gives students preparing for oral presentations, is to rehearse. “A week or a few days before the start of the term, I go into all of my classrooms to get a sense of the space. I’ll stand up at the front and imagine what it would be like to speak to the people here so that the first day of class I already know that the computer’s at an awkward desk, that I have to pull the mouse cord out, so I’m not having to fiddle in front of the class. For a first day’s piece of advice, that’s definitely it.”

Matt began teaching at Camosun in 2014 after completing a master’s degree in economics and working for a start-up company doing data analysis for mobile advertising. These days he teaches primarily statistics and economics courses in the Economics, Quantitative Methods and University Transfer Business department.

After over 10 years of being here, I wondered what Matt enjoyed most about the teaching experience. He told me that one reason teaching appealed to him was that it is not a nine-to-five, isolated at your desk job, but he says “[e]ven when was young, I enjoyed teaching my younger brother how to write the alphabet, testing him, and then grading his work. And looking back at my life, I can see all these small moments that have contributed to why I’m here and why I enjoy being here. I also think it’s the joy of interacting with different kinds of people I wouldn’t normally interact with. In this job, I get to learn about students’ experiences in their own lives which is something I look forward to every semester. Even though the content I teach rarely changes, the students make it fresh and unique every single semester.”

Because I had heard accolades from other faculty members about how he supports his students, I asked Matt what that support looks like in his classrooms. “I don’t think I do anything differently from other instructors.” But Matt notes that it has not been that long ago since he was a student, so he wonders if its “the similarity in our ages that brings a sense of trust, where they feel supported right away. I tell them I am not trying to trick them, and if they follow along with the process, they should do just fine – but I’m always there to support them.”

Because many of the students Matt teaches are taking his courses as transfer electives, I wondered how he worked with those students who may have a fear of mathematics and numbers. “I often hear from students who have pushed one of my courses to the end of their program because of their fear of numbers. I like to think I support students over that barrier by using examples that relate to their day-to-day lives, for example, examples related to Tik Tok, Instagram, Spotify, etc. If they find something they can relate to, I think that often helps a lot of the students get over their fear of numbers.” In addition, Matt has heard that his teaching approach, to “go through things slowly and intentionally, and address particular exercises several times to ensure every single student in the class has that same foundation before moving into more involved complicated material, works very, very well, especially in that introductory course.”

I asked Matt if he could provide a specific example he has used in class. “One previous exam question was related to Taylor Swift and ticket prices, asking students to discuss what percentage of people will pay X dollars compared to Y dollars, for example. A lot of students understand expensive Taylor Swift concert tickets, so when I ask them to link that concept to statistical concepts, it becomes less theoretical.” Matt says he provides examples like this in most of the exercises in his statistics course. “And in my sports economics course, most of my exercises are relevant to North American sports, for example, basketball, football, hockey, baseball, soccer, because most of the students taking that course are aware of teams like the Los Angeles Lakers or the Vancouver Canucks when I bring them into the discussion. I think that can get them over those initial barriers, by finding ways to relate economics back to sports. That’s how I try to make things as relevant as possible.”

Many other instructors have noted that their experiences during COVID taught them lessons about how to be more flexible in their teaching, and I wondered if the same held true for Matt. “I think I am now more accommodating and flexible with examinations and how I grade, trying to recognize that there is more to the student than being successful in my class. I understand that many of them take other courses, work part-time or full-time jobs, so I give them a lot of time to complete specific tasks in the course. For example, instead of quizzing students at the end of each week, topic by topic, I often give them several weeks, maybe even a month, to complete several of these quizzes, giving them an opportunity to complete them at their own pace. Many students work through them when they have extra time, but they don’t feel pressured to submit something they may not have put their best effort into because it’s due at the end of the week.” Since COVID Matt has also been providing all his students, including those in his in-person courses, with course materials in D2L. “Essentially, many students can now choose how they complete my course. Even if they sign up for the face-to-face version, I still make available to them recorded lectures that are near identical to the experience they would get in class. Some students do rely solely on these recorded lectures, but the majority find that the face-to-face experience is still superior to the recorded version of it. I try to provide them with as much content as possible, and it’s up to them how and when they reference it.”

Matt told me a bit about the students he has had over the years. “When I started teaching, many of the courses were an even a mix of domestic and international students. But for few years after COVID, almost all of the students in my courses were international students. But now I am seeing more domestic students again.” But, given that he teaches primarily service courses that lead into courses required by various programs, Matt doesn’t see many of his students again. “After they take my class, I may see them strolling around in the hallway, getting to their other classes. But there’s handful of students I run into downtown, or who connect with me through LinkedIn to tell me that they’ve found a new job or something like that. That’s kind nice that they keep in touch.”

I asked Matt how, after 10 years, he keeps his teaching fresh. “I always change up the examples I present in class to make them as relevant as possible. Last semester, Moo Deng the hippo was popular, so I used her in one of my examples. In my economics of sports course, I always have to update the material if there are changes in team venues, team names, coaches, etc.” In the course he teaches to sport management students, he has them research their favourite teams for their term project which gives the students agency but also means variety for Matt as well. “A lot of the students have found that project to be interesting, because they take the theory they’ve been taught and apply it to a team they are interested in. Most of the time, students choose teams like the Vancouver Canucks, the Toronto Blue Jays, the Dallas Cowboys. But I also see students (often international students) choosing European soccer teams like Barcelona, and Real Madrid, which they find more relevant to their interests, and some other students explore golf, cricket, volleyball, or even Formula 1 Racing.”

