Designing Environmental Learning in, for and about Átl'ka7tsem (Howe Sound)

TILT Program: Teaching and Learning Development Grant (TLDG)

Principal Investigator: David Zandvliet, professor, Faculty of Education

Project Team: Patricia Plackett, senior lecturer, Beedie School of Business; Charlene Williams, Indigenous research assistant and consultant, Squamish Nation

Timeframe: November 2020 to January 2025

TILT Support: $5000 matched by $5,000 in additional funding from the Institute for Environmental Learning

Courses Addressed: EDUC 452‑8 – Environmental Education (Field School)

Final Report: View David Zandvliet's final report (PDF)

Description: This project focused on the design, development, and evaluation of a place‑based environmental education field school situated in Átl’ka7tsem (Howe Sound), a UNESCO Biosphere Region and culturally significant territory of the Squamish (Sḵwx̱wú7mesh) Nation. The central aim was to create and iteratively refine a prototype Canvas shell and accompanying multimedia resources to support experiential, Indigenous‑informed environmental learning for pre‑service teachers.

The project was inspired by the need to design decolonizing, place‑based curricula that foreground Indigenous knowledge systems, connect biodiversity and culture, and model pedagogical practices that can be replicated in K‑12 education contexts. A core design metaphor of learning as a river guided the sequencing of course locations and activities along a river‑to‑ocean continuum, emphasizing ecological and cultural connectedness. Students engaged with multiple culturally significant sites across the Átl’ka7tsem watershed, culminating in a reflective portfolio and cultural learning event.

Course materials were developed collaboratively with Indigenous knowledge holders, UNESCO Biosphere Region representatives, and community stakeholders, and were tested and refined across three summer offerings of EDUC 452‑8. The Canvas shell was intentionally designed as a non‑linear learning environment, allowing students to access curated print and multimedia resources before and after field experiences to support reflection, integration, and well‑being.

A design‑based research and evaluation framework guided the project. Data were collected through validated learning environment surveys (PLACES), student reflections, focus groups, portfolios, and direct feedback from Indigenous collaborators. Quantitative and qualitative findings showed that students strongly valued community relevance, environmental interaction, and integration of Indigenous pedagogy. Comparisons between “preferred” and “actual” learning environment measures indicated that the course design consistently met or exceeded student expectations.

Student portfolios provided rich evidence of learning outcomes, including engagement with concepts such as two‑eyed seeing, land‑based learning, settler identity, and cultural responsibility. The project demonstrates how iterative, place‑based course design grounded in Indigenous pedagogy can foster meaningful learning experiences and professional growth for future educators.

Questions addressed:

• How can educators working in BC begin to decolonize their teaching practices in the K-12 system? In the informal education system (e.g. in museums or aquaria)?
• What are the important connections made between Biodiversity and Culture in the Átl’ka7tsem/Howe Sound Biosphere Region?
• What are the unique features of Átl’ka7tsem/Howe Sound that contribute to its potential as a UNESCO Biosphere Reserve (Region) in Canada?

Knowledge Sharing: The course design and findings have been shared with colleagues through design workshops. A scholarly case study is currently in preparation for submission to an academic journal, and continued dissemination is planned through professional and academic networks related to environmental and Indigenous education.

Keywords: Place‑based learning, land-based learning, Indigenous pedagogy, environmental education, experiential learning, UNESCO Biosphere Region, decolonizing education, learning environments, teacher education