600 10 13599 https://digitalcollections.lakeheadu.ca/files/original/52d76b20e73a45083332856d3a72819c.pdf 9abd1a30b0ffbb57c1a6932b065d4c1c PDF Text Text CAMPUS PLAN DIRECTIONAL GUIDE Lakeh.eacl Unive:rst-ty �, .. .,.------ ... ____ _ , ....................... ,,, - (,( 1 I I I I GUIDE ~•-~o••o 1140 - •ao • .,.,o,r~ A,A4.tlC"'11,., ~......_m::mm=a.a~ -.. .__-- LAKE HEAD r• t::•Nr,-. NIVERSITV CAMPUS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18 . Office of Deon of Arts Office of President Office of Assistant to President Office of Deon of Science Office of Director of University Schools Registrors Office Director of Physical Plont Room 1029 - Lecture Theatre Room 1069 - Lecture Theatre Office of Deon of Students Faculty Lounge Boord Room Student Offices (Main Floor) Residence Dining Room Office of Deportment of Athletics Office of Comptroller Office of Director of Information (5th floor) Office of Director of Finance (5th floor) Bonk of Montreal is located on the main floor of the Un i vers i ty Centre Building. (Regular Banking Hours) 1967• 68 PLEASE NOTE Lecture roorn 1069 now 103t.. Information and Finance offices at1 4th floor library. �PORT ARTHUR - FORT ~ILLIAM STREET MAP TO LAKEHEAD UNIVE SITY CAMPUS PRODUCED BY THE DEPARTMENT OF INFORMATION SERVICES LAKEHEAD UNIVERSITY, PORT ARTHUR, O N T A - ¾ 'S,~ ,~. fwzpo ,..,,,/ / ,./" ,,,.....~, ~ - J. \{ ~ \. 6tY~~ SUP E R I � 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 Mid-Canada Development Corridor Conference fonds Description An account of the resource Previously described as General Archives #219. The Mid-Canada Development Corridor Conference was held at Lakehead University in August 1969. 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 Campus Plan & Directional Guide, 1967-1968 Subject The topic of the resource Universities Description An account of the resource Map of the Lakehead University campus, and of its location in Port Arthur and Fort William. 1967-1968. This map kept as part of the Mid-Canada Development Corridor Conference fonds. 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 1967 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English https://digitalcollections.lakeheadu.ca/files/original/6bf3180fa2a80633fcccfaafe67a581e.jpg 2275a4469387e7508dca40fd926f706a 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 Silver Jubilee (1990) Alumni Ring & Pins Subject The topic of the resource Universities Description An account of the resource A ring and several pins celebrating Lakehead University's Silver Jubilee in 1990. 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 https://digitalcollections.lakeheadu.ca/files/original/555710d6a9bf4376e0d5db453adfe002.pdf aa179ccaf04947e9d0194b5d486a79f7 PDF Text Text �GICHI KEN-DAA-S1-WIN: Higher Learning, Higher Knowledge and Education at Lakehead University 2010-2013 "It is vital for the culture of learning that the school reflect the community, that the community and its people see themselves reflected in the school ... Schools must have a culture or ethos that values Aboriginal culture, that includes Aboriginal ideas, languages and rituals in its curriculum, and that recognizes different ways of learning in its practices." (Henchey. 2005. Moving Forward in Aboriginal Education quoting the Chiefs of Ontario) • �Section One: SUMMARY .................................................................................................................... 4 Section Two: COMMUNITY ENGAGEMENT ..................................................................................... 5 Section Three: CURRENT SITUATION ENVIRONMENTAL SCAN .......................................................................... 6 INVENTORY OF EXISTING PROGRAMS AND SERVICES .............................. 9 ABORIGINAL INITIATIVES ............................................................... 10 ACADEMIC PROGRAMMING ........................................................... 12 ABORIGINAL RESEARCH ................................................................ 15 Section Four: SUCCESSES, GAPS and OPPORTUNITIES SUCCESSFUL PRACTICES ..................................................................... 17 GAPS & OPPORTUNITIES ...................................................................... 18 Section Five: STRATEGIC PLAN VISION AND STRATEGIES ...................................................................... 27 GOALS AND OBJECTIVES ...................................................................... 27 DETAILED ACTION PLAN ....................................................................... 31 EVALUATION AND PERFORMANCE MEASURES ....................................... 37 Section Six: IN CLOSING ............................................................................................................... 38 Literature Cited and Reviewed ......................................................................................................................... 39 Appendices A. Milestones in Aboriginal Education at Lakehead University ,I ·v B. Aboriginal Management Council Membership ) <l . ...o C. APSET Planning Participants I V ._J ,I .-1 ...0 .J\. a- v p.3 �---. --• .•... •• .• ~ fll"i Section One: SUMMARY The overarching goal of Lakehead University's Aboriginal Postsecondary Education and Training (APSET) Plan 201 0 to 2013 is to lay the foundation for Lakehead University to grow as the University of Choice for Aboriginal students in northern and central Ontario through a community-centred, shared learning approach. This goal is encompassed by Lakehead University's mission statement, which emphasizes that it is "dedicated to working with Aboriginal peoples in furthering their educational aspirations". In this document, the term "Aboriginal" is used in its most inclusive sense, to refer to all groups of Native or Indigenous peoples, First Nations, Inuit, Metis, treaty and non-treaty, status and non-status Indians, persons living on reserves and those living off reserves. The Lakehead University Office of Aboriginal Initiatives, in collaboration with the Aboriginal Management Council (AMC) and its Advisory Council of faculty and staff, guided the planning process through a steering committee and engaged the assistance of a consultant. The consultant facilitated University and community input, conducted research and drafted the APSET Plan. The project was funded by the Ministry of Training, Colleges and Universities (MTCU). A wide range of information and ideas were gathered through a community engagement process which consisted of a focus group, as well as one-to-one interviews. And a broad selection of relevant documents was reviewed, including Lakehead University's overall Strategic Plan 2010-2013, institutional surveys, meeting notes, and external research related to postsecondary education and Aboriginal peoples. The four strategies of Lakehead University's Aboriginal Postsecondary Education and Training Plan integrate the goals and objectives related to Aboriginal learners specified in Lakehead's comprehensive Strategic Plan for 2010-2013. These strategies are designed to increase the success of Aboriginal learners in reaching their education goals, by improving access and participation, completion, transitions, and partnerships, as follows: • • • • Enhance learning options and transition supports Strengthen programs and services Advance key partnerships Raise the Aboriginal profile The APSET Plan 201 Oto 2013 will be moved forward by the Office of Aboriginal Initiatives, with the support of the Aboriginal Management Council, the Senate, senior administration, faculties and staff throughout Lakehead University. / V :> <I ..D I V _J ~ fll'i ~ -" ~ •• • •• .•. •• .•• •.. .