597 10 13599 https://digitalcollections.lakeheadu.ca/files/original/12ae7e47e7b87744dbd9912e390d776c.pdf a99825b8b74b286663ebf2d657f3fe08 PDF Text Text 1991/92 .-,•. •, ��NATIVE NURSES ENTRY PROGRAM - SUMMARY REPORT INTAKE PROCESS: i) FIRST INTAKE In January 1987, Lakehead University admitted twelve Native students into the Native Nurses Entry Program. These students represented the following communities: ** ** ** Bearskin Lake Fort Hope Fort William Gull Bay Kasabonika Lake Lac La Croix ** Long Lac #58 Long Lac #77 Maniwaki, Quebec Shoal Lake Spanish River Walpole Island Of the first intake, ten of twelve students completed the program and were admitted into Year One of the Honours Bachelor of Science in Nursing Program in September 1987. ii) SECOND INTAKE In September 1987, Lakehead University admitted twelve Native Students into the Native Nurses Entry Program to begin the Second intake. These students represented the following communities: ** ** ** Attawapiskat Bearskin Lake Fort Severn Gull Bay Lac Seul Lake Helen Lake Helen Mississauga Nanisivik, N.W.T. Pangnirtung, N. W. T. Sucker Creek Thunder Bay Of the Second Intake, ten of twelve students completed the program and were promoted to the nursing degree program for September 1988. In addition, one student from the First Intake completed program requirements and entered Year One of the nursing degree program in September 1988. �iii) THIRD INTAKE In September 1988, Lakehead University admitted twelve students into the Native Nurses Entry Program. These students represented the following communities: ** ** ** ** ** Spanish River - 2 Bearskin Lake NAN COMMUNITY/BAND Couchiching Lac La Croix Sandy Lake Long Lac #58 North Spirit Lake Shubenacadie, Nova Scotia Schefferville, Quebec Summer Beaver Mobert ** Six of these students were promoted to the H.B.Sc.W. program for the 1989/90 year. Two students failed NNEP course requirements; one was transferred to Lakehead University B.A. program. Two had failed averages and will repeat NNEP. One withdrew for personal reasons. iv) FOURTH INTAKE In June 1989 twelve students were admitted into NNEP to begin the fourth intake. These students represented the following communities: ** ** ** Sachigo Lake Allanwater Aroland Fort Hope Walpole Island ** Whitefish Bay Red Lake Macdianmid Constance Lake Spanish River Six of these students were promoted to the H.B.Sc.N program for the 1990/91 year. One student will repeat two NNEP courses & nursing electives; two are continuing in Bachelor of Arts courses; two did not return to L. U.; one withdrew for personal reasons. �v) In June 1990, Lakehead University admitted thirteen students into NNEP to begin the Fifth intake. These students represent the following communities: ** Fort Frances Sachigo Lake Blind River ** Hudson Thunder Bay ** Big Trout Lake Whitehorse, Yukon Sioux Lookout Manitoulin Kingfisher Lake The Pas, Manitoba The Fifth intake students began NNEP in September 1990, this intake is currently under evaluation, although unofficially it appears that ten (10) will be eligible to continue into the nursing degree program. Two (2) of these students withdrew for personal reason, and one ( 1) will be returning in the fall of 1991 /92. ********************************************* NATIVE NURSES ENTRY PROGRAM (NNEP): The Native Nurses Entry Program (NNEP) at Lakehead University is a nine-month preparatory program. It is designed for the Native adult students who do not have the prerequisites for direct entry into the university baccalaureate nursing program. The goal of NNEP is to provide First Nation adult students with the necessary academic skills and orientation to enter the nursing program. In addition, it also takes into consideration the Native traditional holistic approach to health. Successful completion of NNEP would enable the students to gain entry into the four-year baccalaureate nursing program at Lakehead University. NNEP is funded on a three-year developmental basis by the Ontario Region Indian and Inuit Health Careers Program (IIHCP) of Medical Services Branch (MSB). The program was originally funded for three academic years from 1987 to 1989. There were two student intakes in 1987. The funding has now been extended to April 1993. It is co-funded by Medical Services Branch and Ministry of Health. �Back&round of the Proeram: First Nations and the Canadian government are cognisant of the need to improve the delivery of health care services to First Nation communities. Well qualified and trained nurses are an integral and indispensable part of these services. Native nurses have an inherent cultural sensitivity to the socioeconomic realities in First Nation communities. Presently there are 326 Native nurses in Canada. Approximately 20 % of these nurses have nursing degrees. First Nations recognize that they need more Native nurses with degrees to work in their communities. Lakehead University has a tradition of working with First Nations in helping their people access university education. In 1983, the Nishnawbe Aski Nation (NAN) which represents 43 First Nation northern communities, approached the School of Nursing at Lakehead University. NAN requested that Lakehead University explored the feasibility of providing a preparatory program for entry into nursing for First Nation students. This was prompted by the fact that without a preparatory program many First Nation students, especially adults would not have the pre-requisites to apply for entry into the baccalaureate nursing program. A consultation workshop was held at Lakehead University in May 1985. Participants at this workshop included Native leaders, health professionals, educators, Lakehead University staff and the staff of Medical Services Branch. A small working group was formed at the end of this workshop. Members of this group included Native nurses, educators and Lakehead University staff. The group's mandate was to work on the design and development of the Native Nurses Entry Program (NNEP). This group later became the NNEP Advisory Committee. NNEP started as a seven-month program in January 1987, and has been changed to a nine-month program since September 1987. The change was recommended by the NNEP students as it was easier for them and their families to relocate and attend school from September to May. Since January 1987 there have been four intakes of students into NNEP. Twelve students were admitted in each intake. At the time of this report, a total of forty-eight students had been admitted to NNEP. Of these forty-eight students, twelve have just started the program in September 1989 and thirty-six students have gone through NNEP. �Major Findines of The Evaluation: The following is a summary of the major findings of this evaluation: 1. Of the students who complete NNEP, the majority continued into the intended nursing program at Lakehead University. However, some students have moved into other Lakehead University programs, and some are attending other university and college programs. The breakdown of the above mentioned students are as follows: (a) Of the thirty-six students from the first three NNEP intakes, twenty-nine students successfully completed the course. This represents an overall successful completion rate of 80.6% of the NNEP population from January 1987 to May 1989. (b) Twenty-seven of the twenty-nine students entered the Honours Bachelor of Science Nursing (H.B.Sc.N.) program at Lakehead University. This represents 93 % of those who completed NNEP. (c) Of the above mentioned twenty-seven students, nineteen (69%) are still in the H.B.Sc.N. program. In addition, one student is taking a combination of NNEP courses and a first year elective. The status of the above mentioned twenty NNEP students in the nursing program at Lakeh~d University are as follows: - Two students are in third year nursing; - Three students are in second year nursing; - Fourteen students are in first year nursing; (Of the latter fourteen students, six are in first year nursing for the first time, six are repeating first year courses, and two are taking electives as they have passed first year nursing). One student is taking a combination of NNEP course and first year nursing elective. (d) Nine students left the H.B.Sc.N. program at Lakehead. Two of these students are continuing their education at the university level (Social Work; Bachelor of Arts). Two of the students are now taking college courses one in nursing and one in Arts and Science. One student is working in the Baffin Health Board NWT. Three students are at home with small children, and one student is deferring entry into second year nursing at Lakehead University for personal reasons. �(e) Therefore the number of NNEP students who are still in various university studies including nursing is twenty-two out of twenty-nine students or 76%. In addition to these twenty-two university students, two other NNEP students are attending college. Thus, the number of NNEP students who are attending universities and colleges is twenty-four out of twenty-nine or 83 %. (t) Seven students did not complete NNEP. Four withdrew for personal reasons, one for medical reasons and two failed the program. Of the two students who failed the program, the first student was from Quebec and had difficulty with written English, the other was not able to handle the sciences. The student from Quebec is now taking nursing in French at the University of Ottawa and the other is in the General Bachelor of Arts program at Lakehead University. The above analysis took into consideration the students who have successfully completed NNEP and their progression into the nursing and other post secondary programs. An alternative approach of evaluating the students' progress globally is to consider the total NNEP student population who started the program and trace their progress in post secondary education. This would then include students who did not complete NNEP but advanced on their own to the nursing program and the Bachelor of Arts program in other universities. (Therefore, of the thirty nursing program and the Bachelor of Arts program in other universities.) Therefore, of the thirty six students who attended NNEP, twenty eight (78 %) continued into nursing. At the time of this report, twenty one out of the thirty six students are still in nursing. One second year nursing student is taking a year off for family reasons. Therefore the percentage of students who are in nursing at the university level is 61 % (22 out of 36 students). Regardless of which approach is used in analyzing the NNEP students educational progress, the end result is that the majority of the NNEP students are continuing their education in the nursing program while some are in other post secondary programs. 2. NNEP is presently providing the students with the opportunity of accessing nursing at the university level. The overall success of NNEP in providing for graduate nurses to work in First Nation communities or with First Nation people in health institutions can only be fully evaluated in the next two to three years. It is anticipated that the two third year nursing students will graduate by 1992/93. In conclusion the evaluation found that NNEP has effectively met its goals and objectives to the extent that it has provided the students with the opportunity to access the Honours Bachelor of Science Nursing program at Lakehead University and other post secondary programs. A more �.. • comprehensive assessment of how effectively NNEP has met all its goals in providing the opportunity for the students to graduate from the nursing program and work with First Nation communities can be only be evaluated when the students graduate from the nursing program in the next two to three years. These goals and objectives are consistent with the wishes for First Nations, Medical Services Branch hiring policy and the policy of transfer of control of health care services in First Nation communities to First Nations. The reality however is that until Indian education focuses more on the sciences and there are more secondary school graduates at the advanced level, preparatory programs like the NNEP are essential. Without such programs, many Native people would not have the opportunity to access university education. NNEP has demonstrated that such a preparatory program can work for Native people. Therefore it is imperative that long-term funding be secured for the continuation of this program. Taken directly from Kin Wan External Evaluation, Native Nurses Entry Program, released Spring 1990. This evaluation includes the first three intakes, thirty-six students. There are presently sixty students who have gone through NNEP. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Nurses Entry Program, Chief's Report Subject The topic of the resource Universities Description An account of the resource A report on the success to date (1991) of the Native Nurses Entry Program at Lakehead. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/d903c2d83858c9cab6e031b334cd1cc7.pdf c7519d86e1e3d48112b3f5b6e95780a8 PDF Text Text LAKEHEAD UNIVERSITY NATIVE ADVISORY COMMITTEE Preamble Lakehead University has a history of participating in Native endeavours. For example, the Native Nurses Entry Program, the Native Teacher Education Program, the Native Language Instructors' Program, and the Native Student Support Services Program are testaments to this institution's commitment to make the Native students' academic goals more successful. Most recently, Lakehead University established the Native Studies Study Group and the position of Co-ordinator of Native Programming to assist in the University's objectives of developing programming relevant to Native people and of helping Native students succeed. A further initiative by the University is to establish a Native Students Access Program to further the ability of Native students to enter University programs and to succeed in their work. Lakehead University is committed to involving and consulting the Native community at large with respect to such objectives and programs. It needs a mechanism for regular and mutually useful participation of representatives of the Native population. The University proposes to establish the Lakehead University Native Advisory Committee as a means of involving Native people in University programs of interest to them. The Committee would have the following terms of reference. TERMS OF REFERENCE 1. Advisory Relationship within the University The Lakehead University Native Advisory Committee (LUNAC) is established to give advice to the President at Lakehead University on programming in Native Studies, on University relationships with Native communities and students, and on other matters of interest to Native people and the University. 2. Membership The Lakehead University Native Advisory Committee shall consist of fifteen persons: I) 2) 3) 4) 5) 6) 7) 8) The The The The The The The The Grand Council Chief of the Nishnawbe-Aski Nation Grand Council Chief of Grand Council Treaty #3 Grand Chief of the Union of Ontario Indians Grand Chief of the Association of Iroquois and Allied Indians President of the Ontario Metis and Aboriginal Association President of the Ontario Federation of Indian Friendship Centres President of the Ontario Native Women's Association President of the Lakehead University Native Students' Association The elected leaders named above may be represented by such other qualified and formally designated representatives as she/he appoints. 9) 10) 11) 12) 13) Two Native persons from Northwestern Ontario to be nominated and appointed by the Committee, one of whom shall be an elder. The Chairperson of the Native Studies Study Group Two persons appointed by and from the Native Studies Study Group The Co-ordinator of Native Programming The Vice-President (Academic), who shall be Secretary of the Committee. �Native Advisory Committee Terms of Reference Page 2 The Chairperson of the Lakehead University Native Advisory Committee shall be a Native person, nominated and selected from the Committee membership. 3. Representation and Advice The representation of the Native community served by Lakehead University, with their special knowledge and trust within their community, are expected to represent the interests of their people in the deliberations of the Advisory Committee. They are in a position to know the concerns and needs of their people, to bring these to the attention of the Advisory Committee and the Vice-President (Academic), and to influence the actions of the university. 4. Responsibilities The Lakehead University Native Advisory Committee is established to: 1) 2) 3) 4) 5) 6) 7) 8) provide ongoing support and advice to Lakehead University through the Offices of the President and the Vice-President (Academic); review data and statistics on the recruitment and retention of Native students, the courses of study in which they are enrolled, and their -success in and after their University studies; review and advise on general policy additions and changes to University programs, as these relate to the Native communities and students, through such procedures as periodic program reviews and evaluations; advise on the promotion of University programs and services, program budgets, recruitment of Native staff, faculty and students, application procedures, admissions procedures and criteria, the support of Native students and proposals for Native specific initiatives; advise and educate the University and the general public on Native issues; assess ways in which courses of study may be offered in Native communities in northern Ontario; advise on the establishment of a Centre or Department of Native Studies, and, submit specific recommendations with regard to the above named matters. 5. Meetings The Committee may meet as often as it sees fit, provided that it does so within the budget provided. The University shall pay appropriate travel, meal, and accommodation expenses according to established University accounting practices. The University shall provide secretariat services through the Office of the Vice-President (Academic). July 1991 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Native Advisory Committee, Terms of Reference Subject The topic of the resource Universities Description An account of the resource Terms of reference for the Native Advisory Committee at Lakehead, July 1991. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991-07 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/ea2922f7c64637a10ee9bf1332919487.pdf ef7fdac283b0441985d754dbc49960a9 PDF Text Text DRAFT NATIVE STUDIES PROPOSAL Presented by · The Native Studies Study Group Lakehead University November 1991 �"Post-secondary education is essential to all First Nations activities that share this objective of self-determination." - Assembly of First Nations, Tradition and Education: Towards a Vision of Our Future (Ottawa, 1990), 92. �ACKNOWLEDGEMENT Native Studies Study Group 1991 D. Bates M. Boone G. Bruyere K.L. Clarke R. Eigenbrod E.Epp M. Hardy M. Johnston J. Lawson G. Locker D. Martin P. McGuire J. Naysmith D. Neegan J. O'Meara M. Pitawanakwat D. Rice E. Sabourin E. Setliff R. Slipperjack-Farrell B. Toye-Welsh D. Wawia D. West Note: Educaton Nursing Native Support Services Special Assistant/Institutional Research English History Native Programming Northern Studies/Geography Student Services Engineering Chemistry NNEP Forestry Lakehead University Native Students Association Education Community Community Contact North Forestry Education N.L.I.P. N.T.E.P. Poli ti cal Studies The names of the members of the Sub-Committee on Academic Programming in Native Studies are listed in bold-face. 11 �EXECUTIVE SUMMARY The overall purpose of the proposal is to achieve academic programming in Native Studies and Native Community Development in the Faculty of Arts and Science at Lakehead University. This programming will complement long-established programs in the Faculty of Professional Studies such as the Native Teachers Education Program and the Native Language Instructors' Program. Native organizations are keenly aware of the need to develop more opportunities for the post-secondary education of aboriginal people. Their concerns are recognized in this report and some of the responses of Lakehead and other universities are noted. The Academic Plan adopted in 1987 recognized the opportunity for Lakehead University to meet these Native needs, and the Native Studies Study Group declared the enhancement of research and teaching in Native Studies to be one of its four objectives in 1989. This report presents the plan that would make that objective a reality for Native and other students at Lakehead University. It is recommended that the Faculty of Arts and Science consider the following actions: 1.1 Establishment of a program in Native Studies incorporating the core courses in Native Studies that have long been part of the Anthropology listings in the Calendar plus a new introductory course and including cross-listed or recommended courses offered by various Arts and Science departments. 1.2 Creation of Double Major, Minor and Certificate options for the study of these Native Studies courses. 1.3 Development of a program in Native Community Development incorporating new courses in this area and courses already offered by the various Arts and Science departments. 1.4 Implementation of both the Native Studies and Native Community Development programs by means of a new department within the Faculty of Arts and Science and the appointment of a Native faculty member to begin to develop the new department. 1.5 Further consideration of curriculum development in Native Studies and Native Community Development by the Faculty of Arts & Science. iii �TABLE OF CONTENTS Page I. Introduction ............................ .. ........... . .. . . . . ....... . 2. Statement of Purpose .................. . .. . ................... . ..... . 3. The Expectations of Native People ..................... . .. . .. .. .... .. . 4. The Work of the Native Studies Study Group ......... . ......... . ... ... . 5. The Rationale for Establishing Programs ............... . . . .. . . . . .. .. .. . a) b) 6. Native Studies ..................... . ......... . . . .... .. . .... . . . Native Community Development ...... . .............. . .. .... . .. . The Proposed Format of the New Programs ............................ . a) b) Native Studies ............................................... . Native Community Development ............................... . 7. Recommendations .................................................. . 8. Conclusions iv �LIST OF APPENDICES Page I Calendar Entries - Native Studies Program ............... .. .. . . .... ... . II Draft Native Community Development Program ....................... . III Lakehead University Native Advisory Committee, Terms of Reference .... . IV Selected Native Studies Bibliography ................ .... ............. . V Proposal for a School of Native Studies .............. . ....... . ... .. . .. . V �1 ACADEMIC PROGRAMMING IN NATIVE STUDIES AND NATIVE COMMUNITY DEVELOPMENT 1. INTRODUCTION The development of research and teaching in Native Studies was recognized as one of the areas needing development in this Academic Plan adopted by Lakehead University in 1987. Soon after the adoption of the Academic Plan, a Native Studies Study Group began work on a number of initiatives to encourage research relating to Native people and their needs. In a report completed in May 1989, the Native Studies Study Group also recommended the establishment of a Native Access program for Arts and Science to complement the Native Teacher Education Program and the Native Nurses Entry Program in the Faculty of Professional Studies. A community-based proposal for a Native Community Development program was brought to the Native Studies Study Group during the I 989/90 Academic Year. Early in 1991, the Native Studies Study Group created a Sub-Committee on Academic Programming to develop both an interdisciplinary program in Native Studies and a quasiprofessional program in Native Community Development. The Native Studies and Native Community Development programs proposed in this report are designed to equip the Faculty of Arts and Science to meet its responsibilities to Native people in the Ontario region with the highest proportion of aboriginal people. The proposal recognizes the fact that, although the Faculty of Professional Studies offers a number of important programs to Native people and is developing others, the education needs of many Native people can only be met within the Faculty of Arts and Science. The proposal represents an acceptance of the Native Studies challenge offered by the Academic Plan of 1987 and will enable the Faculty of Arts & Science to enter a new phase in its academic service as the new Academic Plan is being formulated. The proposal also reflects the determination of Native people in the region to have Lakehead University meet their own needs for academic study and �2 professional preparation. At a time when Native people assert the right to plan there own futures, Native people employed by Lakehead University, as well as residents in our community, have asserted that Lakehead University should meet their education needs. �3 2. STATEMENT OF PURPOSE The Native Studies and Native Community Development programs proposed in this report are designed: a) to offer academic courses in the developing field of Native Studies to Native and other students, and b) to provide a quasi-professional program in the vital area of Native Community Development to Native students. These programs are designed above all to enable Native students from Northwestern Ontario and other areas both to explore their own cultures and to develop the specialized skills they need to develop their societies. This proposal will enable Lakehead University to meet the contemporary challenge of assisting Native people and their organizations to advance their education and develop their communities in the new era of Native self-government. �4 3. THE EXPECTATIONS OF NATIVE PEOPLE Native people in this region and across Canada are actively pursuing the benefits of post-secondary education. The Assembly of First Nations declared in 1990 that "postsecondary education is essential to all First Nations activities that share the objective of selfdetermination" (Tradition and Education: Towards a Vision of Our Future, 92). The expectations of Native people with regard to post-secondary education involve the training of Native professionals to meet the needs of developing and implementing strategies that will contribute to self-determination. Moreover, there is an expressed desire among Native people to exercise jurisdiction over their own education, including post-secondary education. The goal of direct participation in the formation of post-secondary educational policy has been expressed by a number of Native organizations. Their ambition is to create and . administer programmes which reflect the needs and concerns of Native people across the country. Because the quality of post-secondary education is important to the development of self-government and self-determination, Native people have specified cultural input, building on existing post-secondary programmes, teacher training, curriculum content and development, counselling, programme delivery to Native communities, and funding to be the most important areas of immediate concern. The overall aim of this involvement in the policy-making process is the improvement of the quality of Native post-secondary education. Quality education has been defined by the Assembly of First Nations as "the means by which history, values, ·beliefs, and knowledge are transmitted and new ideas are incorporated" (Tradition and Education: Towards a Vision of Our Future, 93). Post-secondary education should prepare students, Native and non-Native, for the job market. Native people are aware of the educational requirements relevant to today's employment situation in Canada. Moreover, they are aware of the need to foster a greater �5 understanding among Native and non-Native students of the needs of Native people with regard to cultural identity and awareness, language retention, and the relating of the concepts of Native self-determination and self-government. Therefore, it is important to recognize that the Nishnawbi-Aski Nation All-Chiefs Conference in August 1990 identified three important and related goals in the delivery of post-secondary education: a) to increase Native participation and completion rates in university and college programs; b) to increase the sensitivity and awareness of post-secondary institutions to native cultures and issues, and; c) the increase the extent and participation of Native peoples in decisions affecting Native post-secondary education (Keewatin Report, 32). The serious under-representation of Native people in Ontario post-secondary education institutions can only be rectified by concerted action. The Native Advisory Committee to the Ministry of Colleges and Universities, which included representatives of the Chiefs of Ontario Joint Indian Association, Association of Iroquois and Allied Indians, Nishnawbe-Aski Nation, Union of Ontario Indians, Ontario Federation of Indian Friendship Centres, Ontario Metis and Aboriginal Association and Ontario Native Women's Association has called for "the use of expanded and more flexible mature student admission and selectiqn criteria, the development of special access or bridging programs, the active recruitment of interested Native students and the expansion of distance education opportumties, particularly for people in northern Native communities." It is clear that Native people in this region and across Canada are actively participating in and directing the future of Native post-secondary education. This activity will provide Native students with the skills required to succeed in either Native or mainstream �6 communities. It is also clear that the University community at Lakehead is interested in working with Native people to help them to create the kind of post-secondary education that they require for the realization of self-reliance and economic and political self-sufficiency. In this spirit, the proposal for a Native Studies Program at Lakehead University is a first step in meeting the needs of both communities. �7 4. THE WORK OF THE NATIVE STUDIES STUDY GROUP Lakehead University has, through the first quarter century of its academic development, come to recognize the challenge that it faces in meeting the educational needs of a region characterized by a higher proportion of Native people than is to be found in any other part of Ontario. Northwestern Ontario is the home of dozens of First Nations and of thousands of urban Native people. The University has been most successful in developing such programs as the Native Teacher Education Program and the Native Language Instructors Program. For some time the Anthropology Department also offered a well-received Native Studies Program each Summer Session. The Academic Plan adopted by the Senate of Lakehead University in 1987 recognized the importance of academic services to Native people. Recommendation 4.5 of the Academic Plan stated: a major goal over the next five years be to try and introduce additional undergraduate and graduate programming of direct regional relevance. A series of study groups were formed "to coordinate and further develop courses and programs now being offered and investigate the feasibility of mounting new undergraduate programs in regionally relevant subject areas" (Recommendation 4.6). Specifically a Native Studies Study Group was recommended for the following reason: Northwestern Ontario has a significant Native population which is an increasing proportion of the regional total. Lakehead University should, therefore, increase its activities related to Native peoples in all respects as part of its regional mandate. This should be done in close co-operation and with the advice of the Native groups. Lakehead already has undertaken a number of program initiatives in the areas �8 of Nursing, Social Work, Anthropology, Native Languages, and Education. However, these are not coordinated and have not been analyzed in any comprehensive way. A Study Group should be formed to do this. The Academic Plan also recognized the importance of a distinct institutional setting for the academic services to Native people: Senate would like to note that, in its opinion, Native Studies initiatives should be organizationally distinct from Northern Studies initiatives. Although the two were linked in the Re port of the Presidential Advisory Committee on Northern Studies ( March 1985) so much is involved in each that it is likely to be less complicated to form two distinct organizational structures even though the two areas are intimately connected. As the Native Studies Study Group Report May 1989 indicated, the Senate recommendations relating to Native people were taken up soon after the Academic Plan had been adopted. The Native Studies Study Group focused its attention on four areas of priority: a) identification of Native needs and interests; b) developing a Native Students Access Program; c) promoting Native interests on campus; and d) enhancing research and programs in Native Studies. A substantial part of the Report was devoted to the creation of a Native Students Access Program modelled on the Native Nurses Entry Program but meeting the needs of Native students entering Arts and Science programs generally: �9 The Study Group also recognized that "the University's commitment to Native education will be demonstrated in part by the number of tenured Native faculty members it has, by actions designed to increase the number of tenured Native faculty members, and by its support of their efforts to develop professionally." The NSSG therefore recommended: "That Lakehead University take steps designed to increase the number of tenured Native faculty members" (p. 42). The Native Studies Study Group Report also recognized that "some centralized support and co-ordination of faculty activities would provide a continuity and visibility to University Native Studies that should enhance the effectiveness of the work and attract interest and funding" (p. 43). The Report, therefore, recommended "That the University obtain funds for the limited term appointment and support of a Co-ordinator of Native Studies to assist the Study Group in setting up a Centre for Native Studies and in other aspects of planning and implementing its programs in Native Studies" (p. 50). One of the specific issues that the Native Studies Study Group Report of May 1989 also dealt with was the academic location of the important Native Language program of the University: "Given the importance of Native languages within the Department of Languages, not only to Native people but also as a subject worthy of academic study, consideration should be given to enhancing the status of Native Languages within the Department of Languages or, alternatively, to locating Native Languages in another academic unit in the University" (p. 45). The Native Studies Study Group saw progress in the University's establishment of a Native Access Program during 1990/91 and has had the assistance of a Co-ordinator of �10 Native Programming since I 989. The need to focus effort on the academic development of Native Studies led to the creation of a Sub-Committee on Academic Programming in Native Studies in I 990. This Sub-Committee began consideration of an inter-disciplinary program in Native Studies. It also received a proposal in 1990 from a co~munity group, the "Animkee Education Council", to consider the establishment of a new quasi-professional program in Native Community Development. Native people have come to play a very important part in the work of the Native Studies Study Group and the Sub-Committee on Academic Programming in Native Studies. Lakehead University has also established a Native Advisory Committee (Appendix III) through which Native organizations advise the University on its responses to the educational needs of the Native people of Northwestern Ontario and the rest of the province. The Native Advisory Committee is now chaired by a Native person from the Lakehead community and provides the various Native governmental confederacies and other leading Native organizations with an instrument to guide academic development of concern to them at Lakehead University. The proposal for a new Department of Native Studies to offer Double Major, Minor and Certificate programs in Native Studies and a major program in Native Community Development was presented to the Native Advisory Committee at its meeting of 16 July 1991. The Native Advisory Committee has encouraged the University to continue working along the lines envisaged in these program proposals. The Native Advisory Committee has also received with interest a proposal from the President of Lakehead University for the establishment of a "School of Native Studies" that "would be comprised of two departments: an academic department to house academic and �11 research programs and support services departments where a full range of services such as social, personal and career counselling, orientation, and Native student advocacy would be provided" (The School of Native Studies: A Proposal Submitted to the Native Advisory Committee: July, 1991, p. 3). The "Proposal" envisages "the academic Department of Native Studies [as] a newly constituted department in the Faculty of Arts and Science" providing inter alia Native Studies Programs on an interdisciplinary basis "as described .. .in the report by the Native Studies Study Group sub-committee on Academic Programming" and a Native Community Development Program (p.5). �12 5. THE RATIONALE FOR ESTABLISHING PROGRAMS a) Native Studies Native Studies programs have become established in many Canadian universities to enable Native students to become more familiar with the experience and situation of their communities in Canada. Native Studies programs recognize that the historical experience of the First Nations. the social evolution of the Native peoples, the culture and way of life of aboriginal peoples generally are appropriate focuses for post-secondary study by both Native and non-Native students. Native Studies programs represent an instrument for cultural development and social empowerment by Native people as well as a forum within which nonNative persons can become more informed about the experience of their Native fellow citizens. Native Studies programs, which are sometimes regarded with concern as intrusions in the social or cultural life of Native peoples, have generally served to enable Native persons to make their own experience a legitimate focus for post-secondary education. This has certainly been true in Ontario of the Native Studies program at Trent University, which played a pioneering role in the development of programming and which has enabled Native people from every part of the province to achieve university degrees. A Native Studies program at Lakehead University will provide an opportunity for the Native people, particularly of Northwestern Ontario to explore the experience of their own people at the university of their region. The proposed program will enable them to combine this exploration with studies in a Double Major disciplinary context and thus became better prepared to act as leaders in their own communities. The Minor program will enable students to have some participation in Native Studies recognized on their transcripts. The Certificate in Native Studies will enable persons who have already achieved university degrees to add courses in Native Studies to their professional qualifications. �J 13 b) Native Community Development Native people are keenly aware of their need for professional qualifications to undertake work in the community development context. All communities hope to find the professional skills they need for economic and social development among their own members. Members of the community are most keenly aware of the needs and have the greatest stake in the development of programs and the achievement of results. What member of Native communities need is the opportunity to equip themselves in a quasi-professional way to meet the needs and plan the programs need for community development. A program in Native Community Development will enable Native students to combine study of the principles of community development with study of various courses offered by the existing departments of the Faculty of Arts and Science. . The economic development option will inevitably require a good deal of study in Economics whereas the social development option will focus study in Political Studies, Philosophy and Social Welfare. The Native Community Development program was proposed by a Native community group and will be developed further in discussion with First Nations and other Native organization. �14 6. PROPOSED FORMAT OF THE NEW PROGRAMS a) Native Studies The programs in Native Studies and Native Community Development off er students fundamental knowledge of First Nations' history; cultural and traditional values; political, constitutional, and sociological issues; and economic relationships with the mainstream society. The programs include a double major and a minor in Native Studies and a Certificate in Native Studies. The program in Native Studies combines relevant courses in the existing curriculum of various departments with core courses in Native Studies to enable students to complete the program. PROGRAMS I. B.A. {Native Studies Double Major) Three Year Program The double major in Native Studies consists of five courses in Native Studies and must be taken in combination with another Major whose requirements must be met. The following courses are required: First Year Native Studies 1100 Second Year - Native Studies 2431 and 2433 Third Year Native Studies 3435 and 3437 Note: Students in need of academic counselling should consult the Chair of the Department of Native Studies. �..J 15 2. B.A. (Minor in Native Studies) A minor concentration in Native Studies consists of at least three full-course- equivalents in Native Studies. An overall average of 60% is required in Native Studies 1100 and any two other Native Studies elective courses at the second year level or above. 3. Certificate in Native Studies The program consists of four full-course-equivalents in Native Studies: a) Native Studies 1100 b) Native Studies 2431, 2433, 3435 and 3437 c) one full-course-equivalent Native Studies course On completion of all four courses with an overall average of 60%, registrants will be awarded a Certificate in Native Studies. �16 6. b) Native Community Development (Draft Proposal) This program is designed to equip the student with the qulification to assist with the development of their community. The Interdisciplinary Program in Native Community Development offers a Bachelor Degree in Native Community Development. Studies may opt to complete a Fourth Year and achieve an Honours Degree in Native Community Development. B.A. (Major in Native Community Development) Three Year Program Option I - Economic First Year: (a) Native Community Development 1000 (b) Native Studies 1100 (c) Business 1511 and 1512 (d) Economics 1100 (e) One elective course from Group II Second Year: (a) Native Community Development 2000 (b) Economics 2003 (c) Three elective courses, one of which is recommended to be Business 1513 Third Year: (a) Native Community Development 3000 (b) Economics 3211 (c) Political Studies 3351 (d) Three elective courses �17 Option II - Social First Year: (a) Native Community Development 1000 (b) Poli ti cal Studies l l 00 (c) Sociology 1100 (d) two elective courses Second Year: (a) Native Community Development 2000 (b) Philosophy 2805 (c) Political Studies 3351 (d) two and one-half elective courses Third Year: (a) Native Community Development 3000 (b) Social Welfare 3411 (c) Native Studies 3437 (d) three elective courses �18 RECOMMENDATIONS It is recommended that the Faculty of Arts and Science consider the following actions: I. I Establishment of a program in Native Studies incorporating the core courses in Native Studies that have long been part of the Anthropology listings in the Calendar plus a new introductory course and including cross-listed or recommended courses offered by various Arts and Science departments. 1.2 Creation of Double Major, Minor and Certificate options for the study of these Native Studies courses. 1.3 Development of a program in Native Community Development incorporating new courses in this area and courses already offered by the various Arts and Science departments. 1.4 Implementation of both the Native Studies and Native Community Development programs by means of a new department within the Faculty of Arts and Science and the appointment of a Native faculty member to begin to develop the new department. 