INDG - 2100U - Endaayaang - Storying Home in Michi Saagiig Territory

2022-2023 - UG - New Course

completed

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(A) Proposal summary
Next
  • STEP 1 - Complete the proposal summary information
  • Home faculty*
    Choose your faculty from the list of available options.
  • This new course is associated with the following:*
  • Will this new course appear anywhere other than the course description section of the calendar?*
    Select 'yes' if the new course will be placed in a program map or in a list of electives on a program page in the calendar. Select 'no' if the new course is to be added to the bank of courses only.

  • If you answered yes to the above, please complete the following additional proposals to show course placement on program pages in the calendar:

    • A new core course for an existing program, specialization or minor, or a new elective course that is part of a defined list: Minor Program Adjustment
    • A new elective course for an existing program, specialization or minor, listed in the calendar as a recommended elective: Elective Course Placement
    • A new course (core or elective) related to a Major Program Modification: Major Program Modification.

    Complete one proposal for each impacted program, specialization or minor. Note: If the new course is for a new program, you do not need to show course placement as it will be captured in the new program proposal.

  • Program(s) impacted*

    Positive impact to all programs, this course will be a new elective available to all students across all faculties. It is a core component of the new Indigenous Studies Minor which is open to all students at Ontario Tech.

    Please list any other impacted programs including any applicable fields or specializations.
  • Calendar start date*
    When the course should first appear in the Academic Calendar (e.g., Fall 2021).
  • Registration start date*
    The first time the course will be open for registration (e.g., Winter 2021).
  • STEP 2 - Attach supporting documents, if applicable

  • Visit the files section of the toolbox on the right-hand side of the form to attach any supporting documentation.

  • Are you attaching any supporting documents?*
(B) Course information
Next
  • STEP 3 - Complete Section B

  • Important note: Please verify that the course code has not been previously used.

  • Course subject code*
    Any new subject codes must be verified by the Office of the Registrar. If you do not see a verified subject code listed, please contact ciqe@ontariotechu.ca.
    Course number*
    2100U
    2100U
    Course numbers must consist of a four digit numeric code and an alphabetic identifier. Normally, the alphabetic identifier distinguishes the course level, or the source delivery, where U represents undergraduate courses, and G represents graduate courses. New course numbers must be verified by the Office of the Registrar.
  • Course title (long form)*
    Endaayaang - Storying Home in Michi Saagiig Territory
    Endaayaang - Storying Home in Michi Saagiig Territory
    Titles should reflect the educational content of the course. The long form course title is displayed in the Academic Calendar and should conform to the university's Editorial Style Guide. Contact ciqe@ontariotechu.ca for assistance.
  • Course title (short form)*
    Storying Home
    Storying Home
    The short form course title is used for MyCampus and student transcripts. Titles should reflect the educational content of the course. Short form course titles are limited to 30 characters.
  • Subject area*
    The subject area is used to filter courses in the Academic Calendar. If you do not see an appropriate subject area listed, please contact ciqe@ontariotechu.ca.
  • Course description*

    Stories of the Michi Saagiig nation and its territory, in what is now known as Durham Region and southern Ontario, create the foundation of understanding the divergent perspectives on the history of this land. The idea of land-as-home is foundational to Indigenous worldview. How do colonial and Indigenous stories conceptualize home? What does it mean to be homeless in one’s own territory? This course examines the erasure of Indigenous presence in southern Ontario. Students analyze the ways in which resistance and resurgence enable reassertion of Indigenous presence and agency through contemporary stories of this land. The course is based on Indigenous pedagogies and experiential, self-reflexive learning, leading students to a deeper understanding of Indigenous worldviews and experiences of colonialism.

    The course description should be a brief summary of the course content and should conform to the university's Editorial Style Guide as it is visible in the Academic Calendar. Contact ciqe@ontariotechu.ca for assistance.

  • Note: If the following non-required fields do not apply, please leave them blank (i.e., do not add 'n/a' as this content will import to the calendar.