• -•. ... -.. ~ p.4 �Section Two: COMMUNITY ENGAGEMENT STRATEGY Lakehead University has extensive and carefully nurtured contacts and affiliations with Aboriginal communities and organizations at the local, regional and provincial level. These partnerships contribute significantly to the development of the institution's Aboriginal education and training plans. Aboriginal academic programs, research, and student support services throughout the University are linked to a wide range of Aboriginal community stakeholders through well-functioning community-based advisory committees and partnerships. Some of the key Aboriginal institutes and organizations with which the University collaborates include: Negahneewin College, University of the Arctic, Keewatinook Okimaakanik (Northern Chiefs Council), Matawa First Nations, Metis Nation of Ontario, Northern Nishnawbe Education Council, Northern Ontario Aboriginal Learning Circle, the Ontario Native Education Counsellors Association, Oshki-Pimache-O-Win Education and Training Institute, and Seven Generations Education Institute. The Aboriginal Management Council (AMC) Lakehead University has an established process for engagement with Aboriginal communities and organizations through its Aboriginal Management Council, which was formed in 1988 as a Native Advisory Committee and formalized in 1992 in its present form. AMC membership consists of organizations from the surrounding Aboriginal community and an Advisors' Committee of each Aboriginal-specific program, department or position, Aboriginal faculty, the Dean or designate of each University faculty and key administrative positions who counsel the President's Office and the Office of Aboriginal Initiatives. AMC membership (see Appendix B) includes representation from the Metis Nation of Ontario, Nishnawbe Aski Nation, Grand Council Treaty #3, Anishinabek Nation, the Association of Iroquois and Allied Indians, Unallied First Nations, Negahneewin College, and a number of Aboriginal education institutes and service organizations as well as a representatives from the Orillia Aboriginal community and appointees from the Lakehead University Native Student's Association (LUNSA). Focus Groups and Interviews Consultations and engagement of the Aboriginal community in the development of Lakehead University's Aboriginal Postsecondary Education and Training Plan 2010-2013 was undertaken through a focus group of 16 participants and another 20 one- to-one interviews. The contributors to the planning process included First Nations and Metis education groups and school boards in northwestern and central Ontario, as well as the AMC, Aboriginal Advisory Committee members, the Elders Council, faculty, staff, and students of both the Thunder Bay and Orillia campuses. The Office of Aboriginal Initiatives, the APSET Steering Committee and the Aboriginal Management Council reviewed and approved the final plan. The APSET Plan draws on the following sources of engagement: • Spring 2008 Aboriginal Programming and Research Survey of Lakehead University faculties and departments; • Winter 2009 Aboriginal Cultural and Support Services survey of 139 students; • March-April 2009 Aboriginal Community Liaison Officer's report on his visits to First Nation communities and Aboriginal organizations in the Orillia area; ✓ • July 6, 2009 Notes of a meeting of Aboriginal Initiatives staff and Thunder Bay area Aboriginal Postsecondary Education coordinators; • August 27, 2009 APSET Focus Group at the Thunder Bay campus with sixteen participants: half were University faculty and staff, half were community representatives; and • September to October 2009, twenty one-to-one interviews conducted by the consultant. p.5 ·v ) <l . ...o I V . ..J �The Focus Group and Interviews used the following questions to invite input from participants. 1. Please tell us how well you think Lakehead University currently serves Aboriginal learners and communities. 2. Describe some of the University's strengths and accomplishments in relation to Aboriginal learners and communities. 3. What do you see as the gaps, obstacles or challenges for Lakehead University in improving how it serves Aboriginal peoples? 4. Please share any ideas or suggestions you might have which would help the institution address these gaps and challenges. 5. The following are three ideas for improvements to postsecondary education and training at Lakehead University. Please indicate how you rank them, in order of importance. a. An Aboriginal Community Liaison Officer to do outreach, promotion and recruitment of Aboriginal students, b. A Graduate program in Indigenous Studies, c. Increasing Aboriginal faculty. 6. How could Lakehead University better work with you to serve your students and community? 7. Other comments, anything you would like to add. Section 3: CURRENT SITUATION ENVIRONMENTAL SCAN Aboriginal Peoples-A Young and Growing Population Canada's 2006 Census showed that the Aboriginal population continues to grow significantly and is notably young, compared to non-Aboriginal peoples. Nearly half (48%) of Aboriginal people nation-wide were under the age of 25, compared to 28% of the general population. Ontario is home to 242,000 First Nations, Matis and Inuit, the largest population of Aboriginal people in Canada. Over a quarter of these live in northern Ontario, with approximately half living on reserves and half in towns and cities across the region, where they make up 8% to 20% of the population. / ·v ) Northwestern Ontario, with a population of more than 60,000 Aboriginal people, is home to 75% of Lakehead University's Aboriginal learners. The area covers the province's largest land mass which includes more than 60 First Nations in the Treaty #3, Nishnawbe Aski Nation and Robinson-Superior Treaty territories. Half of these Anishinaabe (Ojibwe and Cree) communities are in remote areas, accessible only by air and winter roads. • <l . ..D I V . ...J Most Nishnawbe Aski First Nations and a number of Treaty #3 and Orillia area First Nations administer their own elementary and high schools. Still, the majority of Aboriginal students attend mainstream schools. For example, the Keewatin Patricia District School Board reports that in the 2008-09 school year Aboriginal learners made up 44% of their total student population in elementary and high schools. The school board's 2009-2013 Strategic Plan includes eight specific strategies "to ensure programs and resources meet the needs of Aboriginal students". The Orillia area, which straddles the northern-southern Ontario region, encompasses another 32 First Nations, with similar economic and education conditions as Aboriginal communities in the northwest of the province. p.6 �While the overall population in northwestern Ontario is declining, the population growth rate among Aboriginal people increased 28% from 2001 to 2005 and it is expected to continue rising for another decade. A number of First Nations in the northwest have nearly doubled their populations over the past few decades. Half of northwestern Ontario's population lives in Thunder Bay. The city has the twelfth highest Aboriginal population in Canada and the third highest in Ontario. Education and employment trends cited in the Statistics Canada 2006 Aboriginal Population Profile for Thunder Bay are comparable to figures for Aboriginal populations across the country. Although Aboriginal youth (aged 15-24) had lower elementary and high school attendance rates than their non-Aboriginal counterparts, they were more likely to return to school later in life. Just under half of Aboriginal people in 2006 aged 25-64 completed a postsecondary education compared to 61 % of non-Aboriginal people. Less than 10% had a university degree compared with 23% of non-Aboriginals. Employment rates reflect a gap between the Aboriginal and the mainstream population, with higher unemployment and lower wages for Aboriginal people. Aboriginal postsecondary students tend to be older, with greater family responsibilities and lower incomes, and are more often women than men. The economic base of northern Ontario is changing. As employment relies less on natural resource industries and more on transportation, manufacturing, tourism, health care, education and social services, 70% of jobs are now categorized as 'white collar' and require postsecondary qualifications. "There is consensus that the jobs of the present-and increasingly those of the future-overwhelmingly require people with some form of PSE" (Government of Canada, Indian & Northern Affairs Canada. 2008. Postsecondary Education Program Review). The potential impact of Aboriginal youth in regional and provincial economies has been a focus for policy reform discussions and proposals to support their success through education and training, calling for increased resources. "Increasing Aboriginal peoples' access to education and employment opportunities and building a new relationship among communities is vital for the North's future" (Ontario's Proposed 25 year Growth Plan for Northern Ontario, October 2009). Most young Aboriginal people want to get a postsecondary education, yet relatively few succeed. The Canadian Millennium Scholarship Foundation report "Changing Course: Improving Aboriginal Access to Postsecondary Education in Canada" cites some of the barriers faced by Aboriginal people in reaching their educational goals, including inadequate financial resources, poor academic preparation, lack of self confidence and motivation, absence of role models who have postsecondary education experience, lack of understanding of Aboriginal culture on campus and experiences of racism. Given these trends, Aboriginal and mainstream education authorities alike are making determined efforts to increase the success of students at the earliest grades through to university. Partnerships are increasing between school boards, community organizations, and postsecondary institutions to provide a broader, more flexible range of learning options that include alternative classrooms, distance