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Durham College and Seven Generations Education Institute partnership supports Indigenous learners in healthcare

Durham College’s (DC) partnership with Seven Generations Education Institute (SGEI), an Indigenous-led educational organization, is helping expand access to healthcare education for Indigenous and non-Indigenous learners in Northern Ontario. Through the collaboration, DC’s Paramedic program is delivered at SGEI, enabling students in the Treaty 3 area and beyond to complete a DC credential close to home. Importantly, the partnership allows students to study paramedicine, and then obtain employment, while remaining engaged in their local communities.

This spring, DC Paramedic Program Coordinator Dale Button attended SGEI’s convocation ceremony to celebrate the success of SGEI’s third graduating paramedic cohort.

“The SGEI graduation was a truly inspiring event,” said Button. “The ceremony was deeply rooted in Indigenous culture, with an elder offering words of congratulations and drums welcoming the graduates. It was especially moving to see learners of all ages completing courses that reconnected them with their language and heritage. It was a privilege to attend and witness the pride and spirit of the graduates, and particularly rewarding to see that each had already secured employment with local paramedic services.”

For graduates, the experience was equally meaningful.

“I’ve never been part of a graduation quite like this one,” said SGEI Paramedic graduate Makayla Vandenbroere. “The inclusion of Indigenous traditions created an atmosphere that was both inspiring and deeply moving.”

She added that the program’s smaller class size and close-knit environment strengthened the learning experience. “We built meaningful relationships with our instructors and with each other. We weren’t just classmates, we became a tight community that supported one another through every challenge.”

Vandenbroere also highlighted how the program prepared students for their careers. “The program didn’t just teach us the skills needed to become paramedics; it also guided us through the hiring process so we felt prepared, confident, and ready to step into our new roles.”

This partnership reflects DC’s commitment to community-connected education, Indigenous learning, and workforce development, ensuring students across Ontario have equitable access to high-quality training that supports both their future careers and their communities.

From music to musicals: How Durham College helped alum Cale Crowe find his next stage

When Durham College (DC) graduate Cale Crowe first picked up a guitar, he imagined a career filled with music, but not necessarily musicals. After completing the Music Business Management (MBM) program in 2017, he spent the following years establishing his name as a singer-songwriter – performing, recording, touring, and building a strong foundation in the music industry.

Crowe’s creativity took a new turn when an unexpected invitation from the Cameco Capitol Arts Centre led him back to the world of theatre. What began as a creative experiment soon grew into Rez Gas the Musical, a heartfelt story inspired by his Alderville First Nation roots and shaped by the skills, confidence, and community he found at DC.

We recently caught up with Crowe to learn how his experience at DC helped him take his music career centre-stage.

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What inspired you to move from singer-songwriter to playwright?

To be honest, I never planned to go back to theatre. I was a theatre kid in high school, but I focused on music as an adult. But then Rob Kempson, the Artistic Director at the Cameco Capitol Arts Centre, invited me into the 2023 Capital Theatre’s Creator’s Unit. At the time, I thought it would end with a public reading of a half-finished script. I never imagined we’d get to turn it into a full production.

How did your own experiences shape Rez Gas?

Less than a year before the first writers’ meeting for Rez Gas, I moved back home to Alderville First Nation after more than a decade as a musician. I spent a lot of time thinking about what returning home meant — starting a family, reconnecting with my culture, and understanding my responsibilities. My partner and I had many conversations about perpetuating our traditional customs at home and whether I viewed that responsibility as a burden, a duty, or a privilege. Those reflections became the heart of the story.

How did DC’s MBM program prepare you for this project?

The MBM program gave me a solid understanding of how to execute a public event — from understanding legal agreements and composing and recording demos, press releases, to circulating the press release and finally, opening night. I might’ve been new to theatre, but I didn’t come in empty-handed. The tools I developed at DC were essential and several of my DC professors even came to the show.

Which DC skills did you lean on most?

There were elements of live sound and video production at play during the actual run, and many of the more media and public relations assignments helped with promoting the show. Ultimately, the event planning course helped the most. Being new to professional theatre, knowing how live events operate — especially one running for two weeks — kept me grounded and organized.

Were there mentors, faculty members, or experiences at DC that had a lasting impact on your career path?