1.5 Further consideration of curriculum development in Native Studies and Native Community Development by the Faculty of Arts & Science. �19 8. CONCLUSIONS The challenge from the First Nations and Native organizations is clear. These proposals will enable Lakehead University to join in meeting the challenge. "The provision of post-secondary education to First Nations students is an absolute necessity." - Assembly of First Nations 1990 "Post-secondary education is essential to all First Nations activities that share the objective of self-determination." - Assembly of First Nations 1990 "We want education to give our children a strong sense of identity with confidence in their personal worth and ability." - National Indian Brotherhood 1973 "Many First Nations communities today have 80 to 90 per cent unemployment rates, and government spends enormous sums on maintaining these people through the payment of social assistance that is a right for all Canadians. Our great hope for climbing out of this state of dependency is to produce a highly educated generation that can put its knowledge and skills to work in improving life on the reserves. In fact, it costs more to keep people uneducated and unemployable, either in the reserves or in the cities, than to put them through university. This is, for us, a definition of frustration." George Erasmus Drumbeat, (1989) �APPENDIX I COURSES NATIVE STUDIES PROGRAM �21 APPENDIX I COURSES NATIVE STUDIES PROGRAM The following courses are offered for the Native Studies degree program: CORE COURSES The following courses are offered for the Native Studies degree program: Native Studies I JOO - Introduction to Native Studies This course provides an introduction to the experience of Native people before and after the arrival of Europeans. The aim of the course is to assist the student in exploring Native traditions and understanding the current situation of Native people. ANTHROPOLOGY Native Studies 2431 - Anthropology 343 I Native People and the Past This course focuses on an analysis of Native cultures from prehistoric times through to the height of the fur trade. The aim of the course is to evaluate Native-European relations prior to Confederation. Native Studies 2433 - Anthropology 3433 Native People and the Government The aim of this course is to consider Native-government relations since the time of Confederation. Topics include the status of Native women, Native education, the role of Indian and Northern Affairs Canada, and the nature of treaty organizations. Native Studies 3435 - Anthropology 3435 -- Native People and the Land During the past few years, land ownership has emerged as a central issue in Nativegovernment relations. This course examines some of the main controversies centering on this issue. Native Studies 3437 - Anthropology 3437 Native People and the Issues The purpose of this course is to introduce the student to some of the key issues in contemporary Native life. Among others, the topics will include economic development, the impact of technology and education. �22 ELECTIVE COURSES The following Native Studies courses are listed under related disciplines where indicated and may be counted as Native Studies courses or as courses in the related discipline. All of the prerequisites established by the various departments for the following courses must be adhered to: ANTHROPOLOGY Native Studies 2lf3 -- Anthropology 2 lf3 -- The Archaeology of North America This course examines the archaeological techniques and methods of interpretation focusing on the excavations and analysis of material culture of prehistoric cultures of North America. Using the anthropological approach to reconstruct prehistoric societies beginning with the first movement of people onto the continent, the course surveys the evolution of the Indian cultures. Native Studies 2401 -- Anthropology 2401 -- Introduction to Native Canadian Studies This course focuses on an analysis of the customs and cultures of the aboriginal peoples of Canada from the time they entered the New World to the present. The course begins with an examination of the migration of Native People to the New World, traces the impact of Europeans on Native societies and deals with some of the day issues that confront Native Canadians today. ENGLISH Native Studies 2702 -- English 2702 -- Canadian Indian Literature An introduction to Canadian Indian literature from the seventeenth century to the present. Among those to be studied are Tecumseh, Brant, Johnson, Redbird and Copeway. HISTORY Native Studies 3304 -- History 3304 -- The North American Fur Trade A survey of the varied domains of the fur trade in North America and the scholarship that has developed on this topic; study of the social consequences as well as the economic nature of the trade; appreciation of the basic role of the Native people in this trade and assessment of the effect it had on their history. �•' 23 LANGUAGES Native Studies lXXX--Oiibwe 1010-- Introduction to Oiibwe I Introduction to basic Ojibwe phonetics, grammar and conversation. OR Native Studies l XXX -- Cree 1010 -- Introduction to Cree I Introduction to basic Cree phonetics, grammar and conversation. Native Studies l XXX -- 0 iibwe 1012 -- Introduction to O iibwe ll Development of conversational skills and practice in writing. OR Native Studies l XXX -- Cree JO 12 -- Introduction to Cree ll Development of conversational skills and practice in writing. Native Studies l XXX -- Algonquian 1210 -- Written Algonquian Structure Part I An introduction to the Algonquian language structure and syllabic orthographic principles through the study of examples from the various Algonquian languages represented by class members. OR Native Studies 1 XXX -- Algonquian 1212 -- Oral Algonquian Structure Part I Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Native Studies I XXX -- Algonquian 1230 -- Written Algonquian Structure Part ll Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proof-reading and correcting of unedited text. Advanced work in syllabic. OR �24 Native Studies 1XXX -- Algonquian 1232 -- Oral Algonquian Structure Part // Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Native Studies 2XXX -- Oiibwe 2001 -- Intermediate Oiibwe Development of basic skills. Introduction to reading materials. OR Native Studies 2XXX -- Cree 2001 -- Intermediate Cree Development of basic skills. Introduction to reading materials. Native Studies 2XXX -- O iibwe 2011 -- Field Study Special project to be pursued as a practicum on location. OR Native Studies 2XXX -- Cree 2011 -- Field Stu~y Special project to be pursued as a practicum on location. Native Studies 2211 -- Algonquian 2231 -- Written Algonquian Structure Part //I Continuation of the structural study of Algonquian languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. OR Native Studies 2XXX -- Algonquian 2213 -- Oral Algonquian Structure Part IV Continued Study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Native Studies 2XXX -- Algonquian 2231 -- Written Algonquian Structure Part IV Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. OR �25 Native Studies 2XXX -- Algonquian 2233 -- Oral Algonquian Structure Part IV Guided individual or small group work on selected Algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Native Studies 2XXX -- Native Languages 27 l l -- Introduction to Native American Linguistics A survey of the native languages of North America: present situation, historical relationships, sound systems, grammatical structures, geographic and social variation, writing systems and language maintenance. The basic principles of descriptive and historical linguistics will be introduced. Native Studies 2XXX -- Native Languages 2713 -- Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. Native Studies 3XXX-- Oiibwe 3001 -- Advanced Oiibwe Continued practice of aural, oral, reading and writing skills. Introduction to syllabic writing. Contrastive analysis of related languages. OR Native Studies 3XXX -- Cree 3001 -- Advanced Cree Continued practice of aural, oral, reading and writing skills. Introduction to syllabic writing. Contrastive analysis of related languages. Native Studies 3XXX-- Oiibwe 3011 -- Oiibwe Immersion Development of all language skills on location. OR Native Studies 3XXX -- Cree 3011 -- Cree Immersion Development of all language skills on location. Native Studies 3XXX-- Oiibwe 3211--Translation Theory and practice of translation. Problems of literary and technical translation. OR �26 Native Studies 3XXX -- Cree 3211 -- Translation Theory and practice of translation. Problems of literary and technical translation. Native Studies 3XXX -- Native Languages 3251 -- Translation Specific problems of translation. The topic of this seminar will vary from year to year. Native Studies 3XXX -- Native Languages 3511 -- Literature: The Oral Tradition Problems and methods of collection and analysis. Research and guided projects in oral literature. Native Studies 3XXX -- Native Languages 3531 -· Composition Expository and creative writing, research and guided project. Native Studies 3XXX -· Native Languages 3553 -· Literature Specific problems of extant literature or creative writing. The topic of this seminar will vary from year to year. Native Studies 3XXX -- Native Languages 3711 -- Native American Applied Linguistics Introduction to problems and research methods. Native Studies 3XXX -- Native Languages 3751 -- Linguistics Specific problems of theoretical or applied linguistics. The topic of the seminar will vary from year to year. Native Studies 3XXX -- Native Languages 380 l -- Special Sub iect Introduction to bibliography and independent research methods. Project on a literary, linguistic or language subject. PHILOSOPHY Philosophy 2805 -- Native Canadian World Views This course is designed to introduce the student to the manner in which the world is viewed from the perspective of the Native peoples of Canada. Through a comparative analysis of the many interpretations placed upon the Indian perspective by mainstream society basic insights into the traditional Indian world view can be gained. The course discusses some of the distinctive aspects of Indian cultural perspective. The significance of these aspects and their implications in contemporary issues concerning cultural, social, legal, political and economic matters is explored. �27 POLITICAL STUDIES Native Studies 3351 -- Political Studies 3351 -- Aboriginal Peoples and the Law An examination of the unique legal position of Aboriginal Peoples in Canada with particular emphasis on the political, economic and social impact of the law. Topics to be dealt with include: International Law and indigenous people. Aboriginal identity in Canada, the nature of aboriginal title, the scope of aboriginal rights, pre and post confederation treaties (particular emphasis on treaties in northwestern Ontario), land claim negotiations (specific and comprehensive land claims), self-government, constitutional developments, the nature of amendments to the Indian Act. Native Studies 4203 -- Political Studies 4203 -- Politics in the Canadian North An analysis of politics in the Canadian territorial - and provincial north. Comparisons will be made with other countries of the circumpolar north. SOCIAL WORK Native Studies 3411 -- Social Welfare 34 J J -- Social Policy and Indian People Examination of the historical development of social policy and social welfare services and programs with respect to Indians and the role of the profession of social work in meeting the needs of Indians. VISUAL ARTS Native Studies 2060 -- Visual Arts 2060 -- Native Arts and Cra {ts This studio/lecture course focuses on the traditional designs and craft objects associated with the indigenous groups of Canada from immediate pre-contact to the present. Historical and cultural contexts are analyzed as they relate to various Native groups and their artistic production. �APPENDIX II COURSES NATIVE COMMUNITY DEVELOPMENT (DRAFT PROPOSAL) �29 APPENDIX II CORE COURSES a) The following courses are offered for Native Community Development program: Native Community Development 1000 - Introduction to Native Community Development This course examines the theory of community development and the methods for facilitating aboriginal self-determination and self-government. It considers the history of the relations between First Nations and the federal and provincial/state governments of Canada and the United States. Lectures 3 hours Native Community Development 2000 - The Dynamics of Native Community Development This course explores the means that First Nations have used to develop their communities. First Nations have sought control of the administration of human services (including education, health, housing and social welfare) as well as policing and judicial services. They have endeavoured to develop and operate commercial enterprises, and they have asserted aboriginal rights on natural resources. This course enables students to apply these precedents to their own communities. Lectures/Seminars 3 hours Native Community Development 3000 - Program Planning and Evaluation in Native Communities This course provides instruction in assessment of community needs, application of program planning theory and practice, writing of program proposals and evaluation of programs. Studies will be encouraged to apply computer software packages to various communities whether rural or urban. Lectures/Seminars 3 hours �APPENDIX III LAKEHEAD UNIVERSITY NATIVE ADVISORY COMMITTEE TERMS OF REFERENCE �32 LAKEHEAD UNIVERSITY NATIVE ADVISORY COMMITTEE Preamble Lakehead University has a history of participating in Native endeavours. For example, the Native Nurses Entry Program, the Native Teacher Education Program, the Native Language Instructors' Program, and the Native Student Support Services Program are testaments to this institution's commitment to make the Native students' academic goals more successful. Most recently, Lakehead University established the Native Studies Study Group and the position of Co-ordinator of Native Programming to assist in the University's objectives of developing programming relevant to Native people and of helping Native students succeed. A further initiative by the University is to establish a Native Students Access Program to further the ability of Native students to enter University programs and to succeed in their work. Lakehead University is committed to involving and consulting the Native community at large with respect to such objectives and programs. It needs a mechanism for regular and mutually useful participation of representatives of the Native population. The University proposes to establish the Lakehead University Native Advisory Committee as a means of involving Native people in University programs of interest to them. The Committee would have the following terms of reference. TERMS OF REFERENCE 1. Advisory Relationship within the University The Lakehead University Native Advisory Committee (LUNAC) is established to give advice to the President at Lakehead University on programming in Native Studies, on University relationships with Native communities and students, and on other matters of interest to Native people and the University. 2. Membership The Lake head University Native Advisory Committee shall consist of fifteen persons: l) 2) 3) 4) 5) 6) 7) 8) The The The The The The The The Grand Council Chief of the Nishnawbe-Aski Nation Grand Council Chief of Grand Council Treaty #3 Grand Chief of the Union of Ontario Indians Grand Chief of the Association of Iroquois and Allied Indians President of the Ontario Metis and Aboriginal Association President of the Ontario Federation of Indian Friendship Centres President of the Ontario Native Women's Association President of the Lakehead University Native Students' Association The elected leaders named above may be represented by such other qualified and formally designated representatives as she/he appoints. 9) IO) 11) 12) 13) Two Native persons from Northwestern Ontario to be nominated and appointed by the Committee, one of whom shall be an elder. The Chairperson of the Native Studies Study Group Two persons appointed by and from the Native Studies Study Group The Co-ordinator of Native Programming The Vice-President (Academic), who shall be Secretary of the Committee. �Native Advisory Committee Terms of Reference 33 Page 2 The Chairperson of the Lakehead University Native Advisory Committee shall be a Native person, nominated and selected from the Committee membership. 3. Representation and Advice The representation of the Native community served by Lakehead University, with their special knowledge and trust within their community, are expected to represent the interests of their people in the deliberations of the Advisory Committee. They are in a position to know the concerns and needs of their people, to bring these to the attention of the Advisory Committee and the Vice-President (Academic), and to influence the actions of the university. 4. Responsibilities The Lakehead University Native Advisory Committee is established to: 1) 2) 3) 4) 5) 6) 7) 8) provide ongoing support and advice to Lakehead University through the Offices of the President and the Vice-President (Academic); review data and statistics on the recruitment and retention of Native students, the courses of study in which they are enrolled, and their success in and after their University studies; review and advise on general policy additions and changes to University programs, as these relate to the Native communities and students, through such procedures as periodic program reviews and evaluations; advise on the promotion of University programs and services, program budgets, recruitment of Native staff, faculty and students, application procedures, admissions procedures and criteria, the support of Native students and proposals for Native specific initiatives; advise and educate the University and the general public on Native issues; assess ways in which courses of study may be offered in Native communities in northern Ontario; advise on the establishment of a Centre or Department of Native Studies, and, submit specific recommendations with regard to the above named matters. S. Meetings The Committee may meet as often as it sees fit, provided that it does so within the budget provided. The University shall pay appropriate travel, meal, and accommodation expenses according to established University accounting practices. The .University shall provide secretariat services through the Office of the Vice-President (Academic). July 1991 �APPENDIX IV SELECTED NATIVE STUDIES BIBLIOGRAPHY �35 APPENDIX IV SELECTED NATIVE STUDIES BIBLIOGRAPHY Adams, H. Prison of Grass: Canada From a Native Point of View. Toronto: Viking Press, 1975. Asch, Michael. Home and Native Land: Aboriginal Rights and the Canadian Constitution. Toronto: Methuen, 1984. Barman, J., Y. Hebert, and D. McCaskill, eds. Indian Education in Canada: The Legacy. Vancouver: U.B.C. Press, 1986. Berger, Thomas. Northern Frontier, Northern Homeland: The Report of the Mackenzie Valley Pipeline Inquiry. Vancouver: Douglas and McIntyre, 1988. Berkhoffer, R. The White Man's Indian: Images of the American Indian From Columbus to the Present. New York: Knopf, 1978. Boisvert, D. Forms of Aboriginal Self-Government. Intergovernmental Relations, Queen's University, 1985. Kingston, Ont.: Institute of Boldt., Menno, and J. Anthony Long. eds. The Quest for Justice: Aboriginal Peoples and Aboriginal Rights. Toronto: University of Toronto Press, 1985. __. Governments in Conflict: Provinces and Indian Nations in Canada. Toronto: University of Toronto Press, 1988. Boldt, Menno, J. Anthony Long and Leroy Little Bear. eds. Pathways to Self-Determination: Canadian Indians and the Canadian State. Toronto: University of Toronto Press, 1984. Briggs, Jean. Never in Anger. Cambridge: Cambridge University Press, 1980. Brody, Hugh. The People's Land: Eskimos and Whites in the Eastern Arctic London: Penguin Books, 1975. __. Maps and Dreams: Indians and the British Columbia Frontier. Vancouver: Douglas and McIntyre, 1981. Cardinal, H. The Re-Birth of Canada's Indians. Edmonton: Hurtig, 1977. Clark, Bruce. Native Liberty, Crown Sovereignty: The Existing Aboriginal Right of SelfGovernment in Canada. Montreal: McGill-Queen's University Press, 1990. Cruikshank, Julie. Athapaskan Women: Lives and Legends. Ottawa: National Museum of Canada, 1979. Dosman, Edgar J. Indians: The Urban Dilemma. Toronto: McClelland and Stewart, 1972. Driben, Paul, and Robert S. Trudeau. When Freedom is Lost: The Dark Side of the Relationship Between Government and the Fort Hope Band. Toronto: University of Toronto Press, 1983. �36 Fiddler, Chief Thomas, and James R. Stevens. Killing the Shaman. Moonbeam, Ontario: Penumbra Press, I 987. Fisher, Robin. Contact and Conflict: Indian-European Relations in British Columbia 1774-1890. Vancouver: U.B.C. Press, I 977. Francis, Daniel, and Toby Morantz. Partners in Furs: A History of the Fur Trade in Eastern James Bay, 1600-1870. (Montreal: McGill-Queen's University Press, 1983. Franks, C.E.S. Public Administration Questions Relating to Aboriginal Self-Government: Aboriginal Peoples and Constitutional Reform. Kingston, Ont.: Institute of Intergovernmental Relations, Queen's University, 1987. Frideres, J. Canada's Indians: Contemporary Conflicts. 3rd ed. Scarborough, Ont.: Prentice-Hall, 1988. Getty, Ian A.L., and Antoine S. Lussier., eds. As Long as the Sun Shines and the Rivers Flow: A Reader in Canadian Native Studies. Vancouver: U.B.C. Press, 1983. Goldie, Terry. Fear and Temptation: The Image of the Indigene in Canadian, Australian and New Zealand Literatures. Montreal: McGill-Queen's University Press, 1989. Hawkes, David, ed. Aboriginal Peoples and Government Responsibility: Exploring Federal and Provincial Roles. Ottawa: Carleton University Press, I 989. Hawthorn, H., and M.A. Tremblay, eds. A Survey of the Contemporary Indians of Canada: A Report on Economic, Political, Educational Needs and Policies. Ottawa: Indian Affairs Branch, 1966-67. Jenness, Diamond Indians of Canada. Bulletin 65, Anthropological Series No. I 5. Ottawa: National Museum of Canada, 1932. __. Eskimo Administration: Canada. Montreal: Arctic Institute of North America, 1964. King, Thomas, ed. All My Relations: An Anthology of Contemporary Canadian Native Fiction. Toronto: McClelland and Stewart, 1990. Malloch, L. Dene Government Past and Future: A Traditional Dene Model of Government and its Implications for Constitutional Development in the Northwest Territories Today. Yellowknife: Western Constitutional Forum, 1984. Morrison, R. Bruce, and C. Roderick Wilson, eds. Native Peoples: The Canadian Experience. Toronto: McClelland and Stewart, 1986. Morse, Bradford W., ed., Aboriginal Peoples and the Law: Indian, Metis and Inuit Rights in Canada. Ottawa: Carleton University Press, 1991. 2nd edition. Penner, Keith. Report of the Special Committee on Indian Self-Government in Canada. Ottawa: House of Commons Standin~ Committee on Indian Affairs and Northern Development, 1983. Petrone, Penny, ed. First People, First Voices. Toronto: University of Toronto Press, 1983. �37 Ponting, J. Rick, ed. Arduous Journey: Canadian Indians and Decolonization. Toronto: McClelland and Stewart, 1986. Ponting, J. Rick, and Roger Gibbins. Out of Irrelevance: A Socio-Political Introduction to Indian Affairs. Toronto: Butterworths, 1980. Ray, Arthur J. The Canadian Fur Trade in the Industrial Age. Toronto: University of Toronto Press, 1990. __. Indians and the Fur Trade: Their Role as Trappers, Hunters and Middlemen in the Lands Southwest of Hudson bay 1660-1870. Toronto: University of Toronto Press, 1974. Richardson, Boyce, ed. Drumbeat: Anger and Renewal in Indian Country. Toronto: Summerhill Press and AFN, 1990. Tennant, P. Aboriginal Peoples and Politics. Vancouver: U.B.C. Press, I 990. Trigger, Bruce G. Natives and Newcomers: Canada's "Heroic Age" Reconsidered. Montreal: McGill-Queen's University Press, 1985. Van Kirk, Sylvia. Many Tender Ties: Women in Fur Trade Society in Western Canada 16701870. Winnipeg: Watson and Dwyer, 1980. Weaver, Sally. Making Canadian Indian Policy: The Hidden Agenda 1968-70. Toronto: University of Toronto Press, I 98 I. Woodward, J. Native Law. Toronto: Carswell, 1990. York, Geoffrey. The Dispossessed: Life and Death in Native Canada. London: Vintage Books, 1990. �APPENDIX V PROPOSAL FOR A SCHOOL OF NATIVE STUDIES �THE SCHOOL OF NATIVE STUDIES ...\ PROPOSAL SUBMITTED TO THE NATIVE ADVISORY COMMITTEE JULY, 1991 �40 INTRODUCTION Lakehead University has a long history of participation in Native education. The university's first experience in programming specifically addressed to Native students began twenty years ago with the introduction of the Native Teacher Education Program. The university's ongoing commitment to Native education is stressed in its Academic Plan ( 1987) where a course of action to increase activities related to Native peoples is outlined as part of the regional mandate of the university. It was noted that this should be done in close cooperation and with the advice of Native groups. This commitment was reinforced further when. in response to the Academic Plan recommendation. a Native Studies Study Group was formed to analyze and coordinate present activities and to propose new ones. In its Native Studies Studv Group Report (May. 1989), the Study Group noted the following: "A strong emphasis on service to Native people and Native communities would be a notable and worthwhile contribution by Lakehead University to the welfare of Northwestern Ontario and to its own efforts to establish a distinguished and characteristic specialization. The present state of interest and activity in Native studies and matters is primarily the result of (individual) faculty and departmental initiatives. A serious intent by Lakehead University to make Native studies and serving Native interests an intrinsic part of its operations will require concrete and sustained actions by the university as an institution. The Native Studies Study Group set four priorities ........ having to do with the identification of Native needs and interests through consultations with Native people, developing a Native Students Access Program, promoting native interests on campus. and enhancing research and programs in Native Studies at the university." �41 2 Although modest improvements have been seen in recent years in the participation rate of Natives in higher education, it is still considerably lower than the overall average for the general population. The problem is systemic and must be dealt with on a system-wide basis. Until participation rates for Native students approximate that of the general population, innovative solutions must be found to encourage Native students to see higher education as an attainable goal and to provide the necessary support for success once they are here. It is our wish to continue w·orking in partnership with the Native community to improve programming, both academic and support, for Native students and to work toward increasing the participation rate and success of Native students in higher education. The ideas we are presenting today come to a large extent from the efforts of the Study Group and follow from the recommendations of its first report. With the implementation of the Native Education Strategy by the Ministry of Colleges and Universities, the university sees an opportunity to move from a planning phase to an implementation stage and further enhance the value of the university to our Native students. The proposal that follows would see the establishment of a School for Native Studies to house the Academic Department of Native Studies and the Department of Native Support Services. The concept is discussed in greater detail in the report. �42 3 THE SCHOOL FOR NATIVE STUDIES As stated earlier, the concept of a School of Native Studies was first proposed in the 1987 Academic Plan and reinforced by the Native Studies Study Group. At that time the idea was posed that such a structure would co-ordinate and promote instructional and research activities by faculty and educational services for Native students. Today, the concept of a School of Native Studies has been extended to mean a centre for Native activities, both academic and support. Special professional programs such as Native Nursing, Education and possibly Engineering would remain in those schools but with support services and community liaison services provided by the School would be available to all Native students regardless of the program of enrolment. The School of Native Studies would be comprised of two departments: an academic department to house academic and research programs and a support services department where a full range of services such as social, personal and career counselling, orientation, and Native student advocacy would be provided. The organizational structure proposed is presented in Table 1. �SENATE NATIVE ADVISORY COMMITTEE Faculty of Arts and Science I Dept. of Native Stud les - B.A. (Native Community Development) - B.A. (Native Studies Program (double major) School of Native Studies (or appropriate tltle) l r Native Support Services Elder Counsellor Native Counselllng & Community Llason Officer Housing Officer - Native Access Program - Native Studies Cert If lcate - Native Studies Minor Program Specific Advisory Committees Professional Studies Native Programs Native Programs & Students "'" w �44 5 DEPARTMENT OF NATIVE STUDIES The academic Department of Native Studies would be a newly constituted department in the Faculty of Arts and Science. In this department a number of Native programs are possible. Native Access A program already implemented on a trial basis is a general Native Access Program. The Access Program is modelled after the very successful Native Nurses Entry Program and is intended to facilitate entry into university for individuals who do not have the necessary preparation for university admission. The program is a bridging year of special courses to provide students with the skills to begin a successful academic career. The Access Program f ea tu res specialized recruitment and admission procedures, program orientation and personal counselling, a curriculum that addresses deficiencies in preparation, tutoring services for academic courses, counselling in the area of financial assistance, and social and cultural support systems. Native Studies Programs By using an interdisciplinary approach to teaching Native Studies, the expertise of several academic departments could be drawn together to build a major in Native Studies. A certificate and a minor program could be offered as well using che same approach. Plans in this area are described further in the report by the Native Studies Study Group subcommittee on Academic Programming. Community Development Program Another approach being investigated fallows from a proposal made by the �__ __, 45 6 Animkee group that suggested that the university offer a program in Native Community Development. The intent of the community development program is to provide Natives with the skills and education needed in their self-government initiatives and the development of community and resources. -Such a program would be subject to the system-wide university program approvals process. It would require extensive planning and would be subject to rigorous scrutiny both internally and system-wide on curriculum. academic quality, societal need. student demand and many other points. �/ 46 7 SUPPORT SERVICES DEPARTMENT A significant element in the provision of special programs co minority students is the support system that must be in place to assist students in making the transition to a successful academic !if e. For this reason the university operates the Native Support Services Office. Students receive academic, personal and financial counselling as well as cultural support and understanding. Assistance is provided for academic course work and study skills. Tutors are provided through interface with the Learning Assistance Centre and a Native peer tutor system is in place. The office is a centre of Native student activity on campus and has an ambitious program of social and cultural events. Cultural support would be enhanced with a Elder in Residence program to provide the support of an Elder on a regularly-scheduled basis. The Native Support Services Office is staffed year round because of summer programs such as Native Languages and the number of students participating in a variety of summer courses. Additionally, it is proposed to enhance the Native support service function with a Native Counsellor and Community Liaison Officer and a Native housing officer. Native Counsellor and Community Liaison Officer Lakehead University recognizes that in order to be successful in our endeavours to encourage greater participation by Native students, we must reach out to the community to deliver the message that higher education is an option for Native Canadians and to communicate the range of programs available. Our belief is that if we target Native students more directly we can increase the number who will view university education as a viable al terna ti ve. In the report Native Student Drop-Out in Ontario Schools (1990), it was noted that northern Native students are in general at greater risk of dropping out than are their �47 8 southern counterparts. "There are particular geographical, social, economic, educational, and historical factors present in northern Ontario which both singly and together mitigate again a northern Native student experiencing the same chances of academic success as his or her southern counterpart". Factors contributing to this situation include low expectations due to a number of negative factors such as poor self esteem, low expectations from the education system, from their communities and families, the la,ck of positive Native role models and, most important, a feeling that their communities lack many of the employment opportunities that would make the struggle and sacrifices to graduate worthwhile. The reports went on to say that ~There was a high degree of agreement between Native and non-Native educators that Native dropouts lacked clear plans. Generally, these educators thought that the main reasons for this dearth of planning could be attributed to cultural factors, lack of role models, and to a lack of career counselling in both elementary and secondary schools". For these very compelling reason we propose to establish the position of Native Counselling and Community Liaison Officer who will be responsible for meeting directly with Native students, teachers, families and community leaders. As a Native person, the counsellor will present a positive role model who understands and is sensitive to the needs of these students. The counsellor will provide information to potential students, both mature students and high school students, guidance teachers, families and community leaders. Information on programs, facilities, career opportunities, support services at the university and information on the City of Thunder Bay would be communicated. The Liaison Officer would play the extremely valuable role of endeavouring to encourage greater participation in university programs, would coordinate efforts to present information on programs at the university that are specifically addressed to Native students as well as provide information about regular programming that is accessible to Native students. Liaison with university departments would take place as well in order to see that students are placed in programs that best suit their needs. f �48 9 The geographic area targeted will be northern Ontario with particular emphasis on northwestern Ontario. Emphasis will be on visiting outlying and remote areas where direct contact is most needed. Native specific programs will be stressed as will the fact that all university programs are accessible co Native students. Counselling on the accessibility of education using Distance Education technology and off •campus on•site delivery through Continuing Education also will be provided. Promoting university programs and recruiting in the target groups will result in reaching the goal of more Native students accessing university education. Native Housing Support Many of our Native students come from small, remote northern communities and are attempting to live for the first time in a larger urban city. Finding suitable accommodation is a major hurdle that Native students encounter in making the transition to an urban -university setting. As well, many of our Native students are mature students with families and these students have an even more difficult time finding suitable and reasonably priced accommodation. In order to assist these students in the transition, it is proposed that a part• time appointment be made to provide support to students in their search for accommodation and to act as an advocate for Native housing concerns. �49 JO STAFFING REQUIREMENTS Implementation of this plan would require the following staffing arrangement: Full time appointments: Senior faculty appointment for Native Studies and chair of the School. Faculty appointment for Native Access. Co-ordinator of Native Support Services. Native Counsellor and Community Liaison Officer. Secretarial Support Personnel (2) Part-time appointments: Tutors Native Housing Officer For the most part. these are either new or re-defined appointments based on role and funding considerations. The university currently has a Co-ordinator of Native Support Services and secretary in the Native Support Services Offices. These positions are funded from a grant that is being phased out. The positions of Co-ordinator of Native Access and the secretary are funded as a pilot project by the university pending finding a source of funds to fully implement the program. If the program continues. the co-ordinator position will become a faculty appointments. �50 ll SUMMARY Lakehead University would like to access the funds available from the Native Education Strategy and sees this as a window of opportunity to enhance and expand programming provided for our Native students. The advise of the Native Advisory Committee is sought in this initiative to ensure that the university works in partnership with Native leaders to provide an educational experience that meets the needs of the Native community. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Draft Native Studies Proposal Subject The topic of the resource Universities Description An account of the resource A draft of the Native Studies Proposal prepared by the Native Studies Study Group, November 1991, towards establishing an academic program at Lakehead University. Creator An entity primarily responsible for making the resource Lakehead University Native Studies Study Group Date A point or period of time associated with an event in the lifecycle of the resource 1991-11 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Indigenous students access program Indigenous studies Northwestern Ontario education proposal https://digitalcollections.lakeheadu.ca/files/original/2c81ed6e652e0c1ab7f7bc6df9e36eab.pdf 12894534a395c75559f207cad45b4579 PDF Text Text Lakehead University Organization 1992-93 BOARD OF GOVERNORS Mrs. Annette Augustine Prof. J. David Bates Mr. Duncan Bradley Mr. E. W. (Ted) O\ristiansen Mrs. M. V. (Mickey) Christiansen Dr. James T. Colquhoun Mrs. Maureen Doig Dr. Laurie Garred Mr. Paul Gordon Mr. David Hamilton Mr. Steve S. Hessian Mrs. Aorence Johnston Mr. Tom Jones Mr. James H. Lunny Mr. Ian Middleton Mrs. Dusty Miller Mr. Fredrick Nowgesic Mr. John P. O'Brien Mr. Patrick]. O'Brien Mr. Robert J. Paterson Ms Mary Jean Robinson Dr. Robert G. Rosehart Mr. Douglas Scott Mr. Anthony H. Seuret Mr. Fred Stille Mr. J. William Tennier Mrs. Bonny Wigmore Mr. Eric Wilson Dr. Ernst Zimmermann OFFICERS OF THE BOARD OF GOVERNORS Chair: Mr. Anthony H. Seuret Past Chair: Mr. Robert Paterson First Vice-Olair: Mr. Patrick O'Brien Second Vice-Chair: Mrs. Maureen Doig President: Dr. Robert G. Rosehart Secretary: Mrs. Beverley Stefureak Executive Committee Mrs. A. Augustine Prof J. David Bates Mrs. Maureen Doig Mr. Paul Gordon Mrs. Aorence Johnston Mr. John P. O'Brien Mr. Patrick J. O'Brien Mr. Robert J. Paterson Dr. Robert G. Rosehart Mr. Anthony H. Seuret, Chair Mr. Fred Stille Mr. J. William Tennier Lieutenant Governor's Appointees Mrs. M. V. (Mic.key) Christiansen Dr. J. Colquhoun Ms Mary Jean Robinson ST ANDING COMMITTEES OF THE BOARD OF GOVERNORS Audit Committee Mr. Steve S. Hessian Mrs. Dusty Miller Mr. Fred Nowgesic Mr. Fred Stille Mr. Eric Wilson Campus Development Committee Prof. J. David Bates, Chair Mr. E.W. (Ted) Christiansen Mr. Paul Gordon Mr. Ian Middleton Dr. Robert G. Rosehart Dr. Ernst Zimmermann Financial Planning Committee Mr. Duncan Bradley Mr. Paul Gordon Mr. Patrick}. O'Brien, Chair Mr. Douglas Scott Mrs. Bonny Wigmore Mr. Eric Wilson Fund Raising Committee Mrs. Mickey Ouistiansen Mayor David Hamilton Mrs. Aorence Johnston, Chair Mr. Tom Jones Mr. James Lunny Mrs. Bonny Wigmore Human Resources Committee Mrs. Maureen Doig, Chair Mrs. Dusty Miller Mr. John P. O'Brien Mr. Bill Tennier Investment Committee Mrs. Annette Augustine Mr. Duncan Bradley Mr. Steve S. Hessian Mr. Anthony Seuret, Chair (ex officio) Mr. Fred Stille Nominating Committee Prof. David Bates Mr. Ted Christiansen Mr. Lou Gallagher M.r. Paul Gordon Mr. G. Sydney Halter Mr. Robert Paterson, Chair (ex officio) Mr. Bill Tennier SENATE President and Chair: Dr. Robert G. Rosehart Vice-President (Academic): Dr. John H. M. Whitfield Chief Librarian: Mr.Fred H. McIntosh Registrar: Mr. Pentti A. Paularinne Deans of Faculties: Dr. James H. Gellert (Arts and Science), (Professional Studies) Heads of Teaching Departments Dr. J. Stewart (Anthrop::,logy) Dr. G. Ozburn (Biology) Dr. A. N. Hughes (Chemistry) Dr. B. Moazzami (Economics) Dr. M. Richardson (English) Dr. H. Rasid (Geography) Dr. M. Kehlenbeck (Geology) Dr. A. E. Epp (History) Dr. A. Mamoojee (Languages) Prof. M. MacLean (Library and Information Studies) Dr. C. Graham (Mathematical Sciences) Dr. G. Carruthers (Music) Dr. R. McKay (Native Studies) Dr. R. C. S. Ripley (Philosophy) Dr. V. V. Paranjape (Physics) Dr. G. Munro (Political Studies) Dr. K. Rotenberg (Psychology) Dr. R. Delaney (Social Work) Dr. G. Schroeter (Sociology) Prof. P. Vervoort (Visual Arts) Prof. Ken Hartviken (Business Admin.) Prof. Jan Thatcher (Pros. Curr. Yrs 1 +2) Prof. R. Glew (Prog. Curr. Yrs 3 + 4) Dr. A. Bowd (Education) Dr. A. Ponder (Cont. Teacher Ed..) Prof. J.D. Bates (Pre-Ser. Teacher Ed.) Dr. J. G. Locker (Engineering) Dr. L. Garred (O,emical Eng.) Dr. C. D. Johnson (Civil Eng.) Prof. D. Roddy (Electrical Eng.) Dr. S. H. L. Tsang (Mechanical Eng.) Dr. J. K. Naysmith (Forestry) Dr. R. Pulkki (Forest Management) Prof. R. Oarke (Forest Technology) Dr. L. McDougall (Nursing) Dr. H. Akervall (Outdoor Recreation, Parks & Tourism) Dr. J. Crossman (Physical Education) Dr. N. LaVoie (Physical Education and Athletics) Elected Faculty Members Dr. J.5. Griffith Prof. G. Knutson Prof. R. Thayer Dr. D.M. Barry Dr. G. Borradaile Prof. M.L. Kelley Prof. C. Benson Dr. M.H. Tripp-Knowles Dr. L.K. Roy �Chairs of Senate Committees Senate Continuing Education Committee Ethics Advisory Committee Dr. J. H. M. Whitfield (Academic) Dr. R. Delaney (Academic Appeal) Dr. R.C.S. Ripley (Academic Regulations) Arts & Science - Dr. R. Ruiperez Arts & Science - Prof. M. L. Kelley Professional Studies - Prof. B. Handford Professional Studies - Prof. E. Diem Arts & Science - Dr. G. Hayman Arts & Science - Dr. L. Malek Arts & Science - Dr. B. Kent Professional Studies - Dr. R. McLeod Professional Studies - Dr. P. Jasen Prof. K. Hartviksen (Budget) Prof. R. Glew (Computing) Mr. D. Pakulak (Continuing Education) Dr. R. G. Rosehart (Executive) Dr. C. Nelson (Graduate Scholarships and Bursaries) Dr. C. Nelson (Graduate Studies) Dr. G. Merrill (Honorary Degrees) Dr. U. Panu (Library) Prof. J. de Cangas (Nominations) Dr. E. Zimmermann (Organization) Dr. L. Malek (Research) Dr. M. McPherson (Teaching and Leaming) Dr. H. Rasid (Undergraduate Studies) Ms J. Himmelman (Undergraduate Scholarships and Bursaries) Elected Representatives From The Board of Governors Mrs. M.V. Christiansen Dr. J. Colquhoun Ms M.J. Robinson Student Representatives Mr. Rick Cox Mr. Paul Ellerman M . Christine Fisher Ms Colleen McLean Mr. Robin Squires Mr. Mark Tilbury FACULTY MEMBERSHIPS ON SENA TE COMMITTEES Senate Academic Committee Arts & Science - Prof. P. Vervoort Arts & Science - Dr. D. Kemp Professional Studies - Dr. RE. Pulkki Professional Studies - Dr. W.R. Crowe Senate Academic Appeals Committee Arts & Science - Dr. G. Schroeter Arts & Science - Dr. R. Delaney Professional Studies - Dr. L. Garred Professional Studies - Prof. L. Hoffman Senate Committee on Academic Regulations Arts & Science - Dr. R. Ripley Arts & Science - Dr. S. R. MacGillivray Professional Studies - Dr. L. Thomson Professional Studies - Dr. D. Cooper Senate Budget Committee Arts & Science - Dr. W.R. Allaway Arts & Science - Dr. G. Munro Professional Studies - Prof. K. Hartviksen Professional Studies - Dr. R.E. Pulkki Immediate Past Chairman - Prof. G. Knutson Senate Graduate Scholarships and Bursaries Committee Arts & Science - Dr. A. Macdonald Arts & Science - Dr. S. Goldstein Professional Studies - Dr. A. Osborn-Seyffert Professional Studies- Dr. D. Weeks Senate Committee on Teaching and Leaming Arts & Science - Dr. D. West Arts & Science - Dr. B. Phillips Professional Studies - Dr. M. McPherson Professional Studies - Dr. H.A. Fennell Senate Graduate Studies Committee Dr. C. Nelson Dr. W. Keeler Arts and Science Dr. R. Freitag Prof. N. Bonsor Dr. W.Heath Dr.S.Kinrade Dr. G. Borradaile Dr. B. Muirhead Dr. M. Hasegawa Dr. V. Paranjape Dr. W. Melnyk Dr.T.Dunk Professional Studies Dr. A. Ponder Dr. J. Kayll Dr. M. McPherson Senate Committee on Honorary Degrees Arts & Science - Dr. G. Carruthers Arts & Science - Dr. G. Merrill Professional Studies- Dr. D. Robinson Professional Studies - Dr. J. Naysmith Senate Library Committee Senate Undergraduate Scholarships and Bursaries Committee Arts & Science- Dr. M. Johnston Arts & Science - Dr. F. Allaire Professional Studies - Dr. S. Mansour Professional Studies - Dr. Y.H. Prevost Senate Undergraduate Studies Committee Arts & Science - Dr. H. Rasid Arts & Science- Prof. P. Vervoort Professional Studies- Dr. B. Singh Professional Studies- Prof. J. de Cangas Academic Colleague to COU Prof. J. D. Bates Alternate - Dr. K. P. Sa tinder Arts & Science - Dr. J.M. Richardson Arts & Science - Dr. M. Rappon Professional Studies- Dr. A. Bauer Professional Studies- Dr. U.S. Panu Senate Nominations Committee Arts & Science - Dr. A. Chen Arts & Science - Prof. D. Parsons Arts & Science - Dr. A. Carastathis Arts & Science- Dr. R. Omeljaniuk Professional Studies- Prof. J. de Cangas Professional Studies- Dr. K. D. Eigenbrod Professional Studies - Dr. T. Bauer Professional Studies - Prof. C. Benson Senate Organization Committee Arts & Science - Dr. E. Zimmermann Arts & Science - Prof. R. Dilley Professional Studies- Dr. M. Oosterveld Professional Studies- Dr. J. Kayll Senate Research Committee Arts & Science - Dr. M. Bombin Arts & Science - Dr. L. Malek Arts & Science - Dr. S. McBride Arts & Science - Dr. S.D. Kinrade Professional Studies - Prof. B. Handford Professional Studies - Prof. B. Payne Professional Studies - Dr. A. Sedov Professional Studies - Dr. P. Tripp-Knowles MEETINGS 1992-93 Board of Governors September 18, 12:30 p.m. November 16, 4:00 p.m. February 18, 4:00 p.m. April 15, 4:00 p.m. June 17, 4:00 p.m. September 16, 4:00 p.m . Senate September 28, 9:30 a.m. October 27, 2:30 p.m. November 25, 9:30 a.m. January 25, 2:30 p.m. February 23, 9:30 a.m. March 24, 2:30 p.m. April 22, 9:30 a.m. May 14, 2:30 p.m. �Chairman, Tony Seu.ref 1992-93 Lakehead University Organization Chart • SENATE BOARD OF GOVER..l\JORS Bob Rosehart PRESIDENT EXECUTIVE ASSIST ANT TO THE PRESIDENT DIRECTOR OF EXTERNAL RELATIONS Tohn Russell fo-Anne Silverman FOUNDATIONSOFFICER Rob Zuback DEVELOPMENTOFFICER Scott Fortnum MANAGER,ALUMNISERVICES Frances Harding CO-ORDINATOROFALUMNISERVICES - Beverley Stefureak ..... DIRECTOR OF RESOURCE CENTRE FOR OCCUPATIONAL HEALTH & SAFETY Katherine Shedden CO-ORDINATOR, INFORMATION ........................................... AND PROMOfION SERVICES .. , NORTHERNONTARIO : :......~.~.'?.~~~~.1:'.~~~.~.... J VICE-PRESIDENT (ACADEMIC) Pentti Paularinne DEAN OF ARTS AND SCIFNCE CALENDAR/GRADUATE Margaret Anderson STUDIES OFFICER Sarena Knanik ASSIST ANT REGISTRAR SPECIAL ASSISTANT/ INSTITUTIONAL RESEARCH • BIOLOGY :,,,NORTHERN ONTARIO WILD RICE PROGRAM ADMISSIONS CO-ORDINATOR, Darlene Althoff INFORMATION SERVICES SEC. SCHOOL Kim Duffy LIAISON OFFICER SEC. SCHOOL Andrea Duckert LIAISON OFFICER Donna St. James SEC. SCHOOL LIAISON OFFICER ASSISTANT REGISTRAR Brenda Nelson SYSTEMS AND RECORDS George Ozburn im raemer Fred Poulter Kerrie-Lee Clarke DIRECTOR OF SERVICES ECONOMICS ENGLISH Bakhtiar Moazzami Mike Richardson GEOGRAPHY Harun Rasid GEOLOGY Manfred Kehlenbeck RECORDS OFFICER HISTORY Ernie Epp SCHEDULING AND LANGUAGES Abdul Mamoojee DIRECTOR OF COMPUTING SERVICES PROGRAMMING SUPERVISOR Ian Dew HEAD OF BIBLIOGRAPHIC PROCESSING HEAD OF COLLECTIONS Ann Deighton MEDICAL LAB SCIENCFS Colin Graham Peter Spare MUSIC Glen Carruthers NATIVE STUDIES :.... NATNEACCESS DEPARTMENT Raoul McKay Tim Arnot EDUCATION LIBRARIAN - PHILOSOPHY Shirley Boneca HEAD OF REFERENCE & INFORMATION SERVICES - PHYSICS Charles Ripley V. V. Paranjape - POLITICAL STUDIES Gary Munro - PSYCHOLOGY Kenneth Rotenberg - SOCIAL WORK Roger Delaney Frank Sebesta ADMINISTRATIVE SERVICES Joy Himmelman DIRECTOR OF STUDENT SERVICES FINANCIAL AID ADMINISfRATOR UNDERGRADUATE AWARDS OFFICER CO-ORDINATOR COUNSELLING SERVICES Phyllis Bosnick Tracey Marks Ian Cull Gardon Bruyere CO-ORDINATOR, NATIVE SUPPORT SERVICES · S therla d ,essie u n CO-ORDINATOR, HEALTHSERVICES Sr. Alice Greer CHAPLAIN r . . CO-ORDINATOR, LEARNING Geraldine White ASSISTANCE CENTRE Emily Scott SPECIAL NEEDS ASSIST ANT INTERNATIONAL - STUDENT ADVISOR Hedi Kogel DIRECTOR OF RESEARCH AND GRADUATE STUDIES Connie Nelson NATIONAL RESEARCH COUNCIL/IRAP Doug Stone Anne Klymenko RESEARCH OFFICER DIRECTOR OF CONTINUING EDUCATION Dan Pakulak Gwen Wajda COORDINATOR, DISTANCE EDUCATION & CONTINUING EDUCATION Armand Colosimo Ken Brown Norm Bonsor OMBUDSPERSON INSTRUCTIONAL DEVELOPMENT ADVISOR DIRECTOR (Acting), CENTREFOR NORTHERN STUDIES - SCX::IOLOGY Gert Schroeter - VISUAL ARTS Patricia Vervoart BUSINES.5 ADMINISTRATION Ken Hartviksen PROGRAM CURRICULUM, YEARS 1 & 2 Jan Thatcher PROGRAM CURRICULUM, YEARS 3 & 4 Richard Glew EDUCATION Allan Bawd CONTINUING TEACH. EDUC. Art Pander PRE-SERVICE TEACH. EDUC. ENGINEERING David Bates Gary Locker CHEMICAL Laurie Garred CIVIL Claude Johnson ELECTRICAL Dennis Roddy MECHANICAL FORESTRY FOREST MANAGEMENT FOREST TECHNOLOGY CENTRE FOR THE APPLICATION OF RESOURCFS INFORMATION SYSTEMS (CARIS) Seimer Tsang Tohn Naysmith Reino Pulkki Richard Clarke Grant Mitchell ........................................... : NORTHERN FOREST : ···1 ........~!.?.~~0..~.~tJI~...... .l NURSING Lorne McDougall OUTDOOR RECREATION, PARKS& TOURISM Henry Akervall Phil Kempe Ct11'0l Otte NETWORKING AND RESEARCH SUPERVISOR OPERATIONS SUPERVISOR SYSTEMS PROGRAMMER Paul lnkila SYSTEMS ANALYSTS MANAGER, RESIDENCE & CONFERENCE SERVICES RESIDENCE LIFE OFFICER MANAGER, AUDIO-VISUAL SERVICES MICRO COMPUTER MAINTENANCE MANAGER, BOOKSTORE MANAGER, PRINTING SERVICFS MANAGER, SECURITY SERVICES MANAGER, GRAPHIC SERVICES MANAGER, FOOD SERVICES SUPERVISOR, LIQUOR SERVICES OFFICE SERVICES DIRECTOR OF CAMPUS DEVELOPMENT DEAN OF PROFESSIONAL STUDIES Don Watson MICRO COMPUTER SUPERVISOR LIBRARY AND INFORMATION STUDIES Margaret MacLean MATHEMATICAL SCIENCES Grant Walsh Peter Lee Alan Hughes Fred McIntosh Wim Baarschers K foe Stewart CHEMISTRY ny appe EXAMINATIONS OFFICER Ina Chmnyshyn SENIOR ADVISOR f VICE-PRESIDENT (ADMINISTRATION) ANTHROPOLOGY r· Donna Stecky To C llo Jim Gellert Very Rev. Lois Wilson CHANCELLOR ASSISTANTDIRECTOR MANAGER OF OPERATIONS SUPERVISOR,. HOUSEKEEPING BUILDING MAINTENANCE SHIPPING & RECEIVING GROUNDS DIRECTOR OF FINANCE ASSIST ANT DIRECTOR ACCOUNTS omcER ACCOUNTANT FINANCIAL SYSTEMS MANAGER PAYMASTER PURCHASING MANAGER RESEARCH ACCOUNTING OFFICER DIRECTOR OF HUMAN RESOURCES Darlene Yahn Jeff Hill Judy Mackie Maria Grady David Hare Nanna Jean Newbold Bob Angell Stephen Albanese Becky Hurley Stan Nemec Ben Kaminski John Rose Jam.es Marsh Rhonda Kelly JimPodd Peter Kerr Walter Trutenko Mike Turek Bill Roukkula Norm Galloway Andy McFall Les Miller Dave Christie Lyette Wirtz Rita Blais Bryan Tawnson Bonny Wigmore Ralph Mauro Bill Bragnalo PHYSICAL EDUCATION AND ATHLETICS Norm l.Avoie Moe Ktytor DIRECTOR OF STUDENT PLACEMENT AND CO-OPERATIVE EDUCATION CENTRE CO-ORDINATOR, John DiGiacomo CO-OPERATIVEEDUCATION Georgina Voulgaris STUDENT PLACEMENT OFFICER PHYSICAL EDUCATION Tane Crossman ATHLETICS CO-ORDINATOR John Garland AQUATICS FACILITIES MANAGER Peter Dika ATHLETICS FACILITIE.5 SUPERVISOR Bill Keeler HUMAN RESOURCES OFFICER HUMAN RESOURCES OFFICER HUMAN RESOURCES OFFICER HEALTH AND SAFETY Leana Wilson Bev Adams Marla Peuramaki � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 1992-1993 Lakehead University Organizational Chart Subject The topic of the resource Universities Description An account of the resource 1992-1993 Lakehead University Organizational Chart Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1992 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/79e980ea26362e4c6d8706a268100726.pdf 4506290aaacee56f187111f8efee49c2 PDF Text Text Native Education Strategy A SUBMISSION TO THE MINISTRY OF COLLEGES AND UNIVERSITIES N oveIDber 1992 ..... .... ······················· .. .. ..