The symposium will offer a full, engaging agenda, with three streams and sessions on a wide range of timely and impactful topics. The full schedule will be released closer to the event – stay tuned for details on session times, speakers, and special activities.
In the meantime, here’s what you can expect:
Programming will reflect this year’s theme, exploring the role of Indigenous and non-Indigenous postsecondary institutions in advancing economic reconciliation, addressing community and national challenges, and supporting Indigenous self-determination through innovation, education, and partnership.
Session formats will include:
- Insight Hours for deep listening on key issues and learning from lived experience
- Spotlight Sessions featuring innovative ideas and community impact
- Sharing Circles that foster inclusive, respectful dialogue in a collaborative setting
All activities will take place in Mountain Daylight Time (MDT). Please note that session times and formats are subject to change.
Agenda
Check back regularly for updates to the agenda! All times are shown in Mountain Daylight Time (MDT).
October 26, 2025
October 27, 2025
Amber Skye, Senior Associate Dean of Health Services, Six Nations Polytechnic
Six Nations Polytechnic (SNP), an Indigenous-governed postsecondary institution, is addressing long-standing barriers to healthcare education by creating culturally relevant, community-embedded pathways for Indigenous learners. This presentation highlights SNP’s innovative, multi-faceted approach to Indigenous health education, centered around three key areas: program pathways, a community of practice, and the Living Classroom model. Beyond academic achievement, SNP’s model supports the development of professional identity, cultural confidence, and community accountability among its graduates. Together, this multi-faceted approach forms a holistic and transformative model for Indigenous health education that breaks down barriers to education, affirms Indigenous identity, and builds capacity for Indigenous leadership in healthcare. This presentation will share key outcomes, student experiences, and lessons learned in creating transformative, culturally responsive health education pathways.
Scott Clerk, Associate Vice President, Educational Services, Northern Lights College
Michael Calvert, Director of Indigenous Education, Northern Lights College
Northern Lights College (NLC) serves the communities of northeast BC, on Treaty 8 territory. NLC has made a concentrated effort towards our Truth and Reconciliation commitments, resulting in a 40% increase in indigenous enrolment since 2023. This session aims to share our journey in achieving these results through a focus on strengthening relations and partnerships with community. This session will be an “oral history” of the past two years of this work, framed by the Truth and Reconciliation pillar of the NLC Strategic Plan and our on-the-ground experiences and lessons learned. Our story includes a re-formulation of NLC’s approach to community relations, the creation of our community advisory council, partnerships with First Nations to increase in-community delivery, and efforts to center local indigenous culture on our campuses. The presenters will reflect on the experience of their partnership, between the College’s senior indigenous leader and an executive member, and how they have co-navigated this work.
Sara Cardinal, Manager, AICCC, NorQuest College
Amanda Keay, Enrolment Expansion Coordinator, NorQuest College
This spotlight centers on proven, replicable models for creating authentic Indigenous education-to-employment pathways. Rather than theoretical approaches, we showcase two living examples of successful barrier removal with measurable outcomes that other institutions can adapt and implement. First, we’ll explore the Indigenous Career Centre’s 10-year evolution from construction-focused services to comprehensive workforce development with 9 employer partnerships across multiple sectors. Second, participants will hear how the Treaty 8 First Nations-NorQuest College partnership achieved 100% job placement for 48 Early Childhood Learning Certificate graduates and expanded to diploma-level programming. Participants will leave with concrete evidence that removing barriers to Indigenous participation in higher education and employment is both achievable and measurable and will learn that 100% job placement rates and sustainable cross-sector partnerships are possible when institutions commit to genuine relationship-building, invest in dual support systems, and honor Indigenous self-determination in education and workforce development.
Nikki Louttit, Director of Trades, Oshki-Pimache-O-Win
This spotlight highlights the success and challenges of delivering apprenticeship and skilled trades training in remote Indigenous committees across northern Ontario. Oshki-Pimache-O-Win: The Wenjack Education Institute will share first-hand experience on how Indigenous Institutes can be equitably positioned to deliver skilled trades training – a critical career pathway that aligns with Canada’s evolving economic landscape. The session will explore strategies to strengthen trainees’ support that improve retention, certification completion, and apprenticeship success. This model equips graduates to be labour-market ready, paving the way for sustainable careers and a strong foundation for continued education in their skill trades.
