Secwépemc Curriculum Developer, Indigenization and Decolonization; Tenure-Track

Role Summary

The Learning Design and Innovations Department at Thompson Rivers University (TRU) invites applications for a tenure‑track Secwépemc Curriculum Developer, Indigenization and Decolonization. The position reports to the departmental chair and the Director and is a tenure‑track appointment at the rank of Instructional Support I or a tenured appointment at the rank of Instructional Support II or III, depending on qualifications and experience.

Only candidates who are Secwépemc from one of the 17 First Nations of Secwepemcúl’ecw are eligible for consideration. The role is dedicated to working with faculty and departments to build learning experiences that honour Secwépemc ways of knowing, being, and doing, and to support TRU’s partnership and engagement commitments with local Secwépemc communities.

• Work with TRU and community partners to ensure new credentials, new courses, or curriculum changes with Indigenous content reflect TRU’s commitments to decolonization and reconciliation, embedding Secwépemc knowledge, language, voices, and perspectives in culturally respectful and appropriate ways.
• Complete research and reports to advance university‑wide efforts to strengthen Indigenous knowledge and histories, and to decolonize traditional Western histories and pedagogies in the curriculum.
• Contribute to and collaborate on relevant institutional initiatives such as learning outcomes, curriculum design, assessment, course evaluation, and accreditation.
• Provide guidance to teams seeking to transform curriculum via redesign or new program development for adaptable learning initiatives that support TRU graduates in recognizing and respecting the value of Indigenous knowledges and diverse cultures.
• Support Indigenization goals and initiatives leading to change in educational practices.
• Support the development of culturally appropriate learning experiences, following appropriate protocols rooted in place and guided by the teachings and protocols of the Secwépemc people.
• Build relationships with faculty, faculty councils, and faculty regarding program reviews, course development, and other initiatives relating to Indigenizing and decolonizing curriculum and programs.
• Collaborate with Elders and Knowledge Holders in the local community, Indigenous and non‑Indigenous faculty, scholars, teachers, staff, students, and Indigenous communities and organizations.
• Support the embedding of Indigenous teaching approaches (e.g., land‑based learning, storytelling, relational learning, experiential and community‑engaged practices) in curriculum across all delivery modes.
• Support faculties, programs, and individuals when changing learning modes and instructional approaches to best support Indigenous student success.
• Develop resources related to curriculum design and development, including culturally relevant assessment of student learning.
• Primary location is at TRU’s Kamloops campus; occasional travel to Williams Lake and TRU’s Regional Centres is required.

• Secwépemc Nation citizenship (confirmation required as part of the application process).
• Completed Master’s degree in a relevant discipline from a recognized post‑secondary institution (PhD preferred).
• Relevant lived experience in Indigenous contexts.
• Extensive knowledge of Secwépemc culture, history, people, and worldviews; proficiency in Secwepemctsín an asset.
• Familiarity with St’át’imc, Nlaka’pamux, Tŝilhqot’in, Dakelh, and Syilx cultures.
• Ability to build and maintain strong, positive relationships with multiple, diverse communities, especially local First Nations communities.
• Experience facilitating learning at the post‑secondary level, including topics such as decolonization and Indigenization, land‑based learning, storytelling, experiential, intergenerational, and/or relational learning.
• Familiarity with current theories and practices in post‑secondary teaching and learning.
• Experience in educational development, engagement, and curriculum design (asset).
• Experience with long‑term individual, departmental, and/or institution‑wide change management initiatives.
• Ability to create and design culturally appropriate, trauma‑informed, and…