Finally, I asked Matt what advice he might have for new instructors starting out at Camosun. “I would say be flexible, be accommodating, and don’t assume that how you’re delivering the material is the best for all for all your students. Every single semester, every single year, I look back and reflect to see what I can do better – there are always ways to improve.”

A long-time Human Resources (HR) professional, Allison has been teaching in the Management & Human Resources Leadership (MHRL) program at Camosun for over eight years. “I started teaching at MacEwan University in their HR program when I got a little bored with my day job. But when we moved to Victoria, after talking to a Camosun instructor at a Christmas party, I sent the only cold email I’ve ever sent in my life to the MHRL department chair who asked me to send in my resume. then that summer, the chair called to see if I was still interested in teaching, and they loaded me up with two courses that fall. I taught as a term instructor for three semesters before becoming continuing, and eight years later, here we are.” And so, Allison moved from a full-time HR professional teaching part-time, to a full-time instructor continuing as an HR professional on the side.

Allison told me she loves teaching HR Management Foundations. “I had a section of Sport Management students last semester and they’re a hoot. I also teach Training and Development, Current Trends in HR Management, and Strategic Compensation.” And I wondered what she enjoyed most about teaching. “Oh, you should have been in class with me on Tuesday night, with my Current Trends in HR Management class. In this course, we don’t use a textbook – we build the curriculum together through research, guest speakers, etc. and the course culminates teams delivering a symposium on what they are interested in. The work of the three teams this semester was exceptional and in the room that night there was joy, there was magic, and there was learning. And the students do it all. I just hold the space for them, supporting them, answering their questions, and giving them ideas if they get stuck.”

I asked Allison more about how she mentors students in her courses. “I took my 400-level class to an event called DisruptHR where a number of speakers have 5 minutes each to talk about something they think is highly disruptive in human resources. We went as a class, which was a wonderful bonding experience, then debriefed during the next class. But the side benefit for me was running into 40 or 50 people I had crossed paths with at various stages of their learning. To see them now at this exciting HR event, making connections and succeeding in their HR careers, is about as good as it gets as a teacher. But I was also introducing my current students to these grads, who could ask them question about where they were working, and what they were doing. So, it was a both a good networking opportunity for my students and a glimpse into their futures.”

Allison also has past students come into the classroom to talk to her current students. “We’ve had graduates come to the Open House at the beginning of November, and three past students participated on a panel for my 400-level class. One works for an HR consulting firm helping various organizations, one started as s co-op students in government and is now leading strategic communication for an area in the provincial government, and the third one works for a small Victoria company as the sole HR person. The fact they have a full-time HR professional is amazing, and to hear what it’s like for her to be the only one driving all the HR work at her organization, was a big eye opener for students. Many students in the course wrote their panel reflections on the HR grad panel (the other panel was workplace leaders), because what was relevant for them in that moment was hearing from those graduates.”

Allison was recognized for her work with accessibility in 2024 and I asked about how she got here. “My father is a retired educational psychologist who worked in post secondary institutions. I remember dinner conversations about challenges students faced in those institutions, international students, new immigrants, Indigenous students, and at that time, we were also just starting to understand learning disabilities and my dad had to provide support for those students. So, I grew up understanding that you had to always consider what was going on for other people, and that the way you learned didn’t necessarily work for somebody else.” And her experience working in HR over the years has affirmed that everyone’s story is indeed a bit different, and you need to keep opening your mind so you can support them.

One example Allison shared was from her training and development course. “We teach students how to write training objectives.  For the mid-term, I chose what I thought was a simple topic for them to create training objectives for: making a bed. Most students talked about folding hospital corners and making sure pillows were fluffed, but one student said that you have to follow the instructions and bang the nails in until things are secure. And I realized, oh, make a bed. I share that story with the training & development students, because you can think you’re giving them crystal-clear instructions, and someone will tell you about going to Home Depot to get the lumber to make the bed.” In the end, Allison says, “I have 35 unique individuals in my class, and all of them learn in different ways. My job is to support them as much as I’m able and I have a professional obligation to keep learning about people and adapting. As soon as I stop doing that as an instructor, I will have passed my best-before date.” I asked Allison how she supports that diversity in the classroom. “It can’t just be once a year during SD. It has to be every day. When a student is struggling, you need to pause and really listen to why are they struggling – don’t assume. You’ve got to pay attention. If something doesn’t seem to be connecting, check in with the student and respect what they tell you and ask yourself what’s within your sphere of control to change.”

I also wondered how trying to support the diverse needs of students shows up in Allison’s assessments. “The assessments change all the time, sometimes just a tweak, but recently we made a massive change. About a third of our students were struggling with the assessments in HR Foundations, so we revised the structure and eliminated ambiguity where we could. We provide them with a template to complete, and every step of the template has a link to an example. While some people wonder if we are spoon-feeding, I don’t see it that way because we’ve seen students who were struggling succeed; students who might have failed before are now passing. The format of the assessments is rigid in some respects, but that rigidity helps them build good habits, and if we start them off with the best possible habits, then they have a solid foundation to lean on as they move forward.”