Palash Sanyal, Instructor, Southern Alberta Institute of Technology
Cancelled
Brandon Meawasige, Chief Operating Officer, Indspire
This Insight Hour will explore how innovative partnerships can prepare Indigenous learners for the jobs of tomorrow. Bringing together leaders from Indspire and the Southern Alberta Institute of Technology (SAIT), the session will highlight a new collaborative approach to program design grounded in Indspire’s national research and SAIT’s proven expertise in applied learning. Moderated by Indspire, the discussion will examine how data, institutional collaboration, and community engagement can close skills gaps in high-demand sectors such as construction and energy. Panelists will share insights on co-developing pathways that connect Indigenous learners to meaningful careers while strengthening the capacity of institutions and employers to respond to future labour market needs. Participants will gain an understanding of how evidence-based partnerships can drive systemic change and advance reconciliation through education, training, and employment.
Kim Falcigno, Senior VP Academic, Oshki-Pimache-O-Win: The Wenjack Education Institute
Susan Sinclair, Academic Director, Oshki-Pimach-O-Win: The Wenjack Education Institute
Gabrielle Swerdlyk, Director of Student Success, Oshki-Pimache-O-Win: The Wenjack Education Institute
Oshki-Pimache-O-Win: The Wenjack Education Institute will present innovative approaches in delivering First Nations led higher education programs and services. From a blended HyFlex approach that strategically integrates in-person and synchronous online learning to maximize accessibility, engagement, and student choice to wrap-around supports to address learner needs, participants will learn about approaches to engage learners in rural and remote communities in Ontario which are yielding outstanding results.
Melanie Goodchild, Vice President Indigenous Knowledge, Scholarship & Research, Singwauk Kinoomaage Gamig
Cancelled
Katie Koostachin, Program Coordinator, Anishinabek Educational Institute
This session will share the development and impact of the Anishinabek Educational Institute’s Spring Medicine Camp, an annual land-based learning experience that brings together students, instructors, and cultural supports to reconnect with traditional Anishinaabe knowledge. Through workshops on medicine harvesting and preparation, food sovereignty, natural crafts, storytelling, and self-care practices, the camp nurtures cultural identity, community connection, and holistic wellness. The presentation will outline how the camp is organized, highlight partnerships with knowledge keepers and facilitators, and explore its growing influence, including engagement with local high school students and increased interest in AEI programs. Participants will gain insight into how land-based, culturally grounded education can strengthen Indigenous learning pathways and inspire similar initiatives within their own communities and institutions.
Terri-Lynn Anderson, Truth and Reconciliation Coordinator – Truth and Reconciliation and Community Engagement, Red River College Polytechnic
Ginelle Giacomin, Chair – Community Services, Red River College Polytechnic
Haley Pratt, Navigation Coach (Indigenous Student Supports), Red River College Polytechnic
This sharing circle explores how academic programs, the School of Indigenous Education (SIE), and the Truth and Reconciliation and Community Engagement department at RRC Polytech are working together to support Indigenous students in culturally grounded and trauma-informed ways. Facilitators—including the Truth and Reconciliation Coordinator, a Program Chair, and an SIE Navigation Coach—will share how cross-departmental partnerships are helping to create safer, more inclusive learning environments, especially in programs that may revisit lived experiences or trigger trauma. Key themes include culturally relevant wraparound supports, relationship-building, and institutional change aligned with the Truth and Reconciliation Commission’s Calls to Action. Hosted in a traditional Sharing Circle format, this session invites participants into a space of equality, respect, and collective wisdom. Attendees will leave with practical strategies and insights they can share with colleagues to strengthen reconciliation efforts and support Indigenous student success across their own departments.
