 In terms of the importance of understanding place and acknowledging the land, where that really came to be important to me was in the period of time after the financial crisis and the rise of the Idle No More movement and Occupy. Well, the Idle No More was the acknowledgement and the rising up of indigenous voices around the land and the land that is occupied. And so that I think was a trigger because UBC was very much engaged in that and there were more sessions related to especially indigenous perspectives and the lack of acknowledgement of land. And it really is only recently that we've been doing the land acknowledgement so prevalently at UBC. And so to me, it really came out of that and then specific events through CTLT and the classroom climate. I think it would have definitely been a classroom climate session and I would have thought there is something very seriously missing from what I'm doing in my classes. If I'm talking about economic history, economic development, and I'm not at all addressing this question of place and whose place and in particular the perspective from indigenous people. I was brought the idea of a workshop acknowledging place and where am I and who am I, where am I from. And so we had originally done that on campus and so now I have adapted that to an online format in collaboration with staff from CTLT, namely Janie Liu first of all and then also more recently also with Chloe Erlinson. And from the way I teach, what I'm trying to do is to move away from this idea of the so-called banking approach that has been spoken of by Paulo Pierre and others where I play a role of depositing information to students and that that's how they're building up their knowledge base. So that's the way of what I'm trying to do more is to play students at the center as learners, okay, yes, as students, but also as creators of knowledge and insight. And so to put them into that role of taking in information, yes, but also through their engagement with others, with the engagement with the material and then also thinking about their role is to then be helping to facilitate more knowledge, additional knowledge. To have students engage with the thinking about the land that UBC is situated on, in particular Musqueam traditional ancestral and unceded territory and through what lens, well through the lens of Jordan Wilson's walking tour of the house posts on UBC campus. And so we had originally done that in class and so how to adapt that to the online format and what we did, we had three parts to the workshop and so much of the work for that workshop was done prior to the workshop itself. So students were asked to watch some videos, Elder Larry Grant talking about the land acknowledgement, why, what it means and what its importance is, and then also Link Kessler talking about why we do that at UBC. We also talked, the students also watched a video about the delta and animation of the Fraser River delta just showing how long this, the geological history is but also of the Musqueam people who have lived in this region for thousands of years. So they're watching those videos as well as Musqueam through time. And so I think they get a really good sense by watching those videos of the significance of Musqueam's relationship to the land, this place that UBC is situated on, even before we get to the workshop. So then they also had some pre-workshop activities that involved watching Jordan Wilson's, the video of Jordan Wilson's tour and then reading the booklet, the booklet that goes along with the tour of the house posts and each student was assigned to get to know two house posts and to then write down questions to certain prompts, answers to certain prompts, and then put that on a Google Doc and then they were also assigned into one of eight different groups. So these were going to be where they will be discussing with their fellow students at the actual workshop. I've seen as it was happening the positive benefits on students that the engagement that was going on in the chat. Also the engagement, we were able to see that students were actually engaging during the collaborate ultra breakout sessions. And so we can see that there was that engagement, first of all. And then secondly, on the chat, you can see the comments that were coming in about how students were affected and the observations they had about the meaning of the post, the length of time that Musqueam people had been on this land. And then also what was interesting that they talked about how emotional it was because some of the activities, one thing I didn't mention previously was that students also engaged in an activity where they considered where they come from. What is their history? What is their thinking back to their childhood? What are their memories? And in particular about the place, thinking about place. And so many of the comments related to that talked about what an emotional experience it was not just in terms of their own recognition of these experiences they had as a child, but also this connecting with what that might feel like for Musqueam people and their connection to the land. They did actually raise that explicitly. So I think that is one of the purposes of the workshop is for students to be able to make those connections between themselves and their own experience of place and maybe even of the land, of the place, the land, but how others will feel that. And so to have a sense of connection with Musqueam and their sense of place here at UBC.