Allison has been doing a few new things with her teaching recently. Last fall, she piloted a new asynchronous online class. First, she told me that this particular course is her favourite to teach. “We coach students working in teams, and every semester without fail, seven of the nine teams hit it out of the ballpark. The eighth team does ok, but the ninth struggles. In the 2 two fully online pilot sections, there were seven slightly larger teams in each. Five did really well, one trundled along not too badly, and one struggled. I didn’t assume this pattern would be the same, but somehow that is how it turned out.” But overall, Allison said the asynchronous course went well. “While some content for this class works better in person than other content, if we can offer an asynchronous section of it once a year for students, I think that’s important, and it’s something that we can be proud of as our builds up our roster of high-quality asynchronous courses.”

Last year in one section of the new online course Allison piloted Bongo, a video assignments tool which integrates into D2L (note that we do not currently have a licence for this tool but are only investigating it with the support of a few faculty.) “Kristina Andrew knew that I had been considering a video final exam, and after participating in a Bongo demo, I wanted to try it in the pilot online training and development course for both the final exam and the team Training Project – to try to make the Training Project more engaging like it is in the in-person class classroom. I knew it would not be the same, but I wanted students to have the same sense of collaboration and learning from each other, in the online classroom, and Bongo seemed like a great solution.” Allison ended up with two sections of the online course, but because the Bongo pilot only allowed for one, Kristina introduced her to H5P as an alternate solution for the second section. “While Bongo is a video creation tool. H5P objects can create slides into which you can insert video. What I found fascinating is that the assignment in the H5P section has, in many ways, been more creative than in the Bongo section.”

But Allison also set up the final exam for the Bongo-pilot course using Bongo as well. “Students read a case incident, have two hours to practice, and their final submission is a three-minute video explaining their solution to the case incident.” Allison told me that if the final exam worked well (our interview was before the final exam), she would consider switching the final exam in all sections, online and in-person, to a video final exam.

For some additional context, Allison did give students a heads-up email about being a part of the Bongo and H5P pilots. “I told them about the pilot and warned them that no matter how well I’ve planned it, things are going to go wrong because it’s new technology. In addition, coordinating a team project in person is hard, and even more challenging in an asynchronous course with a heavy reliance on creating video. And I said, if this is not for you, the course will be in-person in the next term.” She also built in practice with the tools for both the team assignment and the final exam. A full final exam practice using the identical process to the actual final exam was included in both sections. And Allison’s impression of the pilot?  “I will be cautiously optimistic and say that the pilot has gone pretty well.”

Finally, I asked Allison what advice she might have for new faculty coming to teach at Camosun. “I would tell them to breathe – it will be okay. You will feel completely overwhelmed for at least a few weeks, and that’s normal. We are here for you, to get you through. I’m proud to say that in our department our goal is to give each new instructor as much support as we can: syllabi, Master D2L courses, to-do lists built right into D2L. And then we connect with them when their first assignments come in, when their first quizzes are completed, etc. If you’re overwhelmed and disoriented, that is normal, and it doesn’t mean there’s anything wrong with you! There’s so much to learn when you start so let us help you. We’re here to support students, but we’re also here to support each other.”

Natasha has been one of my Centre for Excellence in Teaching and Learning (CETL) colleagues for the past four years and is our Education Developer for Indigenization, sharing “my Haida name is Sk’ing lúudas, which means Bow Wave and I’ve been in Indigenous education for over ten years.” Natasha is a certified B.C. teacher and completed her professional diploma for teaching at the University of Victoria (UVic) saying, “my pathway to Camosun was through my work in a local school district where I spent seven years teaching in Indigenous education during the COVID years.” During this time, she also completed her Master’s in Indigenous Governance also at UVic.” But when Natasha saw the job posting at Camosun, she thought maybe it was the next step for her. And in her role here, Natasha “supports faculty and others in their learning journey towards decolonizing and Indigenizing both professionally and personally.”

I asked Natasha if she could tell me what her work was like in the school district compared to her work at the college. “My role was similar in that I supported teachers and staff throughout the school and within the school district. But it was a little different because the focus was to meet with students who self-identified as Indigenous, support them academically, meet with families, work on lessons in collaboration with teachers, bring in guest speakers, etc. I have brought many similar aspects into my work at Camosun. Here, I enjoy collaborative projects, try to bring Elders into learning opportunities, and engage in experiential learning where we’re getting up and moving around all of which fits well with what we already do in CETL around active learning and relational practices. I also recognize that I’m not Coast Salish, which is why it’s important to bring Elder/Knowledge Keeper voices or resources or videos into our spaces so we can hear directly from lək̓ʷəŋən and W̱SÁNEĆ viewpoints.”