Teresa Evans, Instructor, Nursing Education, Northwestern Polytechnic
Monique Hommy, Community Member, Northwestern Polytechnic
This session introduces the co-creation of a free online virtual simulation that places Indigenous voices at the center of cultural safety education in healthcare. We begin with stories from an Indigenous partner who co-created and acted in the simulation, reflecting on the importance of authentic collaboration. We then share how the project highlighted Indigenous strengths and values, while offering lessons learned about building meaningful partnerships to support cultural safety education. Participants will leave with practical strategies to strengthen collaboration with Indigenous communities, enhance curricula, and embed cultural safety into teaching and institutional initiatives.
Tania Andrist, Executive Director, Innovation and Applied Research, Southeast College
Alesia Malec, Coordinator, Applied Research, Suncrest College
Raj Muni, Computer Science Student Facilitator, Suncrest College
This session showcases the success of DATA in a New Way, a collaborative project between Suncrest College, Southeast College, and the Yorkton Tribal Council in eastern Saskatchewan. Designed to meet Indigenous learners where they are, the program uses project-based learning to build confidence, digital literacy, and workplace readiness. Participants shared how the hands-on approach reduced barriers, made technology more approachable, and encouraged personal exploration. Real-world projects provided by industry partners created an authentic learning loop, strengthening both skill development and community connection. Attendees will gain practical strategies for designing inclusive digital training programs that prioritize barrier removal, individualized supports, and equity in access and outcomes—offering a model for colleges seeking to better serve Indigenous learners.
Kelly Swain, Dean of Trades, First Nations Fine Arts, and Workforce Training & Contract Services, Coast Mountain College
Susan Crowley, Executive Director, CWB Foundation
This joint session with the CWB Foundation and Coast Mountain College will explore how hands-on education and community-led partnerships advance economic reconciliation and expand access to skilled trades careers. We will begin by showcasing the Arx and Sparx youth camps, highlighting how early exposure to welding builds confidence, introduces career pathways, and fosters long-term engagement through programs like Sparking Success. Coast Mountain College will share their perspective on delivering CWB Foundation programs, demonstrating how these initiatives support student recruitment and showcase participant success stories, including Indigenous learners now enrolled in post-secondary programs. Together, we will illustrate how collaborative efforts between community organizations and post-secondary institutions reduce barriers, enhance retention, and promote labour mobility in regions such as Northwestern British Columbia. Attendees will leave with practical insights and strategies for creating culturally relevant, hands-on programs that strengthen pathways to education and employment, and for leveraging partnerships to drive lasting, positive change.
Amy Wilkinson, Associate Dean, Skilled Trades, Six Nations Polytechnic
Julieann Gardner, Accessibility Advisor, Student Affairs and Services, Six Nations Polytechnic
This session presents a collaborative approach to inclusive education in skilled trades, led by Six Nations Polytechnic’s Skilled Trades Unit and Student Affairs and Services. Through three key initiatives, we will explore how targeted programming and proactive support strategies can improve access and outcomes for underrepresented learners. The We Are Welders program offers tuition-free training for low-income women and non-binary individuals, integrating accessibility supports through the CAST pilot project. We will also introduce the role of SNP’s Inclusion Initiatives Coordinator, whose work centers on culturally grounded Equity, Diversity, and Inclusion (EDI) efforts. Finally, we will share findings from a success-based assessment pilot designed to identify and support students with learning differences early in their training. Attendees will gain practical insights into inclusive program design, early intervention strategies, and the application of Universal Design for Learning (UDL). Participants will leave with adaptable tools and approaches to foster equity and accessibility in trades education.
Michael Calvert, Director of Indigenous Education, Northern Lights College
Coline Casey, Student Recruitment Manager, Northern Lights College
The Discovering Your Gifts Workshop presentation will take place in circle, where presenters Coline Casey and Michael Calvert will guide attendees through the creation and the facilitation of their decolonized career exploration tool. Unlike online platforms, Discovering Your Gifts is a workshop that focuses on a holistic and values-based approach to discovering one’s aptitude and passion in choosing a career. This interactive and relational Discovering Your Gifts workshop imbeds traditional and contemporary Indigenous knowledges and ways of being into a career exploration exercise. Through a process of storytelling and reflection, participants will take a personal inventory to gain a deeper understanding of their existing skillsets and lifestyle factors and preferences in guiding their choice of career paths. The workshop is focused on delivery within Indigenous communities, but it will also work for nearly all applications and demographics.
