51猎奇入口

TILT Program: Teaching and Learning Development Grant (TLDG)

Principal Investigator: David Zandvliet, professor, Faculty of Education

Project Team: Patricia Plackett, senior lecturer, Beedie School of Business; Charlene Williams, Indigenous research assistant and consultant, Squamish Nation

Timeframe: November 2020 - January 2025

TILT Support: $5000 matched by $5,000 in additional funding from the Institute for Environmental Learning

Courses Addressed: EDUC 452鈥�8 鈥� Environmental Education (Field School)

Final Report: View David Zandvliet's final report (PDF)

Description: This project focused on the design, development, and evaluation of a place鈥慴ased environmental education field school situated in 脕tl鈥檏a7tsem (Howe Sound), a UNESCO Biosphere Region and culturally significant territory of the Squamish (S岣祑x瘫w煤7mesh) Nation. The central aim was to create and iteratively refine a prototype Canvas shell and accompanying multimedia resources to support experiential, Indigenous鈥慽nformed environmental learning for pre鈥憇ervice teachers.

The project was inspired by the need to design decolonizing, place鈥慴ased curricula that foreground Indigenous knowledge systems, connect biodiversity and culture, and model pedagogical practices that can be replicated in K鈥�12 education contexts. A core design metaphor of learning as a river guided the sequencing of course locations and activities along a river鈥憈o鈥憃cean continuum, emphasizing ecological and cultural connectedness. Students engaged with multiple culturally significant sites across the 脕tl鈥檏a7tsem watershed, culminating in a reflective portfolio and cultural learning event.

Course materials were developed collaboratively with Indigenous knowledge holders, UNESCO Biosphere Region representatives, and community stakeholders, and were tested and refined across three summer offerings of EDUC 452鈥�8. The Canvas shell was intentionally designed as a non鈥憀inear learning environment, allowing students to access curated print and multimedia resources before and after field experiences to support reflection, integration, and well鈥慴eing.

A design鈥慴ased research and evaluation framework guided the project. Data were collected through validated learning environment surveys (PLACES), student reflections, focus groups, portfolios, and direct feedback from Indigenous collaborators. Quantitative and qualitative findings showed that students strongly valued community relevance, environmental interaction, and integration of Indigenous pedagogy. Comparisons between 鈥減referred鈥� and 鈥渁ctual鈥� learning environment measures indicated that the course design consistently met or exceeded student expectations.

Student portfolios provided rich evidence of learning outcomes, including engagement with concepts such as two鈥慹yed seeing, land鈥慴ased learning, settler identity, and cultural responsibility. The project demonstrates how iterative, place鈥慴ased course design grounded in Indigenous pedagogy can foster meaningful learning experiences and professional growth for future educators.

Questions addressed:

• How can educators working in BC begin to decolonize their teaching practices in the K-12 system? In the informal education system (e.g. in museums or aquaria)?
• What are the important connections made between Biodiversity and Culture in the 脕tl鈥檏a7tsem/Howe Sound Biosphere Region?
• What are the unique features of 脕tl鈥檏a7tsem/Howe Sound that contribute to its potential as a UNESCO Biosphere Reserve (Region) in Canada?

Knowledge Sharing: The course design and findings have been shared with colleagues through design workshops. A scholarly case study is currently in preparation for submission to an academic journal, and continued dissemination is planned through professional and academic networks related to environmental and Indigenous education.

Keywords: Place鈥慴ased learning, land-based learning, Indigenous pedagogy, environmental education, experiential learning, UNESCO Biosphere Region, decolonizing education, learning environments, teacher education