Natasha’s work in CETL runs from providing one-on-one support, through running short Indigenous learning opportunities and longer-term workshops, to supporting Indigenous learning opportunities run by others at the college. “We are supporting TELŦIN TŦE WILNEW: Understanding Indigenous Peoples (TTW), ŚW̱,ȻENEṈITEL: Doing Good Work Together (TTW2) (both run by Eyēʔ Sqȃ’lewen), and the KAIROS Blanket Exercise (run by Human Resources (HR)) which have all been very powerful experiential learning opportunities for people. The KAIROS Blanket Exercise is a three-hour session with a trained facilitator who leads participants through 500 years of colonization, with each participant taking on the role of Indigenous person and feeling and seeing the impacts of colonization over time. It started as a CCFA-funded opportunity but has been now taken up as a regular HR offering, demonstrating ally-ship across Camosun College.”

As for how she approaches working with people, Natasha says “my starting place is always to ask where someone is at and what they are interested in so we can explore how to expand from that position.” One of the initiatives Natasha has picked up to help people explore, is the Indigenous Education Community of Practice (CoP), which was initially led by Ruth Lyall. “The CoP has evolved over time and people have come and gone. Right now, in addition to general discussion, we are exploring W̱SÁNEĆ values, one in each session, to set the tone for our time together. For example, during one session we had an hour-long conversation about initiative, and what it means to us as educators. Thinking about these values is a way helping us reconnect with our humanness and the way that we want to be in the world.”

Natasha says the most important work she has been engaged with is co-facilitating the Working Together: Indigenizing your Curriculum workshop series with Charlotte Sheldrake, who specializes in curricular alignment, which is “an eight-month commitment for faculty. Charlotte and I facilitate four three-hour sessions with a group of instructors, where we talk about why they want to Indigenize their courses what their personal commitments are to it, and about how to do it. The nature of the program is interdisciplinary, and we learn from each other. It’s exciting because people from all over the college participate: from accounting or computer science or biology – anybody can Indigenize their course, from one small aspect of the course to a complete revision. As long as course learning outcomes stay the same, instructors can integrate new assessments, add a book club, or build relationality into the classroom and it’s amazing to see how instructors Indigenize in different ways.” Participants also select an Indigenous learning framework to work with for the program. “They could choose the Circle of Courage or the five R’s of Indigenous Pedagogy Research (Relationships, Respect, Relevance, Responsibility, Reciprocity) and then align the framework with their course learning outcomes.

Natasha also works with individual faculty members and department or program groups who have questions about Indigenizing their courses and programs. “In our Curriculog system at Camosun, course developers are asked how they have Indigenized their course or program. But they are also asked, in what ways are you making space or providing learning or teaching opportunities for Indigenizing which helps people think about the how. Developers might reach out to me, which is opportunity to have a discussion and be curious together.” Natasha also runs Sparkshops on Territorial Acknowledgements. “That’s been a big part of the puzzle for me at Camosun, and over time, my own understanding around Territorial Acknowledgements has changed and shifted.” In addition, Natasha notes the importance of the Truth and Reconciliation Commission and its place in post secondary education. “One gap we’re currently exploring is how the Declaration of Rights of Indigenous Peoples Act (DRIPA) affects us in education. This 2019 B.C. act is derived from the United Nations Declaration of the Rights of Indigenous Peoples (UNDRIP), and addresses anti-racism, using a distinctions-based approach where we start with the territories our feet are planted in (localization of knowledge and language) then go from there.” This work was highlighted as an action item by the Truth and Reconciliation Action Committee Phase 2.

As we moved into discussing UNDRIP, I wondered if Natasha could share a bit about her work with Camosun’s Anti-Racism and Decolonization Action Committee. “I’m very aware that I’m a person of privilege: I’m educated, middle class, female, white passing and I hope I can use my voice to support social justice and equity. In 2022, I was asked by Artemis Fire to co-facilitate the Anti-Racism and Decolonization Action Committee at Camosun which includes people from all areas of the college. We meet once a month bringing action items to the table and have written letters to leadership and raised awareness around various issues, including mitigating harm when it comes to faculty feedback. We also work to support the Director of Equity, Diversity, and Inclusion role in a variety of ways.”

I asked Natasha what she is working on now and what she might be planning for the future. “Last year, we held a movie event to watch the documentary Lii Michif Niiyanaan: We are Métis and Camosun faculty and students, as well as people from community, attended. It’s important to bring attention to the Métis and Inuit perspectives as well to First Nations perspectives, and to increase our understanding of other Indigenous peoples in what we now know is Canada.” Another project Natasha and CETL will be involved with is the development of a SENĆOŦEN language course, in collaboration with SENĆOŦEN speakers. During the spring, Natasha also runs an on-the-land learning series where people can learn more about these territories with each other. “These workshops have involved learning in Camas Gardens, visiting the Royal BC Museum, getting out to PKOLS, and taking the lək̓ʷəŋən spindle whorls tour downtown.” But Natasha knows that sometimes limits of time and capacity means some events need to be put aside. “Last year, we participated a sweat lodge with Elder Robert George of Cowichan Nation. I’d never done one before, and it was a wonderful experience. These learning opportunities mean a full day for faculty and Knowledge Keepers and take a lot of behind-the-scenes organization. It’s important to slow down and thoughtfully consider when/how/where to engage in these wholistic on-the-land learning opportunities.” Then Natasha told me what these opportunities meant to her: “We need to get back on the land and recognize that the land and the waters are our first teachers. Our ancestors learned by, over thousands of years, watching the seasons, watching trees grow, watching animals come and go. In our Indigenous ways, we’re taught to watch the landscape and to follow the lead of the environment, which is something we don’t really do today.”