October 28, 2025
Denise Pictou-Maloney, Chair, CICan Indigenous Advisory Committee
This session marks the official launch of the renewed Indigenous Education Protocol, 10 years after its initial release, reaffirming colleges and institutes’ commitment to Indigenous learners, communities, and knowledge systems. Led by Denise Pictou-Maloney, Chair of the Indigenous Education Advisory Committee, the plenary will explore the why of the renewal process, the changes in protocol’s guiding principles, its development process, and its role in advancing reconciliation through education.
Erin Monture, CEO, Ogwehoweh Skills and Trades Training Centre
The Ogwehoweh Skills and Trades Training Centre (OSTTC) specializes in trades training, education, and professional development, that meets the needs of the Six Nations of the Grand River Territory and surrounding communities. Through innovative partnerships with employers, the OSTTC is building a strong labour force, offering employability and empowerment to individuals of its programming. During this session we will explore the powerful potential of collaboration between Indigenous Institutes and Indigenous Skills and Employment Training (ISET) holders to create culturally grounded, community-driven training programs that lead to meaningful, full-time employment for Indigenous learners. By aligning educational programming with labour market needs and leveraging the strengths of both Indigenous education and employment systems, these partnerships can foster economic self-determination and long-term prosperity. Participants will leave with actionable insights and tools for “Eyagoyadagęn:ha˺ – Helping the People to initiate or strengthen partnerships with ISET holders and achieve the shared goal of empowering Indigenous learners and communities through education and employment.
Arliss Coulineur, Dean, Adult Basic Education, Saskatchewan Indian Institute of Technologies
Angeline King, Faculty, Anishnaabemowin, Georgian College
Michele O’Brien, Coordinator, Indigenous Studies, Georgian College
Jodie Williams, (AVATAR)
Georgian College’s Indigenous Studies team, in partnership with the Immersive Technology and Research teams, has pioneered Indigenous Peoples in XR (IPXR), an award-winning initiative that uses Virtual Reality (VR) to teach Indigenous languages and culture. Rooted in Anishnaabemowin and expanded to include First Nations, Métis, and Inuit knowledge, these immersive worlds strengthen language revitalization, cultural preservation, and intergenerational learning. This 60-minute live session introduces participants to how VR can complement Indigenous curriculum through interactive, culturally grounded experiences. Attendees will explore Georgian’s Indigenous Language and Cultural Virtual Worlds alongside examples created by partner institutions SIIT and DPCDSB, supported by BSDXR. A live ENGAGE VR demonstration will showcase how VR environments replicate land-based teachings, community spaces, and cultural practices. Participants will leave with strategies for integrating VR into postsecondary and community-based programs while recognizing its role as a complement—not a replacement—for traditional Indigenous pedagogies.
Anita Cameron, Manager, Indigenous Strategic Relations wītōkamāhtōtān Indigenous Strategy, Saskatchewan Polytechnic
This session will explore Saskatchewan Polytechnic’s Indigenous Student Success Strategy 2024–2029, Wichitowin ahci kaskihtamâsowin ati nikan, grounded in the Indigenous student kiskēyihtamowin (experience). Attendees will learn how this strategy builds on 15 years of progress to enhance Indigenous student recruitment, retention, and success. We will highlight key initiatives such as application fee waivers, targeted bursaries, and the Wîcihitowin Transition Program, which blends cultural and academic supports to ease the transition into post-secondary education. The session will also showcase how wītōkamāhtōtān Indigenous Student Success collaborates across departments to fulfill commitments to the TRC Calls to Action and CiCan Indigenous Education Protocol. Participants will leave with practical insights into building inclusive, culturally grounded supports that foster belonging and achievement for Indigenous learners—insights they can adapt and share within their own institutions.