·· •• ..•• •• •• • ♦ • •• • • .. .... •• •• •• •• •• • • •• •• • •• •• •• •• • • ••• •• •• •• • • •• ••• • I •• ■ ■ ■ I • • •• •• • ■ a__.t---- •• •• •• •• •• •• •• ....... ♦ ••• ••• •• ....... ...... ·············· ······ 300 km. 0 • Other Ontario Universities x Lakehead University's - - - Off-Campus Centres Scale LAKEHEAD UNIVERSITY IN AND FOR THE NORTH �TABLE OF CONTENTS Page 1. Executive Summary ................................................ . I 2. Generic Criteria .· .................................................. . 9 3. Special Projects Fund - Program Development ......................... . 23 Native Studies Program ....................................... . Native Access Program ....................................... . 24 36 4. Support Services Core Fund ......................................... . 46 5. Support Services Enhancement Component a) b) Elders/Tutors ............................................... . Tutoring Program - Native Access .............................. . Healing Circles .............................................. . 55 63 Supplemental Core Fund ............................................ . 73 Native Teacher Education .................................... . Native Nurses Entry Program ................................. . Na ti ve Access Program ....................................... . 74 a) b) c) 6. a) b) c) 68 79 85 �EXECUTIVE SUMMARY INTRODUCTION In the process of adapting to its environment, Lakehead University's character has made it distinctive in the Ontario University system. Lakehead is a university with a dual role. It has the responsibility for bringing knowledge and an understanding of a broad range of the basic disciplines to Northwestern Ontario. As such, it strives to be a good general university for the purpose of regional accessibility. It is, in short, a university in the North. Lakehead also has the responsibility of gathering knowledge about the region for use in social and economic development and for transmittal to the rest of the province, nation and world. It has to be, therefore, a university for the North. In addition, through extensive offerings by Continuing Education, the classroom is taken to the more remote areas of the region. The result is that Lakehead is now truly a university "in and for the North". Lakehead University has a history of participating in Native education. For example, the Native Teacher Education Program, the Native Language Instructors' Program, the Native Nurses Entry Program, and the Native Student Support Services Program are testaments to this institution's commitment to enhance the success of Native students in achieving their academic goals. In response to the 1987 Academic Plan, Lakehead University established the Native Studies Study Group and, in response to its recommendations, created the Office of Native Programming which eventually led to the establishment of a Department of Native Studies in the Faculty of Arts and Science. In addition to academic programming, the Department is responsible for devising mechanisms for effective consultation with Native people and for the development of long range planning proposals. The University also began on a limited basis, a Native Students Access Program to further the ability of Native students to enter University programs and to succeed in their work. At this time, in response to Native principles of self-determination, the University has plans to create a separate School of Native Studies to be organized and developed in consultation with Native people. The concept was first proposed in the 1987 Academic Plan and reinforced by the Native Studies Study Group. Initially, it was suggested that such a structure would coordinate and promote the instructional and research activities of Lakehead faculty and educational services for Native students. Today, the concept of a School of Native Studies has been extended to mean a centre for Native activities, both academic and support. The School of Native Studies will be comprised of two departments: the academic Department within the Faculty of Arts and Science to house academic and research programs, and a Support Services Department where a full range of services such as social, personal and career counselling, orientation, and Native student advocacy will be provided. With such a structure, at some time in the future, the School would be poised to become an affiliated college or a separate institution, if circumstances so dictated. Considering the number of Native students at Lakehead University, it would seem a reasonable objective. According to sta ti sties provided by DIA ND, in 1990 /91 41 % of the students it supported at Ontario universities attend Lakehead University. Lakehead University has a policy to hire Native people in its Native programs and will continue this commitment for any new positions that are created as part of its Native Education Strategy. �3 2 B. 1. SUPPORT SERVICE PROPOSALS PROPOSALS FOR CONSIDERATION Native Support Services Core Fund (Resubmission) Programs that were approved last year are resubmitted here for continued funding. These are: Native Studies Program Native Support Services Core Support Services Enhancement (Elders/Tutors) Native Nurses Entry Supplementary In addition six new programs are submitted: Native Studies - continued development Native Access Supplementary - Native Teacher Education Supplementary - Native Access Program Support Services Enhancement - Native Access Tutors Healing Circles A. ACADEMIC PROPOSALS Native Studies Programs The programs in Native Studies, housed in the newly created Department of Native Studies, will be developed to offer students fundamental knowledge of First Nations' history, cultural and traditional values, political, constitutional, and sociological issues, and economic relationships with the mainstream society. The programs include a double major, a minor and a certificate in Native Studies. Currently, the program in Native Studies combines courses in the existing curriculum of various departments with core courses in Native Studies. However, the Aboriginal Management Council urges that a more comprehensive development take place and that additional courses in Native Studies be developed. The planning for this direction is underway and could be realized with the added support of the Strategy. Native Access Program The Native Access Program is a bridging year designed for students who do not meet the normal admission requirements. The program, offered on a limited basis, encourages Native students to enrol in any Lakehead University program. Moreover, it increases the participation rate of Native students and provides a framework for successful integration and completion of programs as well as academic support and a supportive social and cultural environment. The program includes core courses in English, Study Skills/Logical Reasoning, and Mathematics. Additional courses are chosen to meet the career objectives of the student. The two parallel streams available are Health Sciences Access and Arts, Science and Professional Studies Access. Native Support Services assists Native students by offering support, advice, counselling, information on programs and facilities and whatever else is necessary to promote their academic and personal success. These services are flexible and accommodate the needs of each individual student as the school year progresses. Services include student orientation, academic counselling, financial counselling, study counselling, personal counselling, tutorial services, social support system, student advocacy, cross-cultural awareness, native community liaison, career and employment counselling, the Student Centre and the Native Students Association. In 1991-92, Native Support Services moved to the new Student Centre giving it high visibility and access for Native students. In addition to the capital investment, the Centre was equipped with supplies and such equipment as a television and videocassette recorder and two computers. These recent developments recognize the needs of Native students and are an indication of the University's commitment to providing services to Native people attending the University. Lakehead University is requesting funding to continue to improve Native Support Services. Previously, the Counselling Foundation funded the Centre in annually decreasing increments. To provide services at the previous level, additional funds must be found to supplement the University's commitment. Native Support Services Enhancement (resubmission) In its declaration of jurisdiction over education, the Assembly of First Nations asserts that formal education must include a continuation of the cultural and linguistic instruction provided by the family and the community. Elders are the holders of knowledge, the teachers of culture, songs, heritage and survival, and are held in highest esteem and respect by Native and non-Native people at Lakehead University. The presence of Native Elders on campus enhances every aspect of Native student life and provides the environment for a successful academic experience. Aankokinomahget is an Ojibway word that means "a person helpful in teaching and a chain to what's going on already". This project enhances tutoring in course content, teach learning skills, train peer tutors, assist students with individual essays, and conduct workshops on writing, formatting and documenting essays/major papers. Native students currently have access to the Learning Assistance Centre which employs three full-time tutors, one of whom tutors Native students in English, Mathematics, Biology and Chemistry. To enable Native students to receive the comprehensive tutoring that is required, particularly at upper-year levels, Aankokinomahget provides a number of Native tutors who will spend their time exclusively with Native students. It is proposed to add to components to Native Support Services this year. A proposal to provide tutors to an enhanced Native Access program has been added as well as a proposal to establish a Healing Circle. �5 4 Special Tutoring Proiect for Students in the Native Access program Native Nurses Entry Program The Native Nurses Entry Program provides students with the necessary skills and academic preparation for successful completion of the four-year nursing degree. The program utilizes specialized recruitment and admission procedures, program orientation and personal counselling, a curriculum that addresses deficiencies in preparation, a tutoring program for academic courses, and specialized assistance for social and cultural support. Students are admitted, through the University's mature or extraordinary admission regulations, to the BA(General) program. This project to tutor students in the Native Access program is designed to provide the academic support so of ten necessary for successful post-secondary studies. The project will provide initial orientation to university life and in particular to the lecture mode, the teaching method most employed by universities. Further assistance will be provided in the content of individual courses and in gaining skills for successful learning. Thus, help will be provided at the beginning of the students' academic program, and on-going assistance will aid students in succeeding in their academic plans. Native Access Program Healing Circles This project will assist Native Support Services to host regular gatherings for the Native students at Lakehead University. These groups processes will provide a safe, confidential atmosphere students can share their experiences and seek healing and the support of their peers. The Women's Circle will be organized and conducted on a biweekly basis by the Counsellor of Native Support Services with the guidance of a female Elder. The Coordinator will assist a male Elder conduct a Men's Circle, also on a bi-weekly basis. The Native Access Program provides academic skills and special preparation for Native student to make a successful transition to University life. Special academic programming is offered along with tutoring, academic counselling and a related support network to provide the student with an atmosphere conducive to successful program completion. 2. PROPOSAL BUDGETS AND PROPOSAL PRIORITY The Budget is presented in Table I. Proposals have been prioritized in the following order by the Aboriginal Management Committee: A critical component of this project is the Children's Circle to be conducted simultaneously at Native Support Services. The initiation of a children's program will encourage students with childcare responsibilities to participate in the Healing Circles. The Children's Circle will make use of craftspeople, artists, and Elders to offer demonstrations of Native crafts, painting, Legends and storytelling. A variety of games and activities will complete the program. This part of the project will be organized and implemented by a group of Native University students to provide a meaningful work experience during the academic year and to provide a secure and responsible level of care for the children. Program previously submitted and funded: I. 2. 3. 4. Native Studies Program Native Support Services Core Support Services Enhancement - Elders/Tutors Supplementary - Native Nurses Entry Program New program submission: C. SUPPLEMENTARY GRANT PROPOSALS 5. 6. 7. 8. 9. 10. Native Teacher Education Program The Native Teacher Education Program is a concurrent Bachelor of Arts (General Program)/Bachelor of Education (Native Education) degree program. In order to be admitted to the Program, students must be of Native ancestry and be recommended by a Native organization. The purpose of the Program is to increase the number of qualified Native teachers through an alternative (but equal) program that prepares them to meet the special social and cultural needs of Native communities. The Program prepares teachers to provide educational programs that will assist Native people to sustain their culture and language while, at the same time, teach students the skills necessary to pursue their education. In addition to educational methodology and theory, the Program includes courses in Native culture, traditions and language. Students are required to do student teaching in Native schools. 3. Native Studies - continued development Native Access Supplementary - Native Teacher Education Supplementary - Native Access Program Support Services Enhancement - Native Access Tutors Healing Circles NATIVE COMMUNITY INVOLVEMENT IN PROGRAM DEVELOPMENT Lakehead University has an institutional Aboriginal Management Council whose role it is to provide input and to approve submission for projects, activities and programs related to Native people. A member of the Council has been appointed to the Board of Governors of the University. Lakehead University has been working with local and regional Native organizations and individuals to create and administer the Native Studies Program, the Native Teacher Education Program, the Native Language Instructors' Program, the Native Nurses Entry Program, the �7 I I .·- rl'J .::t ·a= =·;... ~ ~ Ill Cl.I .,,Ei- = ,.;i < rl'J 0 =,.. 0 ~ =,.. 0 0 0 0 0 0 r- r--- 0 0 M f"i' c--i' 0 0 0 0 0 V"l - 0 0 °'.. "' ~ \0 0r- ll") ll") I °' "'00 "' 0 V"l 00 N ("t'\ .,.; ll") V"l '° 0 0 0 0 0 0 "'0N 0 0 °'- - .,, 0 0 0 ll') f'f .,, ""~ 00 0 0 0 N \ti c--i' r--:- 0 0 "l:t' - M - - ~r--:NN 000 \00 "1:t'O 0 0 r- - - V"l N "'0 M - - .,.; 0 O'I V"l 0\0 0 0 0 \0 0 "l:t' M~ V"l ("t'\ 0 N 0 0 00 ll") Ct\ - M "l:t' 0 00 \00 \00 ("')0 r- N - - 0 N 0 0 "l:t' °' ~ 0 "l:t' 0 O'I NM 0 N -c--1 \Cl ll') r--- "'r ll') ll') Native Access Program, and the Native Student Support Services Program. The University's commitment to the Native educational agenda on campus includes the Native Studies Study Group, a forum for the discussion of Native curriculum development. In 1989, on the advice of the Study Group, the Office of Native Programming was created. The Group was able to secure interim funding for a Coordinator of Native Programming. I The Lakehead University Aboriginal Management Committee was created to enhance the direct access of the Native community served by the University in the discussion of programming initiatives in Native Studies and services in the area of Native support. The Aboriginal Management Council is an excellent source of information to facilitate community and University consultations. In developing a Native Studies Department and an Access Program, consultation with the Native community, University, business and service industry is essential. The Council provides an excellent forum for such consultation. It also provides numerous community contacts of "front line" advocates and staff providing services to First Nations, Metis communities, and tribal councils. """" "" 0 ~ \Cl The University has committed itself to an on-going relationship with the Native community which it serves. To this end, the Council meets on a regular basis to discuss issues of concern to its membership. In this way, Lakehead University has created a communication bridge that enhances Native programming to the Native communities of Northwestern Ontario. QO N N °' At a meenng of the Aboriginal Management Council held on November 12, 1992, it was agreed by consensus to reafftnn support for proposals submitted for the first AETS 1992 program . Individual resolunons were unanimously approved for all new proposals. 0 \Cl ~ RESPECTFULLY SUBMITTED ON BEHALF OF THE ABORIGINAL MANAGEMENT COMMITTEE BY John Whitfield, Acting President, and Richard Morris, Chair, Aboriginal Management Council 0 > ~ < . . ~ ~ ~ rl'J ·.::Q I 0 0 0 0 r--:- °' .c 0 0 0 0 r- c-i r-,: ll") N ll") "l:t' '° 0 0 N.. O'I O'I -~ 0 0 .,, It) r---._ Ct\ Ct\ -- < - ... en 0 Cl] Cl] = E- ~t e .... "O 0. "O 0 u en 0 0 ....> ... 0 ... ... ....- e :; = rn "O rll 0 Cl.I ~ E- 0 0. 0. .J:J 0 ~ = --- c.,-=... ... ~o= ... 0 c:: 0> rll 0 0 0 > e O ·;: - rn -0 0 o g. = e ....-; ~ 0 0 0. - rll rll < i:Q I 0. "O 0. 0 01) "I 0 -c:: .... > 0, 0. = rll u I -; .... Q E-I .c :s VJ ~, 0 0 0. rll < 01) ~ I 0 0 = z z o ... - o ... - ..c:= - ..C:= g.o - ... ... c:: = ....=g. g. l-c01) o- e oZ= 0 _,_ u 00 >o>oc::rnc::c:: o>o>o-o, ... ~ 0 ·.:: 0 ·.:: e B e -; oe=s =o o o -2. = = g E- g ::c: en 0 en e-z= e z= = =- -2. c:: 0 = ... ... ..c: 0 =0 0 ............. orllo < en c:: .... < 0 ....> c::-;,c::-.. 0 0 0 rn 9 .... ~ ~ c:: -== -z= ....u... - ... - -e en C::-.. O 0 0 0 ~ "O rn ~ c:: 0 =..c: ... 0 c., = 0 tE- < 11) 11) 0 C':S O 0 O 0 -c:: ........ > > o-- e == oZZ C. 0. = V) i:Q I I ,.;i < E- 0 E- 4. CONTACT AT LAKEHEAD UNIVERSITY Kerrie-Lee Clarke, Special Assis tan t/Insti tu tional Research, Office of the Vice-President (Academic), (807) 343-8339. �8 GENERIC CRITERIA J �9 GENERIC CRITERIA 1. NATIVE ACCESS TO THE GOVERNING BODY OF LAKEHEAD UNIVERSITY Since its inception, Lakehead University has been actively working with local and regional Native organizations and individuals in order to respond effectively to the academic needs of a variety of Native learners. The growth of Native participation in University affairs, along with the commitment of the University Senate and Board of Governors to expand the Native educational agenda on campus, led to the creation of the Native Studies Study Group (a Senate Academic Committee sub committee) in 1987. In the past five years, the Study Group has been operating as a forum for the discussion of Native curriculum development and Native access to the wide variety of degree programs offered at Lake head. In 1990, Lakehead University established the Native Advisory Committee , in order to enhance the direct access of the Native community served by the University to the discussion of programming initiatives for Native people. The Committee is now known as the Lakehead University Aboriginal Management Council. In order to directly access the Board of Governors, a member of the Council has been appointed to the Board of Governors. This is in addition to another Native appointment on the Board who sits as a community representative. The results of these relationships have been realized in the creation of the Native Teacher Education Program, the Native Language Instructors' Program, the Native Nurses Entry Program, the Native Engineering Access Program, the Native Access Program, and the Native Student Support Services Program. In I 992, with the assistance of the Strategy, a Department of Native Studies was initiated. 2. RELATIONSHIP OF THE ABORIGINAL COMMITTEE TO DECISION-MAKING BODIES The President is a member of the Aboriginal Management Council; the secretary is the Vice-President (Academic). Through this structure, direct access to the executive head of the University and to the senior academic administrator is realized. In 1992, in order to give Native organizations direct access to the main decision-making body of the University, a member of the Native Advisory Committee was appointed to the Board of Governors. Additionally, through the creation of the Department of Native Studies, a Native presence is established in the Faculty of Arts and Science and the Chair of the department holds a seat on the Senate of the University, the internal body in the University on which all chairs of academic departments sit and which deals with academic policy. 3. MANDATE OF THE ADVISORY COMMITTEE The Lakehead University Native Advisory Committee was established prior to the implementation of the Government's Aboriginal Education and Training Strategy (AETS). The structure devised in consultation with the Native community at that time is still in place. �11 10 However, the Committee has changed its name to the Lakehead University Aboriginal Management Council and is reviewing its composition and terms of reference. When this task is complete. the Council will report to the President with advice on the appropriate changes to the Council's composition and Terms of Reference. The current Council gives advice to the President of Lakehead University on programming in Native Studies, on University relationships with Native communities and students, and on other matters of concern to Native people and the Un1versity and is consistent in its approach with the spirit of the AETS. 4. THUNDER BAY, Ontario P7B 5El Ms. Linda Henry President Nishnawbek Students' Association Lakehead University · THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8065 (807) 343-8023 Madeline Moonias, Representative Ontario Native Women's Association c/o 530 N. McKellar Street THUNDER BAY, Ontario P7C 4A2 Tele: Fax: (807) 625-5548 (H) (807) 623-3442 (W) (807) 623-1104 Dr. Raoul McKay Chair Department of Native Studies Lakehead University THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8902 (807) 343-8023 Ms. Joanne Fisher-Wade, Representative Union of Ontario Indians c/o 536 Edison Road THUNDER BAY, Ontario P7B 5S3 Tele: (807) 344-7994 (H) (807) 623-4227 (W) Ms. Verna McDonald, Representative Ontario Metis and Aboriginal Association c/o Wesawkwete Inc. Zone One Longbow Lake P.O. LONGBOW LAKE, Ontario POX lH0 Tele: Fax: (807) 548-1490 (807) 548-1492 Tele: Fax: (807) 622-6437 (807) 548-5041 Mr. Richard Morris, Representative Nishnawbe Aski Nation c/o Kitche-Nichmay-Koosib Education Authority General Delivery BIG TROUT LAKE POV IGO Tele: Fax: (807) (807) (807) (807) Ms. Anne Cox Executive Director Tele: Fax: (807) 345-5840 (807) MEMBERSHIP OF THE ABORIGINAL MANAGEMENT COMMITTEE The Lake head University Aboriginal Management Council consists of fifteen persons: I) 2) 3) 4) 5) 6) 7) 8) The The The The The The The The Grand Council Chief of the Nishnawbe-Aski Nation Grand Council Chief of Grand Council Treaty #3 Grand Chief of the Union of Ontario Indians Grand Chief of the Association of Iroquois and Allied Indians President of the Ontario Metis and Aboriginal Association President of the Ontario Federation of Indian Friendship Centres President of the Ontario Native Women's Association President of the Lakehead University Native Students' Association The elected leaders named above may be represented by such other qualified and formally designated representatives as s/he appoints. 9) 10) 11) 12) 13) Two Native persons from Northwestern Ontario nominated and appointed by the Committee, one of whom must be an Elder The Chairperson of the Native Studies Study Group Two persons appointed by and from the Native Studies Study Group The Coordinator of Native Programming The Vice-President (Academic), who is Secretary of the Committee. The Chairperson of the Lakehead University Aboriginal Management Committee is a Native person, nominated by and selected from the Committee membership. The Committee also recognizes the need for local community representation. To this end, two Native persons from the region sit on the Committee, one of whom is an Elder. Members of the Lakehead University Aboriginal Management Council 1992/93 Dr. R.G. Rosehart President Lakehead University THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8200 (807) 343-8075 Dr. John Whitfield (Secretary) Vice-President (Academic) Lakehead University Tele: Fax: (807) 343-820 I (807) 343-8075 Ms. Lu Ann Bruyere, Representative, Treaty #3 #2 - 1035 McIntosh Street (P.O. Box 1720, Kenora) THUNDER BAY. Ontario P9N 3X7 P7C 3B2 537-2553(W) 537-2316 537-2264(School) 537-1040(H) �13 12 In 1987, the Academic Plan approved by the Lakehead University Senate recommended the immediate creation of the Native Studies Study Group. The Study Group, chaired by a Native faculty member, had the responsibility of finding new ways to meet the needs of the Native population served by the University in Northwestern Ontario. In 1989, the Study Group recommended the creation of the Office of Native Programming and was able to secure interim funding for a Coordinator of Native Programming. The first Coordinator was a respected Native Elder who travelled throughout Northwestern Ontario gathering valuable information on the academic needs and desires of Native organizations and individuals. This extensive survey revealed the need for a Native Access Program and for a permanent Native Advisory Committee, both created in 1990. Lakehead University has committed itself to an ongoing relationship with the Native community which it serves. To this end, the Aboriginal Management Council meets on a regular basis to discuss issues of concern to its membership. In this way, Lakehead University has created a communication bridge to the Native communities of Northwestern Ontario. Thunder Bay Indian Friendship Centre 401 N. Cumberland Street THUNDER BAY, Ontario P7A 4P7 Dr. A.E. Epp, Representative Native Studies Study Group c/o Department of History Lakehead University THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8341 (807) 343-8023 Ms. Evonne Sabourin, Representative Native Studies Study Group c/o Contact North Lakehead University THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8020 (807) 344-6807 Dr. Doug West, Chair Native Studies Study Group c/o Department of Political Studies Lakehead University 955 Oliver Road THUNDER BAY, Ontario P7B 5El Lakehead University has contacted the provincial organizations in all cases. All seven Aboriginal organizations have made appointments to the Council with the exception of AIAI which is changing its appointee and has so advised us. Fax: Tele: (807) 343-8304 (807) 343-8023 6. TERMS OF REFERENCE OF THE ABORIGINAL MANAGEMENT COUNCIL The Lakehead University Aboriginal Management Council is an institutional committee and gives advice to the President of Lakehead University on programming in Native Studies, on University relationships with Native communities and students, and on other matters of concern to Native people and the University. TBA Representative Association of Iroquois & Allied Indians 466 Hamil ton Road LONDON, Ontario N5Z 1R9 (formerly D. Skye) Tele: Fax: Mrs. Carol Martin Member-at-Large c/o 128 Duke Street THUNDER BAY, Ontario P7A 5Tl Tele: (519) 652-3251 (519) 679-1653 (807) 344-497 4 The Aboriginal Management Council also functions as the Program Management Committee for Native Studies and Native Access. The representatives of the Native community served by Lakehead University, with their special knowledge and trust within their community, represent the interests of their people in the deliberations of the Advisory Committee. They are in a position to know the concerns and needs of their people, to bring these to the attention of the Council and the Vice-President (Academic), and to influence the actions of the University. The Lakehead University Aboriginal Management Council: 1) 2) Ms. Agnes Adams Member-at-Large (Elder) (Address to be provided) 3) 5. 4) PROCESS FOR THE ESTABLISHMENT OF THE LAKEHEAD ABORIGINAL MANAGEMENT COUNCIL The Lakehead University Aboriginal Management Council has been established and operational since 1990. All seven aboriginal groups have been contacted and have made appointments to the Committee. The process was as follows: 5) provides ongoing support and advice to Lakehead University through the Offices of the President and the Vice-President (Academic); reviews data and statistics on the recruitment and retention of Native students, the courses of study in which they are enroled, and their success in and after their University studies; reviews and advises on general policy additions and changes to University programs, as these relate to the Native communities and students, through such procedures as periodic program reviews and evaluations; advises on the promotion of University programs and services, program budgets, recruitment of Native staff, faculty and students, application procedures, admissions procedures and criteria, the support of Native students and proposals for Native specific initiatives; advises and educates the University and the general public on Native issues; �15 14 6) 7) 8) 7. programming in Native Studies was submitted by the Native Studies Study Group to the Lakehead University Social Science and Humanities Sub-Committees on Academic Programming and approved in October 1991. Following Lakehead University protocol, it was then sent to the Faculty of Arts and Science Council and the University Senate, where it was approved in December 1991. The completed Action Plan was approved by the Native Advisory Committee and the Senate in January 1992 and implementation continues at this time. assesses ways in which courses of study may be offered in Native communities in northern Ontario; and advises on the establishment of a Centre or Department of Native Studies, and, submits specific recommendations with regard to the above named matters. ACTION PLAN The Lakehead University Native Action Plan has been subject to incremental development over the last five years and is contained in several documents. It began with the recommendations of the J 987 Lakehead University Academic Plan to enhance the accessibility and retention rates of Native students at Lakehead University. The initial stages of the Plan saw the creation of the Native Studies Study Group, whose mandate was to develop the recommendations of the Academic Plan vis-a-vis Native initiatives. The work of the Study Group led to the establishment a Native Advisory Committee, the Office of Native Programming, and led to the work of a Sub-Committee on Academic Programming in Native Studies. The Office of Native Programming became responsible for the implementation and coordination of the Native Access Program, begun in a limited way in 1990 as a bridging program offered to Native people who do not meet regular admission criteria and have special academic needs. At the same time, the Sub-Committee on Academic Programming in Native Studies, made up of representatives from both the Arts and Science and Professional Studies Faculties as well as Native students, began working on a new stage of the Action Plan, the creation of a School of Native Studies and a Department of Native Studies. Both of these initiatives are designed to promote Native access to academic programs and to encourage the retention of Native students at Lakehead University. The Department of Native Studies at Lakehead University was established in 1992. Moreover, the continuous evaluation of Native Studies programs by the Aboriginal Management Council will ensure that the needs and desires of the Native community of Northwestern Ontario (and beyond) are served. The Lakehead University Native Action Plan will continue to develop as the priority of Native Studies continues to be realized. Through the creation of the Aboriginal Management Council, the University has ensured the on-going participation of the local and regional Native community. Moreover, Lakehead University is committed to the enhancement of the Native Teacher Education Program, the Native Nurses Entry Program, the Native Access Program, the Native Language Instructors' Program, the Native Language Minor Program, and the Native Engineers Access Program. 9. APPROVAL OF THE ACTION PLAN As stated above, the Action Plan was approved by Senate in January 1992 and implementation continues at this time. 10. EXCEPTION N/A 11. SUMMARY OF SPECIALIZED PROGRAMS, COURSES AND SERVICES A. MANAGEMENT COUNCILS Institutional Aboriginal Management Council The Native Advisory Committee, subsequently the Aboriginal Management Council, was established on the recommendation of the Native Studies Study Group and met for the first time in May 1990 . The establishment of the Native Advisory Committee recognized the University's commitment to involving and consulting the Native community on matters of importance to them. The current Council is comprised of fifteen members from Native organizations and the University who work in partnership to enhance the value of the University to the Native community. The Council acts as the Program Management Committee for the Native Studies Department and the Native Access Program. The Aboriginal Management Council also functions as the Program Management Committee for Native Studies and Native Access. Native Nurses Entry AdYisory Committee 9. PROCESS TO DEVELOP THE LAKEHEAD UNIVERSITY NATIVE COMMUNITY ACTION PLAN In the past five years, the process of approval for the Lakehead University Native Community Action Plan has involved the Aboriginal Management Council, the Native Studies Study Group, every level of the University administration as well as organizational and individual members of the local and regional Native community. The development of the Action Plan has led to the proposal for a School of Native Studies, approved in principle by the Council in July 1991, which would include a Department of Native Studies and a Department of Native Support Services. The proposal for the establishment of a Department of Native Studies in the Faculty of Arts and Science and for The Native Nurses Advisory Committee was established at the inception of the program in 1986/87 to review and advise on curriculum, recruitment, candidate selection, application procedures, program promotion, and program evaluation. Native Support Senices AdYisory Committee The Native Support Services Advisory Committee was established in response to a request, particularly from Native students, that Elders representing the regional Native treaty organizations provide input and advice to the University concerning support services and counselling for Native students. The Committee is chaired by a �17 16 Native Elder and advises on the role and structure of Native Support Services, staffing, and other matters that enhance the quality of support for Native students. Native Engineering Access Committee A Native Engineering Access Program began in 1992 following extensive consultation with the Native community and with the support of the Aboriginal Management Committee. A member of the AMC site as a regular member on the Engineering Management Committee. Native Teacher Education Management Committee The School of Education has reestablished its Aboriginal Management Committee and a member of the AMC sits as a regular member on the Committee. B. ACADEMIC PROGRAMS Native Studies Programs The programs in Native Studies, housed in the newly created Department of Native Studies, offer students fundamental knowledge of First Nations' history, cultural and traditional values, political, constitutional, and sociological issues, and economic relationships with the mainstream society. The programs include a double major, a minor a certificate in Native Studies. The program in Native Studies combines courses in the existing curriculum of various departments with core courses in Native Studies. The double major in Native Studies consists of five courses in Native Studies and must be taken in combination with another Major whose requirements must be met. A minor concentration in Native Studies consists of at least three full-course-equivalents in Native Studies including Native Studies 1100 and any two other Native Studies elective courses at the Second Year level or above. The certificate program consists of four full-course-equivalents in Native Studies. Native Teacher Education Program (Bachelor of Arts (General Program) - Bachelor of Education (Native Education)) Lakehead University's first experience in programming specifically addressed to Native students began in the early l 970's when it became increasingly apparent that the Ontario education system was not meeting the needs of Native students. In 1974, the Native Teacher Education Program was introduced and graduated Native students with a diploma and certificate for primary/ junior teaching in Ontario elementary schools. The program was revised in 1987 to become a four year BA/Bed program. The purpose of the Native Teacher Education Program is to increase the number of qualified Native teachers through an alternative program which will prepare them to meet the special social and cultural needs of Native communities, taking into account such factors as heritage and language. Native teachers who have an intimate understanding of Native traditions, psychology, way of life, and language are best able to create a learning environment suited to the habits and interests of the Native child. The Native Teacher Education Program prepares teachers to provide educational programs that assist Native people in sustaining their culture and language while at the same time teach school pupils the skills necessary to pursue further education. In addition to educational methodology and theory, it includes courses in Native culture trad_itions and language. Students are also required to do some student teaching i~ Native schools. St~dents who successfully complete the program are eligible for an Ontario Teacher's Certificate. Native Nurses Entry Program The Native Nurses Entry Program began in 1987 in response to the need for improved health care delivery in Native communities. It is a one-year program designed to provide the skills and academic preparation required for successful completion of the four year Nursing Degree Program. The program is organized as two semesters of twelve weeks each, in addition to a two week field experience. The student may choose field experience in their own community or another Native health setting. Upon successful completion of their preparation, the student enters the First Year of the Honours Bachelor of Science in Nursing program at Lakehead University. A recent evaluation of the program noted that the majority of students entering the program complete it successfully. Native Access Program The Native Access Program introduced in 1990 on a restricted basis pending funding for development of a complete program. The program will be developed in such as way as to: 1) 2) 3) 4) 5) encourage Native students to enrol in any Lakehead University program, incr~ase the participation rate of Native students of Lakehead University, provide a framework for successful integration and completion of programs, provide academic support while in the programs, and provide a supportive social and cultural environment important for success. Core courses in English, Study Skills/Logical Reasoning, and Mathematics will be developed using a culturally sensitive pedagogy. Additional courses in the program would depend on the proposed career objectives of the student. Two parallel streams are possible in Health Sciences Access, or Arts, Science and Professional Studies Access. Native Language Instructors' Program The purpose of the Native Language Instructors' Program is to increase the number of Native Language teachers through summer programs which will prepare them to instruct in "Native As a First Language" or "Native As a Second Language" courses. Native Language teachers who have an understanding of the structure of the Native Languages, pedagogical principles and the basic methods and techniques for teaching Native Languages will promote and maintain the teaching of these Native Languages. Course requirements are met through a combination of course work and student teaching. The Native Language Instructors' Program has three components: �19 18 Native As a First Language (NAFL) Diploma Native Studies 2433 -- (Anthro.3433) Native People and the Government -a four-summer program; training in Native language enrichment and literacy skills; preparation of teachers who will be teaching Cree, Ojibway or another Algonquian language. Native Studies 3435 -- (Anthro.3435) Native People and the Land Native Studies 3437 -- (Anthro.3437) Native People and the Issues Native As a Second Language (NASL) Diploma Ojibwe 1010 -- Introduction to Ojibwe I -a four-summer program; training in teaching Native as a second language; preparation of teachers to teach students whose first language is English. Cree 1010 -- Introduction to Cree I Ojibwe 1012 -- Introduction to Ojibwe II Native Language Teacher's Certificate (NLTCJ Cree 1012 -- Introduction to Cree II -a three-summer program; training in teaching Native as a second language to students whose first language is English. A Permanent Letter of Standing in NL TC is issued by the Ontario Ministry of Education upon successful completion of this program. Native Language Minor Program The Native Languages of Cree and Ojibway are offered as a minor program that can be taken in conjunction with other programs. For example, both Native and nonNative students, enroled in programs such as Social Work, Nursing, and Education, or other Arts and Science or Professional Studies programs may enrol in the Native language minor. Native Engineers Access Program The University has determined in consultation with Native communities and organizations the need for a Native Access Engineering Program and obtained advice on the nature and development of such a program. The program began in July 1992. Native Teacher Education On-Site Delivery The University is delivering on-site in Sandy Lake, Ontario the Native Teacher Education Program. With on-site delivery, courses are offered in Sandy Lake by faculty members of the School of Education. This program is offered in conjunction with the Continuing Education B.A. program which has been under way for three years and will allow Native students to complete the BA/Bed degree and to become fully qualified teachers. Algonquian 1210 -- Written Algonquian Structure Part I Algonquian 1212 -- Oral Algonquian Structure Part I Algonquian 1230 -- Written Algonquian Structure Part II Algonquian 1232 -- Algonquian 1232 -- Oral Algonquian Structure Part II Ojibwe 2001 -- Intermediate Ojibwe Cree 2001 -- Intermediate Cree Ojibwe 2011--Field study Cree 2011 -- Field Study Algonquian 2231--Written Algonquian Structure Part III Algonquian 2213 -- Oral Algonquian Structure Part IV Algonquian 2231--Written Algonquian Structure Part IV Algonquian 2233 -- Oral Algonquian Structure part IV Native Language 2711 -- Introduction to Native American Linguistics Native Language 2713 -- Algonquian Linguistics C. NATIVE SPECIFIC COURSES Native Studies 2060 -- (Visual Arts 2060) -- Native Arts and Crafts The following courses are Native specific courses in the Faculty of Arts and Science. These courses are available to all students. Additional program specific courses, listed in the Native Studies 2103 -- (Anthropology 2103) -- The Archaeology of North America C_alendar in Native Teacher Education, Native Engineering Access, Native Nurses Entry and Native Access, are not listed here. Native Studies 2401 -- (Anthropology 2401) -- Introduction to Native Canadian Studies Native Studies 2702 -- (English 2702) -- Canadian Indian Literature Native Studies 1100 -- Introduction to Native Studies Ojibwe 3001 -- Advanced Ojibwe Native Studies 2431 -- (Anthro.3431) Native People and the Past �21 20 Cree 3001 -- Advanced Cree students, (3) promotion of Native interests on campus, and, (4) enhancement of research and programs in Native Studies. Ojibwe 3011 -- Ojibwe Immersion Cree 3011 -- Cree Immersion 0 ji bwe 3211 -- Translation Cree 3211 -- Translation Native Language 3251 -- Translation Native Studies 3304 -- (History 3304) -- The North American Fur Trade Native Studies 3351 -- (Political Studies 3351) -- Aboriginal Peoples and the Law Native Studies 3411 -- (Social Welfare 34ll) -- Social Policy and Indian People Native Language 3511 -- Literature: The Oral Tradition Native Language 3531 -- Composition Native Language 3553 -- Literature Native Language 3711 -- Native American Applied Linguistics Native Language 3751 -- Linguistics Native Language 3801 -- Special Subject Native Studies 4203 -- (Political Studies 4203) -- Politics in the Canadian North Philosophy 2805 -- Native Canadian World Views D. SUPPORT GROUPS Native Studies Study Group The Native Studies Study Group was formed in 1987 following a recommendation in the University's Academic Plan prepared by the Senate Academic Committee and approved by the University Senate in February 1987. The Academic Plan recognized the need to increase the University's activities in Native education and Native Studies and recommended the formation of a Native Studies Study Group to analyze and co-ordinate existing activities and to propose new ones. The Study Group includes faculty, staff and students both Native and non-Native as well as Native persons from the community who have helped to guide the group in its deliberations. The Study Group identified four specific areas it wished to pursue. These are: (1) interaction with Native people and organizations, (2) an access program for Native As a result of recommendations from this Study Group, the Native Advisory Committee was formed, the Native Programming Office was put in place, and the Native Access Program was implemented. As well, work continues on additional programs and support initiatives, many of which are presented in this submission. Native Programming Office/Native Studies and Access In response to recommendations from the Native Studies Study Group the Office of Native Programming was established and staffed on a half-time basis for the 1989/90 academic year to coordinate programs which enhance the value of the University to Native people. The office was responsible for devising mechanisms for effective consultation with Native people and developing long range plans. On l July 1990, the position of Coordinator of Native Programming was made a full-time appointment in order that the office could implement and co-ordinate the Native Access Program. The Native Access Program is a bridging program offered to Native People who do not meet regular admission criteria and who require additional academic preparation to become eligible for admission. The activities of the Native Programming Office have been subsumed by the Native Studies and Native Access Departments with the implementation of this department July 1992. Native Support Services Native Support Services assists Native students in every way possible by offering support, advice, counselling, information on programs and facilities and whatever else is necessary to promote the academic and personal success of Native Students. These services are flexible to accommodate the needs of each individual student as the school year progresses. Services include student orientation, academic counselling, financial counselling, study counselling, personal counselling, tutorial services, social support system, student advocacy, cross-cultural awareness, Native community liaison, career and employment counselling, the Student Centre and the Lakehead University Native Students' Association. Special programs such as the Elders Program and the Learning Assistance Tutorial Programs are also provided. Lakebead University Native Students' Association The Native Students Association (LUNSA) is an organization of students which provides academic, cultural and social support to the Native student body. This group organizes activities for social events, sponsors Native speakers and elders and provides special activities that enhance the Native students experiences at the University. It also sponsors activities that enable the University community to understand and appreciate Native culture. LUNSA supports its members in their quest to complete their academic programs successfully. It is actively involved in maintaining contact with Native organizations and the Native community generally and providing culturally sensitive encouragement to fellow students. �22 12. 