I wondered if, in her four years so far at Camosun, if there have been some standout moments for Natasha. “My work on the Integrated Curriculum Council (ICC) has been interesting, as we explore the power of learning outcomes, recognize that our scope as educators is connected to those learning outcomes, and reimagine what education could look like. One recent change is that the Bachelor of Science in Nursing program now includes learning outcomes on anti-racist and positionality. Faculty in these programs need support, which is why the Camosun/UVIC BSN (Nursing) Curriculum and Evaluation Standing Committee (CESC) reached out to CETL for guidance. Together, we are co-creating a BSN Anti-Racism Faculty Development Project.  “We consider the power of learning outcomes and the words that we use to describe them; we need to consider from whose perspective the learning outcomes are being created. For example, are our learning outcomes inclusive of an Indigenous student’s understanding of the world? We need to ensure that we make space for Indigenous voices and knowledge to exist in their own right alongside western ways of knowing, being, and doing.” This can be difficult because sometimes it can feel like Indigenizing is another layer to add onto everything else faculty are having to do. “As people are feeling time constrained, we need to ask, what are those things we’re holding onto that we can let go of – for example, if activities or assessments are not relevant for students, or don’t build relationship within the classroom. It’s okay to keep evolving and changing and asking, what do our students need … how can we support students to be all that they can be?”

As we began to come to the end of our time together, I asked Natasha what kind of advice she had for faculty just starting out at Camosun. “I would encourage people to know what their rights are in terms of professional development time. The time we have through our collective agreement has nurtured my connection with my own community, to be able to go to Haida Gwaii, spend time with my mentors and stay connected to my culture. I would encourage new faculty to seek out and find people who you really connect with and just grow together. I also want to highlight CETL because we have so many amazing workshops and learning opportunities. The Instructional Skills Workshop (ISW), for example, is a wonderful way to increase your confidence in teaching and help you find new inspiration. And finally, connect with instructional designers in eLearning as you develop your courses – the whole team of instructional designers work hard behind the scenes to make your life easier!”

Natasha added that “the learning never stops and there are many amazing people here, and from all over, you can learn from, so keep an open mind and consider everything as part of your learning experience. Finally, Indigenizing, decolonizing, is about intentionally transforming the way we think and the way we do things, and it can be hard. Take time and take care of yourself but also push yourself into the learning zone as you engage in the hard work of decolonizing. Continue to ask, is there another way to do what we’re doing, are there things we can get rid of to make space for Indigenizing, and explore how different Indigenous values like the 5R’s can help us reimagine what education can look like as we move into the future.”

Steve is a faculty member and chair of Camosun’s Management & HR Leadership program. “I am a Chartered Professional Accountant (CPA) and have worked in hotels and hospitality for many years. While I liked my job, something was missing, and I was curious about what else was out there for me. Then, one of my CPA friends who also worked at Royal Roads University (RRU) asked if I had ever considered teaching. So, I started teaching online classes as a term faculty member at RRU and loved it. Eventually, I reached out to the accounting program chair at Camosun and asked if they were looking for instructors, but at the time, I was working during the day when they needed people. Then, in 2011, I quit my day job and called up the chair again, who said that they would love to have me on the team.”

Steve has taught several different courses over the years. “I’ve taught financial accounting course, three levels of managerial accounting, food and beverage cost controls, and strategy courses, which is what I’m teaching now in addition to my role as chair.” I asked him what he enjoyed most about teaching. “I like seeing the spark in people, and when students tell me they liked the way I ran the class or supported them to feel safe and engaged within the classroom. I also like seeing where the students go afterwards and when I see requests through LinkedIn for a reference. I love that I’ve helped meaningfully change someone’s life.”

I asked Steve what being the department chair was like for him. “Before I was chair, I was a program leader in Hospitality Management, working closely with students and their program and career planning. During that time, I had an excellent relationship with the hospitality chair, who was my mentor and coach. Then, the chair role in the MHRL program was posted during the pandemic. Some people view being a chair as a punishment or a rite of passage, but I don’t see it that way. As chair, you interact with term faculty members and are a point of contact for everyone in the department. I believe in servant leadership where I help the people around me.”

I asked Steve how he supports term and continuing faculty in his chair role. “Regarding term faculty, I remember what it’s like not to know how to turn on classroom projectors or what key gets you into your office. I wondered how we as a department could show term faculty the proper care when they start here and if we could formalize this process. One of our fantastic program leaders developed an orientation session. Even if it’s only one hour before term starts, it could be the most productive hour they spend before starting to teach. And part of what we want is to hear those term faculty say that this is a place they’d love to work at full time.”

