Instructor, Indigenous and Pharmaceutical Medicines (BIO 330)

NIC is seeking a broadly trained Indigenous Medicines Knowledge Holder who will bring lived experience, cultural expertise, and a deep understanding of traditional healing practices to the refinement and teaching of a 300-level course in Indigenous and pharmaceutical medicine for the winter 2027. The incumbent will co-teach the course alongside a biology/pharmacology specialist creating a learning environment that integrates Western scientific principles with Indigenous ways of knowing. We are especially interested in securing an experienced educator with demonstrated expertise in Indigenous-specific medicine and medicinal practices.

• BIO 330 Lecture, Tuesdays, 10:00 AM – 1:00 PM, In person, Comox Valley Campus*
• BIO 330 Lab, Thursdays, 10:00 AM – 1:00 PM, Comox Valley Campus*

*In-class instructional responsibilities will be shared between the two principal instructors.

The course explores diverse methods and principles of disease treatment, emphasizing the unique contributions of Indigenous knowledge systems, alongside Western medicine. Indigenous medicines will be examined in depth, including site selection, respectful harvesting practices, preparation techniques, and delivery methods rooted in cultural protocols. The Indigenous Knowledge Holder will guide students in understanding the cultural, spiritual, and ecological contexts that inform these practices, ensuring that Indigenous perspectives are a key part of curriculum design and delivery.

This course is part of NIC’s ‘Island Pre-Health Science’ advanced diploma. The application of Indigenous knowledge and integration of First Nations experiences and ways of knowing is an important learning outcome for program students.

The teaching faculty of North Island College is responsible for implementing the College’s vision, goals, and objectives related to teaching and learning. To carry out their teaching assignments, faculty use organizational skills, interpersonal skills, and knowledge of the subject matter, pedagogy, and curricular design. In addition, they are responsible for serving as role models for students and colleagues.

The responsibilities and typical duties listed below constitute a generic job description for teaching faculty whose responsibility may be for delivering scheduled classes, the support of self-paced, online, and distance courses, and/or instruction and supervision in laboratories, practicums, shops, etc.

- Creates a Positive Climate and Culture;
- Effective Communication Skills;
- Effectively Develops Goals & Objectives;
- Focuses Effectively on Key Results and Priorities;
- Demonstrates a Focus on Continuous Improvement;
- Interpersonal Effectiveness.

1.0 INSTRUCTIONAL

• To plan and prepare learning materials for instructional environments;
• To use a variety of approaches and materials, as appropriate, in order to address different learning needs;
• To teach in assigned subject areas and to include in courses, and in course outlines, all required subject matter or skill activity;
• To direct student learning in a positive, supportive, and caring environment;
• To be available to students regularly during scheduled office hours and classroom hours, to discuss their progress and other issues that influence their learning. (30 hours/wk.) (See Policy #3-03: Faculty Absence from Class – Cancellation of Classes);
• To clearly communicate in writing learning outcomes for programs and courses, and the way in which learners will be evaluated against those outcomes;
• To design and conduct evaluations or appraisals of students and to keep students informed of their progress;
• To submit grades in a timely manner, in accordance with Policy 4-14, Grade System;
• To maintain records of student enrollment and achievement and other records required by the College and affiliated agencies. At the end of employment with the College, to submit marks and student records to the department Chair.

2.0 COMMITMENT TO INDIGENOUS-LED, IN-COMMUNITY PROGRAMMING

• Build and sustain respectful, trust-based relationships with Indigenous students, communities, leaders, and organizations.
• Actively engage with communities to ensure programming reflects local priorities, values, and knowledge systems.
• Demonstrate cultural responsiveness, adaptability, and humility in navigating challenges and opportunities.
• Create culturally safe, healing-focused classrooms that support holistic student well-being—emotional, physical, spiritual, cognitive, and social.
• Guide learners in developing reflective portfolios that include personal values, educational and career goals, wellness strategies, and achievement plans.
• Integrate Indigenous knowledge systems, land-based learning, and intercultural teachings into curriculum design and course delivery.
• Encourage learners to explore and articulate their personal visions and belief systems in ways that reflect both individual identity and community values.
• Support students in building foundational competencies and essential skills for further education or career pathways. Examples of this may include but are not limited to: communication skills, critical thinking, problem solving, critical thinking and problem solving.
• Offer experiential, collaborative, and reflective learning to build student confidence and engagement.
• Collaborate meaningfully with Elders, Knowledge Keepers, and community members to ensure respectful, authentic learning experiences.
• Adapt teaching approaches to meet the diverse cultural, educational, and personal backgrounds of adult learners.
• Provide formative, strengths-based feedback aligned with holistic learning outcomes.
• Engage in ongoing professional development in Indigenous education, cultural safety, trauma-informed practices, and adult learning methodologies.

3.0 TYPICAL PROFESSIONAL DUTIES OF INSTRUCTIONAL FACULTY

• To be aware of, and to work within, College educational policies;
• To be aware of the Education and Strategic plans and to contribute to their development and assist in the achievement of its goals and objectives;
• To advise the Department Chair, within a reasonable time frame, of items that need to be ordered so that inventories of books, supplies, and equipment are adequate for the courses taught;
• To advise the Department Chair regarding enrollment management (recruitment and retention) strategies for their areas of responsibility;
• To advise the Department Chair responsible, and the appropriate Administrator and/or Campus Health and Safety Committee, of any health and safety concerns and to assist, where possible, in rectifying the problem;
• To demonstrate knowledge of computer applications appropriate to the teaching environment;
• To maintain continuous professional development of competencies and qualifications as required in the appropriate discipline;
• To participate actively as a contributing member of the College community on College committees and other College-wide activities, where appropriate;
• To participate in department meetings and other department activities during normal working hours, when possible;
• To undertake other related responsibilities and duties which may be assigned by the College when course load permits.

• Indigenous Medicines Knowledge Holder; (IMK) must be recognized by their community as knowledgeable in the field.
• Minimum three years of current and related teaching experience, which may include experience in a post-secondary setting, community-based teaching, mentorship, or recognized Indigenous knowledge-sharing practices.
• BC Instructor Diploma or BC Teaching Certificate is highly desirable.
• Preference will be given to qualified instructors with Indigenous ancestry;
• Experience working in collaboration with Indigenous communities and learners;
• Experience teaching in Indigenous communities;
• Experience in Indigenous methodology and land based learning;
• Commitment to working with Elders and Knowledge keepers.

• Demonstrated excellent interpersonal communication skills
• Demonstrated instructional abilities, including a variety of creative and motivating approaches to stimulate learning
• Experience with course design and delivery for diverse and inclusive learning environments
• Experience with educational technologies, including online and blended delivery and learning management systems.
• Knowledge of local, regional and Vancouver-Island-specific health topics and issues is highly desirable

Please scan copies of your transcripts into one document for attachment. If your transcripts are not available at the time of application, please attach a letter or certificate of confirmation from the educational institution.

Faculty Sessional

The Selection Advisory Committee will begin reviewing applications on October 9, 2026; however, the position will remain open until filled.