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Academic Programs and Curriculum
The School of Continuing Studies is primarily a teaching faculty but also an incubator for innovative approaches to professional and lifelong learning grounded in applied research and practice. It was through a research grant that SCS launched the University’s first online program for Indigenous learners living in remote communities. To date, we have developed six programs specifically for Indigenous learners.
In this area, SCS demonstrates its commitment to innovation and leadership in the integration and understanding of Indigenous culture and knowledge into our program curricula and pedagogy. We aim to design academic content that is holistic, welcoming, and reflective of the realities of Indigenous students. For example, most textbooks and case studies are likely to be written by non-Indigenous authors, and the content of book chapters or articles often reflects big business or urban settings with Western ideologies and perspectives. We believe that incorporating the ideas, experiences, and perspectives of Indigenous learners and researchers into our academic content will make our courses and programming richer and more inclusive.
Beyond improving the inclusion of Indigenous learners, SCS recognizes that it is critical to offer opportunities for all students, SCS faculty members, and course lecturers to gain awareness of Indigenous epistemologies, values, and worldviews. We will ensure that SCS faculty members and course lecturers are able to participate successfully in this area of the initiative, and we will reach out to community leaders, Indigenous faculty, and Indigenous organizations to work with us in offering cultural awareness training.
We focus on playing a significant role in creating transitional access to diverse programming, obtaining university credentials, and developing and fostering strong relationships with various partners to build capacity within Indigenous communities.
Indigenous Peoples face barriers intersecting geographic, economic, and technological barriers to higher education. In this area, we will take key steps to address some of these barriers. For instance, Indigenous learners who live in rural or remote communities generally do not have local access to higher education. In order to pursue postsecondary education, they must leave their communities to live and study in larger population centres where they are disconnected from their support networks and may feel isolated and out of place. We will make SCS courses and programs more accessible to Indigenous learners in part through diverse modes of delivery. This means developing programs that are community based, online, on- or off-campus, cohort-based, intensive, and/or summer programs. Many of these programs will also allow Indigenous learners to engage with the University community while maintaining strong relationships with their support networks at home.
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| Introduce Indigenous content and engage with Indigenous pedagogies, epistemologies, values, and worldviews in academic curricula and programs. | Indigenous students have meaningful and relevant learning experiences | Organize on- and off-site workshops for teaching staff on designing courses using an Indigenous-centered approach/perspective (e.g., storytelling, narratives, experiential learning, and land-based learning). | Spring 2021 |
| Hire an Indigenous Instructional Designer, or one with deep familiarity with Indigenous learning, especially for online course development. | Spring 2022 | ||
| Build a repertoire of case studies related to Indigenous organizations, government, and businesses. Ìý |
Fall 2024 | ||
| Develop a diversity of academic programs, such as community-based, online, on- or off-campus, cohort based, intensive (e.g. two weeks) certificates, and summer programs. | Building capacity to narrow gaps between education and employment rates for Indigenous and non-Indigenous people | The School has been leading in this effort by delivering onsite, online, and tailored programs both remotely in communities and on campus. SCS will continue to nurture ongoing partnerships and cultivate new ones to learn about developing needs of Indigenous communities and create delivery approaches that meet their needs. Ìý |
Ongoing |
| Create opportunities for students and faculty to learn about the TRC and Indigenous cultures and worldviews. | Non-Indigenous people become familiar with the history and legacy of residential schools, Treaties, and Aboriginal Rights | Hold cultural and historical awareness workshops/webinars for SCS faculty and administrative and teaching staff. | Spring 2021 |
| In collaboration with relevant stakeholders at SCS and the University, identify areas within programs/courses where Indigenous content can be included, and/or offer an Indigenous studies elective course. Ìý |
Fall 2021 | ||
| Establish explicit transition pathways between specific high schools, specific CEGEPs, and Â鶹Çø. | Pathways into Science, Technology, Engineering and Mathematics (STEM) professional programs. | In collaboration with Â鶹Çø’s Enrollment Services and various faculties, design and develop a blended online land-based Science, Technology, Engineering and Medicine (STEM) Program for off-site delivery. Ìý |
Winter 2022 |
| Award transfer credit or advanced standing for Indigenous languages taught within communities | Supporting communities in the Revitalization of Indigenous languages | Partner with school boards and Indigenous organizations who teach Indigenous languages within their communities to access the language courses and have them accepted for advanced university credit. Ìý |
Fall 2023 |
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Â鶹Çø School of Continuing Studies, Dean’s Office - Indigenous Initiative
680 Sherbrooke St. West, Suite 1140, Montreal, QC, H3A 3R1
Program information
Fax: 514-398-3108 Ìý | Ìý indigenousrelations.scs [at] mcgill.ca