College welcomes two Indigenous Pedagogy and curriculum consultants

Posted on Thursday, October 27th, 2022

While most folks were able to enjoy a bit of a slower pace this summer, new employees Shelia GranthamShelia Grantham is on the left and Kerry Potts is on the right. Both on a dark green Algonquin College coloured background and Kerry Potts started their new roles at Algonquin College and hit the ground running, quickly becoming part of the College community, hosting events and being interviewed by local media.

Grantham and Potts are Indigenous Pedagogy and Curriculum Consultants, new roles created within Learning and Teaching Services (LTS). The goal of LTS aims to foster a culture of teaching innovation and excellence at Algonquin College and build relationships with faculty, academic schools and Applied Research that support strategic collaboration, pedagogical and technological exploration, and ideas sharing. With these new roles, LTS will further advance the TRC’s Calls to Action relating to Indigenous education.

So far, things are off to a good start. “We are very excited to find ways that are uniquely Algonquin College specific and see how we can benefit programs and different learning styles,” said Grantham. “It’s been interesting to meet with faculty and see how we can go about this and figure out what works best.”

Potts says that while the Mamidosewin Centre is student focused, “We are focused on teachers with the aim of improving student experiences within their classrooms.”

Both have had positive experiences and welcomes since starting this past summer. “It’s exciting to live in an era where people are interested and wanting to learn more,” said Grantham.

Potts said they are engaging in a “listening tour” to better understand student and staff and what needs are across the college. In addition, they are developing learning bundles to support teachers in braiding Indigenous content and teaching methods into their work which they hope to launch in the New Year. She said they are also “looking at larger programs and how curriculum is developed, what resources are being used as well as supporting the creation of Indigenous-focused learning outcomes.

Grantham agrees. “Getting to know the landscape and the needs of those teaching and those learning is really important.”

While short term includes looking and listening, long term goals are a bit bigger.

“We hope students can learn about Indigenous topics in a safe environment and Indigenous people can feel like they are reflected in the content delivered,” said Potts.

“One thing that I want to do is to have people understand is it’s not just about Indigenous people, it’s about all people given access to information they have not been given access to. The work extends beyond that,” said Grantham.


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