Jaime Fiddler, Learning Design Consultant – Curriculum Indigenization / Decolonization, Bow Valley College
Miriam Perry, Instructor – Indigenous Studies, Bow Valley College
How are notions of “academic integrity” different from Indigenous understandings of “integrity” as a core value and way of life? Can “academic integrity” practices, that normally arise from western worldviews, be meaningfully decolonized? When asked to explore these questions by our own post-secondary institution, we began a critical journey into understanding practices of integrity from both Indigenous and western worldviews. In this presentation, we will share the journey of our inquiry, as well as the key tensions we identified when these Indigenous and western perspectives of “integrity” are brought together. We will also share our recommendations for others seeking to take pragmatic action to “decolonize” academic integrity policies and practices, placing emphasis on the need for post-secondary institutions to consider ways to cultivate ethical spaces in which local Indigenous wisdom can be meaningfully centered.
Pari Johnston, President and CEO, Colleges and Institutes Canada (CICan)
Denise Pictou Maloney, Chair, CICan National Indigenous Education Advisory Committee; Senior Advisor, Mi’kmaw and Indigenous Initiatives, Nova Scotia Community College
CICan’s Indigenous Education Advisory Committee (IEAC) and its President and CEO, will officially present the renewed Protocol and outline the post-launch engagement strategy. Following the launch, a dedicated sharing circle will create a space for exchanging inspiring, replicable practices from member institutions that implement the Protocol’s principles. Advisory Committee members will share their experiences and reflections, highlighting how the Protocol continues to strengthen relationships, reconciliation, and Indigenous education leadership across the college and institute system and invite others to share as well. This session will serve as a catalyst for mobilization, storytelling, and peer learning, helping to gather exemplary practices and success stories that will inform future communications and collective recommitment to the Protocol’s vision.
Leon Morris, IT Projects Manager – Head Instructor, Joint Economic Development Initiative/CCNB
This session will explore how teaching “hands-on” skills remotely means redefining what active participation looks like outside the classroom. Instead of focusing only on physical interaction, instructors can emphasize learning by doing — building, experimenting, creating, or testing from home. Take-home kits or easy-to-source materials let students engage tangibly across subjects, from trades and STEM to art and cultural learning, with guidance provided live or through recorded demonstrations.
Clear visuals and interaction are essential. Multi-camera setups or close-up videos help students follow demonstrations, while virtual simulations and digital labs (like PhET or Tinkercad) replicate technical processes. Collaboration keeps learners connected through project sharing, peer feedback, and “demo days” that foster a sense of community even at a distance.
Blending asynchronous and live sessions strengthens engagement. Short tutorials prepare students to practice independently, then meet online for reflection and troubleshooting. Documenting progress through journals, photos, or videos deepens learning. In Indigenous contexts, instructors can mail materials for beadwork or drum-making and use dual-camera demonstrations, combining tradition, technology, and storytelling to make remote learning truly hands-on.
Allana Macaluso, Director of Student Wellness and Services, Kenjgewin Teg
Dave Barnes, Trades Faculty Member (Instructor), Kenjgewin Teg
Kenjgewin Teg’s “Insight Hour” will explore our foundational philosophies rooted in Anishinaabemowin and Anishinaabe-aadiziwin. We will showcase our Skills, Trades, and Apprenticeship programmes, highlighting the partnerships that contribute to their success. Dave will speak to the development and growth of these programs, including exciting new collaborations on the horizon. Allanna will then share how our offerings are deeply embedded in culture and language, with a focus on the Anishinaabe-aadiziwin Distinction Program, which supports students in building their personal bundles. Beyond academics, Allanna will highlight our holistic student support services, which connect all four aspects of the medicine wheel—mental, emotional, physical, and spiritual—to foster balance and wellness throughout the learning journey. If the Alumni student attends, they will share their experience in the program, how being rooted in culture and language was a meaningful connection that provided individualized growth and support, and where they are now working in the field.