  • Credit hours*
    3.0
    3.0
    A measure used to reflect the relative weight of a given course toward the fulfillment of degree requirements. Unless otherwise indicated, a course normally has a credit hour value of three.
  • Lecture hours
    3.0
    3.0
    The number of contact hours offered in lecture format. Note that each contact hour may consist of a variety of instructional methods. Instructional methods are not listed in the Academic Calendar.
    Lab hours
    The number of contact hours offered in lab format. Note that each contact hour may consist of a variety of instructional methods. Instructional methods are not listed in the Academic Calendar.
  • Tutorial hours
    The number of contact hours offered in tutorial format. Note that each contact hour may consist of a variety of instructional methods. Instructional methods are not listed in the Academic Calendar.
    Other hours
    The number of contact hours offered in another format not covered here (e.g., 7 practicum hours). Note that each contact hour may consist of a variety of instructional methods. Instructional methods are not listed in the Academic Calendar.
  • Cross-listing(s)
    The practice of offering a single course under two different course codes.
  • Prerequisite(s) and Prerequisite(s) for Banner
    A course that must be successfully completed prior to commencing a second course for which it is required. Note that this field will be visible in the calendar and cannot contain strings of text (e.g., upper-year Science courses) or special characters. Please include strings of text in the 'Course Restrictions' field. Use and or or to separate courses and use brackets for groups, e.g., (BUSI 2170U and BUSI 2202U) or (BUSI 2205U or BUSI 2210U).
  • Corequisite(s)
    A course that must be taken concurrently with the course for which it is required. If the course can be taken at a previous time, please see Prerequisite with Concurrency.
  • Prerequisite(s) with concurrency
    A prerequisite with concurrency (i.e., a course that may be taken either in advance of or at the same time as the course for which it is required). Use and or or to separate courses and use brackets for groups.
  • Credit restriction(s)
    This section is for instances where two or more courses are not equivalent, therefore a student is not eligible to receive credit for both towards their program. Students are restricted from registering in these credit restricted courses.
  • Credit restriction(s) - Equivalent course(s)
    Two courses are similar enough in content that they are considered equivalent so students can register in either course but they will only receive credit for one course in their program.
  • Recommended
    A recommended but not required prerequisite course. Use and or or to separate courses and use brackets for groups. Recommended prerequisites will not be added to Banner.
  • Course restrictions
    Any restriction that is required for a course (e.g., Must be registered in Year 4).
  • Course type
  • Course type*
  • Is the course undergraduate or professional?*
    E.g., some Education courses are classified as professional.
  • Grade mode
  • Grade mode*
    Identifies the method of grading applied to the course
  • Course instructional method
  • CLS (in-class delivery)*
    HYB (in-class and online delivery)*
  • IND (individual studies)*
    OFF (off-site)*
  • WB1 (virtual meet time - synchronous)*
    WEB (fully online - asynchronous)*
  • N/A (not applicable)*
  • Teaching and assessment methods
  • Teaching and assessment methods*

    Forms of instruction and assessment may include Indigenous pedagogies including experiential learning, guest speakers, small-group and sharing circle discussions; land-based learning trips; creative assignments with a self-reflexive component; and written communication.

    As possible, land-based activities are recommended, such as going to Oshawa Creek, etc. Depending on the weather, classes may be held outside, along the Creek, to deepen the connection to the course focus.
    Sample assessment methods:
    â— Reflection journal – a series of reflections on the key learnings throughout the semester, including ton any field trips
    â— A photo-essay, using the 12 Dimensions of Indigenous Homelessness (Thistle, 2017), to explore the apparent lack of Indigenous presence in settler municipalities, particularly Durham Region
    â— A creative assignment – the student will use whatever creative medium they prefer to complete this assignment. Using one of the stories from A Gift in the Making or Michi Saagiig Nishaabeg: The History of Curve Lake First Nation the student will create a piece of art, poetry, video, dance, song, etc., that represents this story and how it reflects the student’s relationship to the land. Questions to be considered include how does the student learn from the land? How does the idea of land-as-home (as seen through the story) resonate for the student? Etc.
    â— Student peer evaluations of creative assignments
    â— Final essay, based on key ideas presented by Simpson in Dancing on Our Turtle’s Back and the critical intersections of land, relationships, stories and the impacts of colonization.

    Include an exhaustive list of every possible way of administering and/or assessing the course in bulleted format.
  • Learning outcomes

  • For assistance with developing your course learning outcomes, please refer to the Teaching and Learning website or contact them at teachingandlearning@ontariotechu.ca

  • Course learning outcomes*

    Students who take this course will be able to:
    â— Articulate an understanding of the territorial history of Michi Saagiig Anishinaabeg people in Ontario
    â— Understand the ongoing relevance of storytelling within Anishinaabeg cultural contexts, in both historical and contemporary forms
    â— Examine the centrality of relationship to land in Michi Saagiig cultural identity, stories, and practices
    â— Critically examine the intersection of colonial policies on Michi Saagiig Anishinaabeg, particularly through the stories of treaties and dispossession
    â— Demonstrate an understanding of relationality, including its significance for reconciliation
    â— Reflectively explore the role of land in decolonizing praxis in action

  • Current term*
    Select the current term from the list of available options.
  • Experiential learning
  • Does this course contain any experiential learning components?
    Only 'yes' values entered in this field will display in the Academic Calendar.