23 CURRENT ENROLMENT According to statistics supplied by DIANO, in 1990/91, 432 Native students were supported at Lakehead University. This represents 10.2% of full-time enrolment at Lakehead University comprising almost double the percentage of Native students at any other Ontario university. When the non-status population is added it is estimated that as many as 600 to· 700 students attend Lakehead. Approximately 250 students are registered with Native Support Services. In addition, approximately 225 attend the Native Language Program each summer. 13. ABORIGINAL FACULTY Four Aboriginal faculty members are employed by Lakehead University. There are two positions in Education, one in Social Work and one in Native Studies. All positions are Establishment (tenure track) positions; one is filled by a tenured faculty member and three are term appointments. 14. SENSITIVITY AND AWARENESS PROGRAMS Sensitivity and awareness programs are offered by Native Support Services to the university community, senior administration, academic departments and to faculty and staff. Public lectures by noted Native people are offered to all members of the university community and are open to the public. Powwows and other cultural activities are advertised and the public is welcome to attend. SPECIAL PROJECTS FUND 1. NATIVE STUDIES PROGRAMS 2. NATIVE ACCESS PROGRAM �24 , -·, ·§& QQVER§HW Plea.so aubmit a scparat.o cover sheet for Aboriginal Bduc:ation and Tmlnlns Stnltegy. atJ1 proposal submitted under the MCI; Institution Lakehoa~ University Name of 1be Proposal Sp~oiel Project• - Progr,-m O.V•l~~ent (Mtt1Ye St11.Q~Hl - N,W - MctJ Pnuds Bequest«cd, XMt J Xc1L2 YearJ Support Services Core Fund s s s Special ProjedS Fund • Su.ppon Services s $ s - Progtma Devt. Component <NEW> $ 14(', 206 $ 1B1 1 170 $ 154,193 Suppl•montary Grant Fund $ s $ Enh~maocComponollt Please RANK this proposal In relation to the odler proposals for which tunds have been requestc:',1 \lnder the sttAtcgy, 10 • This prQpO...u Is llillkcd # 6 Qdt of propows submittcdt • Is this proposal dcpendimt upon Uae approval of any other propo_sal subm.ftted? If yes, which one and Wh)'? · Project y~er: Name Dr. Raoul McKay T"J.tle Chair, Departmvnt or N«~tve Studi~a & Aoae■s (807) 343-8984 November 27, 1992 Date November 27, 1992 Date Cnllcge/Univcrsity Aboripnal committee Attfsb the rcmlutf on appmvod prgposa]. by the la,tJtuiiwwJ AbodsinAJ comnunce sup.portin1 this �::' .... . . . 25 Please submit • &cparate <:OYer sheat for as;b proposal submitted under the MCC Aborigfual Edueatlon ud TralniDg Strate&Y• · ~titutiott ~cdceh&ad Univer~ity Name of the Proposal Nati~~ Studies - Continuing Program Developm•nt MCLl Eunds BeQJ.1t~1ed; ~ar 1 ,;;~A $ $ 19921,, Support Strvicc:1 Core Fund RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - CONTINUING SUPPORT FOR THE PROGRAM IN NATIVE STUDIES ,~125~ s WHEREAS: the Native Studies program has the foundation on which continued growth and enhancement of programming for Aboriginal students will continue; WHEREAS: this program plays a significant role in the success of Aboriginal student. Special Projecu Fund • Support Services Enhancement Component - Ptogram. Devt, Component $ s s 551,!00 $ 58,350 $E,SOO Supplementary Gram fund $ $ s Please RANK thfs proposal in relation tO the other prop~ for whjcb funds hAve been requested under the strategy. "rhu proposal is ranked # 1 out of 1 o proposals aubmiited. Is this proposal dependent upon the approval of any otbor propo_sal submitted? If yes, whi~h one and why? BE IT RESOLVED: that the program be resubmitted for continuing funding. RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - NATIVE STUDIES PROGRAM WHEREAS: the Native communities within the Lakehead University catchment area have requested the University to offer a Native Studies program; WHEREAS: the university has successfully launched the program and its introductory course in 1992 attracted over sixty students; and, WHEREAS: additional support is necessary to expand further the department; Project Leader: Name nt1e Phone Dr. Raoul McKay ________ _________ Chair, Nativ• Qtudiae & ACCQJHI ..,.... November 27. 1992 Date November 2?, 19~1 Date College/Uni¥er!fty Aboriginal Attach (:Omm1ttoe the rosolutjpn approves;! bv thp fmdtutf onal Allmisiu@J cnmmittec supponjlli tlYs propoSal BE IT RESOLVED: that the Lakehead University Aboriginal Management Council seek funding from the Ministry of Colleges and Universities to maintain and expand the Department of Native Studies for the benefit of the Native communities and students of Native Studies. �27 26 First Year Second Year Third Year SPECIAL PROJECTS FUND Native Studies 1100 Native Studies 2431 and 2433 Native Studies 3435 and 3437 PROGRAM DEVELOPMENT COMPONENT 2. A minor concentration in Native Studies consists of at least three full-courseequivalents in Native Studies. A minimum average of 60% is required in Native Studies 1100 and any two other Native Studies elective courses at the Second Year level or above. NATIVE STUDIES PROGRAMS 1. TYPE OF INITIATIVE Curriculum development initiative to develop the Native Studies curriculum in the Department of Native Studies. 3. The University established a Department of Native Studies in the Faculty of Arts and Science with the assistance of the Aboriginal Education and Training Strategy in 1992. This proposal will allow the University to continue its program and curriculum development in this new department and allow for consultation with the Aboriginal community during this development stage. It is anticipated that the initial development will have a five-year horizon. a) b) c) 4. 2. Certificate in Native Studies The program consists of four full-course-equivalents in Native Studies: Native Studies l 100 Native Studies 2431, 2433, 3435 and 3437 one full-course-equivalent Native Studies course On completion of all four courses with an overall average of 60%, registrants will be awarded a Certificate in Native Studies. EVIDENCE OF PROGRAM NEED NAME OF PROGRAM NATIVE STUDIES PROGRAMS 3. B.A. (Minor in Native Studies) DESCRIPTION OF THE PROGRAM The Native Studies programs below are designed first of all to off er academic courses in the developing field of Native Studies to Native and other students. Moreover, these programs are designed to enable Native students from Northwestern Ontario and other areas both to explore their own cultures and to develop the specialized skills they need to develop their societies. The program recognizes the fact that, although Lakehead University offers a number of important professional programs to Native People and is developing others, the education needs of many Native people can only be met within the Faculty of Arts and Science. This represents an acceptance of the Native Studies challenge stated by the Academic Plan of 1987 and will enable the Faculty of Arts and Science to enter a new phase in its academic service as the new Academic Plan is being formulated. It also reflects the determination of Native people in the region to have Lakehead University meet their own needs for academic study and professional preparation. Native people in this region and across Canada are actively pursuing the benefits of post-secondary education. The Assembly of First Nations declared in 1990 that "postsecondary education is essential to all First Nations activities that share the objective of set/determination" (Tradition and Education: Towards a Vision of Our Future, 92). The expectations of Native people with regard to post-secondary education involve the training of Native professionals to meet the needs of developing and implementing strategies that will contribute to self-determination. Moreover, there is an expressed desire among Native people to exercise jurisdiction over their own education, including post-secondary education. Post-secondary education should prepare students, Native and non-Native, for the job market. Native people are aware of the levels of education required in today's employment situation in Canada. Moreover, they are aware of the need to foster a greater understanding among Native and non-Native students of the needs of Native people with regard to cultural identity and awareness, Native Language retention, and Native self-determination and self-government. The Nishnawbe-Aski Nation All-Chiefs Conference in August 1990 identified three important and related goals in the delivery of post-secondary education: a) b) 1. B.A. (Native Studies Double Major) Three Year Program c) The double major in Native Studies includes five courses in Native Studies and must be taken in combination with another Major whose requirements must be met. The following courses are required: to increase Native participation and completion rates in university and college programs,· to increase the sensitivity and awareness of post-secondary institutions to Native cultures and issues, and; the increase the extent and participation of Native peoples in decisions affecting Native post-secondary education ( Keewatin Report, 32). �29 28 a "mascot" status by traditional departments in certain universities. Only so long as their Indian "mascot" generated Indian program funds were these programs supported. Very seldom do we find any of these programs generating tenure track positions to help to ( 1) truly institutionalize the federal program, and ( 2) to help to attract and hire Indian professors. The serious under-representation of Native people in Ontario post-secondary education institutions can only be rectified by concerted action. In their guidelines for the development of a Native Education Strategy, the Aboriginal Council to the Ministry of Colleges and Universities, which includes representatives of the Chiefs of Ontario Joint Indian Association, Association of Iroquois and Allied Indians, Nishnawbe-Aski Nation, Union of Ontario Indians, Ontario Federation of Indian Friendship Centres, Ontario Metis and Aboriginal Association and Ontario Native Women's Association has called for "the use of expanded and more flexible mature student admission and selection criteria, the development of special access or bridging programs, the active recruitment of interested Native students and the expansion of distance education opportunities, particularly for people in northern Native communities," (p. 16). It is this exact syndrome which Lakehead University wishes to avoid by supporting the development of a Native Studies program. The Aboriginal population of Northwestern Ontario continues to grow, and with it the expectation that culturally sensitive courses an approaches will continue to be offered. Rouillard continues his discussion: Beatrice Medicine, in the Indian Historian, has identified three major types of Indian Studies programs. The first type was started as a part of the Third World movement. These are typically urban programs which concentrate on social activism within the Indian community. The second type is organized within the university as a traditional academic department. The third type is organized to provide remedial and support services to Native students. All three major types of Indian Studies programs are found in most Indian Studies programs, although most have evolved away from the radical activism type. ... Programs that do not have the status of an autonomous department. or something similar, will never have the protection that accrues with tenured faculty or the ability to provide academic policy at the department level. Of course, my present experience teaches me that departmental status and tenure is not sacrosanct in the face of planning for cutbacks which relate to enrolment decline or other factors related to the economic crisis faced by education and society at large. The Aboriginal population in Northwestern Ontario well understand the implications of autonomy outlined by Rouillard in the excerpt of the article, American Indian Studies and the Future. Autonomy in program development and in policy development are part and parcel of the same struggle to become autonomous and self determining in the maelstrom of Canadian evolution. Anthony D. Brown, in his article, Adjustment Programs For The American Indian College Student, refers to a typical program: The Indian Studies Program at California State University at Long Beach is a representative example of the Indian Studies programs found across the nation. The academic staff consists of one full time individual at the associate professor level, and one person who serves jointly as faculty and as the program's director ...Courses are offered in Indian law, history and culture ... Native People in this region and across Canada are actively participating in and directing the future of Native post-secondary education. This activity will provide Native students with the skills required to succeed in both Native and mainstream communities. In this spirit, the proposal for a Native Studies Program at Lakehead University is an important step in meeting the needs of Native communities. While acknowledging that Indian Studies programs are firmly ensconced at institutions of higher learning, there are persistent problems: 5. The identity problems of many students who have come from urban backgrounds and thus do not fully know their tribal culture; The problem of creating a curriculum that encompasses the diverse tribal backgrounds of the nation's Indians. The problems outlined are those which need to be addressed through the proposed project: affirming the identity of the Aboriginal student, and creating a curriculum which envelopes the many Nations represented at Lakehead University. Professor John Rouillard, a distinguished educator and former Chairperson of North American Indian Studies, San Diego State University in American Indian Studies and the Future, discusses a crucial issue in planning Native Studies Programs: ... I hope that we have learned a lesson that teaches us to be resourceful in the face of a gradual or an abrupt loss of funding. For far too long, many Indian programs have been accepted only so long as these programs are maintained as (what I refer) INVOLVEMENT OF ABORIGINAL COMMITTEE The goal of direct participation in the formation of post-secondary educational policy has been expressed by a number of Native organizations. Their ambition is to create and administer programmes which reflect the needs and concerns of Native people across the country. Because the quality of post-secondary education is important to the development of self-government and self-determination, Native people have specified cultural input, building on existing post-secondary programmes, teacher training, curriculum content and development, counselling, programme delivery to Native communities, and funding to be the most important areas of immediate concern. The overall aim of this involvement in the policy-making process is improvement of the quality of Native post-secondary education. Quality education has been defined by the Assembly of First Nations as "the means by which history, values, beliefs, and knowledge are transmitted and new ideas are incorporated" (Tradition and Education: Towards a Vision of Our Future, 93) . The overall scheme to develop the curriculum and to establish rapport with other academic units has been discussed and discussions will continue by the Aboriginal �31 30 University has received a proposal from Animkee, a local Native education group, for the creation of a Native Community Development Program. This proposal needs to be developed for approval by the University and the Ontario Council on University Affairs. Management Council on December 11, 1992. It established a sub committee including the Chairperson, Richard Morris, Dr. Raoul McKay, Chair, Department of Native Studies and two other committee members to set an agenda for a two-day meeting in January 1993 to plan the overall-strategy for further development of the Native Studies program. 6. The time frame pr~posed for which a Native Studies curricula will be developed is: SHORT AND LONG TERM RESULTS 1993/94 Development of second year courses begins. Entry interviews with students regarding curricula. Consultation with Aboriginal Management Council continues. Literature search conducted. Needs Assessment begun. Begin development of curricula content. Network to access print and audio-visual resources. 1994/95 Development of third year courses begun. Monitor resource materials usage patterns. Arrangements with illustrators and printing. Conduct exit interviews with first graduating class regarding course development. 1995/96 Extension of the program from a BA program to an honours program. Will require development of fourth year level courses in accordance with the Strategic Plan of the University to develop to as a minimum an honours program. Continue to monitor development of course, i.e. effectiveness of materials chosen, impact of audio-visual supports, etc. Ongoing The Strategic Plan of the University addresses the development of Masters programs in Native Studies. Begin evaluation process which takes place in accordance with University undergraduate program review policy which provides for a review every five years. Short Term Results: Lakehead University introduced the Department of Native Studies (the first phase in development) in 1992. An introductory course was taught allowing students to plan to complete their minors and majors in Native Studies. The Native Studies Department included in its curriculum Native languages. In the 1992/93 calendar entries, it cross-listed courses from other departments. The B.A. Native Studies Program was submitted to the Ontario Council on University Affairs for consideration for funding approval. The Council approved the program and made a recommendation to the Minister of Colleges and Universities that the program be approved for funding and the Minister has accepted the recommendation. The Program can now be developed within the University with the guidance of the Aboriginal Management Council. Long Term Results: The long term results which are anticipated are: - the development of additional courses to reflect the desire of Aboriginal people to meet the needs of their communities through the execution of an Aboriginal Community Development Program; - the development of curricula which reflects the contributions of Aboriginal societies to the development of Canada; - the development of graduate programs in Native Studies; - the establishment of tenure track positions for Aboriginal faculty of Lakehead University; - the development of up-to-date print and audio-visual resource materials prepared by and about Aboriginal people; 8. CURRICULUM DEVELOPMENT/START-UP INITIATIVES INVOLVEMENT OF ABORIGINAL DEVELOPMENT AND REVIEW COMMUNITY IN CURRICULUM The Aboriginal Management Council is an excellent source of information to facilitate community and university consultations. In developing a Native Studies Department and an Access Program, consultation with the Native, University, business and service industry communities is essential. The Aboriginal Management Council provides an excellent forum for the development of the Native Studies program. It also provides numerous community contacts of "front line" advocators and staff providing services to First Nations, Metis communities, tribal councils with portfolio's in education, health care, social services and community and business management. POTENTIAL USE OF PROGRAM THROUGHOUT THE SYSTEM 7. WORK PLAN Native Studies Department - C~rriculum Development The funding in 1992 allowed for the development of Native Studies 1100. The other courses in the major, minor and certificate programs will be developed in consultation with the Native community to meet their needs. As well, Lakehead The University is willing to share its expertise in Native Studies with other universities and colleges in the system to promote the accessibility of native people to post-secondary eduction in Ontario. �33 32 Department of Native Studies for the benefit of the Native communities and students of Native Studies. EDUCATION AL MATERIALS AV AIL ABLE TO OTHERS Lakehead University acknowledges that copyright of materials developed will be vested with the Aboriginal authors and developers of culturally appropriate curricula and can be shared with their concurrence. BUDGET INSTITUTION AL AND MINISTERIAL APPROVAL Native Studies Department The proposal to establish a School of Native Studies to house the Department of Native Studies in the Faculty of Arts and Science and the Department of Native Support Services was approved in principle by the Aboriginal Management Council in July 199 I. The complete proposal submitted to the Native Education Strategy was approved by the Aboriginal Management Council and the Senate in January 1992. In addition, the Faculty of Arts and Science approved the establishment of the Department of Native Studies in November 1991. Salaries: The B.A.(Native Studies) program has been approved by the Ministry of Colleges and Universities. 9. 12. EXCEPTIONAL COSTS INITIATIVES Through its Department of Continuing Education, Lakehead University operates an extensive network of community-based sites in which it delivers the Bachelor of Arts program as well as programs in Nursing, Education, and Library and Information Studies. The expectation is that the B.A. (Native Studies) will also be offered through the Department of Continuing Education in the future. Although there are exceptional costs involved in this community-based delivery, the program would be offered as the demand arises and can be met within the University's northern mandate and commitment. Chair, Native Studies Program Aboriginal Professor Secretary Benefits $74,000 55,000 30,000 31,800 $190,800 Other Costs; Community Liaison/Council/Management Materials, Supplies Travel Publishing Costs Communications (Telephone, Fax) Materials, Supplies Memberships Books & Periodicals Computer Equipment & Software (students) Total Other Costs $45,000 TOTAL COSTS 10. $15,000 $ 3,500 10,000 6,000 2,000 3,500 500 1,000 3,500 $235,800 INITIATIVES INVOLVING MORE THAN ONE INSTITUTION SUMMARY: N/A 11. COPY OF RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL 1992-93 DEPARTMENT OF NATIVE STUDIES WHEREAS: the Native communities within the Lakehead University catchment area have requested the University to offer a Native Studies program; WHEREAS: the university has successfully launched the program and its introductory course in 1992 attracted over sixty students; and, WHEREAS: additional support is necessary to expand further the department; BE IT RESOLVED: that the Lakehead University Aboriginal Management Council seek funding from the Ministry of Colleges and Universities to maintain and expand the Budget 1992/93 Less LU contribution Total AETS $90,500 (33,300) 57,200 1993/94 Continuing 58,350 LU contribution 34,000 Additional Request 143,450 Total $235,800 1994/95 Continuing LU Additional AETS 59,500 34,700 146,300 Total $240,500 1995/96 LU /Continuing Additional AETS 96,000 149,300 Total $245,300 �35 34 SECTION II A Search Committee was established to screen and interview candidates. The Committee consisted of members of the Aboriginal Management Council, the Dean of Arts and Science, a faculty member and was chaired by the Vice-President (Academic). 13. REPORTING RELATIONSHIP ACTIVITY REPORT With the support of the Aboriginal Education and Training Strategy, the University was able to hire Dr. Raoul McKay, an historian with several years of experience in Native education. Dr. McKay is chairing the new Department of Native Studies and has begun to work on the development of the programs in Native Studies that will truly reflect the needs of the Aboriginal community. The Native Studies 1100 YA course is taught by Dr. McKay. CURRICULA The curricula for the first course in Native Studies was developed by Dr. R. McKay. The Native Studies 1100 YA is a first year introductory survey course outlining the tribal grouping of Native Canadians in pre-contact times, the historical relationship between Indians and EuroCanadians and the impact of legislation on Native people. ENROLMENT This position reports to the Dean of Arts and -Science and to the Lakehead University Aboriginal Management Council. 15. FINANCIAL STATEMENT Native Studies Program Statement of Receipts and Expenditures as at October 31. 1992 Advances from the Ministry of Colleges and Universities Expenditures: Salary and related costs Other Costs Overhead The initiative began with the approval of the program outline which is listed in the university calendar. A faculty tenure track position was created, a Chair of the Native Studies Department installed, students enroled in courses and curricula development begun. The initial impact of this course on the Native students suggests that major revelations have occurred in understanding the role of Native people in Canada's historical development. 14. PERSONNEL JOB DESCRIPTION The position is a tenure track appointment as a faculty member whose responsibilities are described in the Collective Agreement with the Faculty Association. Duties include the tradition tripartite tasks of Teaching, Research and Scholarly Activity, and Service. The incumbent also serves as the Chair of the Native Studies Department RECRUITMENT PROCEDURES This position was advertised in academic periodicals, Wawatay News and the Globe and Mail. SII,312 3,302 6,864 There are 65 students enroled in Native Studies. SUMMARY $57,200 Total Expenditures Funding to be used in the remainder of 1992/93 fiscal year $21,478 $.15,722 �36 ... .. , ' :. ,----. ... ,, l . . .. 37 ~ Please submit a acparate cove,:- sheet fo1· ~ prupuui momlued unoer me MCLi .Aboriginal Education and Tr.iiniug Strategy, ~Dkeh•ad OnivecBity Institution ·S pecial l'J:ojecta - ProQraDI Dev•lopraent Name of the Proposal RESOLUTION OF THE LAKEHEAD UNIVERSITY COUNCIL - NATIVE ACCESS PROGRAM ABORIGINAL MANAGEMENT (Native AcceAe} - New 3 WHEREAS: there is a large number of Native adults who have not completed high school and remain uneducated and unskilled; MCII fnnm Requested; Year 1 Xe&i:2 Yelf Support Service$ Core Fund s $ $ WHEREAS: there is a growing demand for trained professional workers in Native communities; and, s s s WHEREAS: Lakehead University is capable of delivering an Access Program within the Department of Native Studies; S 102,800 S 104_.900 Special Projects Fund - Support Services Enhancement C~pbncpt - Progi·aua Devt. Component $100,800 Supplcmen$ry Orm1t Fund s 0 , . s s Please RANK this proposal mrelation to the other prop;>sals for which funds have been requcmed under the $tratel)'. • 1bis proposal Is ranked# 6 out of 10 ptopoaals submitted. " Is this proposal dependent \lpou Iha approval of any other propo,sal submitted? If yos, which ono and why? Project Leader: Name nr. Raoul t,e!Qy Title . Phone -----------------~80'7) 343-8984 Date November 29. 1992 s Date C:Ollcge/Univershy AborigiIJ,,. conurdttee Attach tho rosolytign AJlPfPYOd h;v 1be ·1nstjrutfpnat Aborfglnal committee suPJ>ooins thh pmpo1nl, BE IT RESOLVED: that the Lakehead University Aboriginal Management Council support Lakehead University's grant application to the Aboriginal Education and Training Strategy, Ministry of Colleges and Universities for the development of its Access Program. �38 Figure 2 - Native Students Access Program Year I SPECIAL PROJECTS FUND PROGRAM DEVELOPMENT COMPONENT Core Courses 30 - 45 Students NATIVE ACCESS PROGRAM 1. TYPE OF INITIATIVE Curriculum development initiative Englis·h l 8XX 1.0 FCE Study Skill/Logical Reasoning 0.5 FCE Mathematics 0.5 FCE Total 2.0 FCE Course Equivalents 2. NAME OF PROGRAM Native Access Program 3. DESCRIPTION OF THE PROGRAM The Native Access Program is a bridging year structured in such a way as to provide academic skills and special preparation to enable students without the usual educational background required for university admission to make a successful transition to university life. The program has several discrete elements consisting of an appropriate recruitment and admission process, special Year 1 skill based courses, directed Year 1 and 11 academic programming, possibly at a reduced rate of progress initially, and culturally sensitive counselling, tutoring and social environment. Special academic programming is offered along with tutoring, academic counselling, and a related support network to provide the student with an atmosphere conducive to successful program completion. Arts, Science, Professional Studies 15 - 20 Students Heal th Sciences Core 15 - 25 Students Three courses chosen in consultation with a counsellor designed for specific career goals. Chemistry I 060 Human Biology Up to 3 Full Course Equivalents Total 1.5 Full Course Equivalents 1.0 FCE 0.5 FCE The academic portion of the Native Access Program is presented in Figure 2. In addition to a limited number of first-year degree courses, the curriculum includes core courses in English, Study Skills/Logical Reasoning and Mathematics. Students also will take regular Arts and Science courses designed for their specific program objectives. 4. EVIDENCE OF PROGRAM NEED Lakehead University wishes to improve the participation and success rate of Natives in higher education. Although we are pleased with the increase in Native enrolment in the past few years, the rate of participation should be much higher to approximate that of the rest of the population. In the report entitled Commission of Inquiry on Canadian Education ( 1991 ), Dr. Stuart L. Smith stated that "Native peoples are seriously under-represented at Canada's universities. Native peoples are one-third as likely to attend university as non-natives and for those who do, less than half as likely Nursing Stream 10 - 15 Students Pre-Medical Program 10 Students Professional Orientation 0.5 FCE Communication for Nurses 0.5 FCE Nursing Theory Develop. 0.5 FCE + Nursing Practicum 1.5 courses chosen in consultation with a counscJlor designed for specific career goals. Tota! 1.5 Full Course Equivalents Total 1.5 Full Course Equivalents �41 40 to earn a degree. In I 986, 1.3 percent of the native population in Canada over fifteen had a degree, compared to 9.6 percent of the general population." 7. WORK PLAN Native Access Program - Curriculum Development Northwestern Ontario has a significant Aboriginal population which is increasing due to impact of Bill C-31 and a higher birth rate among Native people. In the report on Native Student Drop-Out in Ontario Schools ( 1990 ), it was noted that northern Native students are in general at greater risk of dropping out of school than are their southern counterparts. "There are particular geographical, social, economic, educational, and historical factors present in northern Ontario which both singly and together mitigate against a northern Native student experiencing the same chances of academic success as his or her southern counterpart". In spite of shortcomings in statistical information, a report on Native student drop-outs in high schools estimated that in the past 10 years, the number of status Indians who attend secondary school and successfully graduate from Grade 12 is as few as 10%. This is particularly true in Northwestern Ontario remote communities (Figure 3) where there is often no secondary school in the community and students must move to a larger community such as Thunder Bay. In the 1986 Boarding Home Study, it was found that in the Lakehead District, only thirteen Native students out of three hundred graduate from secondary school. This study was concerned with students in off-reserve living situations as well as commuter students. The idea of introducing a Native Access Program was presented to the University by the Native community. It followed from the implementation of the Native Nurses Entry Program. As the coordinator of the Native Nurses Entry Program travelled throughout the northern regions of the province, she was approached on several occasions by people who were interested in a university education but looking for alternatives. 5. INVOLVEMENT OF ABORIGINAL MANAGEMENT COUNCIL As noted earlier, the goal of direct participation in the formation of postsecondary educational policy has been expressed by the Native community and is being addressed through the Aboriginal Management Council. All activities are brought to the Council. 6. SHORT AND LONG TERM RESULTS The intent of the program is to address the needs of the mature Native student who would not normally qualify for admission to the University. The short term result will be to provide an opportunity for immediate participation by Native students in this situation. Continuation of the program will be determined by the demand for the program. In an ideal world, Native students will eventually qualify in the regular way and Access will no longer be needed. The work plan with time frame is more particularly described in the section called Time Frame. There are three main features of the Access Program which require further review and development so that a maximum number of students may be accommodated from year to year at Lakehead University. The Curriculum now consists of the following preparatory courses: Study Skills/Logical Reasoning, English for Native Access Students, Mathematics for Native Access Students. During the 1992-93 academic year, these courses will be reviewed and revised according to the needs of the student. It may be desirable to expand the three credit half courses to full courses so that more in depth studies maybe done in Mathematics and Study Skills. It is generally accepted that the Study Skills should be a full course so that students can better develop these important skills. Through research and further course development, the Access Program will give mature students sound educational skills upon its completion. In response to student requests, the Department has set up an optional computer tutorial for .Access students during the 1992-93 academic year to assist them in their courses. Considerably more research is required to determine the most effective methods of combining preparatory courses with first year university credit courses at Lakehead University. This is a crucial point because the students' academic standard and ability to cope with a regular university work load has to be taken into consideration in relationship to their funding. It is pointless to have students take a full course load during an eight month period to meet the requirements of funding agencies if they are going to fail. It may be possible to further enhance the students' potential of improving their academic skills while gaining credits by taking spring or summer session courses. The Department needs to explore the points raised above. In cooperation with the Native Student Support Services will develop an appropriate tutorial system to better meet the needs of the Access students. The two key points to be considered here are: improvement of the students' academic achievement and student retention from first year to the upper university years. The department may off er students individual and group tutoring extending beyond the first year so that students may maximize their chances of completing the courses and academic program with minimal failures. The Department will also explore the most effective way of delivering the Access program so that Native learning styles are better accommodated. For instance, a combination of lecturing and tutorials may be developed. In certain courses a tutorial system with competency-based learning may meet the needs of the Native adult learning more effectively. In any case, self-directed learning for adults should be taken into consideration. The process of curriculum development is an ongoing process. The time frame proposed here would see initial development in the first year, testing of the revised �Figure 3 REMOTE NORTHERN COMMUNITIES IN ONTARIO 43 curricula in the second year and development of a process for follow-up and evaluation of student progress in the third and subsequent year. Progress of students would be evaluated as they move through their academic programs and success and retention evaluated vis-a-vis the curriculum. In this way, over the initial period of the program, restructuring will take place to meet need. The time frame for this activity is as follows: Year 1 Begin development of curricula content; Literature search conducted; Begin needs assessment; Begin literature search; Request permission of publishers for use of published materials; Networking to access print and audio-visual resources; First draft begun; 8"'.'"-,i,RSKJN L.Al<E • ■ ■ ~AT LAKE •RED LAKE ... NEVI Year 3 Follow up on progress of students in academic programs to track student progress and evaluation of curriculum in meeting student needs. ■ i..AKE POPLAR Hil.L A. A MAC~OW:'.U. !..AKE • Testing of revised curricula; Revisions begun after testing; Final draft completed and distributed. WAflEKEKA • 21G lRCUT KASABONIKA ,A. LAKE ■ SANDY LAK! MUSKRAT DAM aLCNG 0:-OG LAKE ■ KINGFlSHER 1£1.CAMOW ■ ■ Iii ■ VteEQUIE WJNNUMMIN ID a. NC~TH SFIRIT LAKE SUMM~ BEA VER PIKANGIKUI-' Year 2 • LAKE PICKi.£ LANSOO'NNE HOUSE FORT HOPE ® SL.A1E ~ALLS 8. CURRICULUM DEVELOPMENT AND START-UP INITIATIVES a) Involvement is assured as described earlier in this document through the Aboriginal Management Council and the Native Studies Study Group . (!l OGCIO/\IARTIN F'ALLS b) ARMSlRONG ;-~r,I"" BAY Potential Use of Program Throughout the System: The University is willing to share our expertise in Access programming with other universities and colleges in the system to promote the accessibility of Native people to post-secondary education in Ontario. The University has expertise in the delivery of Native Access Programs through the access components of the Native Teacher Education Program and the Native Nurses Entry Program and is continually called upon to share this expertise. ~OWN-c: & _..t.L.'DEN GULL Involvement of Native Community in Development and Review G£RA1.DTON NIPIGON c) Educational Materials to Government, Native Education Council and Other Institutions: The University is willing to make materials available subject to conditions of the copyright laws and contractual obligations to our faculty. u. s. >- d) Institutional and Ministerial Approval: The proposal to establish a Native Access Program was approved in Senate in 1989 and begun on a limited basis in an attempt to demonstrate the need and viability of running the program. Continuation is contingent on receiving funding to adequately address the special needs of students and to develop a suitable curricula tested against needs, retention and success of the students. ~ e 11'18CS CIH a.a:lltlc.M. al> ■ RDIOtt COMMUNmE! -.m COMMIINlTY,EU:Cff!IC.AL. S"'1&1S (CNT. H'l'DRO) i3 UMGtt COl,IWUS111£5 'MlM CCW.nr.TY a.E~l:::AL S'l'S'TDIS (BAH~ ~ .. RSIOlE CCl,ulWflTIES ',OIJ™CUT Cf)UI.IUNITY !LLC'!ftl'-'I. sn':EMS Students in the Access Program are enroled in the B.A.(General) degree and is therefore approved. The Access part of the program is not funded. �44 45 12. 9. The exceptional costs are those associated with providing the special needs of Access, such as skills courses, tutoring, and counselling. These expenses are noted in the budget submission .. 10. BUDGET EXCEPTIONAL COSTS INITIATIVES INTER UNIVERSITY INITIATIVES Native Access Program Salaries Coordinator /Curriculum Developer Sessional Stipends Benefits $45,000 14,000 11,500 N/A 11. RESOLUTION - NATIVE ACCESS PROGRAM WHEREAS: there is a large number of Native adults who have not completed their high school and remained uneducated and unskilled; WHEREAS: there is a growing demand for trained professional workers in Native communities; and, WHEREAS: Lakehead University is capable of delivering an Access Program within the Department of Native Studies; BE IT RESOLVED: that the Lakehead University Aboriginal Management Council support Lakehead University's grant application to the Aboriginal Education and Training Strategy, Ministry of Colleges and Universities for the development of its Access Program. $70,500 Administrative Costs AV Material Development Print Material Development Print Shop Charges Consumable Supplies Miscellaneous Books & Periodicals (Library) Telephone - Long Distance Fixed Costs Office Equipment/Software Travel Expenses 5,000 5,000 1,500 1,500 750 1,000 500 250 1,000 3,000 $19,500 Sub-Total Overhead 12% Total Year I $90,000 $10,800 $100,800 Total Year II ( +2%) $102,800 Total Year III (+2%) $104,900 �46 SUPPORT SERVICES CORE FUND �47 Please submit a soparate cover sheet for Aborigmal E4.,.~tion -11d 1ndoing S"1\t.gy.. am propos;u ...~....;.__;,::~-~•~~ ;;~>:::: ·_;: :. i -1CU Instituti~ t.6Jtehead Universi~Y Name of the Proposal . S~pport servioa~ MCJ ZFnnd5 BcQvsuncd; xar 2 ~ Year - continuil!i 3 Year• $69,250 $70,650 $'121000 Special Projects Fund ... Support Services Enhancement Component s $ $ - Program Devt. Component $ Supplementary Grant Fund s s s Suppon Services O>re Fund !61 , goo $ s Please RANK this proposal in relation to the other proposals for which funds have bee;; roquuted under the strategy. • This proposal is iankcd # a out of 1 0 • Is this proposal dependent upon thd approval If yes. which one t1.0d why? Project Leader: proposals submitted. ot any other proposal submitted? Name Mr. Ot>rd Bruyere Title C(tQrdinotor, tfaH va Support Serv,lces Phone (807) 343-8084 November 27. 1992 Mc,vember 27, 1992 Date College/University Aborisinal committee Auacb the rcsQlutign approvod RY the ·•uwurlonal Abcm&jnal mmrn;uee sup,pnntn1 sbia pmposat, �49 48 SUPPORT SERVICES CORE FUND SECTION I RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - NATIVE SUPPORT SERVICES CORE 1. NATIVE COUNSELLORS CURRENTLY EMPLOYED ON-CAMPUS Lakehead University currently employs two full-time counsellors for Native students on campus in Native Support Services. Native Support Services operates under Student Services and are available to all Native Students. Native Support Services also employs one part-time Receptionist. WHEREAS: the Native Support Services Department is one of the foundation on which continued growth and enhancement of programming for Aboriginal students will continue; WHEREAS: this program play a significant role in the success of Aboriginal student. Funding for the Coordinator and the Secretary/Receptionist positions of Native Support Services is allocated from the University's operating budget. BE IT RESOLVED: that this program be resubmitted for continuing funding. 2. DESCRIPTION OF THE POSITION It is hoped that this strategy will provide continued funding for the full-time position of Counsellor, Native Support Services. Attached are descriptions of the classification, job description, reporting structure and recruitment strategy for the Counsellor. (Please ref er to Section II). 3. EVIDENCE OF THE NEED FOR POSITION . . . . In l 98~, before the existence of Native Support Services, and during early m1t1attves to implement programs for Native students, Native students presented a proposal to the President of Lakehead University identifying the need for ongoing assistance to Native students attending the University. The proposal described the specific obstacles encountered and students' perceptions of how a counsellor could ameliorate opportunities for success. This proposal is recognized as the foundation for the support services that have since evolved. Native Support Services offers a diverse range of services providing cultural activities, academic support, and personal counselling. Academic and personal counselling for students is simply a genesis for provision of services to meet the unique needs of Aboriginal students. It has been the experience of those associated with Native Support Services that effective program delivery necessitates viewing those needs in a holistic manner, addressing not only academics but also physical, emotional and spiritual well-being. When these qualitative aspects of a person's life are in balance it . . ' 1s more likely that academic success can be pursued without hindrance. Students making the transition from Native communities to an urban setting must confront the need to find housing, day-care facilities, bus routes and schedules, not to mention acclimating themselves to the university environment. The addition of a second Counsellor to Native Support Services has allowed for ~o.re time to be devoted counselling needs. The Counsellor has initiated a community liaison role by visiting community organizations and local high schools to sensitize potential students to the challenges they face during post-secondary education. This helps to establish an initial link to Native Support Services and Lakehead University �51 50 in general. The Coordinator is pursuing ways to improve the range and quality of specialized support services for Native students such as organization of traditional cultural ceremonies and academic program planning. 5. BUDGET FOR COUNSELLOR OF NATIVE SUPPORT SERVICES Year I AETS Counselling Foundation Lakehead University TOTAL There has been a substantial increase in Native students attending Lakehead University in recent years and this trend has continued with the demand for transitionyear programs and with the implementation of the program in Native Studies. Since the inception of Native Support Services in 1987, the proportion off emale Native students has increased annually to the current estimation of 75% of the total population. Female students now have a choice if they feel their needs are better met by a female Counsellor. 67,000 13,200 45,000 Year II (Portion supported from AETS Salary Benefits Overhead (12%) Subtotal 4. LONG TERM PLANS FOR NATIVE SUPPORT SERVICES AT LAKEHEAD UNIVERSITY Aboriginal Resource Library Materials Consumables/Print Shop Cultural Events Advertising/Promotion Memberships Travel/Community Liaison Subtotal Other considerations that demonstrate this long-term commitment are initiatives being undertaken to expand Native Programming as noted in the University's proposal for programming support. In concert with the social support available in the Native Student Centre from their peers and from Native Support Services, Lakehead University is seeking to reduce the attrition rates among Native students. The permanency of Native Support Services place within the structure of Lakehead University is illustrated further by established protocol that enables Native students unrestricted access to services provided through the Learning Assistance Centre and other components of Student Services, such as Financial Aid and the Career and Counselling Centre. Free tutoring and access to emergency loans are examples of how the University attempts to allay the impediments to academic success for Native students. In addition, it is hoped that Government will show its commitment to the Strategy by establishing a permanent funding Envelope to support these initiatives. 38,500.00 7,500.00 5,520.00 51,520.00 Other Costs: In 1991-92 Native Support Services moved to the new Student Centre giving it high visibility and readily accessible for Native students. In addition to the capital investment, the Centre was equipped with supplies and furniture and such equipment as a television and video-cassette recorder and two computers. These developments recognize the needs of Native students and are an indication of the University's commitment to providing services to Native people attending the University. As part of long range plans to develop programs for Aboriginal people, the University has implemented an infrastructure to allow for input from the Native community, including Elders. The University established the Aboriginal Management Council which is comprised of representatives from Native organizations, Elders, student representatives and University administration. This Committee provides Native people a forum to advise the University on program development, to work in partnership to enhance the value of the University to the Native community. Within Native Support Services itself, an Advisory Committee has been established, consisting of three Elders, two students, the Coordinator of Native Support Services, and the Director of Student Services. The mandate of this Committee is to ensure that Native Support Services provides relevant service to Native students in accordance with Anishinabe cultural values. 