Indigenous Adult Instructor Diploma
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The Indigenous Adult Instructor Diploma (IAID) program provides learners with the transferrable skills and knowledge to facilitate teaching and learning in an Indigenous adult learning environment. Course activities and tasks are designed to help participants envision and practice how to transcend Indigenous worldviews, epistemologies, typologies, and learning approaches into adult education. Participants will develop their teaching and learning philosophy and practice, and strengthen their work with Indigenous leaners, families, communities and nations. The program is grounded in respect, relevancy, responsibility, and reciprocity, which are foundational principles for NVIT's Framework. These four principles will help build instructional and facilitation capacity for safe and inclusive Indigenous adult learning spaces.
PROGRAM DELIVERY
Courses may be offered online, in-person, and/or in blended learning formats. A wide variety of experiential and participatory learning approaches are used to engage learners, including interactive lessons, presentations, assignments, role plays, group work, circle sharing, storytelling, case studies, land-based activities, Elder’s teachings, digital media and digital technologies. The instructor’s primary role is to facilitate and stimulate dialogue and clarify and synthesize ideas. Learners can maximize their learning with authentic engagement and consistent participation in the asynchronous and synchronous coursework.
ADMISSION REQUIREMENTS
All applicants must demonstrate IAID program requirements by fulfilling one of the following options:
- Grade 12 or equivalent with English 12, or English Studies 12, or English First peoples 12,
or ENGL 060, or equivalent, or permission of the instructor.
- Mature student status who have not graduated from a secondary school may be admitted upon completion of an assessment indicative of required English requirements.
- Evidence of subject matter expertise as demonstrated by a diploma, bachelor's degree, trades certification, substantial workplace experience, or Dean’s approval.
PROGRAM DURATION
The IAID program consists of 10 courses (a total of 30 credits). Completion time will vary depending on individual circumstances. The program is designed to be flexible or working individuals, who can complete courses outside of their employment and/or other responsibilities. The program must be completed within 5 years.
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Certificate Completion Plan
Upon completion of the program, learners will be able to:
- Facilitate Indigenous adult learning with a variety of instructional approaches.
- Engage with Indigenous worldviews, epistemologies, typologies, and learning approaches in adult education.
- Design culturally relevant and safe adult learning curriculum that promotes equitable and inclusive learning spaces.
- Communicate effectively and work collaboratively in Indigenous adult learning spaces, applying NVIT’s 4 R’s.
- Engage in personal and professional reflections and develop teaching and learning strategies with others who are committed to advancing Indigenous learners, communities and organizations.
EDUC-390 - Making the Classroom a Healthy PlaceEDUC-410 - Language and Cultural Identity in Indigenous Adult EducationEDUC-420 - Indigenous Adult Learning EpistemologiesEDUC-430 - Indigenous Place-Based Adult EducationEDUC-440 - Transformative Adult LearningEDUC-450 - Instructional StrategiesEDUC-460 - Storytelling for the Translation of KnowledgeEDUC-470 - Interactive E-LearningEDUC-480 - Curriculum DevelopmentEDUC-500 - Capstone Project
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Course Listing for this program
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EDUC-390 - Credits: 3.000
Making the Classroom a Healthy Place
Indigenous communities and educational institutions have inherited and continue to endure non-holistic learning that puts a narrow emphasis on cognitive outcomes and excludes emotional learning and skill development. This class will discuss the history of affective suppression as a form of colonialism and document its impact on the education of Indigenous peoples in North America. Students will explore Indigenous learning methodologies, affective neuroscience and philosophical arguments for developing the emotional dimension of education. This class will introduce a transformational view of learning within a cultural pedagogy that builds on a concept of affective development based on a holistic educational philosophy.
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Prerequisites: English 12 or English Studies 12 or English First Peoples 12 or ENGL 060, or equivalent, or permission of the instructor. Familiarity with curricula design and instruction is recommended.
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EDUC-410 - Credits: 3.000
Language and Cultural Identity in Indigenous Adult Education
This course focuses on developing foundational intercultural adult education competencies. Learners will have the opportunity to explore language and cultural identity in learning models, research and approaches to learning. Emphasis is placed on the knowledge and skills required to foster curriculum that promotes the co-creation of knowledge in inclusive Indigenous adult learning spaces. Learners will explore how one's positionality impacts their teaching praxis and consider how to address diverse individual and collective learning needs in Indigenous adult learning spaces. The importance of Indigenous standpoint theory, critical race theory and decolonization in Indigenous adult learning will be emphasized.
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Prerequisites: ENGL-060 / English 12 or English Studies 12 or English First Peoples 12 or equivalent or permission of the instructor.