I would have likely given up on my career numerous times if it weren’t for faculty members Marni Thornton and Tony Sutherland. Both played an instrumental role in equipping me not only with the knowledge and skills to succeed in various aspects of the music industry, but also the confidence in myself to take these kinds of risks. I wouldn’t be where I am without them.

How does Rez Gas foster understanding between communities?

Theatre and performing arts have long been utilized to tell our stories to non-Indigenous audiences. Rez Gas was always intended as a means of inviting folks from all walks of life to relate to a day in the life of a modern Indigenous community. Our goal wasn’t to lecture but to show modern Indigenous life in three dimensions — we laugh, cry, rage, and joke like everyone else. It’s about connection and authenticity.

Looking ahead, what’s next for you?

I’m heading back to my roots — touring, writing, and recording — but I’ve certainly caught the theatre bug. This experience reminded me how far creativity can go when you have the right foundation.

Rez Gas the Musical held 18 performances at the Cameco Capitol Arts Centre in Port Hope from August 22 to September 7, 2025, drawing enthusiastic audiences and multiple sold-out shows. To learn more about Cale Crowe and his work, visit calecrowe.com.

Finding Her Voice: Ruthie Fitton on Returning to School and Advocating for Indigenous Students

After 18 years in the workforce, Ruthie Fitton made a big decision: to return to school full-time. A mother of three, she had built a career in customer service, most recently as a senior retail manager, but was ready for a new challenge. Today, she is studying Architectural Technology at Durham College’s (DC) Whitby campus and hopes to work within an architecture or design firm after completing her diploma.

Ruthie’s journey back to school is about more than academics. As a mature Indigenous student, she also welcomed the opportunity to step into a leadership role as the Indigenous Student Representative on DC’s Indigenization Council.

“I feel it is important to lead by example, and show that no matter what your age, you can come to school and learn new things,” she said. “I want to help ensure that the Indigenous culture continues to live within DC and I wanted to step up for not only the challenge, but to create awareness amongst the students and staff as much as possible.”

Ruthie hopes to build on her experience running the SOARS Indigenous group for Sephora Canada and create events, workshops, and an overall community for other Indigenous students.

She is encouraged by the Council’s presence at DC and its role in sharing traditions and being the voice for the campus. She also hopes to help the First Peoples Indigenous Centre (FPIC) have a stronger presence at the Whitby campus.

As a first-year student, Ruthie’s journey at DC has just begun, but her experience as a student has been incredibly positive.

“My professors have been very supportive when I have questions, and there is no shortage of support from different departments including the First Peoples Indigenous Centre, Student Academic Learning Services, and Information Technology Services,” she said.

As both a student and a leader, Ruthie has set her sights high: “My goal in my studies and in my work with the Council is to lead by example. I hope to be a mentor to younger Indigenous and non-Indigenous students and be an advocate for the Council and student population.”

Indigenous artist shares meaningful art with Durham College

Artistic expression has always been a passion for Emma Whiteye, and her creativity is leaving a mark outside of the classroom.

The Fine Arts – Advanced student and proud member of Walpole Island First Nation arrived at Durham College (DC) last fall. Having worked in a variety of artistic disciplines since childhood, she has spent her first year in the program honing and developing her already impressive skills.

“I like all the arts,” she said. “It’s fun to try something new for each little thing.”

When an assignment tasked her with producing a scroll-style painting, she decided to create a painted representation of the 13 Moons, a teaching from Anishinaabe tradition. Each of the moons represents a new teaching, a change in nature and a cultural tradition.

After working hard for two weeks, she completed a beautiful piece that caught the eye of Dr. Kayla Murphy, Director of Indigenous Initiatives at DC.

It impressed DC leadership as well and now reproductions of the artwork are displayed at both the Oshawa and Whitby campuses.

“I was shocked. I couldn’t believe it,” she said of learning her piece would be hung on the walls for all to see. “I’m really excited that it’s there.”

With the art now unveiled, Dr. Murphy, also a member of Walpole Island First Nation, is pleased to see a profound interpretation of Indigenous teachings featured so prominently on campus.

“It’s important to see that reflection of self and voice, and to have that representation within the institutions where students can see themselves within academia,” said Dr. Murphy.

While everyone at DC can appreciate the art for its colour and craft, Whiteye is confident that her fellow Indigenous students will find particular meaning in it.

