Indigenous students find community and career confidence at UCalgary

Between juggling classes, assignments and exams, it can be challenging for students to pause and consider how their learning connects to future career paths. To help create that space, the University of Calgary launched a new section of UNIV 304: Experiential Learning in the Workplace this fall, expanding the existing course with a dedicated offering designed for Indigenous students.  

The vision emerged from extensive collaboration across campus and was co-created with Indigenous students, faculty and staff, alongside the guidance of Elders and Knowledge Keepers. 

Rooted in ii’ taa’poh’to’p, UCalgary’s Indigenous Strategy, this new section embraces a holistic approach to teaching, with shared instructional roles and a parallel-path model that brings Indigenous and non-Indigenous members of the campus community together, including:

• Dr. Adela Kincaid, PhD’15, instructor and assistant professor with the Faculty of Arts.
• Dr. Christine Martineau BEd’96, MA’05, PhD, educational developer with the Taylor Institute for Teaching and Learning.
• Gillian Robertson, BComm’08, Future Skills specialist with the Office of Signature Learning Experiences (OSLE).
• Taylor Van Eyk, BA’25, teaching assistant and graduate student in the Faculty of Arts.
• Nadine Ducharme, course coach and Indigenous Studies undergraduate student.

A different approach to career development

Titled “Setting Out: A Journey of Transformation and Renewal,” this section aligns with the broader UNIV 304 course, offered by the Faculty of Arts since 2022, by fostering transferable skills in communication, problem solving and adaptability, while supporting Indigenous students in exploring career paths as they transition into the workplace. 

“The significance of Indigenizing the course was to create a space where Indigenous students could bring all of themselves — their mental, physical, emotional and spiritual aspects, as well as their own history and experiences — to the learning,” says Martineau. “This pedagogical model enables us to value not only what the students accomplish in the course, but all the essential elements of their journey.” 

Story Robes as learning journeys 

A central element of the course was the Story Robe, inspired by an oral knowledge tradition practised by many First Nations Peoples to record, preserve and share community history. Each student received their own Story Robe to document their experiences and reflect on their growth, culminating in a final gathering where they shared their learning journeys with the group. 

“As we reconceptualized UNIV 304 through the lens of ii’ taa’poh’to’p, we wanted the students to engage in this tradition alongside the Western learning activities and assignments of the course,” says Martineau. “This parallel path through the course was designed to keep the students grounded in Indigenous ways of Knowing, Doing, Being and Connecting as they engaged in their placements.”  

Meaningful workplace experience 

Each student completed a minimum of 39 hours in a paid work placement, volunteer role or career-exploration position. These were selected based on student interests and emphasized strong relationships with supervisors and community partners on campus. 

First-year sociology student April Slessor spent her placement supporting the Taylor Institute with the Indigenization of curricula across campus, identifying opportunities to integrate different approaches to the learning experience. She says the combination of classroom learning and hands-on experience felt like a meaningful blend of cultural learning and academic growth. 

“The very first class, we raised the tipi, and everyone introduced themselves. Elders shared their academic journeys, and it made the experience special and relational,” says Slessor. “I appreciated that there were opportunities for people to find their giftings and strengths. It felt like we were being invited into a space where we were at the forefront, where our voices were heard.” 

Cultural connections on campus 

Slessor emphasizes UNIV 304’s role in helping Indigenous students feel grounded and recognized at UCalgary. 

“Depending on how culturally connected you are to your community, you might second-guess identifying as an Indigenous student,” Slessor says. “There's something powerful about knowing that you're surrounded by community and getting to do these experiences together. It feels like we're on the cusp of potentially making changes for generations to come.” 

Second-year Haskayne School of Business finance student Dalton Edwards echoes Slessor’s reflections on the course’s impact in strengthening identity and belonging. 

“I didn't grow up with Indigenous teachings, so many of the practices and views were new to me. They helped me reconnect with parts of myself that I hadn't explored deeply before,” he says.  

“UNIV304 created a space where I could learn the Indigenous ways of knowing through the sharing circles, teachings from Elders and Knowledge Keepers, and the emphasis on community and story. Listening to them helped me understand that learning happens through connection, reflection and the relationships we carry throughout our journey.” 

Edwards’ placement with the Office of the Registrar, promoting financial literacy, allowed him to put course concepts into action.  

“It helped me apply parallel paths where I use Western tools like workshops, presentations and program planning,” he says. “But I also carried with me course teachings about mutual exchange, humility and community responsibility. These guided how I interacted with students and organizations; it's about making people feel understood, respected and included.” 

Building community in the classroom 

On Dec. 2, students, instructors, Elders and campus partners gathered for a celebratory meal, marking the end of the semester and honouring the relationships built throughout the 13 weeks of the course. From the first smudge to the final feast, the course emphasized community at every step. 

“When we start Indigenizing something, we start humanizing it. We see students as gifts, and we focus on relationships as central,” says Martineau. “Learning in community is Indigenous; that is the ethical space.”