115,200.00 1,500.00 1,000.00 2,000.00 1,000.00 230.00 12,000.00 17,730.00 Year II - TOTAL $69,250.00 Year III $70,650.00 Year IV $72,000.00 SECTION II 6. DESCRIPTION FOR COUNSELLOR, NATIVE SUPPORT SERVICES GENERALLY Reporting to the Coordinator, Native Support Services, the Counsellor is responsible for providing personal, career and educational counselling to prospective and enroled Native university students; advising and consulting with University faculty and staff regarding counselling services to Native students; liaison with individuals, high schools, First Nations, and Native organizations in the communities of Northwestern Ontario. �53 52 COUNSELLOR, NATIVE SUPPORT SERVICES SPECIFICALLY The incumbent will be responsible for offering personal and cultural support by providing counselling, programming and information services to enroled and prospective Native students at Lakehead University; liaising with community schools and First Nations to off er guidance and information to potential Native students in Northwestern Ontario. Duties to include: assisting students through formal and informal orientation to the University. educational° counselling (e.g. study skills, test anxiety, etc.). developing and leading group programs and information sessions that are relevant to Native students. Applicants should possess a university degree or a combination of formal education and relevant work experience; excellent communication and personal relation skills; demonstrated ability to establish helping relationships; and, an appreciation and sensitivity to Native cultures. participating in and/or facilitating programs in spirituality, wellness, Native culture, etc. This position requires applicants of Native ancestry who possesses intimate knowledge and experience in women's issues. telephone advising and counselling. Interested candidates are invited to submit a resume, including references, by Wednesday July 14, 1992. personal counselling to Lakehead University students. liaising with relevant University departments and community agencies to coordinate services to individual students. 7. working with professors, housing officials, and other student services professionals regarding individual student needs. Lakehead University sends copies of all advertisements for Native positions to Native Band's and Organizations in Northwestern Ontario. Potential positions are also advertised in Thunder Bay and regional newspapers (Chronicle Journal, The Post, Wawatay). advising the Coordinator of Native Support Services on changing student needs, programming and services. consulting with and advising the Coordinator of Native Support Services on individual cases, programs for Native students, counselling issues, etc. 8. 9. a person of Native ancestry; willingness to travel. Applications are invited. for the following one year term position, effective as soon as possible, in Native Support Services, a division of Student Services. REPORTING STRUCTURE The Counsellor is classified within Lakehead University's internal structure as Schedule 2, Grade 9. The Counsellor reports directly to the Coordinator of Native Support Services. The Coordinator's position within the University structure is Schedule 2, Grade IO. This places the position within the Management/Professional module. The Coordinator reports directly to the Director of Student Services, as Native Support Services is a division of Student Services. The Director of Student Services is accountable to the University's Vice-President (Academic). excellent communication and personal relation skills, intimate knowledge and experience in women's issues and demonstrated ability to establish helping relationships with women; ADVERTISEMENT FOR POSITION COUNSELLOR'S POSITION STATUS The Counsellor has been hired on a contract basis effective from August 24, 1992 to the University's fiscal year-end of April 30, 1992 with the expectation of renewal. POSITION QUALIFICATIONS a university undergraduate degree in the Social Sciences or a combination of formal education and relevant work experience; RECRUITMENT STRATEGY 10. COUNSELLOR ACTIVITY REPORT The Counsellor began her contract on Monday, August 24, 1992. The following two weeks were spent in acclimating to the University environment and establishing initial links to various support staff and resource personnel necessary to carry out the counselling role. �55 54 L··· ,:. ··.- ·.... . _ M:fl SHEEt Registration Week was spent in assisting students in course selection and scheduling their classes and negotiating through the registration process. The Counsellor also conducted orientation sessions for the students in the Native Access Program and offered similar sessions to the general Native student population. The Counsellor's outreach to students included attendance at classes in Native Studies, Ojibway L·anguage, and Native Teacher Education Programs. Other outreach activities include communication with Native organizations (e.g. Ontario Native Women's Association and Aboriginal Education Councils). lnstinltfon L:lkehead University Name of the Proposal Support Services Enhancement (Slde:e-s/Tutors) - Continuin\l Mcu Fun4, Boqu<-Sted; Year 1 Ysat2 Yoar~ Suppon Senices Core Fund $ s s Special Projects Fund .. Support ScrYl* 5.i,,,00 $50,850 s s $ In November, the Counsellor will attend a local high school's Career Day for Native Students and the development of pr~grams for Native women such as the proposed Women's Circle. • Program D~vt. Component $ Supplemental)' Orant Fund s s 5 FINANCIAL STATEMENT Plea,~ RANK this proposal in relatioa. to the other proposals for which funds bave 'bee"·, rcqueated under th~ 1traiegy. · · • This proposal Js raokod # 3 out of 1 o proposals submlttod. • la this proposal dependent '1.PQD cha approval of any other prop~sal submitted? Individual counselling sessions comprised the Counsellor's greatest time commitment. In September, the bulk of enquiries were of academic concerns and questions on programs. During the month of October, counselling appointments were increasingly concerned with personal issues as well as academic issues and appointments continued to increase. Seventy-five percent of the formal contact has been with female students. 11. Pl~. submit a ~parate a:wer &beet for ~ proposal 111bmittcd unaer tile MCU Aboriginal Sducatioll ad Tn.hJJ.Dg Semtcgy. · If yes, whfoh Statement of Receipts and Expenditures as at October 31. 1992 $67,900 13,207 45,000 Advances from the Ministry of Colleges and Universities Counselling Foundation Lakehead University Contribution Enhancement Component Project Leader: oDc and Name Title why? 51,900 • ------~----- $126,107 Phone Coorclinator, Native Support Se.r11.i.o•• ·c so,> 343-aoa4 Expenditures: Salary and related costs Overhead Other Costs $7,500 8,148 12,700 Novembe~ 27, 1992 $28,348 Funding to be used in the remainder of 1992/93 fiscal year ~~ • Date tl/41, 'itJ/7L• , 1 ~llege/Un1Yer$ity Aborlgmal commlttcc Salaries and related costs funded by LU $31,315 Total Expenditures Date ead $59,663 $66,444 Attach ¥30 resotutian mroyec, 1lY the 1ns111ut1ona1 Ahori,Jnal committa mmwnJ111 this pro,ppsfi,, �57 56 SUPPORT SERVICES ENHANCEMENT COMPONENT (SPECIAL PROJECTS FUND) RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL- NATIVE SU~PORT SERVICES ENHANCEMENT-TUTOR/ELDER PROGRAM WHEREAS: the Elder /Tutors program is a foundation on which continued growth and enhancement of programming for Aboriginal students will continue; SECTION I 1. COUNSELLORS ON CAMPUS WHEREAS: the program play a significant role in the success of Aboriginal student. Two full-time counsellors, the Coordinator and Counsellor of Native Support Services, are available to all Aboriginal students at Lakehead University. BE IT RESOLVED: that the Elder /Tutors Program be resubmitted for continuing funding. 2. NAME OF THE PROJECT FOUNDATIONS IN TRADITIONS: ELDERS-IN-RESIDENCE and AANKOKINOMAHGET STUDENT TUTORING. 3. PROJECT DESCRIPTION The FOUNDATIONS IN TRADITIONS project is becoming part of a learning circle where Elders, tutors and students share their skills and experiences to reinforce individual strengths and thereby build a supportive group network. This project seeks to enhance the well-being of Native students on campus by addressing spiritual and cultural needs and by providing reinforcement for academic issues. a) The ELDERS-IN-RESIDENCE component brings Elders and other traditional teachers from diverse Aboriginal cultural groups to Native Support Services. The program provides students with .another source of support and adds another dimension to the University learning experience. b) AANKOKINOMAHGET is an Ojibway word that means "a person helpful in teaching " and "a chain to what is going on already". In order for Native students to receive the comprehensive tutoring that is required, AANKOKINOMAHGET provides a number of Native tutors who spend their time exclusively with Native students. Tutoring is done by a combination of Learning Assistance Centre tutors and peer tutors with each student being matched with a tutor who is particularly skilled in the subject in which the student is having difficulty. Tutorial services expand to include tutoring in course content, presenting workshops on topics such as study skills and essay writing, and training peer tutors. The tutors bring their own learning styles and study skills to the program which models success for students who may be struggling academically. 4. EVIDENCE OF PROJECT NEED The University's Native student population is constantly increasing. In addition to the number of students entering programs directly from high school, the number of mature students is rising. Mature students face unique challenges. Typically they have been out of the classroom for some time and often are poorly prepared academically. �58 They also incur stress related to family and personal responsibilities. The balancing of these stressors can be alleviated by services sensitive to student needs. pass on traditional teachings helps to complete a circle of sharing where students can demonstrate their respect and honour for traditions. Due to the large numbers of Native students attending Lakehead University, the Learning Assistance Centre has seen a constant rise in demand for the tutoring services it provides. The a~ount of tutoring allotted to each student is limited by the number of tutors available and by fiscal considerations. In the case of Native students this limitation is a concern. Demands are being made from regular Native students as well as the growing numbers entering the University via transition programs who need to build the foundation of study skills and written communication skills. These students need ongoing academic support in course content to complete assignments and to succeed on tests and examinations. Commitment is essential to a student's success. Any student who seeks tutoring does so on a voluntary basis which is an indication of a student's commitment to his or her studies. Tutoring most effectively improves academic performance and lowers the attrition rate of Native students. Native students use tutoring as a means to "keep up" rather than to "catch up" with material. In its declaration of jurisdiction over education, Traditions and Education. the Assembly of First Nations states that, "Education of First Nations students includes instructions in the values held in esteem by First Nations communities and families so that education is clearly an extension of the culture and the instruction provided by the family. Education helps the student to develop a strong sense of pride and respect for the First Nations community, culture and family." The Elders are the holders of knowledge, the teachers of Native culture, songs, heritage and survival, and are held in the highest esteem and respect. In a I 986 proposal, the Native students of Lakehead University identified the need to weave the presence of Elders as role models into the fabric of Native Support Services to assist in the transition to urban living and the University environment. Elders have met with students through Native Support Services and were well received. These responses are an indication of the importance attached by students to their cultural values and spirituality. Since 1987, Native Support Services, in cooperation with the Lakehead University Nishnabek Students Association have organized Feasts and Pow-Wows during both the Fall and Winter terms of each year. These functions are well attended, not only by the students, but also by families and friends from Thunder Bay and the surrounding region. Attendance by University faculty and the non-Native population demonstrates interest in and support for Native cultural activities. The combined elements of this project must be available for students in need of support and to assuage the challenge of learning to balance numerous course requirements and personal commitments outside the classroom. S. 59 SHORT AND LONG TERM BENEFITS In the short term, Elders serve an informal counselling role for students, offering support and encouragement during the academic year. Attending ceremonies held on campus affords Native students the opportunity to interact with peers outside the classroom setting. Elders often speak of the importance of having a sense of identity and believe that to make full use of the tools and knowledge gained from a university education, there must be a parallel education - a holistic approach to life is necessary to balance physical, mental, emotional and spiritual needs. Education in cultural traditions encourages Native students to return to their home communities and share their cultural and educational experiences with other Native people. Inviting Elders to The appointment of Native tutors to complement the staff at the Learning Assistance Centre augments the process of establishing rapport with Native students and helps raise the comfort level of Native students seeking tutoring. Native tutors serve as role models and encourage Native students to take advantage of this learning experience. 6. WORK PLAN ELDERS-IN-RESIDENCE The following identifies the tasks to be completed in order to ensure weekly visits by Elders during the Fall and Winter terms at Lakehead University. a) In May /June, begin identifying potential Elders to be invited by gathering input from students via the annual survey conducted by Native Support Services in April. Further input may be elicited from Native members of the University's Aboriginal Management Council and from the Native Support Services Advisory Committee during their regular meetings. b) In July and August, hire a Native University student to initiate contact with Elders by attending Pow-Wows and consulting with the local and regional Native community. Establish tentative dates. c) In August, schedule weekly sessions by setting up exact dates for specific Elders and arrange for interpreters if necessary. Advertise the schedule. d) Monitor the project implementation and provide a mechanism for student feedback. AANKOKINOMAHGET a) June/July- Begin ongoing recruitment of Native tutors. b) August/September- Orientation and training under the supervision of the Coordinator of the Learning Assistance Centre. c) September- Begin ongoing advertisement of tutoring services for Native students to the University community, including academic departments. Offer individual and group tutoring to Native students. �61 60 d) Ongoing- Assess needs and offer workshops in essay writing and develop workshops as required, in consideration of mid-term and examination periods. 7. ELDERS-IN-RESIDENCE SCHEDULE October 21 29 Richard Lyons Edna Manitowabi November 4 John Pierre PROPOSED BUDGET This budget describes a detailed three year plan to implement the FOUNDATIONS IN TRADITIONS project. Tutoring salaries in the Learning Assistance Centre ranges from $10.03/hour to $24.06/hour depending upon qualifications and functions of the tutor. For the purpose of estimating the cost of AANKOKINOMAHGET, $18.50/hour for 1650 tutoring hours is used. $36,000 Salaries, Honouraria, Benefits Meals, Accommodations, Materials 8,500 5,400 Overhead Total Year I $49,900 Total Year II $50,850 (+2%) 11 Michael Thrasher 18 Vern Harper 25 Liza Mosher December 2 Freda McDonald January 13 Ernie Benedict 27 Total Year III (+2%) February 10 8. Ann Jock $51,900 CONTINUED PROJECT FUNDING The University commitment to Native Support Services is illustrated by the fact that it is currently making a significant contribution to this office. It is anticipated that this support will continue at least at the current level through the combined efforts of the Government and Lakehead University. Alex Skead 24 Vera Martin March IO Art Solomon 24 Janice Longboat NOTE: During the Winter term, additional Elders will be invited to attend. SECTION II 9. ACTIVITY REPORT AANKOKINOMAHGET ELDERS-IN RESIDENCE Recruitment of tutors began in August on campus and in the community. The Learning Assistance Centre Coordinator is responsible for administration of tutorial services and worked with the Coordinator of Native Support Services in the recruitment process. A tutoring schedule was established for Native Access students to receive tutoring in course content, essay writing, microcomputer use, and study skills. In addition, Native peer tutors have been recruited to supplement the tutors of the Learning Assistance Centre; one to tutor in Native Studies and one to tutor in an Ojibway language course. The majority of tutoring takes place between October and April of each year. In the first few weeks of classes, 48 Native students sought the assistance of 18 Native and Non-Native tutors for a total of 392 hours. A list of the courses for which students have sought tutoring is included. In addition, Native students attended a workshop on Essay Writing in early October. This workshop will likely be repeated in the Winter term and it is hoped that tutoring services will be available to students year round. In July, 1992 a summer student was hired by Native Support Services to develop this project for the 1992-93 academic year. The student attended Pow-Wows in Northwestern Ontario and Minnesota, and consulted with local Elders to get advice on how to proceed. During July and August this student contacted Elders and determined travel costs and liaised with Confederation College to explore possible joint ventures. By September 1992, the program was tentatively established and began on September 16 and continues weekly thereafter during the Fall/Winter terms. The summer student was retained on a part-time basis to enhance his experience and to assist project implementation. The schedule of Elders' visits follows. The project completion date will be March 1993 and an accurate accounting of project cost will be available at that time. �63 62 _. . ·-.· fl.SHEET RECRUITMENT STRATEGY All tutoring on campus is done through the Learning Assistance Centre. Peer and full-time Centre tutors report to the Coordinator of the Learning Assistance Centre, a division of Student Services at Lakehead University. Recruitment of Native tutors have proceeded on two levels. Recruitment of peer tutors requires advertisement on campus through the local Canadian Union of Educational Workers. Subsequent to this procedure, newspaper advertisements in community newspapers was implemented through the University's Human Resources Department. Ongoing recruitment of Native peer tutors is undertaken in the Native Student Centre by the staff of Native Support Services. 11. Please submit a separate covor &hGat for Aboriginal Education a:aid Tl'alllll'lg Stratety. .IIIGb prOJ>OSIU suiJDllm:li unu=t w~ """""u Lakehead Unviex-$it)' lnstitution SUppor~ ~ie('ral!I Bnhancemant Name of tbe Proposal Native Acc1@e 'J:utors - WW MCJ J Funds Requested; Year J Y•;at~ Year~ Suppon Services Core Fund s $ $ J2!S, f'JOO $ 25 ,!500 5H,000 Elders were contacted by telephone and mail for those residing outside of the Thunder Bay area and were approached in person if they resided in Thunder Bay. All Elders committed verbally to participate after being offered tobacco in the traditional manner. • Pi-o,ram Dcvt. Component s s s FINANCIAL STATEMENT Supplementu)' Grant :Fund $ $ $ Statement of Receipts and Expenditures as at October 31, 1992 Advances from the Ministry of Colleges and Universities $49,900 Exp en di tu res: Tutors Elders Overhead Special Projects Fund • Support Serrices Enhancement Component Please RANK this proposal in relation io the other proposals for which funds have b"n requested under the strategy. • This proposal i& ranked # 9 out of 10 proposals submltt$CI. • Ia tbi4 ptopasal depcmdent upon the approval of any otb" pn>posat submitted? IC yes, which one and why? $4,400 2,000 5,988 Total Expenditures $12,388 Funding to be used in the remainder of 1992/93 fiscal year $37,512 Project Leader: Name ntle "8, C.rAldirt.o Wbito --------------------- ----------------Ooor4!neot.r, t.e•rning Assistance Centre Diltc _J"· ~~~~,J£,1-:M~~~..L,J.,S:.~~.:::: ii'S1r::, Novombe~ 27, 1992 Date 0,llege/Umversity Aborlsinal oQmqUH Attach the resolution &Rmved b,y tho,.inmwdonaI Aborlstna.1 c;pmmtttee mm,outng thf& prnprnml, �64 65 SPECIAL PROJECTS FUND SUPPORT SERVICES ENHANCEMENT COMPONENT RESOLUTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - TUTORING OF STUDENTS IN THE NATIVE ACCESS PROGRAM WHEREAS: the Native Access program is a means of access to higher education for students who would not otherwise qualify to enter university; .NATIVE ACCESS PROGRAM TUTORS 1. WHEREAS: without significant tutorial assistance, these students chances of success will be limited; BE IT RESOLVED: that the Lakehead University Aboriginal Management Council support the grant application for the Access Tutoring Program. COUNSELLORS ON CAMPUS' The Coordinator and Counsellor of Native Support Services are the two full-time counsellors available to all Aboriginal students at Lakehead University. 2. NAME OF THE PROJECT Tutoring of students in the Native Access program 3. DESCRIPTION OF THE PROJECT This project to tutor students in the Native Access program is designed to provide the academic support so of ten necessary for successful post-secondary studies. The project will provide initial orientation to university life and in particular to the lecture mode, the teaching method most employed by universities. Further assistance will be provided in the content of individual courses and in gaining skills for successful learning. Thus, help will be provided at the beginning of the students' academic program, and on-going assistance will aid students in succeeding in their academic plans. 4. THE NEED FOR THIS PROJECT Students who enter university from high school have difficulty adjusting to the new academic environment which exists in universities. Students who enter under the Mature Student admission process have even greater difficulty because of the length of time they have been away from formal education and those who enter under special status such as in the Access Program have an even more difficult time. Further, Native students who have the opportunity to study at university and who are inadequately prepared for the transition to this new experience, need support in many areas. One of the most useful ways to help Native students is to provide tutoring help, both in gaining learning skills and in better understanding the academic content of individual courses. 5. SHORT AND LONG TERM BENEFITS EXPECTED FROM THE PROJECT The aims and benefits of the Tutoring Project are both short and long term. Initially, it will be important to help the Native students in the Access program to become as comfortable as possible with the university environment. The students will learn of the support available to them from the Program tutors and from other areas of the University. This initial part will be important in convincing the students that they �66 67 should stay in the Native Access program. The long term aim of the project is for the Native students be successful in whatever academic route they choose at the end of the Access program. Benefits 2,400. 2,520. 2,640. Supplies 600. 700. 800. 2,760. 2,900. 3,052. $25,760. $27,120. $28,490. Admin/OH 6. WORK PLAN This tutoring project involves many components including: TOTAL Summer - hiring tutors who will provide tutoring to students in the Native Access program. It should be noted that, as these students move on to higher years of study, tutoring will continue to be available to them through the Tutoring Program available to all Native students. The project being presented here is only for students in the Native Access program. Early Fall - training these tutors in the skills and methods of tutoring. - providing sensitization to Native culture and learning modes for any tutors who are not of Native ancestry. Late Summer and Early Fall - providing assistance to the students in settling into life in a new location, especially in a bigger city. - orientating the students in the Native Access program to the University environment. - providing skills to the students to help them adjust to courses at the post-secondary level (for example, the skill of taking notes in lectures). 8. CONTINUED FUNDING The University commitment to Native Support Services is illustrated by the fact that it is currently making a significant contribution to this office. It is anticipated that this support will continue at least at the current level through the combined efforts of the Government and Lakehead University. - providing coping skills for integrating their academic and personal lives (for example, time management). On-going - providing on-going academic support in course content for the individual courses being taken by the Native Access students. - teaching the students various learning skills which are held by successful students. - building confidence on the part of the students, which is one component of the tutoring program. - teaching learning skills to the students, which is another component of the tutoring program. 7. BUDGET FOR THE WORK PLAN The salaries of tutors in the Learning Assistance Centre at Lakehead University vary according to the qualifications of the tutors. Currently tutors are paid salaries ranging from $10.03 per hour to $23.10 per hour. For the purpose of estimating a budget, the rate of $20.00 an hour will be used since it is expected that senior tutors will be needed for this project. Year 1 Salaries $20,000. 1000 hrs.@ $20./hr. Year 2 Year 3 $21,000. $22,000. ll �69 68 Please submit a separate mver sheet 1:;:, ~·:-__ .·}. •,-, ,.; .. ·_.· · .- : . ·--=-. < . . •, -,.:- -,,. MCU Al>orisinal .Bducatic;m and Traiuiug Strategy~ ~akehaaa Unvierbity Institution ~ Name of the Proposal '1App~t. f?l'N"v.lce ■ Bnhono~ent eircle - New MCU Funds Bcaquesred: Year t Year2 fiai:a Support Services Core F\lIJd $ $ s Sp~i\l Projcc;t& Fund - Support Services Enhanecmcnt Component $10,S00 $10,500 $ 10 .100 - Prograin DcM. Component s $ Supplementary Grant Fuo.d $ $ s s RESOLUTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - HEALING CiRCLES WHEREAS: the Healing Circles will play a significant role by providing culturally sensitive support for students; BE IT RESOLVED: that the Healing Circles Program be supported. Pleo.se RANK ibis proposal in relation to the other proposals for which funds have bf.sn requested under the strateS)'. • Thia propo5-J its ranked # 1 0 out of 10 proposals submined. la this proposal dependent upon the approval Qf any other propo~al submitted? If yes, which one bet why? Project Leader: Name M;r ~ OQi-c,1 Title Coordinator. Native support SerYiC6a 'Rruyere teO"I) 343-8084 1I Date Date Attach lht woJutlon IPJ)l'.PYM by Jbc ·iPitimtiOJ11J Mod,toal sommlttee gpporttns Jht~ r,~::.~,;;~'. �71 70 Many issues arise for these students during the academic year. Some are challenged as single parents, others struggle with non-supportive partners, and others are also trying to resolve personal issues related to sexual abuse or addictions. These issues have varying degrees of effect on a person's well-being and on success in the classroom. SPECIAL PROJECTS FUND SUPPORT SERVICES ENHANCEMENT COMPONENT 1. At present there are no formal support groups on campus that can help to address these issues. Individual departments of Student Services offer a variety of workshops to help deal with stress, eating disorders, separation and loss, and there two mental health counsellors and a psychiatrist available for all students. However, Native students are often hesitant to make use of these services: Healing Circles would provide the choice of a culturally sensitive source of guidance and healing. COUNSELLORS ON CAMPUS The Coordinator and Counsellor of Native Support Services are the two full-time counsellors available to all Aboriginal students at Lakehead University. 2. Financial constraints are one of the main stressors Native students face and the secondary element of this project, the Children's Circle, is necessary to provide a free alternative childcare arrangement to the students who wish to attend the Healing Circles. By designing a children's program that is entertaining and meaningful for Native children, the hope is to give further incentive for students to participate. NAME OF THE PROJECT HEALING CIRCLES 3. PROJECT DESCRIPTION 5. This project will assist Native Support Services to host regular gatherings for the Native students at Lakehead University. These groups processes will provide a safe, confidential atmosphere students can share their experiences and seek healing and the support of their peers. The Women's Circle will be organized and conducted on a biweekly basis by the Counsellor of Native Support Services with the guidance of a female Elder. The Coordinator will assist a male Elder conduct a Men's Circle, also on a bi-weekly basis. The major benefits to this project are both short term and long term. It will allow Natives to explore changes within their lives, to cope with these changes, and to integrate these changes into personal growth. Not only will it strengthen the individual but may also serve to strengthen the families of these students. It may be difficult to quantify, but the positive effect on academic success is likely to be felt on two levels: Healing Circles will alleviate stress affecting academic performance and will allow men and women to learn more about the Native way of healing and learning. In sharing their experiences with other female students, the Healing Circles may enrich the student's peer support network, which is of particular benefit where there is hesitation to seek out formal means of support. A critical component of this project is the Children's Circle to be conducted simultaneously at Native Support Services. The initiation of a children's program will encourage students with childcare responsibilities to participate in the Healing Circles. The Children's Circle will make use of craftspeople, artists, and Elders to off er demonstrations of Native crafts, painting, Legends and storytelling. A variety of games and activities will complete the program. This part of the project will be organized and implemented by a group of Native University students to provide a meaningful work experience during the academic year and to provide a secure and responsible level of care for the children. 4. The project will also provide some respite from childcare responsibilities for those students with children and will give these children an opportunity to learn different elements of Native culture. From the logistical point of view, this project will integrate the services offered to Native students at Lakehead. It will serve as a means of outreach to students for the Counsellor, provide income and experience for students assisting with the Children's Circle~ entrench the presence of Elders on campus, and provide an alternative means of support to complement the services already in place. EVIDENCE OF PROJECT NEED Lakehead University has acknowledged the need for special support services for Aboriginal students with the permanent establishment of Native Support Services. The attempt to enhance these services must take into consideration critical demographics of the Native student population at this institution. Information voluntarily supplied by Native students each year suggests that approximately 70% are female students. In particular, an effort must be made to provide support to the women who enter as Mature students and whose academic responsibilities must be balanced with family and childcare responsibilities. SHORT AND LONG TERM BENEFITS 6. WORK PLAN a) July/ August- The Coordinator of Native Support Services will hire one student with experience in organizing and delivering youth programs. This student will work with the Counsellor of Native Support Services to develop a varied program of activities for the Children's Circle by gathering games, arts and crafts materials, videos and appropriate resource people to assist in the program. �73 72 b) August- The Counsellor will approach Elders in the traditional manner with a gift of tobacco to seek aid in conducting the Women's Circles. A schedule will be devised and finalized for bi-weekly sessions including when each Elder is to attend and where the Men's Circle, Women's Circle and Children's Circle will take place on campus. Contact local Native organizations and student sponsors to advertise the project. c) September- ·Retain summer student on a part-time basis and recruit a pool of part-time students to assist in the supervision of children and the delivery of the Children's Circle program. Begin project activities in the second half of September. The Counsellor will attend Native programmes and classes to invite student participation. 7. PROPOSED BUDGET SUPPLEMENTARY GRANT FUND Honorariums -Women's Circle Elders (14 sessions x $150.00/diem) 2100.00 1. NATIVE TEACHER EDUCATION l. NATIVE NURSES ENTRY PROGRAM -Mean's Circle Elders (I 4 sessions x $150.00/diem) 2100.00 3. NATIVE ACCESS PROGRAM -Children's Circle Resource People (14 sessions x $150.00/diem) 2100.00 Student Wages-Children's Circle -Four part-time positions (224 hours x 9.00/hr) 2000.00 Resource Materials-Children's Circle (moosehide, beads, assorted craft supplies board games and children's toys, video rentals) 2000.00 Total $10,300.00 TOTAL YEAR I $10,300 TOT AL YEAR II $10,500 TOT AL YEAR III $10,700 �74 Ple~~ submit a acparate cowr sbeet for .am proposn.i Aboriginal :Education aad 'n'ainiag Suategy. .~~ · ~:·: lnr.titlltion ~•head tJniveraity Nwne of the Proposal r_etive Teaotter Education~ Hew • -.•. - Supplementary Grant MCU fu.ndo Rcqpesnd; Year l Yeat,2 Xcm:3 S'Llpport Services Core Pund s s s Special Project.\ FllDd .. S\lpport Sernoes s $ s $ __ s $ $1 U,468 $129,509 $153,366 Enhancenumt Component - Program Devt. Component Supplementary Grant Fuud Ple&se RANK this proposal in rclati9n to tbe other propoaals for which funds have been requested under the strategy. • This proposal Is ranked t# 1 ou, of 10 proposals submitted. 1s this proposal dependent upon the approvil ol any other propo,al submitted? Ir yes. wbfoh one ud why? . Project Leader: Name Profe••~r Ruby 8lipperj~ek-Farrell Title coorclintatot', Native Teaoher Education {807) 343-8720 Date Movl!lllber 27, 1992 Daw C:.Ollegcs/Unfvcrsity Aoorfginal committee &tub th, tff<>Jutinn am,mveo kY the inmtu1tona1 AbQriaiJU!I ~mmfttec wwortJni th·~~ pro,posal, · �76 75 NATIVE TEACHER EDUCATION PROGRAM 1. RESOLUTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL COUNCIL - NATIVE TEACHER EDUCATION (SUPPLEMENTARY) MANAGEMENT WHEREAS: Aboriginal teachers are the basis on which the education of future generations will be founded. BE IT RESOLVED: NAME OF THE PROGRAM The first program requested for designation as a Native Specific Program under the Supplementary Grant Fund is the Native Teacher Education Program. 2. DESCRIPTION OF THE PROGRAM that the Native Teacher Education Supplementary Grant be supported. The Native Teacher Education Program is a concurrent Bachelor of Arts (General Program)/Bachelor of Education (Native Education) degree program. In order to be admitted to the Program, students must be of Native ancestry and be recommended by a Native organization. Students who successfully complete the Program are eligible for an Ontario Teacher's Certificate and are then fully qualified teachers. The purpose of the Native Teacher Education Program is to increase the number of qualified Native teachers through an alternative but equal program which will prepare them to meet the special social and cultural needs of Native communities, taking into account such factors as heritage and language. Native teachers who have an intimate understanding of Native traditions, psychology, way of life, and language are best able to create a learning environment suited to the habits and interests of the Native child. The Program prepares teachers to provide educational programs that will assist Native people to sustain their culture and language and at the same time to teach school pupils the skills necessary to pursue further education if they so desire. In addition to educational methodology and theory, the Program includes courses in Native culture, traditions and language. Students are required to do student teaching in Native schools. In order to provide positive role models and a culturally sensitive approach, the Native Teacher Education Program has a core staff of two Native faculty members, one of whom serves as the Coordinator of the program. 3. DEMAND FOR THE PROGRAM The Native Teacher Education Program was introduced in 1974 following extensive consultation with the Native community. The program was initiated as a diploma program to graduate Native students with a diploma and certificate for elementary school teaching. Students graduated from the program with the first year Arts and could continue to complete their degree as many have done over the years. In 1987, at the urging of the Native community and the federal government, the program was revised to the four year BA/Bed degree program. The Native community urged the University to provide a program equal to the regular teacher education program and to graduate Native students as fully qualified teachers holding both an Education degree and an Arts degree. �78 77 Until this year, enrolment in the program has been steady since its inception. Approximately 25 to 30 full time students were enroled between 1983 and 1987. With the change to a degree program, enrolment has gradually increased to 37 students in 1990/91 and 42 in 1991 /92. While first year intake has in the past been approximately 15 students, this year first year intake was 29 students. With increased emphasis on the importance of having fully qualified, culturally sensitive teachers, it is anticipated that demand will continue and first year intake will average 20 to 30 students. 8. CULTURAL CONTENT In addition to educational methodology and theory, the program includes courses in Native culture, traditions and language. Students teach in Native schools and are of Native origin. 9. Interest also has been expressed by northern communities for community based delivery of the Native Teacher Education Program. Unfortunately, funding for such a project has not been available and the program could not be offered at the expense of the regular program. Recently, the University was approached by the Sandy Lake Education Authority to offer a community based delivery of NTEP. Pending funding approval (from an alternate source), the program will begin in March 1992. The delivery would consist largely of on-site courses in Sandy Lake combined with campusbased sessions and practice teaching in Thunder Bay schools. A very important consideration for the University in providing on-site delivery in Sandy Lake is the fact that our Continuing Education Department has been offering on-site credit courses toward a B.A. degree in Sandy Lake for the past three years. By combining the B.A program with the Education program, Sandy Lake residents will become fully qualified teachers holding a BA/Bed degree. PROJECTED ENROLMENT FOR PERIOD 1991/92 TO 1994/95 If current interest is maintained in Native Teacher Education and first year intake is 25 to 30 students, enrolment in the program will increase over the next three years to approximately 70 to 75 students as noted below: 1992/93 1993/94 1994/95 - (Minimum estimated enrolment) FUNDING PRIOR YEARS N/A 4. ROLE OF PROGRAM MANAGEMENT COMMITTEE 11. The Program Management Committee has been struck and in the early stages the Committee will devise the terms of reference under which it will function. 5. PROGRAM MANAGEMENT COMMITTEE COMPOSITION The Aboriginal organizations represented on the committee are: Northern Nishnawbe Education Council Rainy Lake Ojibway Education Authority Treaty 3 6. I. May M Sault Lou Ann Bruyere STATUS OF PROGRAM The Native Teacher Education Program is an existing program which was initiated in 1974 as a diploma/certificate program. In 1987, the program was revised to a four year BA/BEd program. Students who graduate from the program are eligible for Ministry of Education certification and are then fully qualified teachers. 7. ELIGIBILITY FOR MCU OPERATING GRANT FUNDING The Native Teacher Education Program is eligible for MCU grant funding. 66 students 72 students 90 students PROGRAM EVALUATION N/A �80 79 Lakehaad Institution Oniv~raity 9upp1omont4ry Gran~ - Native Name of the Proposal MCJJ funds Reguested; l:,11: l 1992/93 Support Services Core Fund s Special Projects Fund • Support Services Enhancement CompotiaiU: $ s s 22,soo - Program Dcvt. Component Supplemmnwy GraDt Flllld Yem: 2 ~•Q~ - conttnUihS x,1[J 1993/94 $ 1994/95 $ s $ s s $15,000 S 20z500 Projc:ci Leader: · Name Me, Jone 'ritJe Acting Coordinator, Native Nurses o I k-1.n . Entry Pror.3i~am (8()7) 343-88'146 November 2D , . 1992 Date Signature o au o · le Date Colle1c/Unfvc~ity Aboriginal commlttcc Attach the resoJurlon approved by Jhe ·1nstJtutlona1 AbpriginaJ committee ,u~aJjiDJ tllt.~~. ~; :~I , : .. \ ·. ,, • {' : WHEREAS: the Native Nurses Entry program is the foundation on which continued growth and enhancement of such programming for Aboriginal students will continue; WHEREAS: this program plays a significant role in the success of Aboriginal student in the Nursing Program. BE IT RESOLVED: that the Native Nurses Entry program be resubmitted for continuing funding. Please RAN1' ibis propaal in relation to the c,ther p r o ~ for whfoh funds havo beien requested under the strategy. · 4 1 0 • This proposal is ranked # out of proposals submJtted. • Ia this F.O.P~ dependent upon tbe approval of any Other propo,sal submitted? If yes, which o~ and why? RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - NATIVE NURSES ENTRY PROGRAM �81 82 5. The following is a list of the individuals and organizations represented on the Native Nurses Entry Program Management Committee: NATIVE NURSES ENTRY PROGRAM 1. New Credit First Nation Nishnawbe-Aski Nation Sandy Lake First Nation Iroquois and Allied Indians Aboriginal Health Authority Nishnawbe-Aski Nation . Windigo Tribal Council Indian & Inuit Nurses Northern Nishnawbe Educ. Council NAME OF THE PROGRAM Native Nurses Entry Program. 2. DESCRIPTION OF THE PROGRAM The Native Nurses Entry Program is designed to provide students with the necessary skills and academic preparation required for successful completion of the four year nursing degree program. The program utilizes specialized recruitment and admission procedures undertaken in conjunction with the Native Nursing Advisory Committee, program orientation and personal counselling, a curriculum that addresses deficiencies in preparation, a tutoring program for academic courses, and specialized assistance for social and cultural support. Students are admitted through the University's mature or extraordinary admission regulations to the BA(General) program. Students take a combination of degree and non-credit courses designed to prepare them for entry to the regular Nursing program and to provide them with the necessary skills and attitudes for success in a very challenging program. 3. DEMAND FOR THE PROGRAM The Native Nurses Entry Program began in January 1987 in response to a well documented need for improved health care delivery in Native communities. In I 983, the Nishnawbe-Aski Nation, a Native organization representing 25,000 Ojibway/Cree in 43 northern communities, approached Lakehead University's School of Nursing to explore the feasibility of establishing a program to prepare Native people for the nursing profession. In May 1985, Lakehead University held a consultation workshop with Native leaders. In making its recommendation that a preparatory program be implemented that enabled Natives to proceed to a degree nursing program, this committee considered the importance of the role of a nurse in northern communities. The intent of the program was to provide Native people with the opportunity to attain the credentials and knowledge necessary for them to assume a leadership role in health care within their own communities. L Angeconeb H. Cromarty N.Day C. George J. Gordon M Katt S. Melvin M. Ross TBA The Committee consists of Registered Nurses of Aboriginal origin, the Director of the Indian and Inuit Nurses of Canada, representation from Native Education Authorities, Native community representation from Northwestern Ontario, and the Director of the School of Nursing. Native Nurses represent all areas of the province, both northern and southern Ontario. In addition, members are seconded from government, community, education and Native organizations to address specific issues. A member of the University's Advisory Committee sits on the Nursing Committee as a liaison person between the two committees. 6. STATUS OF PROGRAM The Native Nurses Entry Program is an established program. 7. ELIGIBILITY FOR MCU OPERATING GRANT FUNDING The Native Nurses Entry Program is eligible for MCU grant funding by virtue of the fact that students are registered in the BA(General) program. However, only a very small portion of the programs support actually comes from operating income because of the fact that with the particular design of the program, only a small percentage of the program is comprised of degree credit courses. Much of the emphasis is on bridging, skills improvement and professional orientation courses. 8. 4. PROGRAM MANAGEMENT COMMITTEE COMPOSITION CULTURAL CONTENT ROLE OF PROGRAM MANAGEMENT COMMITTEE In addition to advice from the University's Aboriginal Management Committee, the Native Nurses Entry Program Advisory Committee is the Program Management Committee dealing specifically with matters concerning the Nursing program. The Committee was established at the inception of the program to provides advice on curriculum, recruitment, candidate selection, application procedure, program promotion, and evaluation of the program. It acts as a resource and support for the Coordinator of the Program and the Director of Nursing and as a community liaison body. The content of NNEP is pertinent to Aboriginal students and reflects Aboriginal culture in many ways. While subjects such as Chemistry, Biology, English, Math, Study Skills/Logical Reasoning do not lend themselves readily to a reflection of Aboriginal culture, the teachers of these subjects meet on a regular basis to discuss each individual's problems and progress, and receive materials to help them come to some understanding of Aboriginal history, ways of learning styles, values, child rearing practices, etc. Specific handouts as for this year include: �84 83 l. "Characteristics of Teachers who have Been Successful with Native Students" 5. The health status of Native people compared to the general Canadian population. 2. "Areas of Tension Between Native Values and School Practices" 6. The role of the community health nurse in adolescent health issues in the community. 3. excerpt from the "Hawthorne Report: A Survey of the Contemporary Indians of Canada" 7. Community participation: the role of the Native Nurse in community health action and planning. The Communications 1090 and Professional Orientation 1091 courses do reflect Aboriginal culture and do include a text, program material and methods of teaching pertinent to Aboriginal students. 8. The relationship between the community, its organization, and its health. The text "The Sacred Tree" from the Four Worlds Development Project Series is used to discuss concepts, teachings and principles of the Sacred Tree and the Medicine Wheel. 9. Since its inception, the Native Nurses Entry has admitted approximately 15 students each year. The design of the program is such that small classes are necessary to assure student/faculty interaction and specialized attention that is necessary for these students to succeed. Classes are expected to remain at this level. Articles related to subject matter and content that reflect Aboriginal issues include: I. "Walking two trails" (from Old Sun Community College Health Sciences Program) 2. "Use of personal power: a self-inventory" (from the Teachers' Guide to "The Sacred Tree") 3. "In the Spirit of the Family" (Canadian Living, Oct. 199 l) PROJECTED ENROLMENT 10. FUNDING PRIOR YEARS Funding in 1992/93 was $22,500 Videos used include: l. "Walking with Grandfather: Great Wolf and Little Mouse Sister" 2. "The Honour of All" Elders, traditional teachers and Aboriginal guest speakers are invited to participate in the program on a regular basis, and students are encouraged to make use of Native Student Support Services and to maintain their culture by attending Powwows, feasts, gatherings, etc. that occur at the university and the community. Classes are conducted in a circular format, and each seminar class begins with an "opening" done by a different student each week. This is followed by the "circle check" in which each student and the teacher pass sweet grass in tern and relate their feelings, problems, concerns and comments to the group. Further, many of the assignments done by the students relate to Aboriginal issues. The best example here would be the group project assignment in Professional Orientation. Topics they work on are: I. Primary Health Care: making it work at the community level 2. Health Promotion: Native traditional and modern concepts 3. Caring for the Dying in the Community: professional and ethical issues 4. Issues in the history of Native health care. 11. PROGRAM EVALUATIONS One copy of the Final Report "An Evaluation of the Native Nurses Entry Program, Lakehead University, dated February 29, 1990 is enclosed �85 86 Pleqc submit a separate cover sheet for Aboriginal Education and Tnww:ag Strategy. am pro~ lliJLIU~,~..:. Imtitutl011 LakobAAd Vniv~•ity Name of th~ Proposal Supplementary Grant. (Netive Acoess) - New .. . • .. 