learning, internet education, special needs programs and prior learning assessment. Despite the disadvantages many Aboriginal students have to overcome, once Aboriginal students complete postsecondary education, the research indicates that they successfully compete with non-Aboriginals in the labour market. Education is clearly key to breaking down economic barriers for Aboriginal people. This makes it critical to focus on supports that help Aboriginal students to complete high school and access postsecondary education. The face of public education in Canada is changing. (The Learning Partnership 2007). A wide range of analysts agree that finding innovative approaches to close the Aboriginal education gap is critical. p. 7 " ·v ) <l . ..D I V ._J " ,_J ..D ,J\ er V �"Gaps in education levels between the Aboriginal and non-Aboriginal population are a major challenge for Ontario. Lakehead University has an established reputation as a centre for excellence in its commitment to education for Aboriginal students and is in a position to address this gap" (Lakehead University Institutional Analysis & Government Relations baseline data document, September 2009). The Aboriginal Learner at Lakehead University Current enrollment statistics indicate that Aboriginal learners represent approximately 11 % of the total student population at Lakehead University and is increasing. The self-identification process established by the University's Office of Institutional Analysis and Government Relations in 2006-2007 provides a growing database which will increasingly help identify trends and factors in the enrollment, success and completion rates of Aboriginal learners. A self declaration survey is administered to all students at the time of registration. The total student population of Lakehead University was 8,123 in 2008-2009. Learners identified as Aboriginal in one of two ways: by completing a self declaration survey or by enrolling in the Native Language Instructors Program (NLIP). The self declaration survey was completed by 6,435 students. In the 2008-2009 academic year, there were an estimated 900 Aboriginal students enrolled at Lakehead. Of the 6,435 who completed the self-declaration survey, 619 (9.62%) identified themselves as Aboriginal. Assuming those who completed the self declaration are a representative sample of the overall student population, it can be extrapolated that there would be 781 Aboriginal people in the student body (8,123 x 9.62%) and an additional 127 NLIP students in the summer brings the total to over 900. Of the 619 self-declared Aboriginal students, 64% identified themselves as First Nations, 21 % Matis, 12% non-status and less than 2% as Inuit. Three quarters of these students come from northwestern Ontario with most of the remaining 25% from the GTA and central/southern Ontario. A number of First Nation and Matis education officials interviewed in the APSET planning process emphasized that their students tend to choose postsecondary programs which allow them to be closer to home. In 2008-2009 over one-third of Northern Nishnawbe Education Council's (NNEC) 442 postsecondary students attended Lakehead University, coming from 25 northwestern Ontario First Nations. Aboriginal students are enrolled across a range of academic programs at the undergraduate and graduate levels at Lakehead University. In 2008-09, approximately 40% were in three-year Bachelors level programs, 30% in four- year Honours, 20% in the Native Language Instructors diploma program, 5% in Masters programs, 4% in access programs and 1% were at the Ph.D. level. 45% 4 40% / ·v :> <l .-D I "v ,_J / ,_J _o . .1\ 0 35% 30% 3 0 25% 20% 15% l Access ■ NLIP ■ 3 yr Bachelor ■ 4 yr Hon ■ Masters ■ Ph.D. o 10% 5%4jt, 0% • - - - 1 ■ 2 3 4 5 6 er v ~ a_ p.8 �Three quarters of the Aboriginal students (73%) at Lakehead University in 2008-2009 were enrolled in mainstream programs. This supports the University's assertion that Native learners have broad interests and can succeed in any field of study. Education programs head the chosen disciplines of Aboriginal students in 2008-2009. At the degree level, 16% were enrolled in Education as a major or a concurrent program; this proportion rises to 30% when the 127 students in the Native Language Instructors diploma program are included in the Education total. The other leading areas of study for Aboriginal students were Nursing (13%), Social Work (11 %), General (9%), Sciences (7%), Politics (6%), English 4%, Indigenous Learning (4%), Engineering (3%), History (2%) and Psychology (2%). 30% 20% 10% I 0% The retention rate for first-year Aboriginal students at Lakehead from 2008-2009 to 2009-2010 is 80%, based on the number who returned for their second year of studies. The Native Access Program reports that their students usually refer to family concerns and health issues as reasons for leaving. The three largest First Nations' postsecondary education units in northwestern Ontario - Northern Nishnawbe Education Council, Matawa First Nations and Seven Generations Education Institute - report high retention rates among their students at Lakehead University, attributing this at least in part, to the support services provided to Aboriginal learners at Lakehead. According to the Office of Aboriginal Initiatives, 95 Aboriginal learners graduated at Lakehead in 2008-2009, a marked increase from 63 in 2007-2008. An Aboriginal Alumni Chapter of the Lakehead University Alumni Association was launched in 2009 to stay in touch with graduates and invite them to continue to be involved with the University. So far over 70 alumni have been attracted to the new alumni chapter through meetings, word-of-mouth and a Facebook site. INVENTORY OF EXISTING PROGRAMS AND SERVICES I' ·v ) The University's commitment is reflected in its mission statement and by the number of Aboriginal faculty, staff, Elders in residence, programs, support services, Aboriginal research, courses, and the number of Aboriginal undergraduate and graduate students attending Lakehead. The institution maintains a welcoming and supportive environment for Aboriginal students. It continually looks at best practices and creative new ways to support Aboriginal learners in completing a postsecondary education, as well as heightening University and community awareness of Aboriginal issues and identity. <l . ..D I '1 . ...J I' ....J ..D Lakehead University takes great pride in the developments and advancements it has made over the past forty years in working with the Aboriginal community to further the educational aspirations of Aboriginal students, and recognizes the need to continue to develop in these areas. -~ 0- v c_ Q_ p.9 �ABORIGINAL INITIATIVES The Office of Aboriginal Initiatives (Al) was created in 2003 to provide leadership and enhance Aboriginal programming, supports and services throughout the University. The Vice-Provost (Aboriginal Initiatives) heads the Office of Aboriginal Initiatives as the senior administrator responsible for Aboriginal academic programming, student support services, and community relations. The Vice-Provost (Al) facilitates a centralized cooperative approach to Aboriginal education at the University, working closely with other senior administrators, the Deans' Council, the Senate, and the Aboriginal Management Council. The Aboriginal Management Council (AMC) membership consists of organizations from the surrounding Aboriginal community, whose members sit in an advisory capacity to the President's Office and the Office of Aboriginal Initiatives. The AMC has representation on the Lakehead University Board of Governors and the Senate. Senior administrators and representatives of faculty and staff form an Advisors' Committee to the AMC. The AMC Advisors' Committee was established to serve as a vehicle for inter-departmental communication and liaison with the Aboriginal Management Council on matters affecting Aboriginal postsecondary education. Membership includes representation of each Aboriginal-specific program, department or position, Aboriginal faculty, the Dean or designate of each University faculty and key administrative positions. The AMC Elders' Council advises and assists in the promotion of Aboriginal languages, culture, traditions and protocols within the Lakehead University community. The Council meets quarterly to provide cultural guidance and support to projects and programming. Members lead cultural ceremonies, visit and counsel students and staff. Aboriginal Faculty and Staff are identified in 34 full-time positions at the University, including 11 Faculty, two Chairs (in Aboriginal Education and Indigenous Learning), five Program Coordinators (Honours Bachelor of Education, Native Language Instructors, Native Nurses Entry, Native Access and Aboriginal Cultural Support Services) and 15 support staff. Aboriginal Cultural and Support Services (ACSS) was