EDUC - 3217U - Indigenous Knowledge, Environmental and Sustainability Education

2025-2026 - 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*

    Education, Primary/Junior

    Education, Intermediate/Senior

    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*
    3217U
    3217U
    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)*
    Indigenous Knowledge, Environmental and Sustainability Education
    Indigenous Knowledge, Environmental and Sustainability Education
    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)*
    Indigenous & Environmental Ed
    Indigenous & Environmental Ed
    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*

    This course adopts a decolonizing lens to examine the complex relationship between Indigenous ways of knowing, sustainability, and environmentalism in education, to emphasize how Indigenous perspectives can transform approaches to environmental stewardship. Students will examine the impacts of colonialism on Indigenous peoples, with a focus on the Canadian context, and will investigate how Indigenous knowledge systems and traditional land-based learning can inform contemporary educational practices. Participants will engage with the 4Rs framework—Reciprocity, Relationships, Respect, and Responsibility—to develop a holistic understanding of environmental and sustainability education. Students will build meaningful connections with the natural world, others, themselves, and place, fostering a respect-based worldview of the land.

    Students are expected to complete readings, reflections and research tasks; participate in individual and group learning activities; and complete projects and demonstrate knowledge, understanding, and application of Indigenous Knowledge, Environmental and Sustainability content and issues.

    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.
  • Credit hours*
    3
    3
    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.
  • Contact hours and instructional method
  • Contact hours

  • Contact hours describe the amount of time students spend engaging directly with the course and are listed in the Academic Calendar.

    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).

  • Lecture hours
    4
    4
    The number of contact hours offered in lecture format. Note that each contact hour may consist of a variety of instructional methods and schedule types.
    Lab hours
    The number of contact hours offered in lab format. Note that each contact hour may consist of a variety of instructional methods and schedule types.
  • Tutorial hours
    The number of contact hours offered in tutorial format. Note that each contact hour may consist of a variety of instructional methods and schedule types.
    Other hours
    The number of contact hours offered in another format not already covered here (e.g., seven practicum hours). Note that each contact hour may consist of a variety of instructional methods and schedule types.
  • Instructional method

  • Instructional method describes the ways in which the contact hours of a course may be taught; all instructional methods that may apply to the contact hours above should be selected. Note that instructional methods (and scheduling information) are not listed in the Academic Calendar.

  • 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)*
  • 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
  • Teaching and assessment methods
  • Teaching and assessment methods*

    Over the nine-week BEd semester, this course meets weekly for three hours supplemented with an additional one hour of asynchronous online work (e.g., attending professional webinars, discussions, etc.).

    The 4Rs (Reciprocity, Relationships, Respect & Responsibility) framework is leveraged to encourage a holistic understanding of environmental and sustainability education. Weekly themes (e.g., Land as Teacher, Sustainability, Colonization of Land and Relationships to Land - Local and Global) are scaffolded with traditional resources (e.g., scholarly readings, policy documents, ministry frameworks) and modern media (e.g., podcasts, videos). Authentic engagement with materials is enhanced through out-of-classroom excursions (e.g., to natural spaces).

    Evaluation methods may include:

    • Regular contributions to an ongoing reflective journal
    • Lesson plans
    • Curriculum resource packages
    • Synthesizing research, policy, and curriculum
    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*

    On the successful completion of this course, students will be able to:

    LO1. Describe the impacts of colonialism on Indigenous peoples as well as historic and contemporary education systems in Canada

    LO2. Interpret key policy and supporting documents related to integrating Indigenous, and environmental, and sustainability education in various contexts

    LO3. Select grade appropriate content and strategies to engage Indigenous, and environmental and sustainability education activities.