“Even if they know nothing about the 13 Moons, they’ll see it and be like, ‘that’s part of my culture,’” said Whiteye. “It’s just something new that they can learn.”

The artwork is on display in Oshawa’s Gordon Willey Building, South Wing across from the Learning Commons, and in the main entrance of Whitby’s Don Lovisa Building. You can learn more about the 13 Moons online.

Indigenous student embraces and shares his culture at Durham College

To reach Durham College (DC), Jakob Henry Olive travels 10 hours south from his home in Michipicoten First Nation near Wawa, Ontario. While Oshawa may be far away, the Anishinabek/Ojibwe student has made DC his destination twice now, graduating from the Electrical Techniques program before entering his current Computer Programming program that he is set to graduate from in 2025.

Olive said he originally decided to come to DC because Oshawa seemed like the right-sized city for someone who had previously lived in a town of 3,000.

“Growing up, I was always up north, so I came to the conclusion that I needed to venture out and expand my mindset, and I knew I didn’t have it in me to live in downtown Toronto. I felt Durham and Oshawa was the perfect middle ground,” he said. While he plans to stay down south for a while, eventually Olive plans to return up north and work in IT.

At DC, Olive is a regular at the First People’s Indigenous Centre (FPIC), meeting with other members of the Indigenous community and occasionally attending events such as the National Day for Truth and Reconciliation and the Fall Feast. He says it’s a great quiet place on campus to do homework as well. He also recently connected with the DC Indigenous Education Circle and the Indigenization Council as a student member to share his experiences.

“I look at almost everything daily through an Indigenous perspective. Quite often it’s in conversation with other people, sharing stories, sharing experiences, and communicating almost nonverbally and verbally at the same time. Indigenous people have such a connection that it’s difficult to explain,” he said. “It’s a very close-knit group of people, almost like a family, a miniature Indigenous community within Durham College.”

Asked how he brings his Indigenous self to campus personally, Olive muses that he tries to do so daily. “Being raised up north and in a community, I bring my identity into everything, even into my computer programming. I feel like there’s lots of opportunity for me to bring up the inequalities that northerners have compared to people who live in the GTA, and the technological divide that’s evident, even more so since the pandemic,” he said, noting that his community only got high-speed internet about three years ago. 

Olive said he is eager to help others at DC learn more about the north and help build stronger relationships with nearby nations. “I’m hoping I can come forward with good recommendations for the Indigenization Council.”

Besides his studies, Olive is also an avid bead worker, a passion that started during the pandemic and now brings joy to his life. His first project was a simple pair of earrings with sky blue and fire colours along the sides.

Three years later, Olive still beads every day, in the morning as he drinks his coffee and, in the evening, after he finishes his studies. Creating new work regularly from earrings to dreamcatchers to wristlets, he sells his work through his brand Niished Out Beadwork at pow-wows, conferences, and cultural events.

Olive is planning to explore the offerings through FastStartDC, an extracurricular program that helps DC students develop and launch their businesses.

He’ll also continue to find community at FPIC, which he describes as a good place to facilitate conversations, (sometimes hard conversations) about the reality of First Nations life. “The conversations that arise from the events are what I enjoy most. To my knowledge, there is no other place in North Oshawa to have these conversations in safe, ‘community-based’ surroundings, which First Nations students would be familiar with.”

Prioritizing Indigenization inside and outside the classroom

For Durham College’s (DC) Faculty of Media, Art & Design (MAD), actively embedding Indigenous perspectives and knowledge directly into program curriculum is critical to fostering a learning environment that honours and reflects the voices of Indigenous communities.

“Our goal is to provide students with opportunities to engage with Indigenous perspectives in a meaningful way,” says Barry Waite, Executive Dean, Faculty of MAD, DC. “Whether through podcasting, international collaborations, or coursework, we want to ensure students gain a deep understanding of Indigenous viewpoints and experiences, and how to share these stories responsibly.”

One way is through Enactus DC, where students recently produced a podcast series, Founder’s Drive, aimed at highlighting the stories of young Indigenous entrepreneurs. This project, celebrated at the Enactus Canada Regional Exposition, not only amplifies Indigenous voices but also inspires students by showcasing the potential of social entrepreneurship in Indigenous communities.