established in1987 to provide a supportive environment to all Aboriginal students and assist them in achieving their academic goals. The ACSS office assists Aboriginal learners with applications, course selection, registration, appeals, withdrawals, and other academic matters, and in applying for scholarships, awards, OSAP and band funding. ACSS also offers weekly study nights, academic workshops and tutorials, liaison with professors, departments and external education counselors and coordinators. As well, ACSS helps students to access community information and services on-and off-campus. The unit also collaborates with student associations and other units in organizing cultural, social and recreational events and activities. ✓ V ) <l -" I V _J ✓ _J -" .i\ c:r V c.. a... Lakehead University Native Student Association (LUNSAJ is a Student Union club operated by students on a volunteer basis. The executive members and activities vary from year to year. LUNSA also organizes the Annual Powwow in March. LUNSA hours of operation are dependant on the availability of its volunteer base who maintain busy academic schedules. The Aboriginal Awareness Centre (AAC), part of the Lake head University Student Union (LUSU), is an educational, lobbying, support, and referral service open to all Lakehead University students. The AAC offers learning opportunities for students, staff, faculty, and other members of the University community, exploring issues, histories, and contributions of Aboriginal peoples. It hosts events throughout the academic year so the campus and broader community may experience Aboriginal cultural teachings, ceremonies, traditions, and worldviews . The Elders in Residence program provides supports and services to Aboriginal students, staff and faculty at Lakehead University; they attend the Aboriginal Student Lounge throughout the week to offer counselling and share their knowledge. As well, Elders make presentations during orientation and classes, arrange p.10 .. . . ~ ~ _.. --... -. --... ..... ... ~ 11111 �monthly Sweat Lodges, nurture a medicine garden and preside over four feasts per year and an annual cultural celebration/powwow. Cross-Cultural Awareness and Education The Office of Aboriginal Initiatives offers an Indigenous Knowledge Seminar Series to all faculty and staff. As well, Aboriginal Cultural and Support Services and the Aboriginal Awareness Centre collaborate to provide cultural workshops and ceremonial activities throughout the year, including an annual powwow, sweat lodge ceremonies on campus, traditional teachings, visiting artists, and guest speaker engagements, all of which are open to everyone interested in learning more about Aboriginal cultures and issues. Communication, Recruitment and Outreach to Aboriginal communities and learners is facilitated by the Office of Aboriginal Initiatives, through a Communication Plan. Promotional activities include advertising and feature interviews with regional and national media, attendance at schools and career fairs, community visits, and development of materials such as the Aboriginal Initiatives Handbook, the Aboriginal Student Handbook and the video "Follow Your Dreams". Faculties are involved in promoting alternate and nontraditional career options for Aboriginal learners, especially in the science and technology fields, using successful students as role models and ambassadors. The need for more permanent positions to assist with communication and outreach activities has been partly addressed through student internship programs and a temporary Aboriginal Community Liaison Officer position created in 2009. Scholarships and Bursaries are coordinated by the Office of Student Financial Aid which provides detailed information to students on a wide range of both internal and external scholarships, awards and bursaries available to them. This includes the most recently established bursary, the $5,000 Beverly Ann Sabourin Bursary, to be awarded to a female Aboriginal student enrolled in studies related to the environment, political science or nursing. Mechanisms for tracking students and measuring success include an integrated a self-identification process for Aboriginal students that has been in place since 2006-2007 as part of the University's registration process. Aboriginal Cultural Supports and Services, in collaboration with the Admissions and Recruitment Office, continue to develop additional strategies on how to reach out to Aboriginal students and to encourage them to self-identify. The Office of Aboriginal Initiatives and the department of Institutional Analysis and Government Relations are developing ways to analyze and report on the self-identification information. Nanabijou Aboriginal Graduate Enhancement Program (NAGE) developed in 2009, is a transition and mentoring program designed specifically to address the challenges faced by Aboriginal undergraduate students at Lakehead University who wish to pursue advanced degrees at the Master's and Doctorate level. NAGE's goals are to encourage and retain Aboriginal scholars' success in academic graduate work. An Aboriginal graduate student coordinates NAGE activities, which includes peer mentoring, sharing circles, Elder support, and pre-selected workshops on topics such as writing thesis papers. The Faculty of Graduate Studies will offer orientation and information sessions for Aboriginal under graduate students. This new initiative is being promoted in Aboriginal media and through brochures, role model posters and a website. Nanabijou will also link with SAGE (Supporting Aboriginal Graduate Education) initiatives at other postsecondary institutions in Ontario and British Columbia. An Aboriginal Alumni Chapter of Lakehead University Alumni Association was launched in 2009. The Chapter will create a database of Aboriginal graduates, develop and maintain a website, host alumni symposia, invite Alumni Chapter members to take part in promotion and recruitment activities, profile successful Aboriginal alumni through the website, Aboriginal media and magazines and role model posters, and highlight professional Aboriginal Alumni Chapter members as guest speakers. Partnerships with First Nations and Metis education resources improve the level of support to students from outside of the institution. Lakehead has arranged for Aboriginal postsecondary education counsellors to have regularly scheduled time and space on campus to meet with their students. These external education p. 11 ,I ·v ) <l .-D I V .-1 so.. �-... . ~ ~ units administer funding, monitor student progress, and offer varied transition supports including counselling, academic advising, housing assistance, newsletters, and social and cultural activities. Conferences, visiting scholars, artists in residence are some of the various events hosted by the University which highlight and advance Aboriginal education and issues. These events include visits by prominent Aboriginal and mainstream scholars invited as keynote speakers for public lectures, classes and discussions with students and faculty. The following are a few highlights: • The Biennial Aboriginal Peoples Conferences held in 1994, 1996, 1998 and 2000, which brought together local and international Aboriginal and non-Aboriginal scholars, Elders and students in discussions and debate about Aboriginal issues. • 2006 presentations by Dr. Rongo Wetere (former CEO for Te Wananga O Aotearoa University, New Zealand and Executive Host for the World Indigenous People's Conference on Education, New Zealand, 2005) on Literacy Alternatives for All: The Pathway Out - The New Zealand Maori experience and how it might apply in Northwestern Ontario. • Award-winning writer Drew Hayden Taylor's 2009 speeches and seminars. • 2009 guest lecturer John Ralston Saul addressing the question "Is Canada a Metis Nation?", from his book A Fair Country. • 2008 and 2009 Tomson Highway (Cree author, musician, and playwright) as guest artist-in-residence, in partnership with Negahneewin College. Honorary doctorates, Fellowships and Awards have been presented over the past two decades as Lakehead University publicly recognizes the wisdom and contributions of Aboriginal peoples. Honorary doctorates have been conferred to notables such as Elder Richard Lyons, political leader Phil Fontaine, Metis scholar Dr. Olive Dickason, lawyer and commissioner Roberta Jamieson, philanthropist and symphony conductor John Kim Bell, renowned artist Norval Morriseau, humanitarian Tom Jackson, creative leading light Buffy Sainte Marie, engineer and entrepreneur Melvin Pervais, internationally acclaimed architect Douglas Cardinal, stateswoman Nellie Cournoyea and educator/Woodlands artist Goyce Kakegamic. In 2005, as part of the celebrations marking Lakehead University's 40th anniversary, four of the 40 Northern Lights "forty extraordinary men and women who have made a