Completion of the II-Design Series requires 13-15 hours total time commitment, including: 

  • attendance and active participation in 3 half-day synchronous workshops (9 hours – Days 1 & 2 will be on zoom; Day 3 will meet in-person/multi-access), and 

  • asynchronous (Canvas) learning activities, homework, and preparation before and between meetings (4-6 hours).  


Registration is now closed. 

Program Details

The Indigenous Initiatives Design Series (II-Design Series) is a 3-part workshop for instructors and members of the UBC teaching and learning community who come to Indigenous topics with varying levels of knowledge and expertise. Throughout the series, participants will be guided to share practices, redesign elements of their teaching and learning projects and resources, model and explore educational materials, and reframe common learning scenarios through classroom climate principles. 

The II Design Series may be of particular interest to faculty and staff who are engaging with the Strategic Plan (ISP), as it lays the groundwork for important conversations around place-based pedagogies, classroom climate, positionality, as well as introduce foundational concepts related to Indigenization, decolonization and reconciliation in teaching and learning contexts. The Design Series is currently offered as an interactive model, combining synchronous and asynchronous activities and peer-to-peer designed discussions.  

STEM faculty experiences - II Design Series


The cohort is limited to 35 participants. Participants must attend all 3 sessions. 

Part 1: Tuesday, July 25, 9:30am-12:30pm PST | “Motivation and Context” (Zoom) 

This session explores “Where do I start?” We explore the “big ideas” of your course or learning project and how to integrate Indigenous perspectives and topics into the fabric of what you are teaching and facilitating. As participants, you will consider your motivations and interests for integrating Indigenous perspectives and topics into your course, aspects of classroom climate, including your contexts and supports that may either support or challenge your efforts, and reframing assumptions.

Part 2: Thursday, July 27, 9:30am-12:30pm PST | “Positionality and Place” (Zoom) 

Building off previous work on Motivation and Context, we begin with the importance of locating yourself in relation to history and place in integrating Indigenous knowledges and perspectives in your courses and teaching practice. We will explore where you are situated in relation to these topics, work on your own positionality statement and explore Indigenous created resources specific to place/land. 

Part 3: Tuesday, August 1, 9:30am-12:30pm PST | “Design Lab” (Multi-access* - UBCV: KAIS 2020/ 2030 - UBCO: EME 4218) 

In this final part, series participants will meet in a larger group that includes practitioners with more experience engaging with these topics to check in on goals, discuss what you have learned, and provide feedback on different ideas, techniques, and work-in-progress. Coffee, tea, and morning refreshments will be provided. 

* To clarify “Multi-Access,” Day 3 of the Design Series will occur in-person for both UBC-V and UBC-O participants. UBC-V participants will be gathering in KAIS 2020/2030, UBC-O participants will be gathering in EME 4218. As the workshop will be hosted in dual-locations, we will use technology to link our events and also provide access options for anyone who cannot attend the workshop in-person. 

Program Objectives

Through participating in this workshop series, you will: 

  • Identify and reflect on the mindset shift you need to engage with as you integrate and centre Indigenous knowledges, histories and content in your course and teaching practices. 

  • Narrate your own experiences, histories with place, and what has influenced your learning of Indigenous knowledges and perspectives to begin crafting a positionality statement. 

  • Consider some diverse experiences of Indigenous students at UBC and within the context of all learners in your classroom. 

  • Identify and discuss different aspects of classroom climate as it relates to integrating Indigenous knowledges and perspectives in your course. 

  • Locate points of connection within your course and teaching, set some actionable goals related to those points of connection, start "travelling the path" as an iterative process. 

Readings, modules, learning activities

Once your registration has been confirmed, you will have access to a Canvas course containing instructions and modules with asynchronous resources, learning materials, and activities to be completed before and between sessions. Completion of the Canvas modules is required for program completion. We also welcome you to share resources and peer-to-peer feedback with your co-learners using the Canvas course space. 


Please direct any logistical questions to Dana-Lyn Mackenzie at

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