  • If the course DOES NOT contain any experiential learning components, then no further action is required in this section.  If the course DOES contain experiential learning components, please select 'Yes' above, then enter a 'Yes' or 'No' value for each of the experiential components below as appropriate.

  • Case Study
    Simulated workplace project
  • Consulting project/workplace project
    Applied research
  • Field experiences
    Other types of experiences (please describe below)
  • Other
    Participating in workshop and land-based activities through Baagwating staff or other local Indigenous Knowledge Carriers/Elders
(C) Impact and consultation
Next
  • STEP 4 - Complete Section C
  • Does this new course impact the Graduate Calendar?*
  • We have consulted with all impacted areas*
    By selecting 'yes', you agree that you have consulted with all affected areas prior to beginning this proposal. Select 'N/A' only if the addition of this course does not involve students, staff and faculty from other programs or courses.
  • Process of consultation, if applicable:*

    Review and input by the IEAC, President’s Indigenous Reconciliation Task Force, Faculty Councils, CIQE

    Describe the consultation that took place with those impacted.
  • Indigenous Content and Consultation
  • Does this course contain any Indigenous content?*

  • For more information on how Indigenous content is defined at Ontario Tech University and how to consult with the Indigenous Education Advisory Circle, please refer to the Protocol for Consultation with the Indigenous Education Advisory Circle.

  • Has the IEAC been contacted?
  • If Yes, when?
    07/06/2021
    07/06/2021
  • What was the advice you received from the IEAC? And, how has it been included in your proposal?

    Advice to date was mainly regarding corrections to terminologies, which have been integrated.

    The IEAC curriculum consultation sub-committee (Jill Thompson, Nancy Hamer Strahl, Kaitlyn Watson and Rachel Ariss) reviews new course and program proposals between full IEAC meetings, provides feedback to proponents, and reports to the IEAC. The sub-committee has reviewed the Indigenous Studies Minor Proposal, are satisfied with it and strongly support the new program as proposed. The IEAC may add further comment after its next meeting on December 7, 2021.

  • Did the IEAC ask you to return the proposal to them for review?
    If Yes, have they completed their review?
(D) Financial implications
Next
  • STEP 5 - Complete Section D
  • Financial implications*

    1. This course will require the hiring of a full-time Indigenous faculty member
    2. Honouraria for Elders, Knowledge Carriers, or other community members
    3. Stipend for travel, meals, and cultural resources to allow the instructor to build respectful relationships with local communities and community members (such as, Knowledge Carriers and Elders). The faculty member(s) need to have the resources to build and maintain relationships with local community members. Always asking a Knowledge Carrier or Elder to come into the class, but to not reciprocate the relationship in meaningful ways is not considered respectful.
    4. Will require compensation for the development of online delivery media and modules.

    Provide an analysis of the financial implications associated with the new course.
(E) Routing
Next
  • STEP 6 - Enter routing information

  • Important note: it is imperative that you choose the correct routing path as it cannot be changed once a proposal has been launched. If you have made a routing error after launching the proposal, the proposal will be cancelled and a new proposal will be required. If you require assistance with routing, please contact ciqe@ontariotechu.ca.

  • Should this proposal be routed to the Program Approval step prior to Curriculum Committee?*
    If your curriculum committee is organized by program, or if program-level approval prior to curriculum committee is not required, select 'no'.
  • Faculty or program-level group*
    Choose your faculty or program-level group from the list of options. If your faculty has program-level committees, choose the corresponding program group from the list. Otherwise, choose the home faculty. You may choose more than one option, but please note that your proposal will go to the committees of all options selected. The proposal will not move on to the next step until all faculties have approved at their respective committees. Note: If you are making a change for a Bachelor of Engineering program in FESNS, you must select both the Faculty of Energy Systems and Nuclear Science, and the Faculty of Engineering and Applied Science from the list of options.
  • Is this change for a Bachelor of Engineering program?*
  • Are there departments associated with your faculty?*
(F) End of proposal
Next
  • STEP 7 - Save and ensure all required fields are complete
  • STEP 8 - Validate and launch proposal
  • STEP 9 - Approve proposal

  • As the originator, you must approve the proposal to send it on to the next step. To approve, navigate to the decisions section of the toolbox on the right-hand side of the form.

(G) CIQE use only
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