Conveners
(DGEP/DPE) M3-5 Inclusive Postsecondary Learning | Apprentissage postsecondaire inclusif (DEGP/DEP)
- Carolyn Sealfon (Ronin Institute and University of Toronto)
The ways Physics and Astronomy are traditionally taught in Canadian Universities typically ignores millennia of knowledges of Indigenous Peoples. This is by design as textbooks and curriculum tend to build upon a European view of the growth of science, physics, and astronomy that centers one perspective. However, we can build a more diverse and improved curriculum by considering Indigenous...
nEXO is a planned next-generation neutrinoless double beta decay experiment, designed to be at SNOLAB in Sudbury, Ontario, Canada. Within the international nuclear and astroparticle physics communities, we strive to be a leader and role model in the areas of Diversity, Equity, and Inclusion while drawing inspiration from the trailblazers who came before us. In 2018, nEXO wrote and adopted its...
Undergraduate research activities, strong mentorship and peer support have been demonstrated to improve the experiences of students studying science. This is especially important for Indigenous students for whom the transition from a high school setting, where students feel comfortable and may be embedded in robust Indigenous community, to university, which can be isolating and challenging....
The Truth and Reconciliation Commission of Canada called on post-secondary institutions to integrate Indigenous knowledge and teaching methods into classrooms” (TRC, 2015). At the University of Windsor, there is a broad initiative to include Indigenous knowledge and ways of knowing in as many courses as programs as possible. I present the first attempt at indigenizing and decolonizing the...