As for Continuing faculty, Steve works to engage with faculty and support them to feel secure in their jobs. “I want to ensure they have the right tools and feel respected and engaged in their work. I schedule one-on-one time with each of my 16 faculty members every month, although sometimes people are too busy marking or on vacation or Scheduled Development. During this time, we talk about schedules, what’s happening in the classrooms, and solutions to issues like the number of academic integrity violations we see. I like to connect with people and understand their personal lives and how to support them when things don’t always go according to plan. Part of what I want to do is empathize – not necessarily solve their problems but just offer an empathetic ear. Kindness is appreciated, and I also try to be transparent. For example, I’ll ask them if there are any courses they don’t want to teach anymore or a course they would like to teach because one of the most vulnerable things an instructor can say is that they would like to teach a course someone else has been teaching for a long time. Then, I can try to support those requests. Sometimes, I know it will be a tough conversation because people can become attached to the courses they teach, but other times, an instructor will want to try something new. I’m also very aware that the chair role is a peer leadership role, and I always try to approach the job with humility, knowing that I work with a talented team.”

I appreciated how Steve builds community in his department and how he supports building relationships and community in his classrooms. “I like a loud classroom. For me, if you can hear a pin drop, that isn’t a good thing. When I can see relationships forming and ideas getting kicked around, that gets my heart going. I set my classes up in the spirit of team-based learning (TBL), organizing students into groups of five and ensuring teammates have room for discussion with each other. I also consider students’ attention span, so I only talk for 15 minutes before having them do something else. For example, after I’ve talked, I’ll pose a larger topic to the class for discussion. They then must agree on an answer as a team and share their conclusions with the larger class. The door is open for other groups to agree or disagree. I’ve always said during the course you’re allowed to change your mind if you have a good reason to – we are not working in absolutes.”

Steve splits assessments between teamwork and individual work. “For individual work, there are reflective pieces and engagement assessments where students interact with other students. When it comes to group projects, I’ll explain that working as part of a team means doing things equitably, not equally, that I’ve been part of some wonderful teams, but I’ve been part of some disasters, and that the same thing will apply in whatever job they land. Along the way, I’ll ask them to consider their strengths and skills and think about how they can use and develop these skills. Then we discuss what lessons we learn if a team crashes and burns – what could have been done differently? And what each student’s responsibility is. Remember that leadership isn’t limited to only one person. Leadership is a collective responsibility.”

During our conversation about teamwork, Steve mentioned that his students work with business entrepreneurs to present suggestions and recommendations for those businesses. I was curious to learn more about how this worked in his course. “I used to ask students to pick a business for us to analyze, such as West Air Canada, Starbucks, Apple, Visa, etc. But last term, I decided to pick a couple of local businesses. I picked a local yoga studio and a local brewery but advised students that to come up with recommendations, they had to understand the businesses and their owners. This time, we ran the presentations as a seminar. I sat on the side, and one part of the assessment was to show that they understood the theory behind their recommendations. This first time around, I didn’t invite the entrepreneurs back for the final presentations, but I may do that in the future.”

Steve is never content with his teaching but continually pushes himself as a teacher. “I realized I wouldn’t be any good at teaching if I didn’t invest the time to improve my practice. I feel sharpest when I study. After I completed the Camosun/SFU Masters Program, one of my professors encouraged me to complete a doctorate. I study for the love and curiosity of it. After analyzing different programs, I decided on Western University’s Doctor of Education program. It’s all online and largely asynchronous, and you could focus on a social problem you want to solve. Steve was accepted into the program in 2021 and began a new learning journey. “The program’s point is to reflect on your ideals and ask yourself if you are living them. I started thinking about things I like doing, like volunteering at Our Place, where you work with less fortunate people, which I found tied into my studies as I read and changed perspectives. Ultimately, you have to understand the problem you are trying to solve, so while I wanted to write about the BBA program for my coursework, my professors asked, what’s the problem you’re trying to solve?” Steve realized that the BBA program was not the problem he wanted to write about and had to let that go. “That was hard, and I wondered what to do. Then, in one course, I started to explore faculty engagement and thought there was something there to start with.” So, Steve tucked away bits and pieces that struck him in each class. He didn’t know how to put them together but knew they would eventually play a part.

“Along the way, I started thinking about collegiality, the alignment of collegiality with engagement, and how groups rally as a team. Then we explored different change management frameworks, and finally, through that curiosity and exploration, I found a place to land for my dissertation: supporting people through collegiality and engagement and providing opportunities for whoever wants to be a part of them.” This reminded Steve of the PhD dissertation written by Martha McAlister in CETL, so he chatted with Martha and other people he held in high regard to help him flesh out his ideas. “I realized that if people can find meaning and purpose in their actions, they’ll be more engaged around it.” After successfully defending his dissertation (Stimulating Faculty Participation in Supporting and Developing Change Initiatives), Steve thought he should do something with it. “I started organizing my thoughts around grassroots leadership, collegiality, the idea that we’re not helpless, and I remembered Martha saying, ‘go with the power of yes,’ and ‘if you have two people who agree with you, your movement will start with those two people.’ I floated my ideas at a department meeting, explaining that I thought we needed to do more work with the United Nations Sustainable Development Goals and the principles for responsible management in our classrooms, and several faculty members agreed. And here we are.”