Navraj Sandhar, a recent graduate from DC’s Journalism and Creative Writing program, was the project lead for season two of Founder’s Drive, and said it was an eye-opening journey in many ways. “The Indigenous focus of this season intrigued me from the very beginning. I had the privilege of learning directly from community leaders during our trips to Akwesasne territory and the Native Canadian Centre of Toronto,” he said. “Each conversation taught me more about Indigenous ways of thinking and learning, like how entrepreneurship can be used as a tool for preserving traditions, supporting the community, and creating something that lasts for future generations.”

Looking forward to its next Faculty Lead Classroom Abroad (FLCA) trip this fall, Waite reflected on DC’s FLCA trip to Guatemala last October, where students worked alongside Mayan youth to create and share stories about Indigenous rights in Canada and Guatemala. “The trip not only broadened students’ worldviews but also allowed them to witness firsthand the importance of storytelling in Indigenous cultures,” he adds.

Additionally, first-year students in DC’s Broadcasting – Radio and Contemporary Media program take the course Indigenous Perspectives in Contemporary Media, which addresses the Truth and Reconciliation Commission Calls to Action, particularly around the role of media. This is further complemented by the Journalism – Mass Media program, where students explore impactful storytelling with Indigenous communities through elective courses.

“Indigenous content isn’t just an addition to our programs,” Waite says. “It’s an essential part of preparing students to be culturally aware and socially responsible communicators.  It also reflects our commitment to meeting Recommendation 86 from the Truth and Reconciliation Commission that calls on media schools to provide robust education about the experience of Indigenous peoples in Canada.”

These initiatives within DC’s Faculty of MAD contribute to the college’s broader mission to equip students with the tools to engage with reconciliation efforts meaningfully, and as storytellers, ensuring that Indigenous voices are not only heard but also respected and amplified.

Durham College is dedicated to advancing truth and reconciliation by weaving Indigenous knowledge and perspectives into the fabric of our campus. Explore this content collection to learn about the resources, supports and opportunities that are available on campus.

Photo Credit: Founders Drive

Discover the Indigenous Learning Modules at Durham College

Durham College (DC) is committed to the ongoing process of reconciliation and building respectful, reciprocal relationships that contribute to better educational outcomes for all students and a stronger community.

A critical part of that work is through education and creating an inclusive and diverse learning environment that enhances understanding and appreciation of Indigenous histories, cultures, and contributions.

To support our communities’ continued learning, DC offers a free, online, seven-module training course – Indigenous Histories and Reconciliation. These modules, created to support DC’s Indigenization Statement, aim to give an accurate history of Canada’s dealings with Indigenous communities, redefine Canadian identity through truth and reconciliation, and enhance personal and professional development. By building a network of faculty, staff, and students committed to lifelong learning about Indigenous issues, DC is creating a culture of respect, understanding, and equality.

True to Indigenous ways of learning and knowing, the course invites participants to discover their own ways of learning. Its seven modules – Love, Respect, Honesty, Humility, Bravery, Truth and Wisdom – can be taken in any order and provide a framework for post-secondary institutions to adapt to fulfill commitments outlined in the Truth and Reconciliation Commission (TRC) Calls to Action.

Topics include:

  • Treaties and Dynamics Between Settlers and Indigenous Peoples: Reflecting on the historical agreements and relationships between Indigenous communities and settlers and the complexities and misinterpretations that have influenced these interactions.
  • Residential Schools: Examining the impact of residential schools on Indigenous children, families, and communities.
  • Missing and Murdered Indigenous Women and Girls: Tackling the urgent issue of violence against Indigenous women and girls, shedding light on the systemic factors contributing to this crisis and the ongoing efforts for justice and healing.
  • Decolonization: Promoting the value of Indigenous knowledge and approaches, fostering a more equitable society.
  • Intergenerational Trauma: Exploring how historical trauma affects Indigenous communities today and paths to healing.
  • Resiliency of Indigenous Communities: Celebrating the strength and resilience of Indigenous peoples, this module highlights stories of survival, resistance, and cultural revitalization.

These modules are available online for everyone. Participants will receive a digital recognition of completion after each module.

Durham College is dedicated to advancing truth and reconciliation by weaving Indigenous knowledge and perspectives into the fabric of our campus. Explore this content collection to learn about the resources, supports and opportunities that are available on campus.