difference to the growth and development of Lakehead" were past and present leaders in Aboriginal education at the University: the late Harold Linklater, founder of the Native Teacher Education program; Dolores Wawia Elder-in-Residence, storyteller, and Assistant Professor of Education; Fellow Mae Katt, first Aboriginal graduate of Lakehead's Bachelor of Science in Nursing program who went on to lead the development of the curriculum for the Native Nurses Entry Program; and Dr. Richard Lyons, Elder, who dedicated his life to the promotion of Aboriginal culture. ACADEMIC PROGRAMMING Lakehead University is comprised of nine faculties: Business Administration, Education, Engineering, Forestry and the Forest Environment, Graduate Studies, Health and Behavioural Sciences, Social Sciences and Humanities, and the Northern Ontario School of Medicine. / V ) <::I ...D I Aboriginal content and perspectives in academic programming span the entire University. An Inventory of Aboriginal Programming and Research completed by each faculty in 2008-2009 identified courses and research initiatives with an Aboriginal focus or emphasis, as well as suggestions for improvements which could appeal to more Aboriginal learners. V ,_J so... The following highlights academic offerings available to Aboriginal learners at Lakehead. The Native Access Program (NAP) is offered to people of Aboriginal descent who do not meet the regular or mature student admission criteria, and who require additional academic preparation and skills to become eligible for admission. On successful completion of the program, students are eligible to apply for admission to continue their studies in selected first-year programs. Special academic programming is offered along with tutoring, academic counselling, and a related support network to provide students with an atmosphere p. 12 - ~ ~ ~ ~ ~ fl!'i fl!', ~ • ff"i ..... • •• • •• •• •• .,• •• •. ~ . •. ~ ~ �conducive to successful program completion. The curriculum includes courses in English, Study Skills and Logical Reasoning, Indigenous Learning, Math and Science. "The Native Access Program made me feel like I was not alone on my journey and that it is never too late to get your education" (Cynthia Gomez, HBSc. Math). Faculty of Business Administration offers undergraduate, certificate and Masters level courses across six disciplines: accounting, finance, human resources management and industrial relations, information systems and operations management, marketing, and general/strategic and policy management. Faculty of Education Department Of Aboriginal Education offers the Native Teacher Education Program (B.A./B.Ed.), the Concurrent B.A./B.Ed. and Hon B.A./Hon. B.Ed. Indigenous Learning, the Native Language Instructors Program (for Teacher Certification and Diploma), Specialization as Teacher of Aboriginal Learners, and the Honours B.Ed. (Aboriginal) Program. The Faculty of Education also offers many courses with substantial Aboriginal content. Hon B.Ed. {Aboriginal Education) prepares people of Aboriginal ancestry to become teachers specially qualified to meet the needs of Aboriginal learners. The program is designed and delivered primarily by Aboriginal faculty, staff, and administration. Students can participate on a full- or parttime basis using community-based, on-campus, and distance delivery methods; it also gives NTEP diploma graduates an opportunity to work towards a full Bachelors degree. Native Teacher Education Program {NTEP) founded in 1974, has been converted from a two-year diploma program to a full B.A./B.Ed. Concurrent degree program, with graduates being certified by the Ontario College of Teachers. NTEP's mandate is to increase the number of qualified Aboriginal teachers through innovative programming delivered on campus. It has been carefully designed to offer students a mix of academic and professional courses and to create an environment that reflects the cultures and values of First Nation peoples. Native Language Instructors' Program {NLIP) which began in 1981 is a diploma program that results in specialized certification from the Ontario College of Teachers in teaching Ojibwe, Oji-Cree, and Cree as a second language. The program offers a selection of courses through the co-operative efforts of the departments of Languages and Education in a summer program for Native Language teachers, as well as a variety of Native language courses throughout the academic year. In 2009, The Indigenous Language Research Table was hosted by the department of Aboriginal Education to celebrate the 25 th Anniversary of NLIP. Alliances and networks were formed to support a proposed Indigenous Languages Research Institute to serve Indigenous language preservation, maintenance and revitalization efforts. ' Department of Indigenous Learning (IL) offers an interdisciplinary cross-cultural undergraduate program of over 20 courses which allows allow students to major in indigenous studies for a BA, HBA, and certificate programs. The BA and HBA degrees are offered concurrently with a Bachelor of Education degree. The program is committed to providing both Aboriginal and Non-Aboriginal students with a fundamental understanding of Aboriginal history, philosophy, culture, and values. Faculty of Forestry and the Forest Environment offers at least ten courses from first to fourth year levels which present Aboriginal perspectives and issues in the areas of technology, forest management, policy and legislation, ecology, environmental assessment and ethics. Specific courses include Forestry/ Indigenous Learning, and Aboriginal Peoples and the Forest. I '1 . .....J / In 2009, The Forestry Faculty hosted Community Forests, Northern Ontario Sustainable Communities Partnership (NOSCP) Conference. This two-day live web-streamed workshop, involved an unprecedented number of First Nations representatives (over 100) meeting with other northern residents to talk about their shared interests in lands and resources and how local communities might gain more control over decisionmaking in their stewardship of northern Ontario forests. p. 13 . .....J _,o .J\. a- v c... 0... �Faculty of Graduate Studies oversees more than 30 graduate programs at the masters and doctoral levels. It assists students to be successful in graduate studies from registration through to thesis completion. Graduate Studies works with the Office of Aboriginal Initiatives to increase Aboriginal student participation in graduate level programs, partnering for example in development of the Nanabijou Aboriginal Graduate Enhancement program. Faculty of Health and Behavioural Sciences encompasses schools and departments of Kinesiology, Nursing, Psychology, Social Work, Gerontology and Masters of Public Health. Native Nurses Entry Program (NNEP) is a nine-month preparation program of the School of Nursing which helps Aboriginal learners acquire the necessary skills and academic preparation for successful completion of the four-year nursing degree program or the three-year compressed nursing degree program, open to NNEP graduates with 80% or higher. School of Social Work offers numerous courses at the third and fourth year levels which include Aboriginal perspectives on social work practice and theory. Faculty of Science & Environmental Studies (SES) has nine departments: Anthropology, Biology, Chemistry, Computer Science, Economics, Geography, Geology, Mathematical Sciences and Physics with a variety of programs that cross departmental boundaries which includes Applied Bio-Molecular Science, Environmental Studies, Water Resource Sciences, and Environmental Science. Faculty of Social Sciences and Humanities Department of English features Literature of Canada's First Nations, First Nations Women's Writing and Special Topics in First Nations Literature, as well as nine other courses with Aboriginal content, in areas that range from literary theory to poetry and children's literature. Department of History offers a strong emphasis on Canadian and Northern Ontario history and include a dozen courses at the undergraduate and graduate level which explore Aboriginal history. Department of Political Science's inventory includes a third year Aboriginal Peoples and the Law course, and fourth-year courses in Native and Northern Political Movements, and Politics in the Canadian North. Department of Women's Studies' eight courses with indigenous topics include third-year classes in Gender Relations in First Nations, Indigenous Women and Health, and Indigenous Women and their Changing Roles. / ·v :> Northern Ontario School of Medicine (NOSM) Aboriginal Affairs Unit NOSM is a joint initiative of Lakehead University and Laurentian University in Sudbury. At the earliest stages of development, NOSM engaged the Aboriginal communities of northern Ontario as part of its mandate to be accountable to the cultural diversity of northern Ontario. The Aboriginal Affairs Unit works to recruit and support Aboriginal students into and through medical school, partner with Aboriginal communities, and incorporate into the curriculum specific Aboriginal health priorities in an environment that respects Aboriginal history, traditions, and cultures. <1 . ...D I V ._J so... p. 14 _, ~ -.. --..