A team of post-secondary staff, instructors, and executive developed this guide collaboratively. Our perspectives in this guide draw on the diversity of personal location, education, professional backgrounds, and expertise.

  • Ian Cull holds the appointment of associate vice president, students, at the Okanagan campus of the University of British Columbia. He is an Anishinaabe person, and member of Dokis Indian Band located on the Dokis Indian Reserve in Ontario, Canada.
  • Robert Hancock is Cree-Métis from Treaty 8 territory and English. He earned a PhD in Interdisciplinary Studies from the University of Victoria, and serves as the LE,NONET academic coordinator in the Office of Indigenous Academic and Community Engagement.
  • Stephanie McKeown immigrated to Canada from England in 1980. She has been working in educational research and measurement for over 25 years, and is currently the director of planning and institutional research at the Okanagan campus of the University of British Columbia.
  • Michelle Pidgeon is of Mi’kmaq ancestry from Newfoundland and Labrador and is currently an associate professor in the Faculty of Education at Simon Fraser University, with expertise in the areas of higher education and Indigeneity. 
  • Adrienne Vedan is Okanagan and Shuswap and a member of the Okanagan Indian band. She is the director of Aboriginal programs and services at the Okanagan campus of the University of British Columbia.

We want to thank those who lent their insight into the development of this guide. We would like to thank the Indigenization project steering committee members who contributed content to this guide: Janice Simcoe, Marlene Erickson, and Dianne Biin. A special thanks to Indigenous colleague Asma-na-hi Antoine at Royal Roads University for sharing her insights. We also want to acknowledge the contributions shared by the cohort of 18 Master of Education students at Simon Fraser University, who are front-line staff, college instructors, and student affairs professionals in British Columbia educational institutions. Thank you for articulating your vision of what you see as helpful in bettering our practices to serve and support the transformation of Indigenous students.

Please note, sections 1 and 4 of this guide include information from the Curriculum Developers Guide.[1]

  1. Curriculum Developers Guide: