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Sacha DeWolfe's innovative community-based experiential courses are making significant strides in expanding educational opportunities for students and communities in the region. These courses are not just academic programs, but vital resources that honour and integrate Indigenous perspectives, contributing to a more inclusive learning environment. DeWolfe is an assistant professor at 69���˵�Ӱ�� University working with the Department of Canadian studies.

Partnering with the Three Nations Education Group Inc. (TNEGI) in New Brunswick and Mamu Tshishkutamashutau Innu Education (MTIE) in Labrador, DeWolfe's community-based courses are designed to deepen students' understanding of Indigenous lands and cultures.

“These courses are particularly impactful as they address the need for education that reflects and respects Indigenous knowledge and traditions,” says DeWolfe. “The approach is strength-based and holistic, incorporating theoretical and practical elements that resonate with the experiences and values of Indigenous communities.”

Currently, around 65 students are participating in DeWolfe’s experiential courses, including 10 students from 69���˵�Ӱ��. The courses have strong regional interest, particularly within Indigenous communities in Labrador and New Brunswick. This growing recognition highlights the importance of these courses to Indigenous communities and their relevance to 69���˵�Ӱ�� students.

Participation numbers highlight the expanding appeal of the land courses.

"Attendance is particularly encouraging given that there are usually fluctuations as students join or leave the program around deadlines,” says DeWolfe.

DeWolfe's dedication to Indigenous education is evident in her approach to these courses. They are not just about imparting knowledge, but about fostering a deeper connection between students and communities. By integrating Indigenous perspectives and practices with experiential learning that honours community members and these courses contribute to a broader understanding and respect for Indigenous ways of knowing and being.

The impact of these land-based courses extends far beyond the classroom. They play a crucial role in promoting cultural awareness and reconciliation, equipping students with the tools to respectfully engage with Indigenous communities. For Indigenous students, these courses offer a meaningful opportunity to connect with their heritage, while for non-Indigenous students, they provide valuable insights into the histories and cultures that shape Canada.

DeWolfe also runs an engaging initiative called the Powerplay Camp, designed specifically for middle school students. This camp collaborates with post-secondary students enrolled in her program, creating a valuable mentorship dynamic. During the camp, participants engage in hands-on activities such as crafting and creating distinct items, which they later sell at community events. The program not only cultivates entrepreneurship but also nurtures creativity, teamwork, and business acumen in younger students, while also providing valuable leadership experience to post-secondary students.

Similarly, the Welding Camp, conducted in partnership with the Canadian Welding Bureau, introduces students to welding through practical, skills-based workshops. The camp aims to expose participants to the fundamentals of welding, safety protocols, and potential career opportunities in the trades. The collaboration with the Canadian Welding Bureau ensures the training is aligned with industry standards, helping students gain confidence in their technical abilities and future career paths.

As DeWolfe’s courses progress, they are anticipated to attract a greater number of students and enhance the land-based educational environment for Indigenous and non-Indigenous students in the region.