• ~ ~ fl"i ~ 9'11! r •• •• •• ~ ... •..,. •.. ~ •• �ABORIGINAL RESEARCH Aboriginal research at Lakehead University is defined as research undertaken by any member of the academic community which specifically focuses on Aboriginal peoples and/or issues, as well as research that focuses on cultural groupings or issues where there are substantial and explicit references to the Aboriginal community or Aboriginal peoples. The Lakehead University Strategic Plan 2010-2013 has a specific objective committing the University to "continue to be involved in Aboriginal Research" with the expectation that "Aboriginal research should provide greater understanding of Aboriginal issues including social, economic, educational, and political issues confronting Aboriginal communities ... contribute to identifying solutions and to supporting Aboriginal peoples' aspirations for an improved quality of life in their communities". In addition to research initiatives across faculties throughout the year, some of which are outlined below, Aboriginal research is featured at Lakehead University's annual Research and Innovation Week through displays and presentations that showcase the work of faculty, students, and guest scholars. Graduate students compete in a research poster competition. In 2009, an Aboriginal Research Award was inaugurated. In March of 2009, Lakehead University's Department of Indigenous Learning, with the support of the Office of Aboriginal Initiatives, was able to send two Indigenous Learning students to the Aboriginal Policy Research Conference in Ottawa. The following are a selected sample of the University faculties' past and present Aboriginal research initiatives: Aboriginal Research Highlights Dr. Seth Agbo, Associate Professor, Faculty of Education, led the 2007-2010 Keewaytinook Internet High School (KIHS) Project: Participatory Action Research on culturally responsive education in Ontario's Far North. Dr. Kristin Burnett, Assistant Professor, History Department, is currently researching the relationship between health, race, and settlement in western Canada. Her book, Women's Healing and Nursing Care in Treaty 7 Communities, 1880-1940, will be published in the spring of 2010. She also has an article forthcoming on "The Healing Work of Aboriginal Women in First Nations and Newcomer Communities" in a book forthcoming from UBC Press called Place and Practice. Dr. Ethel Gardner, Department of Aboriginal Education, Faculty of Education, is currently in Year Two of a three-year SSHRC-funded research project to create a 15-year language plan for Anishinaabemowin revitalization in Treaty #3. The research supports Treaty #3's aim "to have fluent speakers in every community and within every age group and to have the Anishinaabe language heard, understood, and given the respect it deserves" (Ogichidaa, Grand Chief Arnold Gardner). Dr. Judy lseke, Canada Research Chair in Indigenous Education, conducts research focused on stories and histories of Indigenous peoples, examining the role played by storytelling in educating community members and the next generation. She has a particular interest in how storytelling contributes to pedagogic practice and Indigenous media. In lseke film, "A Living History," Metis grandmother Dorothy Chartrand tells the story of her Metis families, and the political and social change that impacted Metis lives in the 1800s until today (http://ourelderstories.com). Dr. Mary Lou Kelley, Professor of Social Work, and Holly Prince, Aboriginal Research Coordinator at the Centre for Education and Research on Aging and Health (CERAH), are working on a participatory action research project titled "Palliative Care in First Nations Communities: A Model to Guide Policy, Program and Human Resources Capacity Development" funded by the Aboriginal Health Transition Fund (AHTF) adaptation plan. The project aims to build community capacity to care for people who are dying in First Nations communities, using a Palliative Care Curriculum to teach front line care providers. p. 15 / ·v ) <l . ...o I V ....J S- Q_ �Dr. Judith Leggatt, Associate Professor of English, is currently working on a large project on Aboriginal Science Fiction, which aims to break down stereotypes not only of Native literature but also of Aboriginal peoples. She has given several conference papers on different aspects of this topic and recently submitted a paper on Trickster poetics in works by Lenore Keeshig Tobias and Annharte, and had encyclopedia entries published on Green Grass, Running Water, Ravensong, and Tricksters in Native American Literature. Dr. Geoff Read, Department of History, is working on a manuscript on Louis Riel entitled "Riel at Home and Abroad: The Construction of Louis Riel within the French and English North Atlantic Worlds." It will examine the treatment of Riel in French and English language presses in Canada, the US, Britain and France, and how his image was used for different purposes. Linda Rodenburg, Contract Lecturer, Department of English, specializes in postcolonial literature with a particular interest in Aboriginal and Maori cultural theory. She is currently finishing her thesis, which was submitted in May 2007 entitled, "Alter/Native Spaces': Re/placing the 'Native' in Canada and 'Maori' in New Zealand" through the novels of Thomas King and Patricia Grace. Dr. Teresa Socha, Associate Professor, Faculty of Education with co-investigators Dr. Lori Chambers, Women's Studies and Dr. Mehdi Zahaf, Business Administration, examine food availability and pricing in rural and remote northwestern Ontario Aboriginal communities. Dr. M.A. (Peggy) Smith, Associate Professor, Faculty of Forestry and the Forest Environment, researches the social impacts of forest management, including Aboriginal peoples' involvement in forest management, community forestry and public participation, forest policy and legislation, northern development, forest management planning, and forest certification. Dr. Marina Ulanova, Associate Professor, Immunology-Medical Sciences, Northern Ontario School of Medicine, conducts research that examines Haempophilis infulenzae type b (Hib) infections in the Aboriginal population of northern Ontario. She anticipates that the results will be important for health care policy in the region. Dr. Pamela Wakewich is a co-investigator on the research project "Using Photovoice to Explore Older Women's Perceptions on Barriers and Resources to Health", which includes focus groups in Aboriginal communities in both Northern and Southern Ontario. Dr. Warburton, Department of English, has an article in progress on Pocahontas and Mary Rowlandson about Indian captivity and the strategies of gendered racialization at work in the way European settlers/colonizers wrote about First Nations. / ·v ::, Dr. Douglas West, Associate Professor, Department of Political Science, has research and publications that focus on Aboriginal peoples. From 1994 to 2001, in a cooperative effort with Aboriginal scholars at Lakehead University, he helped establish and maintain an Aboriginal Resource and Research Centre which also hosted a series of four highly successful Biennial Aboriginal Peoples Conferences in 1994, 1996, 1998 and 2000. <l • ..D I V . ...J s- o.... p. 16 �Section Four: SUCCESSES, GAPS & OPPORTUNITIES When focus group and interview participants were asked how well they thought Lakehead University currently serves Aboriginal learners and communities, on the whole they responded very positively, agreeing that Lakehead has done well attracting, serving and retaining Aboriginal students. Lakehead University has become the university of choice for area First Nations and Matis learners due in part to location but more importantly because of the strong focus on Aboriginal culture and program development in areas that are of direct interest to Aboriginal communities. It is evident from Aboriginal enrolment numbers and retention rates that these programs, which are now woven into the fabric of the University and continue to expand, are benefiting learners. The challenge and opportunity at Lakehead, as with all postsecondary institutions, is to be increasingly responsive and creative in expanding the capacity to further the educational aspirations of Aboriginal peoples, to build on what has been proven effective and, where there are gaps or room for improvement, to evaluate and innovate. The broad gap is that Aboriginal learners' high school and postsecondary retention, performance and graduation rates continue to be half that of