Alesia Malec, Coordinator, Applied Research, Suncrest College
Two instructors at Suncrest College launched an innovative writing initiative to support diverse learners in Skills for Success courses for Indigenous students and newcomers to Canada. The project paired students from two classes—Skills for Success for Newcomers and Introduction to Hospitality—as pen pals, encouraging weekly email exchanges to build writing confidence and foster cultural exchange. Biweekly talking circles deepened the experience, allowing students to share stories and learn from each other in respectful, face-to-face settings. These circles promoted experiential learning and mutual understanding, with newcomers gaining insight into First Nations traditions and Indigenous students exploring global cultures. Two new cohorts participated in anonymous surveys to document and convey the project’s impact. Its strength lies in simplicity and adaptability, requiring no curriculum changes while enhancing communication skills, cultural awareness, and personal growth. This project exemplifies Suncrest College’s commitment to inclusive, student-centered education that bridges communities through creativity and connection.
Janine Landry, Proposal Writer, Seven Generations Education Institute
Gord Martin, Curriculum Writer, Seven Generations Education Institute
This session will explore the development of an Indigenous-focused emergency management curriculum for grade 11 and 12 students in Ontario, led by Seven Generations Education Institute. Attendees will learn about the collaborative process undertaken by the team to design and implement a culturally grounded curriculum that reflects Indigenous worldview, traditional knowledge, and community priorities. The presentation will highlight how inclusive stakeholder engagement—spanning youth, elders, educators, emergency management coordinators, and government representatives—shaped the curriculum through Indigenous-led research and consultation. Participants will gain insight into how this initiative creates new pathways from secondary to post-secondary education while also building emergency management capacity in a way that reflects Indigenous values and fosters self-determination for Indigenous communities.
Kirsten Fantazir, Chair, Public Safety Applied Research Centre, Lethbridge Polytechnic
Jami Albright-Tolman, Researcher/Faculty, Lethbridge Polytechnic
Heidi Davis, Recreation Therapist and Yoga and Meditation Teacher, First Thunder Wellness
This interactive session introduces Creative Circles, an Indigenous-led, art-based peer support model developed through Lethbridge Polytechnic’s CITAP research project in partnership with the Ninastako Cultural Centre. Rooted in Blackfoot knowledge systems, Creative Circles fosters community integration, cultural awareness, and reconciliation through shared artistic experiences, Elder teachings, and communal meals. Attendees will participate in a gentle, inclusive land-based yoga session led by Heidi Davis – Iiniipoiakii, Buffalo Talking Woman – a Recreation Therapist and Yoga Facilitator with over 20 years of experience. Co-facilitated with a local Elder and the CITAP team, this session offers space to connect with breath, body, and the land through Indigenous teachings. Key themes include Indigenous innovation, social inclusion, and knowledge mobilization. Participants will leave with actionable insights into embedding Indigenous knowledge and Blackfoot in community-based initiatives, fostering healing, and advancing reconciliation through culturally grounded, creative approaches.
Increasing the Number of Indigenous Teachers
The Indigenous Teacher Education (ITE) World Café will be led by the Indigenous Institutes Consortium (IIC). In 2024, the Rideau Hall Foundation (RHF) launched the Indigenous Teacher Education initiative. This initiative is a national, long-term effort to support the recruitment and retention of 10,000 First Nations, Inuit, and Métis teachers and to promote the systemic changes necessary in leading to more sustainable Indigenous teacher employment opportunities across Canada. The IIC launched its first national engagement session at the NIES 2024. The IIC also co-hosted regional engagement sessions across Ontario with its member Indigenous Institutes. This interactive session will be an opportunity for participants to share insights and recommendations on how to develop and implement a national Indigenous teacher education pathway.
Tinisha Jordan, Indigenous Student Support Specialist, Lakeland College
Kelsey Borgford, Student Alumni, Anishinabek Educational Institute
Moderator: Lorrie Deschamps, President, Oshki-Pimache-O-Win: The Wenjack Education Institute
This engaging panel brings together three exceptional graduates—Tinisha Jordan, Colin Benedict, and Kelsey Borgford—to share their experiences, challenges, and insights from within post-secondary education. Through their lived experiences, these students will shed light on both the supports that have helped them thrive and the barriers that continue to shape Indigenous learners’ educational journeys.