As we ended an incredible conversation, I asked Steve for his advice for new faculty coming to teach at Camosun. “I’ve learned that there’s no shame in asking for help. When I started, I had an awesome chair, and she said, ‘You know the great difference between this job and other jobs? When you have a terrible day here or teach a class that goes wrong, you don’t have to relive it every day.’ Sometimes, a class will fall flat, but what did you learn from that? What can you do differently tomorrow? And if a faculty member thinks they messed up, I say, things happen – let’s talk about how to keep that from happening again and learn from it. Sometimes just creating these opportunities to share makes all the difference, especially for people who may not know where to seek help.”

Meagan has been a faculty member in Eyēʔ Sqȃ’lewen for five years, and she began our conversation by introducing herself. “I am a Mi’kmaq woman on my father’s side. He is M’ikmaq Acadian and Irish, and his family comes from the Eastern Woodland territories, which is now known as Nova Scotia, on the south shore: Acadia, Bear River, Digby and Yarmouth. My mom’s ancestors come from Norway Scotland Germany and England, and my family name is Saulnier. I was born in Treaty One territory in Winnipeg, and I’ve been out on Salish territory as a welcomed guest on and off for about 37 years, first in xʷməθkʷəy̓əm (Musqueam) and now in lək̓ ʷəŋən territory. I want to start off in a good way by acknowledging my gratitude and recognizing that me being here as a mixed Indigenous and settler woman comes at a cost to the lək̓ ʷəŋən people. I’m so grateful for my relationships that I’ve built and all of the teachings and graciousness from the people of these lands. I also introduce myself as a mother and introduce my daughter, Nakoa.”

Before coming to Camosun, Meagan worked as a counselor at an elementary school and at Surrounded by Cedar Child & Family Services as a cultural continuity worker. She began at Camosun by teaching Health 111, Indigenous people’s Health, then moved to Indigenous Education and Community Connections (IECC) teaching in the Indigenous Studies program. She also teaches with our community partner, W̱ SÁNEĆ College, formerly Saanich Adult Education Center, where she leads the Indigenous Community Wellness (ICW) Certificate program and the Indigenous Studies Diploma program.

I wanted to know more about the ICW program and what it means to Meagan to teach in relationships. “I love that I have had the privilege of teaching both non-Indigenous and Indigenous students. While how you present information is different, what I find rewarding is that I can help people gain more awareness about what has happened in the past and how they can walk in a good way and work in community moving forward. It’s not like teaching math; it’s big healing work, which can be tiring. But when I’m working with and teaching Indigenous students, I feel honored that I get to walk alongside them on their healing journey. I’ve been told by students that they feel comfortable and safe in my classroom, which is important to me, because we need to remember that educational spaces have been harmful and still can be harmful.”

Meagan shared with me some of the history behind the ICW program and the collaborative nature of its development. “Before the program became ICW, it was the Indigenous Family Support (IFS) Certificate, and before that, it was the Native Teachers Assistant program, which came from seeing and knowing that our kids need to be supported in schools. So, this program has always come from the community and what our communities and our children need. But we realized we needed more than child and family support – we needed community wellness on a larger scale. So, there was consultation with the local Indigenous communities and the urban Indigenous organizations that informed how this program, ICW, came to be. Feedback told us that the program needed Indigenous curriculum developers, Indigenous instructors, more land-based curriculum, and more knowledge keepers coming in. It also needed to provide more hands-on skill building because some students want to get a certificate and go into the workforce, so it was important to build in training around mental health first aid and non-violent crisis communication. And finally, we received feedback that when the curriculum included classes from other departments, like a psychology class, we should make those courses ours.”

What I found wonderful were the names of the courses in the program. “We have Sharing Voice, which is a communications course, Good Relations, which is about how we are good relatives to ourselves, to our family, to the community, to the four legs, and to the land and the resources around us. We have Sharing Hands, which is about how we give back to community and which leads into students’ capstone projects. We also have a class called Cultural Teachings which is about the journey to understanding our identity. This course is divided into three parts and runs through the whole year: the first part is about learning our protocols, the second is about doing, and the third is about applying and integrating.” And it is within this class that many of the land-based activities in the program take place. As the program supports Indigenous students to explore their identity, Meagan says it also looks at wellness from both a western and Indigenous lens. “It’s about empowering Indigenous people to have a voice and to articulate why we do what we do. For example, if you are working at an organization and a youth is struggling, you might suggest they get brushed off with cedar which is a wellness approach on the west coast. A teaching for when we are grieving is to leave it at the water so we can continue on with our day and not carry those heavy feelings – the western therapy term for this is ‘containment’. And smudging has been scientifically proven to reduce cortisol, thereby helping to relieve stress.”

And Meagan says another piece of feedback was around practicum work, which can ask a lot of students who are often being pulled in many different directions. “Because capstone is relational, respectful, relevant, and relational, and should honour our agencies and communities that are always called upon to contribute, for their capstones, students work for seven weeks, seven hours a week, with and giving back to a community agency or a local nation on a project. We also made the employment goals of the program more diverse meaning students can move into social services, the health communities, education, or they can go on into the Community, Family, and Child Studies (CFCS) Diploma program and then go on to UVic.”