the non-Aboriginal population across Canada. "There are still not enough Aboriginal postsecondary graduates-we need a critical mass" (Focus group participant). The following section is a closer look at the successes, gaps and opportunities at Lakehead University in serving Aboriginal learners. SUCCESSFUL PRACTICES When asked to describe the University's strengths and accomplishments in relation to Aboriginal learners and communities, APSET planning participants cited the following. Aboriginal Cultural and Support Services' effectiveness, assisting students from the application process to graduation and beyond through a wide range of services and cultural activities, was most often mentioned as a major influence in student retention and completion rates. The Office of Aboriginal Initiatives in its senior administrative and coordinating role, with the accompanying Vice-Provost position, facilitates increased collaboration to support Aboriginal education within the University and with communities and outside partners. The Aboriginal Management Council is described as "a professional and effective" body with increasing influence, now represented on the Board of Governors, in the Senate and on the Deans Council (Lakehead University APSET Focus Group, August 2009). Increasing Elder involvement, through the Elders Council, Elders in residence, and as resources in classrooms, ceremonies and cultural activities, is seen a positive practice that should be broadened to benefit the entire University community. Access and Aboriginal specific programs, beginning in 1974 with the Native Teachers Education Program, offerings at Lakehead University that appeal to Aboriginal learners have grown to include the Native Language Instructor's Program, the Native Access Program, the former Native Acc~ss to Engineering Program, the Native Nurses Entry Program, the Indigenous Learning Department and an Aboriginal Education Department. Access is also improving by increasingly giving credit to Aboriginal students for prior learning. p. 17 / ·v ) <l .-D �~ -. ~ Aboriginal Education is a high priority at Lakehead University, and in the Faculty of Education, evidenced by the creation of the Department of Aboriginal Education, the inclusion of five Aboriginal scholars, and a significant research agenda among Aboriginal and non-Aboriginal faculty members with diverse scholarly expertise. There is no other such Department in any publicly funded university in Canada. Increased communication and outreach includes community visits by the Vice Provost (Aboriginal Initiatives), the Aboriginal Community Liaison Officer and a number of other staff and faculty; meetings and discussions with key partners; and production of Aboriginal specific promotional materials such as the Follow Your Dream video, posters, ads and the Aboriginal Initiatives handbook which received a 2009 National Orientation Directors' Association award. Growing partnerships and collaboration within and between the University and Aboriginal communities support research, development and delivery of programs and services. Efforts of professors and staff ''getting involved, going out to communities, meeting people" are valued (Lakehead U. APSET Plan Interview) Expanded and more flexible learning options are available with the opening of the Orillia campus, the Northern Ontario School of Medicine, and a wider range of academic offerings on and off campus, including videoconferencing and on-line courses offered through the Continuing Education and Distributed Learning department, often in collaboration with resources such as K-Net and Contact North. Graduate program development includes the Honours Bachelors of Education in Aboriginal Education, establishment of the Nanabijou Aboriginal Graduate Enhancement program, and a Steering Committee formed to further explore and develop a graduate level program with an Indigenous focus. Celebrating success Honorary doctorates, keynote speakers and guest lecturers have put prominent Aboriginal people in the spotlight as role models and leaders. For example, four of the 40 Northern Lights awards marking Lakehead's 40 th anniversary celebrations were given to Aboriginal education pioneers and community leaders. Voluntary Self- declaration of Aboriginal identity has been included as part of the registration process at the University since 2006. Over time, analysis of this data base will provide valuable information on Aboriginal student trends, to guide the development of policies, programs and practices. Smaller class sizes with higher professor/student ratios is seen as a bonus to Aboriginal students who tend to do better in this type of learning environment. & OPPORTUNITIES The APSET planning process also identified gaps and challenges along with opportunities for Lakehead University to improve its services to Aboriginal peoples. GAPS / ·v ) <l . ..D I '7 . ...J Preparing learners for university "Students should not have to do extra preparation to enter university from high school-we need to find ways to raise the bar, especially at the primary school level" (S. Monteith, Keewatin Patricia District School Board). Most Aboriginal youth never get to the university doors because they are not finishing high school. Community-based educators stress that the gap between Aboriginal and non-Aboriginal students starts to widen as early at Grade 2. Too many Aboriginal learners are noticeably behind by grade eight. Students coming out of First Nation schools generally lag two years behind mainstream students in their academic performance, especially in English literacy, the sciences and mathematics. p.18 ~ ~ ~ ~ ~ ~ ~ ~ ""1 fl!', r r r r. ~ ~ ~ ~ ... .-. .., ~ ~ ~ r, ~ Pi .., .. •. . ~ Iii! ~ ~ = ~ fl ail �Participants in the APSET planning process cited a number of reasons for the gaps at elementary and secondary levels; lower funding levels for First Nations schools, lack of a "strengths-based" approach that focus on youngsters' natural interests, racism and discouragement when Aboriginal students attend mainstream schools, lack of parental and social supports, and too few role models. There is also concern that after decades of publicity on the statistics showing Aboriginal people as being less successful in education, there is perhaps an expectation that Aboriginal learners will be lower achievers. Opportunities A key to increasing enrollment is for Lakehead University to be more engaged and supportive in efforts to improve elementary, secondary school and adult education programs for Aboriginal learners. Representatives of school boards and Aboriginal education authorities who participated in the APSET planning process noted that they would welcome Lakehead's involvement in research and pilot projects to help improve these earlier stages of learning, because of the University's historic role in Aboriginal teacher education. High school and adult education enrichment models could be researched and developed through partnerships between Lakehead University and community based educators. Writing, research and study skills Many Aboriginal learners find English literacy, study habits and research a challenge. Skills in these areas significantly enhance student success in university. Faculty point out that writing and study skills are generally lacking, for mainstream and Aboriginal students alike. Lakehead has been actively exploring options to address this gap over the past few years, including a proposal to introduce a required course in this area, for all learners. Opportunities It was suggested at the Focus Group that summer literacy camps, on campus and in Aboriginal communities, with a focus on writing, mathematics and sciences could give students an academic boost and an orientation to university. The Northern Ontario School of Medicine already hosts week long science camps at Lakehead University's Thunder Bay campus, which provide Grade 8 to 11 students with an opportunity to explore health care careers, obtain hands-on experience, and find a mentor. Mentoring and role models The Focus Group stressed that as the number of educated Aboriginal people grows they become models of success, a great resource for students, faculty, staff and communities to draw upon. Mentors and role models for Aboriginal students are too few, with a relatively small number of Aboriginal faculty and staff at Lakehead University, and only a handful of Aboriginal alumni involved. Lakehead Aboriginal graduates number in the hundreds since the 1970's and many of them are recognized community leaders, exemplary professionals in self-government, health care, politics, and the arts. It makes a difference when students meet an Aboriginal person who has been there and made it through ... people who have gotten degrees, especially those in fields that are less familiar to First Nations studentsDoctors, Engineers. The one-to-one