1 >'•• ·- - • ... RESOLUTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL COUNCIL - NATIVE ACCESS PROGRAMS (SUPPLEMENTARY) WHEREAS: the importance of the Access program is duly noted in the Aboriginal Management Councils' submission in support of the Access Program. Mcu Funds Bequest£d; Year 1 YQBLZ xear3 Support S4ivicm1 Cote Fund s s $ Speclal Projects Fund - 5upport Scrvi=a :Enhancement Component $ s s .. Program Dcvt. Componen& s $ $ Sup_p1emantary Orant Fund s:u,ooo $27,265 $ 34 ,ODO PleNc RANK lhis proposal in relation to requMtcd under thJ strai..,;gy. • • -me other proP9Sals for which funds have been Th!s proposal II ranked 1/1 8 out of 10 proposals submitted. ls this proposal dependent upon tho approval of any other propo,sal submitted? If yes, which ono and why? Project Leader: NalDe Dr - Raoul McKay Title ittrllb,·man, Department o~ Native Studies Pbone ceo7 > 343-8984 Date November 27, 1992 s Pate College/Univenity Aborigiui\l oo.Q).U).ilt.o Attssb tbf t0$obJtigp aJ;Zproved by the,.hwitutfgnaJ Aborl&lnaJ MANAGEMENT commtnee mgpgninz thfa BE IT RESOLVED: that the Native Access Program Supplementary Grant be supported. �87 88 6. STATUS OF PROGRAM NATIVE ACCESS PROGRAM 1. The Native Access Program is currently being offered on a limited enrolment basis pending funding arrangements and is hereby submitted for funding approval as an Access Program. NAME OF THE PROGRAM Native Access Program. 7. 2. Students enroled in the Native Access Program are eligible for MCU grant funding by virtue of the fact that they are registered in the BA(General) program. However, because only a limited component of the program is comprised of BA degree credit courses, the money that accrues to the University is limited to the traditional programming elements. DESCRIPTION OF THE PROGRAM The Native Access Program is a bridging year structured in such as way as to provide academic skills and special preparation to enable student to make a successful transition to university life. Special academic programming is offered along with tutoring, academic counselling and a related support network to provide the student with an atmosphere conducive to successful program completion. In addition to a limited number of Year I degree courses, the curriculum includes core courses in English, Study Skills/Logical Reasoning and a recommended course in Mathematics. ELIGIBILITY FOR MCU OPERATING GRANT FUNDING 8. CULTURAL CONTENT The program is culturally sensitive and addresses the needs of mature Native students. See Access Program proposal for further information. 3. DEMAND FOR THE PROGRAM With the inception of the Native Nurses Entry Program, demand began to generate from the Native community for a program that would allow students with interests in programs other than Nursing an opportunity to bridge to university programs. The matter was pursued with the Native Studies Study Group and in 1989 a proposal to establish a Native Access Program was submitted to Senate and approved. 9. The design of the program is such that small classes are necessary to assure student/faculty interaction and specialized attention that is necessary for these students to success. Enrolment is anticipated to range from 20 to 30 students per year. In 1992/93, 17 students are enroled. Pending finding a source of funding to support the Access Program, the University has offered as a pilot project on a very limited basis. The framework is in place, however, there is much to be done to incorporate input from the Native community and to develop culturally sensitive methodology and material. In the event that a stable source of funding can be found, approximately 20 to 25 students per year will be admitted. PREVIOUS FUNDING N/A 11. 4. PROJECTED ENROLMENT PROGRAM EVALUATION ROLE OF PROGRAM MANAGEMENT COMMITTEE N/A The Native Access Program receives it Program Management advice from the University's Aboriginal Management Committee. 5. PROGRAM MANAGEMENT COMMITTEE COMPOSITION See Aboriginal Management Committee. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Education Strategy: A Submission to the Ministry of Colleges and Universities Subject The topic of the resource Universities Description An account of the resource A major document titled "Native Education Strategy" prepared for the Ministry of Colleges and Universities, prepared by Lakehead November 1992. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1992-11 Format The file format, physical medium, or dimensions of the resource JPG Language A language of the resource English Type The nature or genre of the resource Text 1992 Indigenous access program Indigenous education strategy https://digitalcollections.lakeheadu.ca/files/original/7a6dbf09145399af945e926f967937f0.pdf a351fb96b8752d2a0a9e7517099d0fe1 PDF Text Text NATIVE ACCESS PROGRAM FOR ENGINEERING as Developed by The Aboriginal Peoples and The School of Engineering at Lakehead University •FOLLOW - UP CONFERENCE• Valhalla Inn Thunder Bay Friday, February 21, 1992 AGENDA 9:00 a.m. Opening - Dr. R. Lyons and W. Linklater 9:30 a.m. Introductory Remarks - Dr. R. G. Rosehart, P.Eng. 9:45 a.m. Conference Facilitators - Dennis Macknack and Don Robertson 10:00 a.m. Program and Development Committee Report - Dr. J. Gary Locker, P.Eng. • Discussion 10:45 a.m. Break 11:00 a.m. Finance Committee Report - John Nabigon • Discussion 11:30 am. Selection and Recruitment Committee Report- Mark Sault • Discussion 12:00 p.m. Complimentary Lunch Luncheon Speaker -- Chief Elijah Harper, MLA for Rupertsland, Manitoba 2:00 p.m. Recruitment and Selection Committee Discussion with Participants. • Detailed discussion of proposed literature, posters, etc. • Your ideas on recruitment and selection. • How do we link with your students? • How do we maintain contact? 3:30 p.m. Closure - W. Linklater. Canadian Federation ELIJAH HARPER appears through the CANADIAN PROGRAMMING SERVICE. Federation ~ o f Students canadienne des etudiant(e)s FCE � https://digitalcollections.lakeheadu.ca/files/original/e0e1beb432e8ed089eea7720709c8e5c.pdf d641e5bf13e7a0b76ddf14c6afda34dc PDF Text Text Lakehead University_____sc_hoo_lo_ifE_ngi_·nee_rin_gThunder Bay, Ontario, Canada Telephone 343 8321 Postal Code P7B 5£1 Area Code 807 January 30, 1992. Dr. A. E. Epp, Department of History, Lakehead University, Thunder Bay, Ontario, P7B 5E1. Dear Dr. Epp: At the September 1991 Workshop on the proposed Native Access Program for Engineering there was: • unanimous support for program development provided that there was involvement of the native community; • a request for a follow-up conference to report progress. I have included a copy of the proceedings for your information. The purpose of this letter is to invite you or your delegate to the proposed •Follow-Up Conference• which will be held on Friday, February 21, 1992 at the Valhalla Inn in Thunder bay. A draft agenda is attached for your information. Since the workshop in September three different committees have been struck: • a Program Development Committee which has nearly completed their task; • a Finance Committee which is working to obtain supplemental support and awards for students; • a Recruitment and Selection Committee which has begun its work to develop the ways and means to locate and select quality students for the program. The membership of these committees is attached for your information. In addition to bringing you up-to-date and obtaining your input, it is most important that we discuss the recruitment and selection process because we still expect to have students in this program by mid-July 1992. We plan to put the program before Lakehead University's Native Advisory Council, and various University academic groups including the Senate within the next couple of months. During that period, the funding should also be secured. We are on schedule so your input and support are important. If you are personally unable to attend, please try to send a colleague who is involved in education counselling. You will appreciate our need for your early response to this invitation so we can confirm our arrangements with the hotel. I am enclosing a response form; please fax your reply (807) 3438928, however, a stamped return envelope is also enclosed for your convenience. If you wish to arrange for accommodation now, please contact the Valhalla Inn (1-800-268-2500 toll free or for Northwestern Ontario, 1-800-465-5037 toll free; or fax 807-475-4723) where a block of room has been reserved under the group confirmation number G2797. .. ....... /2 - -- - - - - - -- A AhrthPrn T7ic,i,n _ _ _ _ _ _ _ _ __ �,AKEHEAD UNIVERSITY February Conference, Page 2. We do expect representatives to take care of their own expenses for travel, accommodations and some meals, as our funds are quite limited. However, we will be able to consider some funding assistance to a very limited number of invited representatives if we hear from them soon. Whether you are able to attend or not, we intend to provide you with a written account of the conference and invite your input and reactions. I sincerely hope that you or your representatives will be able to attend; we continue to need your help to make this program successful and to provide students with the opportunity for an engineering education. Yours sincerely, JGL:sc J. G. LOCKER, Ph.D., P.Eng., Director, School of Engineering. �NATIVE ACCESS PROGRAM FOR ENGINEERING LAKEHEAD UNIVERSllY School of Engineering COMMITTEES Program Development Committee 1. 2. 3. 4. 5. 6. 7. 8. 9. 1o. 11. Ron Dokis, P.Eng., Canadian Pacific Forest Products. Murray Cohen, Program Development Officer, Lakehead University. Jo-Anne Fisher-Wade, Lakehead University Native Advisory Council. Laurie Garred, P.Eng., Chairman, Dept. of Chemical Engineering, Lakehead University. Derek Hill, P.Eng., Supervisor, Technical Services, Mushkegowuk Council. Gary Locker, P.Eng., Director, School of Engineering, Lakehead University. Buddy Loyie, Chief's Advisory Services, Fort Frances. Richard Lyons, Elder. Rebecca Maki, Consultant. Myrna Goodwin, Engineering Student, Lakehead University. Floyd William, Engineering Student, Lakehead University. Finance Committee 1. 2. 3. 4. 5. Alfred Eli, Dept. of Indian & Northern Affairs. John Nabigon, Ojibway 1850 Treaty Council. Brad Thompson, Ontario Metis and Aboriginal Association. Gary Locker, Director, School of Engineering, Lakehead University. Daniel Anderson, Shibogama Tribal Council. Recruitment and Selection Committee 1. 2. 2. 3. 4. 5. Murray Cohen, Program Development Officer, Lakehead University. John Dudley, Northern Nishawbe Education Council. Gary Locker, Director, School· of Engineering. Patty McGuire, ·Native Nurses Entry Program, Lakehead University. Mark Sault, Rainy Lake Ojibway Education Authority. Ron Thomas, Indian and Northern Affairs Canada. � https://digitalcollections.lakeheadu.ca/files/original/f91fc4b4f9a12ad527ceb55af24b6fb2.pdf 81370795b6694fe412fac99024a9457d PDF Text Text �Native Access Program for Engineering WORKSHOP PROCEEDINGS Native Communities I, and I I School of Engineering I I I Lakehead University Valhalla Inn Thunder Bay, Ontario I September 24, 25, 1991 �I I I I I I I I I I I I WORKSHOP PROCEEDINGS Preamble In the Spring of 1991 the School of Engineering at L.akehead University began an investigation into the need for native engineers and the potential for the establishment of a Native Engineering Access Program at Lakehead University. This investigation consisted of a series of personal visits by the Director of the School to a number of educational authorities and other native organizations in the region that is served by Lakehead University. As a result of the positive and encouraging responses to this idea amongst officials of the Native community, the plan for a larger, workshop format seminar took shape. The workshop was planned for September 24 and 25 in Thunder Bay. Representation from over two dozen different native organizations, community groups, tribal authorities and provincial organizations was invited. Elders from the local community were approached in the traditional manner to gain the benefit of their guiding presence and participation at the workshops. The major purpose of the workshop was: To determine an impression of the need for engineering education for Ontario First Nations People. The Conference The agenda (attached) was constructed to provide participants with an initial introduction to background information concerning engineering as a profession, general issues in the current supply of graduate engineers, the market demand for Native . graduates, the value of native graduates to the future economic and physical well being of Ontario First Nations communities, the nature of successful Access Models of university education for native people and the unique structure and benefits of the Lakehead University Engineering program. Day One of the Conference Elders, Richard Lyons and Walter Linklater, opened the proceedings in the traditional manner, asking for guidance and reminding participants of the seriousness and importance of the task ahead of them and of the need for them to approach these tasks in a spirit of openness, camaraderie and good humour. Dr. Rosehart, President of Lakehead University, welcomed participants and confirmed Lakehead University's commitment to supporting the needs of native �I I I I I I I 3 learners in Northern Ontario. George Hickes, a Manitoba native MLA, spoke about the benefits of the University of Manitoba programs to that province's Northern development. Doug Stone, a practising engineer with many years of diversified experience, gave a comprehensive overview of the types of work engineers do and the nature of their professional training. Derek Hill, a professional native engineer from the Muskegowuk Tribal area and one of the few native engineering graduates from Lakehead University, spoke about his own background and educational experience and the need for more native engineers. Gary Locker, Director of the School of Engineering at Lakehead University, related the difficulties that the School has had in responding in to native students and the commitment of the School to change that situation. He also gave an overview of Lakehead University engineering programs and a description of the variety of students which these programs now serve. The remainder of the first day was spent in small group working sessions dealing with issues relating to the supply and training of Native Engineers and the specific challenges of designing an access program in engineering at Lakehead University. Workshop recorders for all sessions were Rebecca Maki, George Boyd, George Hickes and Murray Cohen. The first series of workshops on the afternoon of the first day dealt with four related topics: Supply and demand of Native Engineers; Why more native students don't choose engineering; How the field of Engineering can be explained to the communities and potential students. Several related themes emerged within each of the workshops. • It was generally agreed that the further development of self government will create a great demand for trained native engineers who understand the native community and its needs. • At present, the lack of role models make it difficult to recruit and to explain engineering as a profession; this is especially true amongst young women. Since engineering is not as visible as some other professional occupations in the communities, there is little understanding about the role and value of engineering. I • There appears to be a lack of quality secondary education programs in some communities and a lack of awareness on the part of school counsellors both of the need for engineers and the importance of the mathematics and sciences to the students. They and the community need to be better informed about how engineers can improve life in their communities. • A series of actions are required to educate the communities and the youth about �I I I I I I I I I I I I I ~ I I I 4 the role and importance of engineering. Students must be made aware of the requirements and the hard work that choosing an engineering career brings with it. At the end of the first day all four of the groups shared their findings in a plenary session. As a result of that session a number of additional topics were identified for inclusion in the second day workshops. The day was brought to a close by traditional ceremonies and everyone retired to an evening banquet and good fellowship. Day Two of the Conference After morning opening and prayers, Elder Walter Linklater took some time to provide a traditional perspective on the educational and political history of First Nations in Canada and the role of elders. Workshops in day two dealt with a broad range of detailed topics and developed a number of specific recommendations concerning elements of the access program itself, including recruitment, selection, orientation, counselling, contact with communities, support systems and academic support. These are too numerous to summarize and are presented below in point form: Recruitment Methods 1. 2. 3. 4. 5. 6. 7. Advertisements in newspapers, television, radio, video tapes. Use Native organization networks. Develop posters for placement in stores, post offices and band offices. Inform school counsellors and get their support. Use every opportunity to couple career counselling with academic counselling. Attend career days and high schools with professionals and other role models. Develop brochures. Selection 1. 2. 3. 4. 5. Review the selection processes in place for similar programs. Evaluate educational background. Obtain recommendations from the communities. Evaluate the personal commitment and interest in the program. Use orientation period to help in selection. Financing and Resources for Students 1. 2. 3. Assistance available through DIA Post Secondary Assistance Program. Single and mature students should be given equal eligibility for financial assistance. Financial assistance should be flexible based on need. Traditional ways of funding students has resulted in wasted dollars. The link to First Nation Communities is very important to ensure on-going sponsorship of engineering students and to ensure no undue hardships are �I I I I I I I 5 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. created, i.e. late cheques, rent payments, etc. Financial assistance requires that students be in place by April at the latest to ensure availability of funding for September. OSAP funding is available to students who do not qualify for funding through DIA. Current scholarships available through the Post Secondary Program be maintained and ensure that engineering students have access to this scholarship fund. Explore other scholarships that are available to Native students, locally, provincially and nationally. Approach First Nation Communities and political organizations for scholarship bursaries. Special scholarship fund be created for status and non-status engineering students. Approach various corporations or industries, Hydro, mining companies, etc. Assist students in finding summer employment. A break in studies is very important. Students should return to communities to work in the summer months. Length of sponsorship should be flexible keeping in mind the students' commitment and the demands of the engineering program. Create an engineering education fund to ensure financial stability of the program. Obtain funds from the private sector, political organizations, universities, colleges, DIA, foundations, First Nations/Tribal councils. Look at supporting Engineering students as an investment for the future rather than spending dollars on consultants. To ensure on-going financial support for the program, First Nation Communities must have on-going involvement in the program. Continuous feedback and linkage is crucial if this program is to be successful. Support Systems and Communications 1. 2. 3. 4. 5. 6. . 7. 8. 9. Full-time program coordinator and staff should be hired to work for the program. Entry and post-graduate scholarships should be available through the communities/Native organizations and Lakehead University. Role models should be available to encourage students. Develop linkages with communities and Elders. Provide assistance to find both summer employment and permanent employment upon graduation. Involve students in extra-curricular university life through a peer support program . Provide assistance in finding suitable housing, day-care, schools for children, if necessary. Have an on-going evaluation of program: internal and external. Establish a comprehensive list of tutors. At lunchtime, workshop findings were presented in a plenary session. At this point the workshop facilitators explained that they now felt that the group had had enough information and had spent considerable time and hard work investigating the idea of an Native Engineering access program and it was time to make a decision to proceed �I I I I I I I I I I I I I I I I I I 6 or to drop the idea. Each person was asked to write their personal decision on a piece of paper and that the results would be announced after lunch. After lunch a number of the anonymous written responses were read and the final tally announced; a unanimous decision to proceed with the program development. Since, included in many of the responses were suggestions for how to proceed and offers of help, it was decided to remain in the larger group and begin discussions of the tasks that needed to follow this meeting. Four points were emphasized by the group: 1. A program development committee should be struck, with strong representation from members of this group and others to take the recommendations presented here and begin the detailed development of the program. 2. A finance committee should also be struck to begin identifying the necessary funding for the students it will serve. 3. It will be necessary to keep this group and others informed of continuing developments as they occur and to call upon members of this group and others to assist in the work of the committees and the further development of some of the strategies recommended as time goes by. 4. It will be necessary to move very quickly in order to target the beginning of the program for July 1992. Elders concluded the sessions with traditional ceremonies, congratulating the participants and wishing them safe travels. �------------------AGENDA SeQtember 24 -_Scandia 1 9:00 a.m. - 9:45 a.m. 9:45 a.m. - 10:00 a.m. 1o:oo a.m. - 10:30 a.m. Dr. R. Lyons and W. Linklater Welcome Dr. R. G. Rosehart, P.Eng. and Chief B. Cheechoo Conference Agenda and Tasks Conference Facilitators: Dennis Macknak and Don Robertson Value of Career Oriented Training to Natives and their Communities George Hickes, MLA, Point Douglas 3:30 p.m. - 3:50 p.m. Break - Scandia 2 4:00 p.m. - 5:00 p.m. Identification of Workshop Topics For Day Two Participants are to identify topics such as student needs/problems for Day Two workshops 5:00 p.m. Closure - W. Linklater 6:00 p.m. Complimentary Dinner - Ballroom 3 Opening - September 25 - Viking Room 9:00 a.m. - 9:15 a.m. 10:30 a.m. - 11 :00 a.m. Break - Scandia 2 11 :00 a.m. - 11 :20 a.m. Engineering and its Role in Society -Doug Stone, P.Eng. My View as a Native Engineer Derek Hill, P.Eng. 9:15 a.m. - 10:30 am. 11 :30 a.m. - 11 :50 a.m. 12:00 p.m. - 1:oo p.m. G_omplimentary Lunch - Scandia 2 1 :00 p.m. - 1:20 p.m. LU's Engineering Program: What We have to Offer -- Dr. J.G. Locker, P.Eng. What is an Access Program? Murray Cohen Work Shops and Reports-Scandia 1 & 3 Engineering in the Native Community: Discussions on such topics as 1) The supply and demand for engineers 2) Why more native students don't choose engineering? 3) How can the field of engineering be explained to the communities and potential students? 1 :30 p.m. - 1 :50 p.m. 2:00 p.m. - 3:30 p.m. Opening - W. Linklater Workshops - Viking & Icelandic Rooms Recruiting/Admission Criteria Workshop and Reporting Discussions on topics such as 1) Mature students; new high school graduates 2) Geographic distribution 3) How to identify highly motivated students 4) The Who, When, Where of recruiting 10:30 a.m. - 10:50 a.m. Break 11 :00 a.m. - 12:30 p.m. Workshop II and Reports 12:30 p.m. - 1:30 p.m. Complimentary Lunch - Ballroom 3 1:30 p.m. - 3:00 p.m. Workshop Ill and Reports 3:00 p.m. - 3:20 p.m. Break 3:30 p.m. - 4:30 p.m. Summary Discussion 4:30 p.m. Closure - W. Linklater � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Access Program for Engineering: Follow Up Workshop Subject The topic of the resource Universities Description An account of the resource Materials for the Follow-Up Workshop for the Native Access Program for Engineering, February 21, 1992, School of Engineering. Note: participant lists including addresses are not included in this digital copy. Creator An entity primarily responsible for making the resource Lakehead University School of Engineering Date A point or period of time associated with an event in the lifecycle of the resource 1992-02 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/cb5cf2c06e983ee49e589d1f51684bf5.pdf 26ac10ddef27ff4b98afd8cab465bab5 PDF Text Text ",:'i~" 1~i '1i ~ ~; ., ~~ ~,.: ·,i ,) ,)~;:: j .'!$!<-: ll:! ~tl I Ii ❖."\-;),\ ., Graduate Studies in Psychology For more information write to: Department of Psychology Lakehead University THUNDER BAY, Ontario P7B 5E1 ~} t~ _; '~t[~('.:;~~~¾ir'f; ~{;¥,! [Lakehead~ University) � https://digitalcollections.lakeheadu.ca/files/original/adceee12457261e0203d8efc03f6c161.pdf bcf0852b6ca7294f5e92169fc04f799e PDF Text Text Graduate Studies in Psychology Please send more information on Graduate Studies in Psychology to: Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Address _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Postal Code _ _ _ _ _ _ _ _ _ Telephone _ _ __ Area of study you might be interested in at university [Lakeheadrn;i University) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Graduate Studies in Psychology Poster Subject The topic of the resource Universities Description An account of the resource Poster for Lakehead's graduate program in Psychology; also a mailing card to request more information. Circa 1984. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1984 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Admission Requirements graduate studies Psychology department https://digitalcollections.lakeheadu.ca/files/original/cbe8b15b26f4dc553d26e0ecf65f8a36.pdf 5859d5bfb8e9952e2e8ba545f13b3361 PDF Text Text NATIVE STUDIES STUDY GROUP REPORT LAKEHEAD UNIVERSITY May 1989 �NATIVE STUDIES STUDY GROUP REPORT LAKEHEAD UNIVERSITY May 1989 I I �I I I I I I I I I I I I I I I NATIVE STUDIES STUDY GROUP Members 1988/89 David Bates (Chairman 1988/89) Harold Linklater (Chairman 1987/88) Chairman, Pre-Service Teacher Education Program Director, Native Teacher Education Program Brian Beaton Native and Community Liaison Officer, Margaret Boone Steven Chase Kerrie-Lee Clarke Donald Copenance Ann Cox Renate Eigenbrod Paul Driben Ken Hartviksen Janice Henderson Gail Isaac Mae Katt Elizabeth Kenny George Kenny Joy Lawson Richard Lyons El Malta carol Martin Doug Martin Dennis McPherson Rod McLeod Kit Minor Bruce Minore Paul Nadjiwon Roy Napish Connie Nelson John O'Meara Contact North Northwest Regional Coordinating Centre Director, School of Nursing Lecturer (Education) Special Assistant/Institutional Research - Office of the VicePresident (Academic) Nishinabek Students Association Executive Director, Thunder Bay Indian Friendship Centre Sessional Lecturer (English) Professor (Anthropology) Assistant Professor (Business) Nishinabek Students Association Nishinabek Students Association co-ordinator, Native Nurses Entry Program Past-President, Lakehead University Nishinabek Students Association, Native alumnus Co-ordinator, Native Literacy Program, Thunder Bay Indian Friendship Centre Director, student Services Native Elder Associate Professor (Anthropology) Nishinabek Students Association Lecturer (Chemistry) Native alumnus Dean, School of Education Associate Professor (Social Work) Associate Professor (Sociology) Nishinabek Students Association Counsellor, Weendahmagen Associate Professor (Social Work) Lecturer (Education, Native Languages) �Native Studies Study Group, 1988/89 Bev Sabourin Ed Setliff Elsie Stoney Barbara Toye-Welsh Paul Watts Angie Wawia Dolores Wawia Geoffrey Weller Dianne Common John Whitfield Co-ordinator, Native Students Support Services Associate Professor (Forestry) Nishinabek Students Association, Sessional Lecturer (Native Language Instructors' Program) Co-ordinator, Native Language Instructors' Program Director, Centre for Northern Studies Nishinabek Students Association Assistant Professor (Education, Native Teacher Education Program) Vice-President (Academic) Dean, Faculty of Professional Studies Dean, Faculty of Arts and Science �I I I I I I I I I I I I I I I I I J I TABLE OF CONTENTS 1 2 3 4 INTRODUCTION . . . . . . . . . . . . . . . 1.1 Native Studies • • . • • • • • • . • . 1.2 The University's Native Environment A UNIVERSITY COMMITMENT . . . . . . . . . . 2.1 Submission to the Bovey Commission. 2.2 Academic Plan • • • . • • . • • • . A REVIEW OF UNIVERSITY ACTIVITIES IN NATIVE STUDIES 3.1 Native Education . • • • • • • . • . • . . • • • 3.1.1 Courses With a Native Focus ..•. 3.1.2 Programs and Courses for Native Students 3.2 Research Related to Native People . . . 3. 3 Community Service . • • • • . . . • . . . . . . 3.3.1 Businesses and organizations . . . . . . . ~ 3.3.2 Community and Social Services . . . 3.4 Some Points to Note . . . . . . . . • . . . . . NATIVE 1. 2. 3. 4. STUDIES STUDY GROUP PRIORITIES . . . . . . .. . . Identification of Native needs and interests. Developing a Native Students Access Program Promoting Native interests on campus • . . • . . Enhancing research and programs in Native Studies 1 1 2 5 6 7 10 10 11 12 13 14 14 15 16 19 19 19 20 20 5 IDENTIFICATION OF NATIVE NEEDS AND INTERESTS 21 6 NATIVE STUDENTS ACCESS PROGRAM . . . . . . . . 6.1 Previous Lakehead University Reports 6.1.1 Attracting Native Students. 6.1.2 Supporting Native Students • • • . . • o • • 6.1.3 Teaching Native students • • • • • • 6.1.4 Implementation. . • • • • • • • . ••. 6.2 Other University Transition/Access Programs 6.3 Present Lakehead Efforts • • • • • • • • • • • . 6.4 A Native Students Access Program Proposal • • • Recommendation 1 Recommendation 2 6.5 Distance Education at Lakehe~d University . . . 22 22 7 PROMOTING NATIVE INTERESTS ON CAMPUS 7.1 Native Faculty • • • • o • • • • Recommendation 3 i 24 27 28 30 30 34 35 39 41 42 �Table of Contents 8 ENHANCING RESEARCH AND PROGRAMS IN NATIVE STUDIES. 8.1 A Centre for Native studies • . . 8.2 8. 3 8.4 9 43 43 Recommendation 4 Native Language Instructors' Program • . . . . . Recommendation 5 Native Languages • ·• . . • • . Other Initiatives . . • • • • . FINANCIAL SUPPORT FOR NATIVE PROGRAMS. 9.1 Internal Funding • • . . • • • 9.2 Native Student Support Services . . • • • • 9.3 SUMMARY . . . . . . . 10.1 Recommendations 11 REFERENCES . . . . . . . . . . . 45 46 48 48 48 Recommendation 6 Assistance for the Native Studies Study Group Recommendation 7 10 44 49 . . 51 52 57 ii �I I I I I Lakehead University A Northern Vision I I I I I •••• •• •• • •••••••••••••••••••• ••••• ••• ♦• ••• ••• •• ••• •• •• •• •• •• •• • •• •• ••• •••• • • .,• •• ••• •• •• • ••• •• •• •• •• •• •• •• •• • . .. - I .•• ·• •• • •••• I I ·---"'"""--- . • ••••• •••• •••• •• •••• ••••• •••••••••••••• •••••• • Other Ontario Universitie~ x Off-Campus Centres 0 300km. Scale �I I I I I I I I I I I I 1 lol INTRODUCTION Native Studies Faculty have been involved in Native studies activities since the establishment of the University in 1965. The original activity was largely in Anthropology and Sociology. Native studies have been a consistent but relatively small interest compared to other northern studies. A Presidential Advisory Committee on Northern Studies and a new Centre for Northern Studies are putting a new focus at the University on studies of boreal forest regions, the provincial norths, and other northern studies. While such studies could include Native studies, the University wants to differentiate between northern studies in general and Native Studies as a particular focus. The Native Studies study Group was formed as part of the implementation of the University's Academic Plan prepared by the Senate Academic Committee and approved by the University Senate in February 1987. The Academic Plan included several proposals to increase the University's activities in Native education and Native Studies and recommended the formation of a Native Studies Study Group to analyze and co-ordinate present activities and propose new ones. The Study Group includes about thirty-five faculty, students, and staff, 1 �Introduction both Native and non-Native, and is supported by the office of the Vice-President (Academic). This report has been prepared by the Native Studies Study Group to provide a review of the work of Lakehead University faculty and staff in Native Studies, in the education of Native students, and with Native people in the region, and to provide direction to the University in further development of those activities. Although the term Native Studies is usually used to describe the formal study of Native people and matters, the interests of the Native Studies Study Group have also included the education of Native students and work with Native people and communities. This report considers all three aspects of this broader application of the term Native Studies at the University: Native education, studies of Natives and Native matters, and studies that assist Native people and communities with their work and needs. The report identifies major issues with respect to Natives and the University, discusses the objectives of the Native Studies Study Group, and considers four specific issues: (1) interaction with Native people and organizations, (2) an access program for Native students, (3) promotion of Native interests on campus, and (4) enhancement of research and programs in Native Studies. 1.2 The University's Native Environment Thunder Bay is centrally located in Northwestern Ontario with respect to east-west distances and other population centres but is at the very south of the region and thus quite distant from many of the Native communities in the 2 �Introduction I I I I I I I I I I I I I I I I I north. Remote Native communities served by the University are as much as 800 Jan from Thunder Bay. For comparison, Toronto to Montreal is 540 Jan. Approximately 20% of the population of Northwestern Ontario is Native. The proportion of Native people in the region is increasing. Bill C-31, federal legislation redefining a status Indian, should increase the number of status Indians in the region and the Native birth rate is higher than that of the rest of the population. A few of the southern communities have a significant Native population but most of the southern Native population resides in reserves accessible by road. North of the road system there are thirty or so remote Native communities with a population range of approximately 25-1200. Linguistically, Thunder Bay is strategically located in two ways. First, it is in the centre of a large area of well-established use of the Algonquian languages of Ojibwe and Cree. Second, around and south of Thunder Bay the use of Ojibwe is generally as the second language while further north it is generally the first language. The University could be a major centre for the conservation of Native languages and the promotion of their use. As described, distances are great in the region served by Lakehead University. The ease of communication between the University and the people in the outlying communities becomes important. Natives in the southern part of Northwestern Ontario are generally served by road, telephone, TV, and scheduled air service in a nearby community. The western part of the region traditionally communicates more with Winnipeg than Thunder Bay while the Fort Frances area is closer to major centres in Minnesota than to Thunder Bay. 3 �Introduction In Northwestern Ontario north of Red Lake, Sioux Lookout, and Nakina there are no roads joining communities and scheduled or charter air service is the main means of travel between these communities and communities in the southern part of the region. More all season airstrips are being built in northern communities to provide an alternative to the still common use of float and ski equipped charter aircraft. Satellite TV and telephone are available in many of these communities although distribution within the community is often limited. Tele-health linkages are provided from five of the nursing stations in the Sioux Lookout zone and the Sioux Lookout Zone Hospital to two hospitals in Toronto and linkage with a Thunder Bay hospital may become available. The Wa-wa-tay Native communication centre in Sioux Lookout has provided a Native radio service for much of the northern region and has begun a TV service. Direct communication between the University and Native communities is generally restricted to that which can be provided by telephone and mail, but a few communities are being served by the technologically advanced Contact North Distance Education network and this service is expanding. 4 �I I I I I I I I I I I 2 A UNIVERSITY COMMITMENT Lakehead University, in common with other Universities, professes to three major functions: research and other scholarly work, teaching, and service to the profession and community. For Lakehead University the community includes many Natives and -Native organizations and communities. Part of the University's resources should be and are being directed toward the Native people of Northwestern Ontario as: 1) Education - providing opportunities for their learning 2) Research and other scholarly work - gaining insight into Native people and Native matters 3) Community Service - assisting them with their work and needs The University at various times has stated its intent to make educating and serving Native people in Northwestern Ontario a special focus of activity and to commit resources to that activity. Two documents in particular - the August 1984 submission to the Bovey Commission [Commission on the Future Development of the Universities of Ontario] and the February 1987 Academic Plan - have been used to emphasize this commitment. Relevant statements in those documents are summarized here. 5 �A University Commitment 2.1 Submission to the Bovey Commission Lakehead University stated in its submission to the Bovey Commission that, as a university for the north, it "has a role that helps in promoting an understanding of Northwestern Ontario (and the Boreal Zone in general) within the region, provincially, nationally and internationally and which also assists in the actual development of the region", and listed four broad areas of interest: (1) Social Development, (2) Economic and Political Development, (3) Renewable and Non-Renewable Resource Development, and (4) Cultural Development (Lakehead University, 1984:7-8). The Submission noted that the Native Teacher Education Program and the Native Language Instructors' Program were unique in Ontario (p. 10). It stated that, "With respect to Native students in particular, Lakehead views such [distance education] technology as being potentially useful for remedial type course offerings" (p. 28). on pages 37-39 some of the financial difficulties in offering courses in remote centres were described and recommended improved funding (p. 76-77). Increased demand for Native Language instruction was anticipated as a result of the provincial government's approval of Native language instruction the regular school day (p. 78). With respect to accessibil_ity, the Submission stated that, Lakehead University would certainly like to continue to explore with the Native population of this region the type of programs that are needed and which can be delivered. We do not think the problem here • • • is primarily technological and related to the mechanisms of distance education. We think it is linguistic, cultural, and related to the prior educational training of the Native 6 �I I I I I I I I I I I I I I A University Commitment population. It would seem certain that specially designed interfacing programs would be needed for which special funding would be a prerequisite. (p. 92) 2.2 Academic Plan In February 1987 the University Senate approved an Academic Plan on the basis of a recommendation from the Senate Academic Committee after it had examined the activities and plans of all parts of the University with the purpose of preparing a plan for the University's academic work. The following quotations are taken from it. Native Studies Study Group: Northwestern Ontario has a significant Native population which is an increasing proportion of the regional total. Lakehead University should, therefore, increase its activities related to Native peoples in all respects as part of its regional mandate. This should be done in close co-operation and with the advice of the Native groups. Lakehead already has undertaken a number of program initiatives in the areas of Nursing, Social Work, Anthropology, Native Languages, and Education. However, these are not coordinated and have not been analyzed in any comprehensive way. A Study Group should be formed to do this. Senate would like to note that, in its opinion, Native Studies initiatives should be organizationally distinct from Northern Studies initiatives. Although the two were linked in the Report of the Presidential Advisory Committee on Northern Studies (March 1985) so much is involved in each that it is likely to be less complicated to form two distinct organizational structures even though the two areas are intimately connected. [p.34] 7 �A University Commitment Separate Centre: As noted earlier, Senate does not think that Native Studies should be included in the Centre for Northern Studies as advocated in the 1985 Presidential Advisory Committee Report. Native studies should be dealt with by a separate Centre, although there would, hopefully, be a great deal of cooperation between the two. [p. 39, see also p. 43] Masters Degree in Native Studies: A Native Studies Study Group should give serious consideration to the possibility of establishing an MA in Native Studies along with an undergraduate program if sufficient funding sources can be identified. (p. 42] Native Representation on the Board of Governors: Senate recommends that at least one member of the Board of Governors be a native Canadian from Northwestern Ontario. Senate is of the opinion that this would be a move that would not only symbolize Lakehead University's desire and intention to serve the Native population of the region but would be of great practical use to .the University in providing advice to the senior governing body on all aspects of university affairs from the perspective of Native residents of the region. Should it prove useful or worthwhile the Board might consider establishing a Board Committee on Native Affairs. (p. 78, Recommendation 12.4] Student Services: Senate recommends that the special residential, social, and cultural needs of Native students on campus be addressed. Senate is of the view that those who wanted to live with other Native students on campus should be able to do so. It was thought that the atmosphere that would result and the reinforcement that it would provide would assist, where necessary in the process of adaptation to both urban and university life. We should like to emphasize that this recommendation is not intended to separate out Native students from others where this is not desired. Experience in this country and in the United states reveals that inadequate housing is frequently a problem facing Native students and is often closely linked to loneliness, homesickness, and other causes 8 �I I I I I I A University Commitment of a lack of success. A social and cultural centre on the campus might also go some way to alleviating these problems. If such a social and cultural centre were established it could perform the role of educating the rest of the student body concerning Native culture, society, and problems. · Consideration should also be given to the hiring of a part time Elder in Residence who might be attached to a social and cultural centre or a Native residency if they are established. (p. 87, Recommendation 14.11] I I I I I I I I I 9 �3 A REVIEW OP UNIVERSITY ACTIVITIES IN NATIVE STUDIES Faculty have been involved in Native Studies since the University was organized and over the years the University activity in Native Studies has steadily increased. In this section there is a summary of this activity in education, research, and community service. The section concludes with a view of what we have learned in the course of this activity. 3.1 Native Education The most important role of the University with respect to Native people will be to help them obtain the education by which they can run their affairs and seek solutions to their problems. Lakehead University has provided some leadership in this area but there is much more that can be done. The first two parts of this section describe courses and programs that have been offered at Lakehead and the third part synthesizes the information in six campus studies, that in different ways, addressed university-related Native matters and made recommendations about them. 10 �I I I I I I A Review of University Activities in Native Studies 3.1.1 Courses With a Native Focus Five departments in the University list courses in the calendar that involve studies of Natives, their communities, their culture, or their language. Most are offered regularly. Some have been offered for more than a decade and others are relatively new. I The Report of the Presidential Advisory Committee on Northern Studies recommends that more departments offer such courses (Lakehead University, 1985:29). Currently the following are offered: I Anthropology I I t Languages/Education Social Work Education I I Nursing English Philosophy courses on various aspects of Native people and cultures courses on Native American Linguistics, Algonquian, Ojibwe, and Cree a course in Social Policy and Native People a Native Teacher Education Program, a Native Language Instructors' Program, a course in Contemporary Issues in Native Education, a course in Teacher of Native Children, courses in Native as a Second Language a Native Nurses Entry Program and a course in Transcultural Health Care a course in Canadian Indian Literature a course in Native Canadian World Views Several departments include Native issues and studies as part of other courses or as special studies topics. 11 �A Review of University Activities in Native Studies 3.1.2 Programs and Courses for Native Students Through the Native Teacher Education Program and the Native Language Instructors Program of the School of Education, Lakehead University has had a major role in preparing Native teachers. Under the direction of the Dean and a Native Canadian Program Director, the Faculty of Education began the Native Teacher Education Program (NTEP) in 1974 and in 1981 introduced the Native Language Instructors Program (NLIP). The first NTEP program graduated Native students with a diploma and certification for primary/junior teaching in Ontario elementary schools. students in the revised NTEP four-year B.A./B.Ed. program, which began in September 1987, will receive the two degrees and full teaching certification. The NLIP graduates students with diplomas in Native as a First Language (NAFL) and Native as a Second Language (NASL). A Ministry of Education Native Language Teacher Certification program (NLTC) for teachers of Native (Ojibwe or Cree) as a Second Language is also offered. The School of Nursing has a program for Native nurses and the Social Work Department is considering ways to prepare Native social workers in its programs. Other Native students study in a variety of University programs such as Anthropology, General Arts, Education, and Forestry. The Lakehead University Nishinabek Student Association (LUNSA) estimated there were 125 Native students in full-time or part-time studies in 1985/86 (Lakehead University Nishinabek Student Association, 1986:1). There were also about 90 students registered in the Native Language Instructors Program in the summer of 1986. The summer enrolment in NLIP in 1988 had increased to about 115 and the 1988/89 Fall/Winter enrolment of Native students in the University was about 200. 