    LO4. Implement Indigenous and environmental and sustainability education through the lens of the 4Rs:

    • Engage in reciprocity as a multi-faceted concept rooted in Indigenous Ways of Knowing
    • Explain how to build relationships in/with different learning environments (nature, others, yourself, learning, and place) and/or with Indigenous perspectives and experiences
    • Demonstrate respect for the environment and Indigenous peoples and their traditional teachings by utilizing appropriate protocols related to teaching Indigenous histories, cultures, and perspectives relevant to context
    • Demonstrate responsibility and relationship to the environment and how that influences decisions (as self, citizens of various communities, educators)
  • 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
(C) Impact and consultation
Next
  • STEP 4 - Complete Section C
  • Does this new course impact the Graduate Calendar?*

  • Consultation is central to governance at Ontario Tech. Faculties are required to consult with all areas impacted by this change, and the home faculty dean is responsible for all consultation decisions in this section of the form. Note that any false statements related to consultation may require re-submission of proposals.

  • Faculty Consultation
  • Will this change impact any other faculties? Some examples may include, but are not limited to, the scenarios listed below.*

  • Examples:

    • A course from another faculty is being added or removed from the program map.
    • Changes to joint and/or service programs (e.g., 'and Management' programs, targeted minors).
    • Changes to year of offering for courses from another faculty (e.g., moving a course from Year 1 to Year 2).

    Additional examples can be found in the Resources section of the CIQE website.

  • If you answered yes to the question above, please explain and outline the consultation process in detail. Attach relevant documents (emails, Faculty Council minutes, etc.) or include links to corresponding documents.*

    NA

  • Equity, Diversity and Inclusion
  • What considerations have been made for equity, diversity, inclusion and decolonization?*

    Diversity of thought. Course materials and resources from a variety of scholars are included, with an emphasis on Indigenous anti-racist scholars.

    Accessibility and inclusion. All courses in the BEd program make great efforts to be inclusive and accessible. Students are encouraged to reflect on their personal identities and how they intersect with course content.

    Integrating Universal Design for Learning (UDL) principles. Our expert instructors plan their courses to support all learners. Materials include a variety of instructional approaches and media including interactive media and apps, pre-recorded lectures with transcripts, discussion, in synchronous and/or asynchronous formats. Assignments take a variety of forms and allow multiple ways to demonstrate learning.

    Belonging, inclusion and psychological safety. In this course, we recognize that all students will come from different backgrounds and with different perspectives and experiences. Decolonization and environmental education are approached from a place of respect, encouraging students to ask questions based on their understanding and to engage with course content in a way that challenges existing perspectives. Respect and safety are emphasized as all students will undertake this journey from a different starting point.

    Dismantling biases and stereotypes. This course emphasizes decolonization and anti-racist approaches to education (including environmental and sustainability education). Course materials centre Indigenous voices and experiences, seeking to challenge existing stereotypes and misrepresentations.

  • For more information and guidance on incorporating equity, diversity and inclusion principles in curricula, please visit the Diversity, Inclusion and Belonging resource section of the CIQE website.

  • 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?
    06/01/2024
    06/01/2024
  • What was the advice you received from the IEAC? And, how has it been included in your proposal? Please attach or provide links to documents that outline the consultation process and advice given.

    This course was previously run as a Special Topics course and the IEAC was contacted at that time before it ran in Fall 2024.

  • Did the IEAC ask you to return the proposal to them for review?
    If Yes, have they completed their review?
  • Other Consultation
  • Have you consulted with students, the Office of the Registrar, Student Life, the Library and/or any other areas on campus that may be impacted?*
  • If yes, please explain and outline the consultation process in detail.*

    This course was previously run as a Special Topics course and is now becoming a permanent offering.

  • Does this change involve co-op?*
  • If yes, please acknowledge that you have consulted with Lindsay Coolidge, Director, External Relations and Partnerships by checking the box below.
(D) Financial implications
Next
  • STEP 5 - Complete Section D
  • Financial implications*

    None

    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.

    Please note that new courses included in joint or collaborative programs do require approval at Faculty Council of each faculty involved in the program. You do not need to include other faculties in the routing, however, consultation with other faculties should be noted and any required approval by other Faculty Councils (and date of approval) should be noted in the comments section as approval is logged on the home Faculty Council step.

  • 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 or program which requires Engineering Curriculum Committee approval?*
  • Are there departments associated with your faculty?*
  • Is this change for the Sustainability Studies program?*
(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
Next
  • Formerly
  • Status

  • User Tracking

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