Connect & flourish – Indigenous learning circles in life sciences and physical sciences
Session Type
Presentation
Room
Physics and Astronomy, room 148
Start Date
16-7-2025 1:30 PM
End Date
16-7-2025 2:00 PM
Keywords
Learning Circles, STEM Education, Community Building
Primary Threads
Education Technologies and Innovative Resources
Abstract
During undergraduate studies, fostering a sense of community is essential for both academic success and personal development. Intentional inclusion of Indigenous ways of knowing into course materials and activities plays a key role in the process of reconciliation (Barkaskas & Gladwin, 2021; Battiste, 2010) and contributes to the decolonization and Indigenization of the curriculum (Barkaskas & Gladwin, 2021; Hanson & Danyluk, 2022). One example is the incorporation of Indigenous talking Circles, which are supportive and safe environments (Brown & Di Lallo, 2020). Relationships may be cultivated and connections with other Circle members are established (Brown & Di Lallo, 2020).
Students in three undergraduate courses at the University of Waterloo engaged in Learning Circles. In a third-year biology course, Learning Circles were implemented to help clarify any difficult concepts after students reflected on their learning. In a first-year physics course, Learning Circles were implemented in tutorials where students shared their problem-solving approach to difficult physics problems. In a second-year physics course, modified Learning Circles were incorporated where students were able to solve physics problems in both in-person and online environments.
A survey was created to gather insightful feedback from students on how Learning Circles enhanced their overall learning experience and established a community amongst learners. In general, students found that Learning Circles was a preferred form of groupwork and many strongly agreed that the Learning Circles helped form a sense of community. This study has been reviewed and received ethics clearance through the University of Waterloo Research Ethics Board.
References
Barkaskas, P., & Gladwin, D. (2021). Pedagogical Talking Circles: Decolonizing Education Through Relational Indigenous Frameworks. Journal of Teaching and Learning, 15, 20-38.
Battiste, M. (2010). Nourishing the learning spirit. Education Canada, 50(1), 14-18.
Brown, M., & Di Lallo, S. (2020). Talking Circles: A Culturally Responsive Evaluation Practice. American Journal of Evaluation, 41, 367-383.
Hanson, A., & Danyluk, P. (2022). Talking Circles as Indigenous Pedagogy in Online Learning. Teaching and Teacher Education, 115, 103715.
Elements of Engagement
We would like to form a Circle for the presentation and allow for discussion from attendees with respect to their thoughts on implementation in their teaching
Connect & flourish – Indigenous learning circles in life sciences and physical sciences
Physics and Astronomy, room 148
During undergraduate studies, fostering a sense of community is essential for both academic success and personal development. Intentional inclusion of Indigenous ways of knowing into course materials and activities plays a key role in the process of reconciliation (Barkaskas & Gladwin, 2021; Battiste, 2010) and contributes to the decolonization and Indigenization of the curriculum (Barkaskas & Gladwin, 2021; Hanson & Danyluk, 2022). One example is the incorporation of Indigenous talking Circles, which are supportive and safe environments (Brown & Di Lallo, 2020). Relationships may be cultivated and connections with other Circle members are established (Brown & Di Lallo, 2020).
Students in three undergraduate courses at the University of Waterloo engaged in Learning Circles. In a third-year biology course, Learning Circles were implemented to help clarify any difficult concepts after students reflected on their learning. In a first-year physics course, Learning Circles were implemented in tutorials where students shared their problem-solving approach to difficult physics problems. In a second-year physics course, modified Learning Circles were incorporated where students were able to solve physics problems in both in-person and online environments.
A survey was created to gather insightful feedback from students on how Learning Circles enhanced their overall learning experience and established a community amongst learners. In general, students found that Learning Circles was a preferred form of groupwork and many strongly agreed that the Learning Circles helped form a sense of community. This study has been reviewed and received ethics clearance through the University of Waterloo Research Ethics Board.
References
Barkaskas, P., & Gladwin, D. (2021). Pedagogical Talking Circles: Decolonizing Education Through Relational Indigenous Frameworks. Journal of Teaching and Learning, 15, 20-38.
Battiste, M. (2010). Nourishing the learning spirit. Education Canada, 50(1), 14-18.
Brown, M., & Di Lallo, S. (2020). Talking Circles: A Culturally Responsive Evaluation Practice. American Journal of Evaluation, 41, 367-383.
Hanson, A., & Danyluk, P. (2022). Talking Circles as Indigenous Pedagogy in Online Learning. Teaching and Teacher Education, 115, 103715.