{"id":1712,"date":"2024-06-12T20:25:55","date_gmt":"2024-06-13T03:25:55","guid":{"rendered":"https:\/\/blogs.ubc.ca\/easeil\/?page_id=1712"},"modified":"2025-09-24T15:51:08","modified_gmt":"2025-09-24T22:51:08","slug":"instructor-resources","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/easeil\/instructor-resources\/","title":{"rendered":"INSTRUCTOR RESOURCES"},"content":{"rendered":"\n

Instructor Resources<\/h1>\n\n\n\n

Curricular Examples<\/strong><\/h2>
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Instructors in the community of practice worked to reimagine what it means to take students on the Land to learn. Some of the instructors iterated on the activities and resources they employ as they teach students on the Land. Below you can find some examples of their efforts and lessons learned to inform your approaches and practice.<\/p>\n\n\n\n

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Methods in Oceanography
(EOSC 473-573)<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Field Geology (EOSC 328)

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Conservation Integrated Field School (CONS 451)<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Geographical Sciences Field Course (GEOS 309) <\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n
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Systems Approaches to Regional Sustainability Hawaii Field Course (ISCI 361\/461)<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Site Investigation (EOSC 240)


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The Catastrophic Earth: Natural Disasters (EOSC 114)<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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The Solid Earth: A Dynamic Planet (EOSC 110)<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n

Community Engagement Approaches<\/strong><\/h2>
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One of EaSEIL’s goals is to support instructors in engaging with Indigenous contexts, scholars and communities connected to their course’s field sites embracing community engaged learning (CEL)<\/span><\/mark><\/a> and CARE<\/span><\/mark><\/a> principles, as well as Kayla Lar-Son’s 6 R’s of Indigenous OER<\/span><\/a><\/span>.<\/p>\n\n\n\n

EaSEIL accomplishes this by modeling approaches in leadership activities (e.g., visits with community members and local centres); Community of Practice learning activities (e.g., organized cultural centre tours); scaffolding instructors in their course-specific contexts, creating space for sharing models and experiences in Community of Practice discussions; and developing and testing a novel 3-Tier Indigenous Engagement model. <\/p>\n\n\n\n

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3-Tier Indigenous Engagement Model

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Instructor-led examples

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Five Steps to Meaningful Indigenous Engagement in Science Research (Adapted for Field-Based Teaching)<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n

Design Tools<\/strong><\/h2>
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Below you can find tools to support you in designing learning experiences in which you take students onto the Land. These can be useful in other settings too! <\/p>\n\n\n\n

Links to these documents coming soon<\/strong>. Community of Practice members can access them through Canvas.<\/p>\n\n\n\n

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Tool #1: Field-Based Learning Objectives<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Tool #2: Field Experience Scenarios<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n
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Tool #3: Assessing-Evaluating Impact of Curricular Changes on Student Learning\/Experiences<\/strong><\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Tool #4: Frequently Asked Questions Resources

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Tool #5: Creating Pre-Field Student Surveys<\/strong><\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Tool #6: Safety Practices <\/strong>

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Field Station Specific Resources <\/strong><\/h2>
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UBC Teck Geological Field Station<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Bamfield Sciences Marine Centre<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n
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Additional Resources <\/strong><\/h2>
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Curated Collection of Existing Resources


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What I want my science instructors to know: Students sharing experiences and perspectives on learning science in field settings and beyond<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n
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Digital Tools\/Technology for Earth Sciences Field-Based Teaching and Learning<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Accessibility in the Field


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Instructor Planning and Reflecting Tool For Curricular Design<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Truth and Reconciliation Reflection Tool

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<\/div>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

Instructor Resources<\/p>\n","protected":false},"author":101869,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1712","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/easeil\/wp-json\/wp\/v2\/pages\/1712","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/easeil\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/easeil\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/easeil\/wp-json\/wp\/v2\/users\/101869"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/easeil\/wp-json\/wp\/v2\/comments?post=1712"}],"version-history":[{"count":332,"href":"https:\/\/blogs.ubc.ca\/easeil\/wp-json\/wp\/v2\/pages\/1712\/revisions"}],"predecessor-version":[{"id":4939,"href":"https:\/\/blogs.ubc.ca\/easeil\/wp-json\/wp\/v2\/pages\/1712\/revisions\/4939"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/easeil\/wp-json\/wp\/v2\/media?parent=1712"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}