Teaching & Learning Consultant: Indigenous Pedagogies

About Durham College :

Durham College (DC) is a leading post-secondary institution that supports students to develop career-ready skills for the ever-changing job market.

With a focus on experiential learning, led by expert faculty, through field placements, applied research, co-ops and other hands-on opportunities, DC grads are known for having the skills and knowledge they need to adapt to the ever-changing workforce.

A leader in innovative teaching and learning, Durham College offers a wide range of market-driven programs across multiple disciplines, including culinary management, farming and horticulture, business, IT, construction and trades, science and technology, health care, engineering, social and community services, media, art and design.

Our modern campuses in Oshawa and Whitby offer 145 programs including six honours bachelor’s degrees and 11 apprenticeship programs to more than 13,700 full-time post-secondary and 2,300 apprenticeship students.

In addition, more than 14,600 students participate in professional and part-time learning. More than 110,500 alumni represent the college, both locally and around the world.

A forward-looking organization committed to collaboration, innovation and sustainability, Durham College is ranked annually as one of the GTA’s Top 100 employers and one of Canada’s Greenest Employers and has been recognized as a Top 50 Research College in Canada, 10 times.

DC has an estimated annual economic impact of more than $913 million on Durham Region and is proud to be an active and engaged member of the communities we serve by contributing resources and expertise to enhance social and economic well-being through partnerships, investments and collaboration.

DUTIES AND RESPONSIBILITIES :

Durham College (DC) acknowledges and honours the importance of Indigenous ways of learning and knowing in education. The Centre for Teaching and Learning (CTL) is seeking to enhance supports available for the DC educational community by expanding our team to welcome an Teaching and Learning Consultant Indigenous Pedagogies.

Reporting to the Director of Teaching and Learning, the Teaching and Learning Consultant : Indigenous Pedagogies (TLC-IP) provides specialized support to faculty, program teams and academic Faculties in integrating Indigenous learning and ways of knowing into curricula and teaching and assessment practices.

Additionally, the incumbent will provide consultation for program review and new program development to support program teams in ensuring Indigenous pedagogy is meaningfully captured in curriculum.

The incumbent consults with and advises faculty on Indigenous pedagogies that foster student engagement and promote durable, transferable learning, such as active and authentic learning and the development of relevant and meaningful assessment strategies.

To enhance and promote the importance of teaching excellence, the TLC-IP is responsible for developing and delivering interactive and evidence-based workshops, courses, presentations and resources for faculty, staff and administrators in indigenous ways of knowing.

They support Academic PD Day and new faculty initiatives such as orientation, the Faculty Mentorship program and Teaching Squares, and other academic or departmental events.

The incumbent is required to work both independently and collaboratively in a team comprising seconded faculty and colleagues in the Centre for Teaching and Learning (CTL) and First Peoples Indigenous Centre (FPIC).

The incumbent should have a successful track record of excellence in teaching, managing projects and deadlines, be task-oriented and have a demonstrated ability to handle conflicting priorities.

The TLC-IP is responsible for maintaining currency in trends in higher education in order to assess and implement innovative pedagogy in alignment with, and to advance the focus on Indigenous learning and decolonization.

The ideal candidate has a minimum of seven years of post-secondary teaching experience (an equivalent combination of academic preparation and experience may be considered), excellent communication and relationship-building skills, a deep understanding of Indigenous pedagogy and accessibility standards, including UDL and the Accessibility for Ontarians with Disabilities Act (AODA).

They should also have lived experience as a First Nations, Métis or Inuit person and experience working with Indigenous Peoples, communities, and / or organizations.

Experience with various curricular delivery modes and design will be considered an asset.

The successful candidate will play a key role in shaping the educational experience of our students and support the professional growth of our faculty and academic staff in working to honour DC’s commitment to Indigenization and decolonization.

Key duties include :

Direct faculty and colleagues in implementing indigenous pedagogy and curricular activities including, but not limited to : Determining appropriate instructional strategies to engage students and promote durable and transferable learning (e.

g., active learning, authentic activities) that support indigenous ways of learning and knowing; Developing assessments to meet learning outcomes and promote mastery, including identifying appropriate assessment strategy, determining measurable and achievable outcomes, creating grading schemes, while integrating indigenous ways of learning and knowing;

Reviewing and revising course outlines, supported by indigenization and decolonization frameworks; Communicating with faculty administration on faculty development challenges and mitigation strategies.

• Develop and deliver professional development (PD) presentations, workshops, courses, and resources to enhance faculty knowledge of indigenous history, perspectives, methodologies and cultural and pedagogical practices to departmental, program-level, and institution-wide initiatives or programs that promote the importance of teaching excellence.
• Collaborate on the development and delivery of new faculty orientation events and resources.
• Strategic planning of faculty initiatives such as the College Teaching Certificate (CTC), Teaching Squares, and the Faculty Mentorship Program in alignment with the Teaching and Learning and Academic Plans;

Strategic planning of faculty development and other initiatives including managing timelines and deliverables of projects.

• Review and provide feedback on major and minor curricular and program of study (POS) changes in collaboration with the Academic Quality and Digital Learning teams applying knowledge of, and experience with, Indigenous pedagogies and decolonization to ensure curriculum and programs meet the objectives of the Indigenous Education Protocol.
• Collaborate intra-departmentally and cross-institutionally on strategic priorities and committees regarding the enhancement of teaching and learning initiatives to offer perspectives and considerations related to teaching & learning and integration of Indigenous knowledge;

Contribute to DC’s engagement with Elders, Knowledge Keepers, Indigenous scholars.

QUALIFICATIONS :

A minimum of a master’s degree in education. Areas such as curriculum & pedagogy, teaching & learning, adult & higher education;

Specialization in Indigenous Education or Indigenous Studies preferred; an equivalent combination of academic preparation and experience may be considered.

• An equivalent combination of academic preparation and experience may be considered.
• Lived experience as a First Nations, Métis or Inuit person, and experience working with Indigenous Peoples, communities, and / or organizations.
• Deep understanding of exceptional teaching and learning strategies and best practices for adult learners as guided by evidence-based practice (e.

g., the Science of Learning, UDL, EDI)

• Demonstrated ability to manage programming with proven vision and initiative grounded in Indigenous epistemologies.
• Demonstrated knowledge of contemporary issues in higher education teaching and learning, such as AI technologies, evaluation strategies, and hybrid / flexible approaches to learning
• Experience with outcomes-based education, constructive alignment, curriculum development, and various delivery modes
• Presentation and facilitation skills
• Interpersonal skills, particularly pertaining to consultation and collaboration
• Analytical and problem-solving skills
• Excellent interpersonal skills, verbal and written communications skills, and a proven ability to work well with clients and colleagues are essential
• Well-developed computer skills (e.g., O365 suite, OneDrive, Adobe) and ability to learn and adapt new digital learning tools and emerging technologies
30+ days ago