12 �A Review of University Activities in Native Studies Instruction in Native languages is well established. For example, Ojibwe has been offered since 1981 at Year 1 and has just been expanded to Year 2. Demand and feasibility could enable offering Year 3. All students are non-speakers, about evenly split between Natives and non-Natives. The students integrate well. Instruction is offered for first language speakers in Algonquian languages. I I I I I I I I I I I 3.2 Research Related to Native People Research and scholarly work on Native matters is conducted by about fifteen faculty members at the University. Research activities are concentrated in northwestern Ontario. A recent survey of departments to obtain information for a report to the Association of Canadian Universities for Northern studies (Lakehead University, [1986]:20-24) and other inquiries showed that the major fields of study are: - aboriginal sites in northwestern Ontario, relationships between the people and the environment (Anthropology) - current regional Native conditions, ethnology, and acculturation (Anthropology) - Native telecommunications (Sociology) - transportation (Economics) - socio-demographic studies of Natives (Anthropology, Social Work) health care in Native communities (Nursing, Political Studies) - Native language acquisition, syllabics phonebook (Languages, Education) - Native literature (Education/English) - Native education (Education) - Native language education (Education) 13 �A Review of University Activities in Native Studies Native helping principles and systems of social service delivery (Social Work) - social impact of resource development on Native communities (Social Work, Sociology) 3.3 Community Service Native people and their organizations and communities have needs that the University can serve. Native bands are assuming more responsibility for managing their communities, schools, social services, cultural, and political organizations. They enter into enterprises such as radio and television production and communication, snowshoe and canoe manufacture, air service, wild rice marketing, and timber extraction. Such activities often have heavy social, financial, and organizational responsibilities. While the Natives will have to identify those areas in which they would like to use the resources of the University and the ways to use those resources, experience has demonstrated roles for the University. 3.3.1 Businesses and Organizations The theories, practices, and skills of organizing and administering small businesses, communities, and organizations will have to be acquired by more Natives as they assume more control and responsibilities. The Small Business Assistance Program in the School of Business, the University's Centre for Regional Development, and faculty members in Sociology, Business, Biology, and Forestry have assisted a variety of Native people and organizations. These include Wa-wa-tay Communications in Sioux Lookout, Pays Plat canoe and snowshoe manufacturing, political 14 �I I ~ I I I I I I I I I I I I I I I I A Review of University Activities in Native studies organization in Aroland and Fort Hope, and Gull Bay timber harvesting. Several members of the School of Business participated with Indian and Northern Affairs Canada, Employment and Immigration Canada, and the Fort William Indian Band Council to offer the Ontario Native Youth Self-Employment Training Program. 3.3.2 Community and Social Services Community and social services such as education, family and children services, health care, and social planning require professional field workers and administrators. There is a demand for Natives who can provide these services to their own people. Native teachers have been trained in the Native Teacher Education Program and the Native Language Instructors Program of the School of Education and Natives have graduated from the M.Ed. programs of the School of Education. Native students have graduated in Social Work and Nursing and both of these departments have plans to develop programs more specifically addressing the needs of Natives and Native communities. Nursing and Social Work professors have used Northern Scientific Training Grants from the federal government to send senior students into Northwestern Ontario communities to study and gain experience in Native community social services. Some of these students have been Natives. Studies by some Social Work professors may establish more culturally relevant principles for providing social services to Natives. 15 �A Review of University Activities in Native Studies 3.4 Some Points to Note In the course of working with Native students, organizations, and leaders, a number of points seem worth noting in that they may be useful guides for those doing further work in Native Studies. 1) In Northwestern Ontario northern studies includes Native studies and vice-versa. The regional northern environment--boreal forest, isolation, distance, winter--and the Native people are inseparable. 2) Despite the preceding statement, it is not sufficient to use just the term "northern" when Native studies or activities are also included. Terms such as "Northern and Native Affairs" serve better to designate the University's particular interest in Native affairs and studies. 3) The successful establishment of the Education programs required (a) a need to be met, (b) political acumen and determination by the promoter(s), (c) start-up and maintenance funding from outside agencies, (d) Native consultation and participation, (e) continued cooperation with Natives and the federal department for Indian affairs (Indian and Northern Affairs Canada), and (f) adaptable faculty. These elements will be important in future endeavours. 4) The Native people bring a knowledge of their circumstances and aspirations. Failing to involve them early and genuinely in planning university initiatives is inconsiderate and unproductive. On the other hand, some care needs to be taken to ensure that the advice 16 �I I I I I I I I I I I I I I I I I A Review of University Activities in Native Studies received is relevant, useful, and representative of the opinions of Native people and Native communities. 5) Faculty members will be more effective in their work with Natives if they have an interest in and appreciation of Native history, culture, and circumstances. Some inservice training opportunities should be part of the implementation of programs for Natives. Travel to Native communities and interaction with Natives would be informative. 6) Care should be used to choose appropriate teaching methods in introductory courses so that Native students new to university may make a successful transition to university teaching and learning, with which many of them will be unfamiliar. 7) The principles that work in the businesses, organizations, and community and social services that we normally are preparing students for may not be the principles that work best in Native ones. Not a lot is known about this; research in this area could be fruitful. Care and caution in what we teach is required. We can learn from our Native students. The resources available and the context in which such organizations work are often much different than the more urban-oriented resources and socio-cultural contexts with which we commonly work. 8) Professional programs must include a useful and significant practicum experience for students in Native organizations and communities. This requires disproportionately high costs for students and staff involved because of the distances and time involved, and because of the need to fly to most of the communities. It also requires productive interaction 17 �A Review of University Activities in Native studies and liaison with the Native organizations and communities. 18 �I I 4 NATIVE STUDIES STUDY GROUP PRIORITIES The Native studies study Group has set four priorities for 1988/89 and 1989/90. Each of these is considered in more detail in a subsequent chapter of this report. 1. Identification of Native needs and interests. Building on previous consultations, the Study Group intends to develop proposals with the help of representative Natives and organizations and to encourage regular interaction between the University and Native people and organizations. This is discussed in chapter 5. 2. Developing a Native Students Access Program. The Study Group believes that the interest of Natives in a university education and their success in university studies can be improved with a supporting program of courses and services for the particular needs of Native students. Such a program would supplement university courses being taken by the Native students and provide them 19 �Native studies study Group Priorities with access to all University programs. in chapter 6. 3. This is discussed Promoting Native interests on campus. The Study Group believes the University should demonstrate its stated commitment to the Native people in a variety of ways and make an concerted effort to accommodate their interests. This is discussed in chapter 7. 4. Enhancing research and programs in Native Studies. The Study Group believes that research and programs in Native Studies should be enhanced by co-ordination, promotion, and special emphases. This is discussed in chapter 8. 20 �5 IDENTIFICATION OF NATIVE NEEDS AND INTERESTS The Native Studies Study Group is building upon the work done in conjunction with previous Native programming and services to identify the needs and interests of Natives in the University. Formal and informal contacts have been made with many individuals and organizations. The Native Studies Study Group plans to arrange a meeting on campus with such people at an opportune time in the near future to continue the consultation needed to identify roles and actions the University can take. We consider continuing interaction with Native people for the purpose of maintaining a mutually beneficial relationship essential and one of our highest priorities. 21 �6 NATIVE STUDENTS ACCESS PROGRAM The Study Group ?elieves there is a need to provide many Native students with help in making a successful transition to the urban environment and university life and study. In this section we first review recommendations from six University reports on Native education. Then we summarize the main features of several post-secondary transition programs for Natives. Finally, we describe Lakehead's present efforts to help Native students have access to a university education and life and make a recommendation for an improved access program at Lakehead. 6.1 Previous Lakehead University Reports Six reports were prepared which considered the problems of Native students planning for and undertaking university education. A summary of the information in those reports follows. Reference will be made to these reports: 1. Lakehead University. "Lakehead, the University of Northwestern Ontario". A submission to the Commission on the Future Development of the Universities of 22 �I Native Students Access Program I I I I I I I I I I I I I I I Ontario [the Bovey Commission], August 1984. This will be referred to as the Bovey Submission or BS. 2. Corbett, Ruth, and Frewin, C. "A Review of the Native Teacher Education Program (N.T.E.P.) at Lakehead University, Final Report". A report prepared for the Faculty of Education, Lakehead University, February 1985. This will be referred to as the NTEP Review or NTEP. 3. Lakehead University. "Report of the Presidential Advisory Committee on Northern Studies", March 1985. This will be referred to as the Northern Studies Committee Report or NSC. 4. Lakehead University. "Northern Studies at Lakehead University", [1986]. This will be referred to as the Northern Studies at L.U. Report or NSLU. 5. Katt, Mae; Roberts, Liz; Rakosczy, Mary; and Boone, Margaret. "Workshop: A Dialogue with Native People's Entry into Nursing". A report from a workshop with some interested Native people sponsored by Lakehead University and the School of Nursing, June 1985. This will be referred to as the Entry into Nursing Report or EIN. 6. Lakehead University Nishinabek Student Association. "Lakehead University Native Student Services for Counselling and Tutoring". A report submitted to the Department of Indian Affairs, April 1986. This will be referred to as the Nishinabek Students Report or LUNSA. A number of themes occur in the discussions and recommendations of these reports. These themes are 23 �Native students Access Program described under three headings: Attracting Native Students, Supporting Native Students, and Teaching Native Studentso 6.1.1 Attracting Native Students Attracting Native students to the University involves such actions as (1) helping Native children see a university education as a reasonable possibility, (2) making the necessary information readily available, (3) setting appropriate admission standards, (4) providing special programs, (5) providing alternatives to full-time attendance on campus, and (6) reducing the financial burden. Promotion and recruitment: The successful recruitment of Native students will include establishing many contacts with Native leaders and organizations, preparation of promotional materials directed at Native circumstances and needs, sensitivity to Native characteristics and interests, use of Natives with experience and success to assist with University promotion and recruitment and as role models, and one or more Native staff members with responsibilities for promoting and recruiting. Most Natives do not yet think of a university educ~tion as one of their options. The University should be part of the efforts to change this common perception. Recruitment activities should be directed specifically at Native students in primary and secondary schools, at Natives previously enrolled in post-secondary institutions, and at those who would qualify as mature students. (NSC p. 24, EIN p. 20, 21, 27, LUNSA p. 4) Career counselling: Information on university education based careers of potential interest to Natives and on those offered at Lakehead should be provided to teachers and guidance counsellors in elementary and secondary schools in 24 �I I I I I I I I I I I Appropriate admission requirements: The education and life experience of Native people with university education aspirations and ability often differ significantly from most university applicants. Admission requirements should be sensitive to such differences and take them into account. While requirements that are not demanding enough have negative and undesirable implications, requirements that are too demanding prevent potentially successful students from gaining access to the education necessary to further their education and the advancement of Natives in general. Admission requirements to academic preparation courses for Native students to upgrade their education can be less demanding. Confederation College upgrading courses may also be utilized. (BS p. 70, NTEP p. 19, 44, EIN p. 23, 29) I I I I Special programs: Programs designed especially for the needs of Native students and taking into account their special circumstances are generally accepted as necessary. Experience with the Native Teacher Education Program indicates that these special programs should evolve and/or be phased out as the needs and circumstances of the Native students and communities change. While there was a desire by Natives to retain their identity, there was also a desire not to be segregated from the regular programs and courses unnecessarily and indefinitely. (BS p. 92, NTEP p. 44, 47, Native Students Access Program northwestern Ontario and perhaps in other parts of Ontario and Manitoba. (NSC p. 24, EIN p. 28, LUNSA p. 4) Calendar information: The University Calendar should contain a section describing the various programs, courses, and services of interest to Native students. (NSC p. 31) . NSC p. 29) Alternatives to full-time attendance: Program delivery through regional centres, by off-campus courses, by distance 25 �Native Students Access Program education, by co-operative education with appropriate institutions and organizations, with fewer and longer practicum placements, by short courses, by concentrating the on-campus time, and by appropriate distribution of on-campus sessions are some of the suggested ways to reduce the demands that full-time attendance in Thunder Bay place on mature students in particular and to make a university education more attractive and feasible. (NTEP p. 48, EIN p. 27) Distance Education: Delivery of courses by remote methods such as correspondence courses, telephone transmission, or by satellite is possible and could be attractive to students in remote communities. There would be considerable cost and effort to do so and particularly to do so effectively. Co-operative efforts by several universities and in consultation with Native leaders would increase the possibility of effective courses and delivery at acceptable costs. Aside from the cost, there was some question about the educational value of high-tech delivery methods. (BS p. 76, 92, 96, NSC p. 29, NSLU p. 6) Financial assistance: The University should recognize the often difficult financial burden Native students incur in obtaining a university education by establishing scholarships and bursaries specifically for Natives. They often have families to support and often do not have the family resources and job opportunities that white students often have. In many instance$ families are separated while a member is at university. While the student may receive support from the federal government (Indian and Northern Affairs Canada) there is little or no support for the family. Financial support is especially important for non-status Indians and Metis who do not receive the support from Indian and Northern Affairs Canada (INAC) that status Indians receive. (NSC p. 26, EIN p. 25, 31) 26 �Native Students Access Program I I I I On-campus employment: Some government programs for providing on-campus employment for Natives have been operated by the University in recent years. Such experience is another way to provide financial assistance for Natives and an orientation to the University. Participation in such programs is recommended. (NSC p. 25, 32) 6.1.2 Supporting Native Students Supporting Native students in the University will include (1) continuing liaison with various Native groups and support agencies, (2) counselling and tutoring services, (3) assistance with accommodation needs, and (4) a Native social and cultural environment. Community liaison: Regular and effective liaison with Native communities, Native leaders, Indian and Northern Affairs Canada officials, schools where Native students attend, health and social service agencies, and others was considered an important part of establishing and maintaining understanding, support, and cooperation. (NTEP p. 49, NSC p. 24, LUNSA p. 5) Counselling: Counselling has been an intrinsic and important part of the Native Education programs in the School of Education. The NTEP Review reinforced the importance of this component of the Program. Similar counselling service was considered important by all the reports specifically addressing Native student issues. The Nishinabek Student report made detailed recommendations for a Native student counselling service with a Native counsellor. The value of a Native counsellor was supported in other reports. (NTEP p. 21, NSC p. 26, EIN p. 25, 31, LUNSA p. 2, 4-10) I 27 �Native students Access Program Tutoring: The University should ensure that Native students know what tutoring services are available and what financial support for tutoring is available. (EIN p. 24, 30, LUNSA p. 2, 6) Accommodation: Native students often have difficulty finding accommodation, particularly if they have their families with them. Discrimination undoubtedly exists. A Native residence on campus, particularly as part of a Native social and cultural centre, could provide some of the community that is so difficult for Native students to find. No attempt to force a segregation of Native students was advised. Support in any form possible for Native off-campus housing ventures such as the Kashadaying Residence would benefit the Natives and the University. (NSC p. 27, NTEP p. 21, EIN p. 25, LUNSA p. 5) Social and cultural: The social and cultural needs of Natives received attention. Removal from their Native cultural environment, adaptation to urban living, educational and family problems, and other stresses on Native students can be alleviated. A Native social and cultural centre, the presence on-campus of a Native Elder, orientation programs, peer assistance, mentors, a Native Student Council, and a Native residence were among the suggestions. A Native College and/or a Native social and cultural centre of some form would serve as a valuable focal point for Native students in particular and for the University's support of Natives and Native studies. (NTEP p. 49, NSC p. 12, 27, 28, EIN p. 24, 25, 30, LUNSA p. 5) 6.1.3 Teaching Native Students Teaching Native students should involve (1) programs providing suitable academic preparation where that is necessary, (2) inservice training for university 28 �I I I I I I I I I Native Students Access Program instructors, and (3) a suitable balance between integrated and segregated courses. Academic preparation: The varied and often relatively deficient educational backgrounds of Native students entering university require some upgrading opportunities. Students in the Native Teacher Education Program take a preliminary summer orientation program in English and Mathematics if that is considered necessary. Academic preparation courses, transition programs, remedial courses, or some other form of academic upgrading formed a part of many recommendations from the reports. Some of these should be suitable preparation for many University programs and 'need not be duplicated by different departments. (BS p. 69, NTEP p. 45, 47, NSC p. 28, EIN p. 22, 29) Instructors: Some in-service training for instructors of Native students to familiarize them with Native history, communities, culture, needs, and learning characteristics was recommended. (NTEP p. 14, 49, EIN p. 24, 29, LUNSA p. 7) Integrated or segregated: Experience with the Native Teacher Education Program and the recommendations of the NTEP Review suggest that segregated programs should evolve toward some significant degree of integration. The best integration was seen as two-way, with Native students taking some of their courses in the main teacher education programs and non-Natives able to take courses in the Native teacher education programs. External perceptions that a segregated program is inferior, Indian and Northern Affairs Canada policies, internal costs of separate programs, and the academic and social advantages of integrating the Native students into the mainstream of university life must be weighed against the academic and cultural advantages of segregated programs and courses. (NTEP p. 24, 45) 29 �Native Students Access Program 6.1.4 Implementation Successful implementation of Native studies initiatives will require a group of faculty that have or are willing to develop the necessary knowledge and expertise. Natives on the faculty will be necessary. Funding should include costs of inservice training for faculty in such areas as regional Native history, Native traditions and culture, ways of thinking, appropriate communication skills, and effective teaching methods. Faculty involved in Native studies activities should have opportunities for regular travel to Native communities and organizations. Such travel is expensive and time-consuming. It should also be done in different seasons and for extended periods. 6.2 Other University Transition/Access Programs In investigating possible models for the access program, several programs at other Canadian universities were examined. Programs at the University of Calgary, Dalhousie University, and the University of Manitoba are briefly described below. All of these programs have features that were considered to be imperative to the success of Native access programming. These features include specialized recruitment and admission procedures, program orientation, personal counselling, a curriculum that addressed deficiencies in preparation, a tutoring program for academic courses, specialized assistance in the areas of financial assistance, and social and cultural support systems. 30 �Native Students Access Program I I I I I I I University of Calgary The program is designed to provide a university entry year to students who are not fully matriculated. The program is structured in such a way as to help the student make a successful transition to university life. Additional _academic programming is provided with social, cultural, and financial aid counselling. The program is directed to Native students, at least 21 years of age who have completed Grade XI but who are not fully matriculated. Students register as "unclassified" students and take a total of three degree credit courses (Anthropology, Political Studies, English). In addition, students take Basic Math I and II, and Learning Strategies which covers problem-solving, organization, writing, reading, and study skills. Mandatory tutorials are taught in conjunction with the academic courses. Special events are also scheduled such as films or speakers series to complement the academic program. Financial assistance for students is provided through Indian and Northern Affairs Canada. Social and cultural activities are planned at the Native Centre. Dalhousie University The Dalhousie program provides a transition year to students who do not meet the normal admissions requirements. 31 �Native students Access Program The program is directed to Native and Black students. Admission requirements are flexible with maturity and motivation assessed individually. Students take a program that includes a course in basic English language skills, a basic mathematics course, a Black and Native studies course to increase self-awareness and confidence, and~ study skills course. In addition, a regular first year course is taken for credit or audit. Additional programs in orientation to campus life, personal and academic counselling, guest lecturers, and cultural events are offered to assist the transition to campus life. Tutoring is also available. Financial counselling and support is also provided. University of Manitoba The University of Manitoba offers two programs designed to provide university training for people who have not had the opportunity for such experience because of social, economic, or cultural reasons, or because of lesser academic preparation. The Access Program is not directed exclusively to any one group of people, but priority is given to low-income men and women, Native people, and residents of northern Manitoba. Students register in regular academic programs with a reduced load of three courses rather than five. Approximately half the students are enrolled in Arts programs and half in a variety of other programs such as Science, Nursing, Social Work, Engineering, Education, and Law. 32 �Native Students Access Program I I I I I The Special Pre-Medical Studies Program is designed to allow residents of Manitoba of Native ancestry to train as professional in the health field. The special program allows students to take four years to complete what is normally a three-year program. Students complete the program with a pre-medicine degree in Science. There are special transition courses for the Native students in Chemistry (three courses) and Physics (one course). The program also has non-credit Physiology and Introduction to Medicine courses for the Native students. Students take the rest of their program with regular students. These include required courses in Biology, English (a literature course), and electives. Electives are carefully chosen with a counsellor to meet the specific prerequisites for different programs in Medicine, Pharmacy, and Dentistry. Tutorial help is provided students in order to help them keep up with course work. Financial assistance is provided to meet living costs as well as medical insurance, moving costs, tuition, and books. Assistance with the social and cultural adjustment to campus life is provided through various programs at the Native Student Centre. Factors Contributing to Student Success Studies have shown that certain factors significantly influence the success of minorities in higher education. These include: - career guidance to translate nonspecific educational goals into programs of study where course work and desired outcomes are clearly linked 33 �Native Students Access Program - summer or special bridging programs to accustom minority students to university-level course work and the campus atmosphere - special orientation programs and help with choice of courses and registration - strong academic assessment programs coupled with courses designed to offset gaps in preparation - adequate tutoring services, learning laboratories, and organized "mentoring" programs - intrusive academic advising to guide selection of course and to intervene before small problems become major. (Richardson, 1989) 6.3 Present Lakehead Efforts The University has provided transition and access support for Native students in many ways since the introduction of the Native Teacher Education Program in 1974. These include: - communication skills and math courses in the Native Teacher Education Program - Native faculty and counselling in Education - Native Nurses Entry Program - Native co-ordinator in Nursing - Native Support Services office in Student Services - Native Student Centre - Native residences in summer NLIP - Native sessional lecturers in NLIP - Lakehead University Nishinabek Student Association support - summer employment program for Native students 34 �Native Students Access Program I 6.4 A Native Students Access Program Proposal After considering the University's experience with Native students and that of other institutions we arrived at our idea of a Native Students Access Program for Lakehead University. RECOMMENDATION 1 The Native studies Study Group recommends: That Lakehead University establish a Native students Access Program with the following characteristics: A. Purpose. The purpose of the Native students Access Program is to encourage Native people to enrol in Lakehead University programs, to provide academic support for them while in those programs that will help them be successful, and to provide a supportive social and cultural environment. The Program will be directed at students of Native ancestry who have not completed secondary school graduation requirements or who, for various reasons, are concerned about their preparation for undertaking university studies successfully. The Program will be designed to attract and support students from the many small, remote communities for whom attending university introduces a number of particular difficulties. B. University level work. students in the Program will take university credit courses in their first year of study. 35 �Native Students Access Program c. Eligible students. students of Native ancestry will be eligible to enrol in the Program but no Native student will he required to enrol. D. components. The program would not be a single preparatory or transition year but would be continuing preparation and support program with several discrete elements - (1) appropriate admission criteria and process, (2) special Year 1 skill-based courses, (3) reduced rate of progress initially, (4) directed Year 1 and Year 2 academic program, (S) culturally sensitive counselling, (6) tutoring, and (7) social and cultural environment. Initially at least, there would be two parallel streams: (1) an Arts, Science, and Professional studies stream, and (2) a Health Sciences stream. E. Admission. In addition to the University's normal academic achievement based admission, there would he appropriate . criteria and processes under the Adult student and Extraordinary Admission regulations. This could include exemption from some of the course requirements where appropriate. F. Study and basic skills improvement. The academic program will include entry support courses to provide students with some of the knowledge and skills necessary for success in university courses. These courses would teach basic English communication, basic mathematics, and undergraduate study and research skills. G. Reduced rate of progress. students in the first year of the Program will be limited to three degree credit courses instead of the normal five courses. These 36 �I Native students Access Program I courses will be selected for their appropriateness for students in the Native Students Access Program and may offer some choice depending on a student's intent to pursue Arts, Science, · or Professional Studies programs. The three degree courses and the support courses would be selected and planned so that they complemented each other and constituted a manageable work load for the students. This course load in the first year should improve the student's opportunity for success. I I I H. Full-time enrolment. A definition of full-time enrolment for funding purposes will be sought that ensures that students in the Native Students Access Program will be eligible for full funding support. The Program probably would have three full courses credited toward an undergraduate degree and two support courses recorded on the transcript but not credited toward a degree. I. UCEP funding. The Program would be designed to qualify students for UCEP (University and College Entrance Program) funding from Indian and Northern Affairs Canada. J. Compatibility with NTEP and NHEP. students enrolled in either the Native Teacher Education Program or the Native Nurses Entry Program could enrol in the Native Students Access Program. The Native students Access Program would be made compatible with NTEP and NNEP. K. Counselling. The University would provide specialized and culturally sensitive counselling. L. Tutoring. There would be tutorial services in addition to those available to all students. 37 �Native Students Access Program M. Social and cultural support. A supportive social and cultural environment such as a Native Drop-in Centre, promotion of Native arts, crafts, and traditions would be provided. Native Elders, perhaps as Elders-inresidence, could contribute to the conservation of Native culture by formal and informal means. N. co-ordinator. The Program would need a co-ordinator with office support for managing the Native students Access Program and providing services to Native students. Initially this person would be responsible to the Chairman of the Native studies study Group with the prospect that this office would eventually become part of a Centre for Native studies or similar office. Students registered in the Native Students Access Program would be governed by the policies and regulations of the Program and be able to use all services. Native students registered in other University programs would be able to use the services described in sections K, L, and M. A Native Students Access Program as proposed includes elements that are not included in the normal operating funding from the Ministry of Colleges and Universities. RECOMMENDATION 2 The Native Studies Study Group recommends: That Lakehead University apply to the Ministry of Colleges and Universities and to Indian and Northern Affairs Canada for special continuing funding for the proposed Native students Access Program. 38 �Native Students Access Program 6.5 Distance Education at Lakehead University A great deal has changed in the field of Distance Education since the release of the reports quoted in 6.1. In the past few years the Continuing Education office in the University has created a Distance Education program called Signal North. Signal North is involved in developing, delivering, and supporting a variety of courses. These provide students away from Thunder Bay with opportunities to take courses in several University programs, including Bachelor of Arts, Post R.N. (Registered Nurse) Bachelor of Science in Nursing, Additional Basic Qualifications for teachers, Environmental Assessment certification, and Tourism and Recreation Resources Management certification. The University is also developing the capacity to produce new Distance Education courses as needs and resources are identified. Distance Education courses are becoming the choice of many Native learners. With the introduction of an organization called Contact North and its interactive communication technologies on campus for Distance Education course delivery, the possibility of being able to taking courses in their own community is an attractive and practical option. Students meet regularly with their instructor electronically and are able to develop and transmit their work and receive the instructor's responses. There are various support systems available for Distance Education students provided by the University and Contact North. More work is needed to develop effective support 39 �Native Students Access Program programs for the native learner studying to complete university work at home. Writing and study skills courses designed specifically for Native students could assist them in successfully completing. their Distance Education courses. Many of the issues about distance education in Northwestern Ontario have been discussed in a report titled "Scanning the Dawn of High-Tech Education in the North" prepared for Contact North and the Ministry of Colleges and Universities (Nelson and Minore, 1988). Most distance education facilities are available in Attawapiskat, Big Trout Lake, Sandy Lake, Seine River, West Bay, and Wikwemikong. Basic facilities are available in Bearskin Lake, Cat Lake, Chapleau, Fort Hope, Fort William, Grassy Narrows, Mobert, and Sachigo Lake. More communities will be serviced by the Contact North facilities and facility improvement will be made as needs and interests develop and resources are made available. 40 �I I 7 PROMOTING NATIVE INTERESTS ON CAMPUS A variety of actions can be taken in the University to enhance life for Native students and to serve the Native community in general. such actions could include: - more Native faculty - a Senate Native Studies Committee - Native people on the Board Governors - a Native college or a Native residence - a permanent Native Student Support office - a supporting Library collection and archives - a permanent Native Advisory Committee - a publication program - an educational and cultural centre. - an employment equity program to increase the participation and number of Native people in all parts of the University The Study Group will be consulting with interested parties and discussing the promotion of Native interests on campus in more depth in the coming year. We will be making other recommendations and taking actions to implement them. 41 �Promoting Native Interests on Campus 7.1 Native Faculty The University's commitment to Native education will be demonstrated in part by the number of tenured Native faculty members it has, by actions designed to increase the number of tenured Native faculty members, and by its support of their efforts to develop professionally. At present there are two Native faculty members, both tenured Assistant Professors. In addition to their academic contributions at the University, Native faculty could be expected to serve as role models for Native students and to be active in providing a supportive Native social and cultural environment. The University should be prepared to use means such as the Study Leave provisions of the collective agreement to help new Native faculty in their professional development and career advancement. RECOMMENDATION 3 The Native Studies Study Group recommends: That Lakehead University take actions designed to increase the number of tenured Native faculty meml:>erse 42 �I I I I I I I I I I I I I I 8 ENHANCING RESEARCH AND PROGRAMS IN NATIVE STUDIES A significant number of faculty and students are interested in Native Studies. Various actions could be taken by the University to enhance research and teaching in Native Studies. 8.1 A Centre for Native Studies Some centralized support and co-ordination of faculty activities would provide a continuity and visibility to University Native Studies that should enhance the effectiveness of the work and attract interest and funding. A full-time co-ordinator for Native Studies would coordinate and promote instructional and research activities by faculty and educational services for Native students. While a number of means are possible to achieve these ends, the establishment of a Centre for Native studies paralleling in many ways the Centre for Northern Studies seems to the Study Group to be. an appropriate means. We will present a more detailed proposal in the near future. 43 �Enhancing Research and Programs in Native Studies RECOMMENDATION 4 The Native Studies Study Group recommends: That the University establish a Centre for Native studies or a comparable institution for co-ordinating the University's activities in Native education and Native studies. 8.2 Native Language Instructors' Program. The Native Language Instructors' Program has been operating since 1981 and has flourished. In addition to the interest of Native people in teaching their languages, the authorization of instruction in Native languages into day school programs and a Native as a Second Language curriculum by the Ministry of Education should ensure the continued necessity and viability of the Program. It is clearly an important component of a Native Studies program and a program that the University is well suited to offer. Nevertheless, the University continues to depend upon outside sources for funding and limited term contract or sessional lecturer appointments for staffing. RECOMMENDATION 5 The Native Studies study Group recommends: That the School of Education take the steps necessary to make the Native Language Instructors' Program a part of its permanent academic program regardless of the level of external funding and that Lakehead University fund the Native Language Instructors' Program on a continuing basis 44 �I I Enhancing Research and Programs in Native studies and make the co-ordinator position a permanent full-time academic appointment. I I I I I I I I I I I I I 8.3 Native Languages Academic location. Lakehead University offers a series of courses in Native Languages, Algonquian, Ojibwe, and Cree. There are a variety of courses for fluent speakers of Ojibwe and Cree and for second language learners. Although these courses are calendared in the Department of Languages, Native language courses have always been taught by staff affiliated with the School of Education, largely because of the close relationship between Native language courses and the Native Language Instructors' Program. To date the actual involvement of the Department of Languages with Native language courses has been quite limited. Recently the University recognized the importance and value of Native Languages by appointing a full-time faculty member (in the School of Education) specializing in Algonquian languages. Given the importance of Native Languages within the Department of Languages, not only to Native people but also as a subject worthy of academic study, consideration should be given to enhancing the status of Native Languages within the Department of Languages or, alternatively, to locating Native Languages in another academic unit in the University. Transfer of credits. A significant number of Native students who enrol or consider enrolling at Lakehead University are from communities in southern Ontario where Mohawk is the traditional language. Lakehead University offers no courses in Iroquoian languages such as Mohawk. 45 �Enhancing Research and Programs in Native Studies The University would be more attractive to Native students from Mohawk speaking communities if it could provide a more systematic and publicized means of transferring credits from institutions with courses in Mohawk, such as Trent University. As well, at present the Ojibwe language courses at Lakehead University teach only the Severn dialect, which is one of the major Ojibwe dialects of Northwestern Ontario. This limitation is a function of the regional importance of Severn Ojibwe and of the limited resources at Lakehead for Native language instruction. Since there are Native students at Lakehead University from areas where other dialects of Ojibwe are spoken, consideration should be given to offering Ojibwe language courses in dialects other than Severn for which there is sufficient demand. Alternatively, the University should try to facilitate the transfer of credit from appropriate equivalent courses available at other universities or colleges. The Study Group will pursue both of the above matters with faculty involved and the Registrar. 8.4 Other Initiatives The Study Group will be consulting with interested parties and discussing the enhancement of research and programs in Native Studies in more depth in the coming year. We will be making recommendations and taking actions to implement them. The Study Group thinks the following actions should be considered but has not discussed them in depth: - a Bachelor of Arts Program in Native Studies - a Master of Arts Program in Native Studies 46 �Enhancing Research and Programs in Native Studies I - a Department of Native studies a Northern Health Studies Program a Northern Educational studies Program field experiences in northern communities. I I I I I I I I I I I I I I I 47 �9 9.1 FINANCIAL SUPPORT FOR NATIVE PROGRAMS Internal Funding Most of the funding for Native Studies programs should be built into the annual operating budget of the University. Making Native programming dependent on external funding will demonstrate a tentativeness and lack of commitment. The current status of the Native Language Instructors' Program is a case in point. Contrasted with that is the commitment by the University to phase in full operating support for the Native Student Support Services over five years as external funding is phased out. 9.2 Native Student Support Services The Study Group commends the University for establishing the Native Student Support Services office. It has provided Native students with a meeting place and a set of support services that provides some of the social, cultural, and tutoring support that the Study Group considers important for successful adaptation to the University and the city and to their academic success. The establishment of the office was made possible by an external grant that is to be phased out over a five year period, with the University assuming 4e I I I I �Financial Support for Native Programs I I I I I I I I I I I I I I I I more of the costs each year. The study Group considers the continuing presence of a Native student Support Services office able to provide sufficient support for Native students to be essential for meeting the stated interest of the University in providing an hospitable academic environment for Native students. RECOMMENDATXON 6 The Native Studies Study Group recommends: That the University, in assuming an increasing proportion of the costs of operating the Native student support services office, ensure that the office can provide a sufficient level of support for its Native students. 9.3 Assistance for the Native Studies Study Group The Native Studies Study Group is not able, on its own, to implement the recommendations made in this report and will need assistance in order to make progress on establishing a Centre for Native Studies, on operating and promoting a Native Students Access Program, on consultations with Native people, and on the enhancement of research and programs in Native Studies. 49 �Financial Support for Native Programs RECOMMENDATION 7 The Native Studies Study Group recommends: That the University obtain funds for the limited term appointment and support of a co-ordinator of Native stud.ies to assist the study Group in setting up a Centre for Native studies and in other aspects of planning and implementing its programs in Native studies. 50 �10 I I ~ I I I I I I I I I SUMMARY A strong emphasis on service to Native people and Native communities would be a notable and worthwhile contribution by Lakehead University to the welfare of Northwestern Ontario and to its own efforts to establish a distinguished and characteristic specialization. The present state of interest and activity in Native studies and matters is primarily the result of faculty and departmental initiatives. A serious intent by Lakehead University to make Native studies and serving Native interests an intrinsic part of its operations will require concrete and sustained actions by the University as an institution. The Native Studies study Group set four priorities for 1988/89 and 1989/90 having to do with the identification of Native needs and interests through consultations with Native people, developing a Native Students Access Program, promoting Native interests on campus, and enhancing research and programs in Native Studies at the University. At this point the Study Group is prepared to make six recommendations pertaining to these priorities. 