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EDUC-420 - Credits: 3.000
Indigenous Adult Learning Epistemologies
This course introduces learners to Indigenous worldviews, epistemologies, typologies, and learning approaches in adult education. Learners will explore Indigenous adult learner characteristics and consider how historical, social, psychological and political contexts impact inclusive Indigenous adult learning spaces. Learners will also consider how to foster responsive teaching and learning strategies that enhance respect, relevancy, responsibility, and reciprocity. Diverse Indigenous teaching and learning theories and practices that strengthen inclusive Indigenous adult spaces will be explored.
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Prerequisites: ENGL-060 / English 12 or English Studies 12 or English First Peoples 12 or equivalent or permission of the instructor.
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EDUC-430 - Credits: 3.000
Indigenous Place-Based Adult Education
This course introduces learners to the impacts of a place-based education curriculum on the improvements of Indigenous learners' achievements. Learners will connect learning curriculum to their own histories, locations, circumstances and needs. Learners will find opportunities to promote personal and community engagement, learning and growth by exploring community-based protocols, place-based learning resources and intergenerational teachings. The integration and importance of ceremony and spirituality in Indigenous adult education will be explored.
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Prerequisites: ENGL-060 / English 12 or English Studies 12 or English First Peoples 12 or equivalent or permission of the instructor.
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EDUC-440 - Credits: 3.000
Transformative Adult Learning
This course examines theories of transformative education within the field of Indigenous adult education, particularly theories that aim to foster individual and social transformation. Transformative learning theories will be explored within the history of critical transformative education in various political, economic, geographical, social and cultural contexts. Learners will engage in respectful dialogue, active listening, and self-reflection and consider how to design lesson plans that promote critical thinking and a shared responsibility for the learning, growth and transformation of Indigenous learners, families, communities and nations.
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Prerequisites: ENGL-060 / English 12 or English Studies 12 or English First Peoples 12 or equivalent or permission of the instructor.
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EDUC-450 - Credits: 3.000
Instructional Strategies
This course provides learners with the opportunity to explore and experience a variety of instructional strategies that enrich Indigenous student-centered adult learning spaces. Learners will explore Indigenous learning models and experience techniques that engage and motivate Indigenous adult learners. Learners will learn how to engage and motivate adult learners and apply innovative and creative instructional strategies to enhance self-determination, lifelong learning and critical thinking skills with Indigenous adult learners. Learners will also identify and use instructional strategies and techniques that are relevant and meaningful to their own communities or Indigenous adult learning spaces.
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EDUC-460 - Credits: 3.000
Storytelling for the Translation of Knowledge
This course introduces learners to Indigenous oral storytelling as a valid methodology and holistic way of teaching and learning with Indigenous peoples. Learners will consider how storytelling sustains cultural knowledge and practices for Indigenous nations and ensures the translation of knowledge. Oral storytelling and Indigenous wellness models will be explored to identify how Indigenous belief systems align with the four areas of development, including mental, emotional, physical, and spiritual realms.
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Prerequisites: ENGL-060 / English 12 or English Studies 12 or English First Peoples 12 or equivalent or permission of the instructor.
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EDUC-470 - Credits: 3.000
Interactive E-Learning
This course introduces learners to online learning tools and learning management platforms that can extend and enhance Indigenous adult learning spaces. The course will explore how to design and create interactive adult learning lesson plans, using asynchronous and synchronous strategies. Learners will experience using Moodle, MS Teams, other iCloud applications, explore online facilitation essentials and consider how to facilitate an engaging online and blended Indigenous adult learning experience.
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Prerequisites: ENGL-060 / English 12 or English Studies 12 or English First Peoples 12 or equivalent or permission of the instructor.
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EDUC-480 - Credits: 3.000
Curriculum Development
This course introduces learners to adult learning curriculum development approaches and practices. Learners will design and develop curriculum documents for an Indigenous adult learning space. Emphasis is placed on curriculum design that validates and responds to holistic and diverse learner needs and connects learning outcomes with assessment and evaluation of adult learning. Developing innovative lesson plans, holistic feedback, and relevant evaluation tools are also explored.
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Prerequisites: ENGL-060 / English 12 or English Studies 12 or English First Peoples 12 or equivalent or permission of the instructor.
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EDUC-500 - Credits: 3.000
Capstone Project
This course represents the culmination and connections of learners' knowledge, skills and experiences acquired in the Indigenous Adult Instructor Diploma (IAID) program. Learners will articulate their personal teaching and learning philosophy and have an opportunity to apply what they have learned and created in the IAID program to an Indigenous adult learning space. Learners will create a syllabus in their chosen discipline, and design and implement a 3-hour lesson plan with Indigenous adult learners. Integral to this capstone project is aligning curricula and lesson plans with NVIT's 4 R's. In addition, learners will critically reflect on instructional strategies collectively, and engage in self, peer, faculty and elder feedback.
More Details on this course
Prerequisites: ENGL-060 / English 12 or English Studies 12 or English First Peoples 12 or equivalent or permission of the instructor.
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