The ICW program itself is currently for Indigenous students only, and within last year’s cohort there were students from age 18 to 61. “It’s incredible to have that intergenerational knowledge within the classroom, and with the cohort model, people become like a family and are supporting one another”. Students have commented to Meagan that they don’t need to provide their CAL accommodation to her because of the way she facilitates her classes. Classes always starts in circle and student work is assessed in multiple ways. “An important piece of this program is how we look at knowledge, wisdom, and assessment, and how we highlight all of our different gifts. Our courses include oral presentations, small group work because we are learning how to work with one another, and often a classroom activity where we host an event like an Elder’s tea.”

Meagan calls the ICW program a healing journey. “When we talk about community wellness in the program, we also talk about impacts on our own wellness, and each person will engage in a personal healing journey. So, I ask them what their support plan is, and whether they have Elders or counselors to make sure they have support.” Meagan also asks students what they are interested in as they begin the program. “Some students are passionate about advocating for and supporting Indigenous children, others about supporting elders, and some students don’t even know why they’re there, but then the program unfolds and transforms them, which is powerful. Students say that this program helped them to be better humans and to learn how to walk in the world, how to heal, how to support family and communities. It’s an important program for everyone, whether you’re going to be a wellness worker or not.”

I wondered what kinds of capstones students have engaged in through the ICW program. “There has been quite a range of projects, which I think shows how important our community connections are. One student worked with School District 61 Indigenous Education, helping with the Indigenous graduation ceremony. One student worked with the Aboriginal Coalition to End Homelessness. Another student worked with QomQem Coastal Connections, which is led by a woman who received her certificate in IFS and offers harm reduction for Indigenous sex workers and street-entrenched and unhoused relatives, on their cultural nights where they bring in traditional food, have drumming, and hand out harm reduction kits. Another worked with their own nation, the Pauquachin Nation, working with children and planning their spring break and summer camps. A Métis woman worked on a project with Island Métis and Island Health, informing the health system on important things that they needed to hear around indigenous people in our health system. A student worked at Hulitan Family and Community Services Society, on their cultural preschool, Journeys of the Heart.” And one student worked at W̱ SÁNEĆ College and ended up getting employed there afterwards. “I really value the importance of being a student in community. Out at
W̱ SÁNEĆ College, they have a hot lunch program, and they have elders in residence, but while W̱ SÁNEĆ College students are also Camosun students, there is still a disconnect with being a Camosun student on campus. So, whenever I can, I bring together the IST and ICW students. This year, for example, we had a pit cook out at TIXEN which is a spot at Tsawout on the beach, and we collaborated to build relationships and highlight that you could also be a student at the college. I do this as well for the Indigenous College Preparation program students who can work with the ICW students, because there’s a lot of fear around education, or feelings of not being good enough or smart enough.” Meagan says, however, that there is still work to be done to connect these programs to the college as a whole. “There’s sometimes a disconnect, for example, when proving the validity and transferability of our courses to other programs and explaining the amount of work and knowledge they provide.” The on-the-land work students do alone, Meagan says, can be tied to “traditional” programs, for example to business and economics or to environmental science. We just need to think more outside of our traditional post-secondary boxes.

I was curious about those on-the-land activities that are so important in the ICW program. “Last year Indigenous stewards tasked with helping the salmon stock remain strong taught us how to fertilize salmon eggs, putting them under the sand like the salmon do. We then brought fish to a local community’s smokehouse, took turns over four days checking on the fish, then were able to gift it to Elders in the community. Another day we went down to a beach in Tsartlip where we learned all about clam digging and the local clams. We brought the clams back to W̱ SÁNEĆ College, cooked them on the beach, and brought our surplus back to feed the rest of the students at the college.” And of course they did the pit cook Meagan had already mentioned, but she added, “I have to say that while the pit cook at Camosun is incredible, it’s not a place for you if you’re an Indigenous person who’s disconnected, which many of us are. Sometimes we don’t know how to do certain things, and it’s important to provide a space for us to re-learn and reclaim. So having our own pit cook was something special.” Another land-based activity students participated in was paddling. “Camosun has a canoe, and we were able to take her out. Because many of the students are W̱ SÁNEĆ, they’re saltwater people, meaning paddling is an important part of their life and culture. We were taught how to take care of the canoe in collaboration with Indigenous Trades and Technology. We took the canoe out and we gave her a traditional bath and brushed her off. An instructor from Pipe Trades helped us tow the canoe out, so we invited him out on the canoe, and then one of the students gifted him an eagle feather. He was so deeply touched by it, he still talks about it to this day.” Meagan says this is really what its all about – about giving back and coming together. “Those teachable moments transcend, educate, and heal multiple people. That’s what our practices and ceremonies do. They also emphasize the importance of the land and how it can heal us all.”

As we came to the end of our conversation, Meagan told me that the ICW program is like a living entity, and they work to ensure the program continues to meet the needs of the community. “We constantly check-in with W̱ SÁNEĆ College and our other community partners to see if there are things that need to change, because they’re hosting us in their territory, and we want to do things in a good way. For example, we discovered that afternoon classes are hard for a lot of our students because they have children and family responsibilities. So, I changed the courses to morning courses meaning students can work a bit in the afternoons on whatever they need to get done and then go pick up their kids. And then we noticed that some of the courses are heavier, for example an indigenous social work course, so we put it in the middle of the week and ended the week with Cultural Teachings. There’s always room for growth and change to meet the needs of our students, which role-models exactly what we’re teaching: being responsive.”