51 �Summary 10.1 Recommendations RECOMMENDATION 1: Native students Access Program {po 35) That Lakehead University establish a Native students Access Program with the following characteristics: A. Purpose. The purpose of the Native Students Access Program is to encourage Native people to enrol in Lakehead University programs, to provide academic support for them while in those programs that will help them he successful, and to provide a supportive social and cultural environment. The Program will he directed at students of Native ancestry who have not completed secondary school graduation requirements or who, for various reasons, are concerned about their preparation for undertaking university studies successfully. The Program will he designed to attract and support students from the many small, remote communities for whom attending university introduces a number of particular difficulties. B. University level work. students in the Program will take university credit courses in their first year of study. c. Eligible students. students of Native ancestry will be eligible to enrol in the Program hut no Native student will he required to enrol. D. Components. The program would not he a single preparatory or transition year hut would he continuing preparation and support program with several discrete 52 �Summary elements - (1) appropriate admission criteria and process, (2) special Year 1 skill-based courses, (3) reduced rate of progress initially, (4) directed Year 1 and Year 2 academic program, (5) culturally sensitive counselling, (6) tutoring, and (7) social and cultural environment. I I I I I I I I I I I Initially at least, there would be two parallel streams: (1) an Arts, science, and Professional studies stream, and (2) a Health sciences stream. E. Admission. In addition to the University's normal academic achievement based admission, there would be appropriate criteria and processes under the Adult student and Extraordinary Admission regulations. This could include exemption from some of the course requirements where appropriate. F. study and basic skills improvement. The academic program will include entry support courses to provide students with some of the knowledge and skills necessary for success in university courses. These courses would teach basic English communication, basic mathematics, and undergraduate study and research skills. G~ Reduced rate of progress. students in the first year of the Program will be limited to three degree credit courses instead of the normal five courses. These courses will be selected for their appropriateness for students in the ·Native students Access Program and may offer some choice depending on a students' intent to pursue Arts, Science, or Professional studies programs. The three degree courses and the support courses would be selected and planned so that they complemented each other and constituted a manageable work load for the 53 �Summary students. This course load in the first year should improve the student's opportunity for success. H. Full-time enrolment. A definition of full-time enrolment for funding purposes will be sought that ensures that students in the Native students Access. Program will be eligible for full funding support. The Program probably would have three full courses credited toward an undergraduate degree and two support courses recorded on the transcript but not credited toward a degree. I. UCEP funding. The Program would be designed to qualify students for UCEP (University and College Entrance Program) funding from Indian and Northern Affairs Canada. J. Compatibility with NTEP and NNEP. Students enrolled in either the Native Teacher Education Program or the Native Nurses Entry Program could enrol in the Native students Access Program. The Native students Access Program would be made compatible with NTEP and NNEP. Kc Counselling. The University would provide specialized and culturally sensitive counselling. L. Tutoring. There would be tutorial services in addition to those available to all students. M. Social and cultural support. A supportive social and cultural environment such as a Native Drop-in centre, promotion of Native arts, crafts, and traditions would b~ provided. Native Elders, perhaps as Elders-inresidence, could contribute to the conservation of Native culture by formal and informal means. 54 �summary N. co-ordinator. The Program would need a co-ordinator with office support for managing the Native Students Access Program and providing services to Native students. Initially this person would be responsible to the Chairman of the Native studies study Group with the prospect that this office would eventually become part of a centre for Native studies or similar office. RECOMMENDATION 2: Funding for NSAP (p. 38) That Lakehead University apply to the Ministry of Colleges and Universities and to Indian and Northern Affairs Canada for special continuing funding for the proposed Native students Access Program. RECOMMENDATION 3: Native faculty (p. 42) That Lakehead University take actions designed to increase the number of tenured Native faculty members. RECOMMENDATION 4: I I I I I I Centre for Native studies (p. 44) That the university establish a centre for Native studies or a comparable institution for co-ordinating the University's activities in Native education and Native Studies. RECOMMENDATION 5: Native Language Instructors' Program (p. 44) That the School of Education take the steps necessary to make the Native Language Instructors' Program a part of its permanent academic program regardless of the level of 55 �Summary external funding and that Lakehead University fund the Native Language Instructors' Program on a continuing basis and make the co-ordinator position a permanent full-time academic appointment. RECOMMENDATION 6: Native student support services (p. 49) That the University, in assuming an increasing proportion of the costs of operating the Native student support services office, ensure that the office can provide a sufficient level of support for its Native students. RECOMMENDATION 7: support staff for Study Group (p. 50) That the University obtain funds for a limited term appointment and support of a co-ordinator of Native studies to assist the committee in setting up a centre for Native studies and in other aspects of planning and implementing its programs in Native studies. 56 �11 I I I I I I I I I I I REFERENCES 1. Bates, J. David. "Lakehead University and Native People. An Emphasis on Northwestern Ontario: Research, Education, Community Service." In Adams, Peter and Parker, Doug (eds.). Canada's Subarctic Universities. Ottawa: Association of Canadian Universities for Northern Studies, 1987. 2. Corbett, Ruth, and Frewin, C. "A Review of the Native Teacher Education Program (N.T.E.P.) at Lakehead University, Final Report". A report prepared for the Faculty of Education, Lakehead University, February 1985. 3. Katt, Mae; Roberts, Liz; Rakosczy, Mary; and Boone, Margaret. "Workshop: A Dialogue with Native People's Entry into Nursing". A report from a workshop with some interested native people sponsored by Lakehead University and the School of Nursing, June 1985. 4. Lakehead University. "Lakehead University Academic Plan". A report approved by the Senate of Lakehead University, February 1987. 5. Lakehead University. "Northern Studies at Lakehead University". A report prepared for the Association of Canadian Universities for Northern Studies. [1986]. 57 �References 6. Lakehead University. "Report of the Presidential Advisory Committee on Northern Studies", March 1985. 7. Lakehead University. "Lakehead, the University of Northwestern Ontario". A submission to the Commission on the Future Development of the Universities of Ontario [the Bovey Commission], August 1984. 8. Lakehead University Nishinabek Student Association. "Lakehead University Native Student Services for Counselling and Tutoring". A report submitted to the Department of Indian Affairs, April 1986. 9. Mitchell, M. "A 'Vision' of Algonquian Languages at Lakehead University. A submission to the Dean of Education, Thunder Bay, [May 1986]. (Photocopied). 10. Nelson, c. H. and Minore, J.B. "Scanning the Dawn of High-Tech Education in the North". A report prepared for the Northwest Contractor for Contact North/Contact Nord and the Ministry of Colleges and Universities, October 1988. 11. Richardson, Richard c., Jr •• "Point of View". The Chronicle of Higher Education. January 11, 1989: p. 48. 12. Royal Commission on the Northern Environment. North of 50°: An Atlas of Far Northern Ontario. Toronto: University of Toronto, 1985. 58 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Studies Study Group Report Subject The topic of the resource Universities Description An account of the resource Report of the Native Studies Study Group, Lakehead University, May 1989. "This report has been prepared by the Native Studies Study Group to provide a review of the work of Lakehead University faculty and staff in Native Studies, in the education of Native students, and with Native people in the region, and to provide direction to the University in further development of those activities." Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1989-05 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Indigenous study group May 1989 https://digitalcollections.lakeheadu.ca/files/original/8c91de4a16d72b77e90c4897db84ecd2.pdf 62577c6049cbcf00ce0567963ea10475 PDF Text Text Proposal NATIVE STUDENTS ACCESS PROGRAM Lakehead University May 1989 �I I I I I I I I I I I I I I I I I I I Proposal NATIVE STUDENTS ACCESS PROGRAM Lakehead University May 1989 �I I I I I I I I I I I I I I I I I I INDEX INTRODUCTION ................................................ . RATIONAL FOR THE PROGRAM .................................. . 3 The Role of Lakehead University ............................. . 3 CURRENT ACTIVITIES IN NATIVE PROGRAMS .................... . 4 Native Native Native Native Teacher Education Program ............................ Language Instructors' Program .......................... Language Minor ...................................... Nurses Entry Program ................................. . . . . 4 5 UNIVERSITY ACCESS PROGRAMS ................................ . 7 University of Calgary ....................................... Dalhousie University ........................................ University of Manitoba ...................................... Factors Contributing to Minority Student Success ................ 5 5 . . . . 8 9 PROPOSED NATIVE STUDENT ACCESS PROGRAM .................. . 10 Heal th Science Access ....................................... . Career Options and Linkages with Other Universities ............ . Arts, Science and Professional Studies Access ................... . 12 12 13 ADDITIONAL COMPONENTS OF THE PROGRAM ................... . 14 Program Promotion ......................................... Admission ................................................. Curriculum ................................................ Counselling and Tutorial Services ............................. Additional Resources Required for Program .................... . . . . . 7 8 14 15 16 16 18 FUNDING 19 SUMMARY 20 APPENDIX A - Job Descriptions 22 APPENDIX B - Terms of Reference - Advisory Committee .............. . 25 �I I I I I I I I I I I I I INTRODUCTION In 1985 Lakehead University reviewed its Academic Plan which had originally been passed by Senate in 1977. The result of this review was a revised Academic Plan published in 1987. The revised plan noted that the evolving needs of society and the region require a constant process of program adaptation and change. Subsequently, a Study Group comprised of faculty, staff and students, both Native and non-Native, was formed to look at Native Studies programs at the University. One task of the Study Group was to review the current programming in place for Native students and look at ways of improving or enhancing these programs and of increasing the participation rate of Native students. The Study Group found that Lakehead University has a history of providing successful special programming for Native students. Building on these strengths is a natural extension of the University's role as a regional university. The Native Studies Study Group is recommending that a new Access Program modeled on existing programs be implemented to increase the participation rate of Native students at Lakehead University and to provide a framework for successful integration and completion of academic programs. This proposal outlines the rationale for a wider Access Program at Lakehead University and discusses the necessary resources for implementation. �Lakehead University A Northern Vision ....··············--...••••.. •••• ••• ••• •• •• • •• • •• •• •• •• •• •• •• •I I I I I I •• .• ---t---- • Other Ontario Universiti x Off-Campus Centres 0 300 km. Scale �I I I I I I I I I I I I I I I I I 3 RATIONALE FOR THE PROGRAM The Role of Lakehead University Lakehead University has continually emphasized its role as a regional institution. In its submission to the Bovey Commission in 1984, Lakehead stressed its dual role as a university in the north, striving to bring knowledge and an understanding of a broad range of the basic disciplines to Northwestern Ontario as well as for the north, gathering knowledge about the region for use in social and economic development. It was also stated that Lakehead University should be viewed as a developing institution striving to meet effectively its regional role. The submission went on to say that: "Lakehead University certainly would like to continue to explore with the Native population of this region the type of programs that are needed and which could be delivered. We do not think the problem here ...... .is primarily technological and related to the mechanisms of distance education. We think it is linguistic, cultural and related to the prior educational training of the Native population. It would seem certain that specially designed interfacing programs would be needed for which special funding would be a prerequisite." In a review of the University's Academic Plan undertaken in 1985 and published in the Lakehead University Academic Plan 1987, the Senate Academic Committee noted the following: "Northwestern Ontario has a significant Native population which is an increasing proportion of the regional total. Lakehead University should, therefore, increase its activities related to Native peoples in all respects as part of its regional mandate." �4 Clearly, Lakehead University sees as a major component of its mandate the education of the region's Native population. Approximately 20% of the population of Northwestern Ontario is Native. With the influence of Bill C-31 and the higher Native birthrate, the proportion of Native people is ever increasing. Yet Natives are a minority group in higher education. To be successful, any strategy to improve Native participation in post-secondary education must address the particular difficulties encountered with minority access. CURRENT ACTIVITIES IN NATIVE PROGRAMS Lakehead University has a history of encouraging Native students' accessibility by providing special programs. Two such programs are the Native Teacher Education Program and the Native Language Instructors' Program. It is known that early intervention in the public schools to strengthen preparation and improve students' education planning is an important factor cited in minority success in higher education. Both programs increase the number of trained Native teachers in the classroom who serve as valuable role models for young Native students. Native Teacher Education Program In 1974, the Native Teacher Education Program (NTEP) was introduced. The first NTEP graduated Native students with a diploma and certificate for primary/junior teaching in Ontario elementary schools. The program was revised in 1987 to a four year BA/BEd program. The purpose of the program is to increase the number of fully qualified Native teachers. The program begins with a special summer orientation program and in addition to regular Arts, Science and Education courses, places a special emphasis on Native social, cultural, and language issues. • �I I I I I I I I I I I I I I I I I I ~ 5 Native Language Instructors' Program The Native Language Instructors' Program is offered every summer on campus and normally requires four summers of study to complete. Depending on the courses taken, the program leads to a limited teacher certification granted by the Ministry of Education or a University diploma in teaching Native Languages as a first or second language. This program is mainly subscribed to by mature Native students who spend the month of July living in residence while taking the program. Students do related practical work during the Fall and Winter in their home communities. Native Language Minor Native Languages in Cree and Ojibway are offered as a minor program that can be taken in conjunction with another program. Students, both Native and non-Native, enrolled in programs such as Social Work, Nursing, and Education as well as other Arts, Science or Professional programs, take this minor. Native Nurses Entry Program A third special program at Lakehead University, the Native Nurses Entry Program, began in January 1987 in response to a well documented need for improved health care deli very in Native communities. In 1983, the Nishnawbe-Aski Nation, a Native organization representing 25,000 Ojibway /Cree in 43 northern communities, approached Lakehead University's School of Nursing to explore the feasibility of establishing a program to prepare Native people for the nursing profession. The need for improved health care in Native communities is noted in the First Nation's SelfGovernment Health Report (I 983) which lists some startling health statistics in Canada: �6 In Canada's Native population life expectancy among Indians is ten years less than for other Canadians; up to the age of sixty-five years, mortality rates are two to four times the national average; diseases of the respiratory system are five times the Canadian average; the suicide rate is three times higher than the Canadian average; alcoholism may be as much as five times more prevalent among Natives than among other Canadians. There is widespread agreement on the need for new approaches in health care that will fully involve Native communities. However, before Native people can achieve full involvement, there is a need to educate more Native health professionals. In May 1985, Lakehead University headed a consultation workshop with Native leaders. There were 40 Native leaders representing Native communities at this meeting. In making its recommendation that a preparatory program be implemented that enabled Natives to proceed to a degree Nursing program, this committee considered the importance of the role of a nurse in northern communities. The hiring criteria for the Medical Services Branch of Health and Welfare Canada is a baccalaureate degree in nursing. Hence the need for university educated nurses. The program at Lakehead University is the beginning of an educational process for Native communities to acquire Native nurses who will take a leadership role in health care delivery. I �7 UNIVERSITY ACCESS PROGRAMS In investigating possible models for the access program, the Native Studies Study Group examined several successful programs at other Canadian universities. Programs at the University of Calgary, Dalhousie University, and the University of Manitoba are briefly described below. All of these programs have features that were considered to be imperative to the success of access programming. These features include specialized recruitment and admission procedures, program orientation and personal counselling, a curriculum that addressed deficiencies in preparation, a tutoring program for academic courses, specialized assistance in the areas of financial assistance, and social and cultural support systems. I I University of Calgary The program is designed to provide a University entry year to students at least 21 years of age who have completed Grade XI but who are not fully matriculated. The program is structured I in such a way as to help the student make a successful transition to university life. Additional academic programming is provided with social, cultural and financial aid counselling. Students register as "unclassified" students and take a total of three degree credit courses (Anthropology, Political Studies, English). In addition, students take Basic Mathematics I and II, and Learning Strategies which covers problem-solving, organization, writing, reading, and I I I study skills. Mandatory tutorials are taught in conjunction with the academic courses. Special events are also scheduled, such as film or speakers series to complement the academic program. Financial assistance for students is provided through the Department of Indian Affairs. Social and cultural activities are planned at the Native Centre. I �8 Dalhousie University The Dalhousie program provides a transition year to students who do not meet the normal admission requirements. The program is directed to Native and Black students. Admission requirements are flexible with maturity and motivation assessed individually. Students take a program that includes a course in basic English language skills, a basic Mathematics course, a Black and Native studies course to increase self awareness and confidence and a student skills course. In addition a regular first year course is taken for credit or audit. Additional programs in orientation to campus life, personal and academic counselling, guest lectures, and cultural events are offered to assist with the transition to campus life. Tutoring is also available, as are financial support and counselling. University of Manitoba The University of Manitoba offers two programs designed to provide university training for people who have not had the opportunity for such experience because of social, economic or cultural reasons, or because of a lack of academic preparation. The Access Program is not directed exclusively to any one group of people, but priority is given to low-income men and women, Native people and residents of Northern Manitoba. Students register in regular academic programs with a reduced course load of three courses rather than the normal five. Approximately half the students are enrolled in Arts programs and half in a variety of other programs such as Science, Nursing, Social Work, Engineering, Education, and Law. �9 The Special Pre-Medical Studies Program is designed to allow residents of Manitoba of Native ancestry to train as professionals in the health field. The special program allows students to take four years to complete what is normally a three year program. Students complete the program with a pre-med degree in science. The program requires 90 credit hours (the equivalent of three academic years). Special transition courses for the Native students are in place in Chemistry (three courses) and Physics (one course). The program also has in place a non-credit Physiology and Introduction to Medicine (an orientation course) for the Native students. Students take the rest of their program with regular students. required courses in Biology and English (a literature course) and electives. These include Electives are carefully chosen with a counsellor to meet the specific prerequisites for different programs in Medicine, Pharmacy and Dentistry. Tutorial help is provided to students in order to help them keep up with course work. Financial assistance is provided to meet living costs as well as medical insurance, moving costs, tuition and books. I I I I I I I I Assistance with the social and cultural adjustment to campus life is provided through various programs at the Native Student Centre. Factors Contributing to Minority Student Success Studies have shown that certain factors significantly influence the success of minorities in higher education (Richardson, The Chronicle of Higher Education, January 11, 1989). These include: Career guidance to translate nonspecific educational goals into programs of study where course work and desired outcomes are clearly linked. �10 Summer or special bridging programs to accustom minority students to university-level course work and the campus atmosphere. Special orientation programs and help with choice of courses and registration. Strong academic assessment programs coupled with courses designed to offset gaps in preparation. Adequate tutoring services, learning laboratories, and organized "mentoring" programs. Intrusive academic advising to guide selection of courses and to intervene before small problems become major. Other studies have shown that personal support to students is also a key factor in success. This would include: Counselling and personal support services. An environment (place) where students feel confortable to express their native culture and beliefs, this is, a Native Student Centre. PROPOSED NATIVE STUDENTS ACCESS PROGRAM Lakehead University has a history of successful programs with a goal of assisting Native students to complete successfully a university education. Table I illustrates the number of graduates from the Native Teacher Education Program in the past 10 years as well as the I I I I �I I I I I I I I I I I I I I I I I I I 11 number of graduates from the Native Language Instructors Program since its inception rn 1981. Additionally, in May 1988, I 6 Native students graduated in programs such as Social Work, Political Studies, Anthropology, Natural Science and Outdoor Recreation. The Native Nurses Entry Program has enrolled 33 Native nursing students. The first graduates from this program are expected in 1991. TABLE 1 - NUMBER OF GRADUATES Native Teacher Education Program and Native Language Instructors Program Year 79 Nat. Teacher Ed. 9 Nat. Lang. Instr. 80 81 82 83 4 8 8 6 7 3 84 5 85 86 87 88 8 7 8 7 6 4 4 Building on this expertise in Native programming, the Native Studies Study Group has recommended that the current programming for Native students be extended to incorporate a new Native Student Access Program, the purpose of which would be to encourage Native students to enrol in any Lakehead University program, provide academic support while in the programs, and to provide the supportive social and cultural environment so important for success. Specifically, the program would include a number of core courses that all students would take and additional courses, either required or elective, depending on the proposed career objectives. These are outlined in Table 2, page 18. Initially, there would be two parallel streams: (1) Health Sciences Access, and (2) Arts, Science, and Professional Studies Access. �12 Health Sciences Access The Health Sciences Access Program at Lakehead University is designed to increase the number of Native health professionals in the province of Ontario, specifically in the northern regions. Many Native people who have a strong desire to enter health professions encounter barriers in pursuit of their educational goals. These barriers relate to the lack of secondary school opportunities due to geographical isolation, as well as a weak academic background in the sciences. The Health Sciences Access Program is designed to provide academic and psychosocial preparation so that students can successfully complete university degree programs that lead to health careers, specifically nursing, medicine, dentistry, pharmacy, occupational or physical therapy and rehabilitative medicine. The Health Sciences Access Program has the specific endorsement of the Regional Chiefs of Ontario and their Planning and Priorities Committee which is mandated to assist universities in their negotiations to obtain new program funding. In May 1988, the Chiefs passed a formal resolution in support of Health Sciences Access Programs that would provide university academic preparation for health-related professions, including nursing, medicine, dentistry, pharmacy, and physiotherapy. The academic program as illustrated in Table 2, page 17, would include four core courses plus additional courses depending on the program stream. Career Options and Linkages with Other Universities Lakehead University is part of an inter-University Health Science Access Program with Laurentian University, Trent University and the University of Toronto. The aim of this cooperative effort is to coordinate programs to improve Native access to health science �I I I I I I I I I I I I I I I I I I I 13 professions. Students wishing to pursue professions in medicine, dentistry, and speech pathology, for example, can be linked to other Ontario universities through prearranged entry application or seat designation. Figure 1 illustrates the concept envisaged in these discussions. Students from northern communities would enter Lakehead University and, after completion of university programs at Lakehead or other universities, return as accredited health professionals to their communities. FIGURE 1 - HEALTH CAREER OPTIONS NORTHERN COMMUNITY Lakehead University Access .. U of T /McMaster I Nursing, Pre-Med, OT /PT Medicine, Den tis try, Pharmacy Arts, Science and Professional Studies Access Until the University has made all of its programs accessible to Native students, it will not have fulfilled its regional mandate to provide educational opportunities to Northwestern Ontario residents. �14 The Native Access for Arts, Science and Professional Studies would be a continuing preparation and support program with several discrete elements consisting of an appropriate recruitment and admission process, special Year I skill based courses, directed Year I and II academic programming at a reduced rate of progress initially, and culturally sensitive counselling, tutoring, and social environment. The academic program would include two core level courses to provide students with the knowledge and skills necessary for success in university courses. These courses would include basic English communication, basic mathematics, and undergraduate study and research skills. Students in the first year of the program would take up to three additional courses designed to meet specific career goals. These courses would be selected for their appropriateness for students in the Native Student Access Program and could off er some choice depending on a student's intent to pursue Arts, Science, or Professional Studies programs. This course distribution in the first year should improve the student's opportunity for success by providing special skills building courses concurrently with academic programming. ADDITIONAL COMPONENTS OF THE PROGRAM Program Promotion There is considerable interest among Native people to pursue higher education. Contacts made through the Native Nurses Entry Program indicate many community members are interested in careers other than nursing, but lack opportunity to enter programs at Ontario's universities. Community promotion must be done to create an awareness of post-secondary opportunities for Native people at Lakehead University. This promotion will include community visits, career fairs, audio-visual materials, and media support. Interaction with Band education counsellors will be a priority. �15 I I I I I I I I I I I I I I I I I Admission It is anticipated that 30 to 45 students will be admitted to the program with distribution being equal in the Nursing stream, Pre-Medical stream and the Arts, Science, and Professional Studies stream. The target g,roup for this program is northern students who have not had the opportunity to complete secondary school education. Typically admission to the Access Program would be made through the Adult or Extraordinary admission standards of the University. However, fully matriculated students who feel they may need additional support to succeed in their academic program may also be admitted. The selection process which includes personal interviews with the potential student and spouse has contributed to the high success rate of the Native Nurses Entry Program. Through these interviews the candidate's motivation, commitment to a four-to-five-year education program, and intellectual capacity for university level education is assessed. Interviews both on and off-campus will continue to be a part of the selection process for the Access Program. The selection process will include: a) interviews with students and if possible, spouses; in programs where it is necessary, the hosting of a three day interview session with the potential students and their families to explain the program; b) assistance completing application forms; and c) screening of paper applications. Through an extensive interview procedure and specific activities, such as applicants will be given an opportunity to demonstrate their skills, their motivation and their suitability to enter the program. �16 Curriculum The overall goal of the curriculum is to provide academic skills and special preparation in order for students to successfully undertake degree courses and improve their success rate in university programs. The curriculum framework will include a number of "core courses" that students enterin·g the program will take and will include courses such as English, Chemistry, Basic Mathematics, Study Skills/Logical Reasoning, and Human Biology. Students will also take courses specific to their career goals. The curriculum is graphically presented in Table 2, page 17. The core courses are designed to improve the success rate of the students in the Year I degree courses as well as in their continuing studies. In Year I these core courses are taken concurrently. Counselling, Tutorial Services and Support Activities For Lakehead's 200+ Native students, there are a variety of support services already in place. A full-time Co-ordinator of Native Support Services provides academic, social, financial and career counselling. For students needing academic assistance, there is tutoring available in all subject areas and programs to develop important study skills. The Native Student Drop-In Centre provides a gathering place for formal and informal activities, films, speakers, ceremonies, feasts, etc. Lakehead University Nishinabek Students Association (LUNSA) offers students an opportunity to have input into programs and policies through their involment in student government and as well organizes cultural, social and recreational activities for students. �I I I I I I I I I I I I I I I I I I Table 2 - Native Students Access Program Year I Proposed Curriculum Core Courses 30 - 45 Students English l 8XX 1.0 FCE Study Skill/Logical Reasoning 0.5 FCE Ma the ma tics 0.5 FCE Total 2.0 FCE Course Equivalents Arts, Science, Professional Studies 15 - 20 Students Health Sciences Core l 5 - 25 Students Three courses chosen in consultation with a counsellor designed for specific career goals. Chemistry l 060 Human Biology Up to 3 Full Course Equivalents Total 1.5 Full Course Equivalents 1.0 FCE 0.5 FCE Nursing Stream IO - 15 Students Pre-Medical Program 10 Students Professional Orientation 0.5 FCE Communication for Nurses 0.5 FCE Nursing Theory Develop. 0.5 FCE + Nursing Practicum 1.5 courses chosen in consultation with a counsellor designed for specific career goals. Total 1.5 Full Course Equivalents Total 1.5 Full Course Equivalents �18 Additional Resources Required for the Access Program If the University is to put in place a Native Student Access Program, the structure needed to administer and support such a program must be in place. Additional staff as noted below would be needed. Job descriptions for the Co-ordinator and Counsellor are included in Appendix A. Native Access Program Co-ordinator - A program co-ordinator responsible for administration of the Access Program will be required. the In addition to co-ordinating and administering the activities associated with the Access Program, the Co-ordinator will work closely with the Advisory Committee and develop programs to liaise with Native organizations and communities. The Co-ordinator will interact with academic departments and faculty who are teaching Native students to provide support and encouragement for culturally sensitive teaching and to identify students at risk in their academic program. Promotion/Recruitment Counsellor -The promotion/recruitment counsellor will be responsible for program promotion, student recruitment, and promotion materials preparation and distribution as well as academic counselling. Extensive travel will be required in order to establish and maintain liaison with Band educational personnel and to establish a University presence in the Native communities. Community Advisory Committee - The Community Advisory Committee will have a major role in the development of the Program and interaction with the Native communities and will provide · the essential link if the University is to truly respond to Native education needs. Appendix B describes in more detail the terms of reference of the Advisory Committee. This committee will include members of the Native community, government representatives, health �19 professionals, and Native education authorities. Their role would be to support and provide guidance to program activities. Instructors -The departments of Lakehead University are supportive of this proposal. Support for additional sections in order to provide for small class sizes where appropriate, is needed as well as for special skills building courses outside the regular academic program. Payment for sessional appointments, when necessary, are included in the attached budget. FUNDING The proposal for funding the Native Students Access Program is quite different from the usual university proposal for new programs. The funding required for the programs is the funding necessary to support the extraordinary costs of the program beyond those normally associated with an academic program. These include the following: Staffing Access Program Co-ordinator, Promotion/Recruitment Counsellor, Secretary. Salaries plus benefits are based on comparable salaries at Lakehead. Program Costs Honoraria for Guest Speakers and Evaluation Consultant. Payment to Sessional Lecturers for special courses, support courses and additional special sections in order to allow for very small classes. Travel Expense Travel expenses are high because of visits to remote Northern Ontario locations and the need for regular travel to the Native communities. �20 Supplies/Equipment Special program costs including promotion and recruitment materials. Telephone, postage, office supplies and equipment. The total budget for Year I is outlined on Table 3, page 21. The proposal is for a five-year period. The budgets in Year II to Year V have been incremented by a 5.0 percent per annum inflation increase, and are summarized as follows: 1990/1991 $ 265,560.00 1991/1992 278,800.00 1992/1993 292,700.00 1993/1994 307,350.00 1994/1995 322,700.00 SUMMARY Lakehead University has developed a strategy for a Native Student Access Program to improve the participation and success rate of Native students in the University's undergraduate programs. The program targets Native students, particularly those from Northern regions of the province, who have not had the opportunity for access to a university education because of lack of preparation. Funding the Native Students Access Program would allow Lakehead University to provide a combination of courses that would provide academic skills and special preparation offered concurrently with regular university degree courses. In addition, programs that meet the special needs of Native students for training in health sciences and nursing are addressed. �TABLE 3 - NATIVE STUDENTS ACCESS PROGRAM BUDGET SUMMARY 1990/91 Salaries Access Program Co-ordinator Promo/Recruitment Counsellor Secretary Benefits 10% $ 50,400 38,400 22,800 111,600 11, I 60 $ 122,760 Program Costs Honorarium Guest Speakers E valuation Consultant Course Payments 2,400 9,600 62,400 74,400 Travel Program Co-ordinator Promo/Recruitment Selection Interviews Community Advisory Committee Guest Speakers 6,000 6,000 12,000 12,000 6,000 42,000 Supplies & Equipment Promo/Recruitment Materials & Supplies Office Equipment & Supplies Telephone Postage 12,000 6,000 6,000 2,400 26,400 TOTAL BUDGET $ 265,560 �22 Appendix A JOB DESCRIPTIONS CO-ORDINATOR Responsible to the Vice-President (Academic), the Co-ordinator develops and co-ordinates the Native Students Access Program. Specifically, this involves administration, program promotion, and public relations responsibilities as follows: I) Co-ordinate and administer the operations of the Native Students Access Program. 2) Design and co-ordinate the recruitment and selection process for Native student access to take in approximately 45 new students annually. 3) Develop promotional material for the programs. 4) Maintain liaison with Native organizations and communities. 5) Conduct explanatory sessions and counselling to appropriate groups and communities. 6) Chair meetings of the Advisory Committee and liaise closely with the Committee to inform members of the progress of the projects and seek input for future development. 7) Liaise with Student Services and appropriate Native counsellors. 8) Liaise with faculty members and associated departments teaching Native students to provide encouragement and support for culturally sensitive teaching, and to provide early identification of students at risk in their academic program. 9) Arrange for development and co-ordination of field placements where applicable. • �23 The Co-ordinator should hold a Bachelor's degree and have a knowledge and understanding of Native culture, with particular emphasis on the needs of Native students. This person should be self-directed and innovative, and should possess good interpersonal and communication skills with both Native and non-Native groups. Ability to speak a Native language is pref erred but not essential. PROMOTION/RECRUITMENT COUNSELLOR Responsible to the Co-ordinator of the Native Students Access Program, the Promotion/Recruitment Counsellor will promote the goals and objectives of the Native Access Program and recruit Native students from the community level to enter the program. Specifically this person's responsibilities will be to: 1) Co-ordinate and implement a promotion and recruitment campaign for students. 2) Promote opportunities for higher education at Lakehead University to Native communities, groups and students. 3) Arrange for community visits to elementary, secondary, and postsecondary institutions. 4) Assist potential students with application procedures. 5) Attend meetings of the Advisory Committee to inform members of community concerns and progress in recruiting candidates. 6) Attend meetings/workshops on behalf of the Co-ordinator. 7) Maintain accurate reporting of promotion activities. 8) Provide academic counselling to students with particular emphasis on early identification of students at risk. �24 The Promotion/Recruitment Counsellor should hold a Bachelor's degree and have a knowledge and understanding of Native culture with particular emphasis on the needs of Native students. This person should be self-directed and innovative, and should possess good interpersonal skills with both Native and non-Native groups. Ability to speak a Native language is preferred but not essential. Extensive travel is required. I I_ �25 APPENDIX B TERMS OF REFERENCE - ADVISORY COMMITTEE I. Provide advice to the Co-ordinator of the Native Access Program and participate in evaluating the program on an annual basis. 2. Review planned changes for curriculum, recruitment, candidate selection, application procedures, program promotion, and evaluation as brought forward by the Co-ordinator. 3. Make recommendation for planned changes to senior administrators of Lakehead University. 4. Review concerns of the Native community (e.g. of political, adminsitrative, or education nature) and make recommendations to address these concerns. I 5. Act as resource and support persons to Co-ordinator and staff. 6. Represent the Native Access Program in Native political settings, and advocate for program support by the Native and non-Native community at large. 7. Act as resource persons to other educational groups, health agencies, and community functions as required. 8. Meet a minimum of twice a year, or as necessary. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Students Access Program Proposal Subject The topic of the resource Universities Description An account of the resource Proposal to develop an Access Program for Indigenous students at Lakehead. May, 1989. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1989-05 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/ed421452b6679c44cc0217f06c9071af.pdf 4701612b5cf20e9721e1593a5a9d484d PDF Text Text NATIVE LANGUAGES AT LAKEHEAD UNIVERSllY THE NATIVE LANGUAGE MINOR 1990-1991 Lakehead University Native Language Programs School of Education Bora Laskin Portable 1032 Telephone: 807-343-8198 �THE NATIVE LANGUAGE MINOR AT LAKEHEAD UNIVERSllY Lakehead University, located in the heartland of Ojibwe country, offers a series of Native language courses and programs through the Department of Languages and the School of Education. These courses and programs are intended to help maintain the vitality of Native languages in Ontario, to improve understanding of Native languages through teaching and research, and to introduce Native languages to those who wish to learn them through introductory and more advanced courses. Students at Lakehead University may obtain a Minor in Native Languages by taking an appropriate series of courses. A list of the courses being offered this year appears below. There are 1WO paths for obtaining the Native Language Minor. The first is intended for fluent speakers of a native language (usually Ojibwe or Cree). The second is intended for individuals who wish to learn a native language, or to improve their fluency in a native language. �PROGRAM REQUIREMENTS FOR FLUENT SPEAKERS 1. The equivalent of ONE full first year "AL" course. This requirement may be satisfied by taking Al 1210 and 1230, OR by taking AL 1212 and 1232 (Note: AL 1212 and 1232 are normally only offered during the summer session). Native Language Programs, special combinations of courses may be designed. B, "OJ,, Courses OJ 1010 FA Tuesday/fhursday 2:304:00 in Bora Laskin Portable Rm. 1033. ********* COURSES OFFERED DURING 19891990 TIMES, AND LOCATIONS OJ 1012 WA Tuesday/fhursday 2:304:00 in Bora Laskin Portable Rm. 1033. C, "NL" Courses ~: 2. An overall average of 60% in the equivalent of THREE full courses beyond the first year level. This may be met by talcing a combination of "AL" courses AND/OR "NL" courses. In consultation with the Coordinator, Native Language Programs, special combinations of courses may be designed. 1. All courses are one semester. 2. Courses prefixed "AL" are intended for fluent speakers of a native language. 3. Courses prefixed "OJ" are intended for nonspeakers or non-fluent speakers ofOjibwe. 1. The equivalent of ONE full first year "OJ" course. This requirement is satisfied by taking OJ 1010 and OJ 1012. 2. An overall average of 60% in the equivalent of THREE full first year courses beyond the first level. This requirement may be met by taking a combination of "OJ" courses AND/OR appropriate "NL" courses. In consultation with the Coordinator, Wednesday 11:30-1:00 in Bora Laskin 1036. *************************** FOR FURTHER INFORMATION ********* A, "AL" Courses PROGRAM REQUIREMENTS FOR SECOND LANGUAGE LEARNERS AND NONFLUENT SPEAKERS NL 3531 FA Monday 1:00-2:30/ Al 1210 FA Monday 10:00-11:30 AM/ Wednesday 8:30-10:00 in Bora Laskin Portable Rm. 1033. Al 1230 WA Monday 10:00-11 :30 AM/Wednesday 8:30-10:00 in Bora Laskin Portable Rm. 1033. Al 2211 FA Tuesday 10:00-11:30 AM/ Thursday 8:30-10:00 in Bora Laskin Rm. 1036. Al 2231 FA Tuesday 10:00-11:30 AM/ Thursday 8:30-10:00 in Bora Laskin Rm. 1036. John O'Meara, Linguist, Native Language Programs. Bora Laskin Portable 1032C. Telephone: 807-3438054 Barbara Toye-Welsh, Coordinator, Native Language Programs. Bora Laskin Portable 1032E. Telephone: 807-343-8542. Students who wish to register for a Native Language Minor, for individual courses, or who would like further information may contact Barbara ToyeWelsh or John O'Meara at the numbers above. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Languages at Lakehead University : The Native Language Minor : 1990-1991 Subject The topic of the resource Universities Description An account of the resource Brochure with information about Native Language programs, in particular the Native Language Minor, offered at Lakehead University, 1990-1991. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1990 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text