Instructor, Indigenous and Pharmaceutical Medicines

Posting Number- **Posting Number**- F1441
- Position Information**Division**- Faculty of Arts, Science & Management-
- **Department**- Arts, Sciences & Management-
- **Supervisor Title**- Dean, Arts, Science & Management-
- **Location**- Comox Valley(CV)-
- **Posting Type**- Internal/External Posting-
- **Position Status**- Sessional-
- **If Others, please specify**- **New Position or Replacement?**- New-
- **Position End Date (if temporary)**- 04/24/2026-
- **Desired Start Date**- 12/01/2025-
- **Weekly work schedule (please indicate the start and end times for each day of work)**- **%**- 25-
- **Pay Grade**- The annual salary range is $70,437- $112,872 (at 100% appointment) and is based on qualifications, experience, and the placement criteria of Article 14 of the NICFA Collective agreement.-
- **Position Summary**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 development and teaching of a new 300-level course in Indigenous and pharmaceutical medicine. 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.
- 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.
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.-
- **Position Competencies**- 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.

**Duties & Responsibilities**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 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, pro