conversations and encouragement stay with you. (APSET Community Engagement Interview) / L ...D <l / ·v ) <l . ...o I Opportunities Increasing the number of Aboriginal faculty, staff, Elders and alumni at Lakehead University would provide more role models and mentors. The newly formed Aboriginal Alumni Chapter will be an avenue for graduates to become more active as allies in supporting today's students' success and transitions. Aboriginal Cultural and Support Services is setting up a peer mentoring program and a parent support group in the 2009-2010 academic year. V ._J S- Q_ p. 19 . �Limited resources, funding restrictions Postsecondary education funding for First Nations and Inuit students through Indian and Northern Affairs Canada (INAC) has been significantly reformed over the past decade, effectively reducing the number of First Nation students who can afford to attend university. And the current economic recession requires all institutions and individuals to do more with less. Resources are a challenge; they are limited and we all need them to meet expectations of performance; Lakehead University should be engaged in conversations with organizations and communities about expectations and resources; often as institutions we amass resources to succeed but don't always take the community with us; it's important to keep renewing and growing. (Community Engagement Interview) A growing demand for Aboriginal teachers As Aboriginal student numbers grow, fully qualified Aboriginal teachers, special education assistants and language instructors are in demand to staff classrooms across the province, especially in First Nation schools and in regions such as northwestern Ontario where Aboriginal youth represent 20 to 50% of the student body in mainstream schools. On and off reserve education authorities are searching far and wide for additional Aboriginal teachers and ways to upgrade the qualifications and skills of existing ones. For example, the Keewatin Patricia District School Board notes that currently "there are four Native Language instructor positions we can't fill" (APSET Community Engagement Interview). Ideally they would like to have Ojibwe language instructors with Bachelor of Education level qualifications as fully qualified classroom teachers. Orillia area graduates with Native Teacher Education Program (NTEP) diplomas are looking for ways to upgrade to a Bachelor of Education, through summer programs or distance education. And First Nations in central and southern Ontario have been lobbying to have a Native Language Instruction Program offered in their region to reduce travel costs, living expenses and the length of time students are required to be away from home. First Nation representatives are currently in discussions with Lakehead University to explore these options. Opportunities Lakehead University is known as a forerunner in the education of Aboriginal teachers and indigenous language instructors. Graduates of NTEP and NLIP work in public and band schools across Ontario, teaching approved Ontario curriculum. The newly approved Honours Bachelor of Education (Aboriginal Education) program provides an opportunity for NTEP diploma graduates to work towards a full Bachelors degree that focuses on Aboriginal Education. / ·v ) <l • .,J::, I V NLIP is currently undergoing external review, to be completed in early 2010, which will generate recommendations for further development of the program. NLIP graduates will benefit from opportunities to upgrade their professional credentials to the Bachelor's degree level. One approach is to ladder NLIP credits into the Honours Bachelor of Education (Aboriginal Education) or into the NTEP Concurrent degree programs, both of which permit students to obtain credit for their previous work. Full degree qualifications for NLIP graduates would improve their employability and level of expertise. ._J Aboriginal Community Liaison Officer Brendon Johnson suggested, offering NLIP in the Orillia area "could go a long way towards making Lakehead University a popular choice for local area Aboriginal students". p.20 �Graduate transitions - to careers and further studies In 2008-2009 there were close to 50 Aboriginal students enrolled in graduate programs at Lakehead. And opportunities for Aboriginal students to pursue Masters and Ph.D. level studies in Indigenous Learning are currently somewhat limited. This option is being explored. "One major gap for me was not having a graduate program in Indigenous Learning. I would have loved to continue my education in my discipline. These were the classes that I really participated in" (Aboriginal alumna, Community Engagement Interview) As well, Aboriginal learners would benefit from more work placements and co-op arrangements to ease the transition from studies to employment. This requires more active partnerships with business, industry and public sector employers. One discussion highlighted that some employers view graduates of Aboriginal programs as not being fully qualified, somehow falling below 'regular' academic standards. It was suggested that better promotion and education about these programs could change this stereotype so that Aboriginal specific qualifications come to be seen as an important "specialization" that will give employers an edge. Opportunities The Nanabijou Aboriginal Graduate Enhancement Program (NAGE) created in 2009, will encourage Aboriginal students to continue on to graduate studies and provide support for current graduate students. While the newly formed Steering Committee will explore the development of graduate level programming with an Indigenous focus as a vehicle for expanding graduate opportunities. The Office of Aboriginal Initiatives and the Career and Cooperative Education Services unit of the University, which has existing relationships with employers, are working together to further develop employment transition paths for Aboriginal learners, through career advising and co-op work placements. In addition, the AMC and Aboriginal faculty and staff at Lakehead have access to a wide network of workplace contacts to approach in seeking internships, practicum and placements. Community-based education and training programs are also available to provide on and off campus transition supports and services. Expanding Aboriginal enrollment and perspectives across faculties There is an expectation that access opportunities and programming will continue to expand and improve at Lakehead to qualify and prepare Aboriginal people for careers in already popular fields such as education, as well as attracting more learners into the sciences, engineering, and other fields where they are less represented. The University looks Aboriginal, when you see the artwork for example, but is it in terms of content throughout the disciplines? I took courses In Women's Studies where the literature looked at Christian, Jewish, African American, but there was nothing on Indigenous women." (Aboriginal alumna, Community Engagement Interview) / ·v ::, <l • ...D Curriculum and learning materials present limited perspectives. Aboriginal students and staff continue to be challenged by uninformed views of mainstream students, staff and faculty, for example that "natives get a free education". There is also an expectation that Aboriginal programs, courses and teachings should better reflect the diversity of First Nations, Metis and Inuit peoples, with an emphasis on specific knowledge rather than blanket perceptions. 'Aboriginal' is too broad a focus, for example, many Metis have never participated in powwows, smudging, sweat lodges ... this pan-Indian view of culture that's developed in recent decades doesn't recognize, p.21 I V ._,I / . ....J ...D .J\. er v �embrace, or allow for diversity of peoples experiences-history, language, practices .... We need to differentiate yet embrace all of what it means to be 'Aboriginal'. (Community Engagement Interview) The Aboriginal Programming and Research Survey completed by faculties and departments in 2008 offered some insights and ideas. Some participants in the survey were unsure of what is expected or appropriate in terms of Aboriginal course content or research and are looking for direction; others cite low numbers of Aboriginal students in their classes and would like to attract more. There is a willingness to expand offerings, and a desire for guidance from Aboriginal Initiatives. There is interest in seeing the Indigenous Learning department expand its reach and perspectives, including the hiring of more Aboriginal faculty, offering of community-based classes, and graduate studies. Opportunities The Lakehead University 2010 to 2013 Strategic Plan includes a commitment that all students take one course in diversity with an emphasis on Aboriginal issues, which by 2012 will be a requirement for graduation. A Senate Academic sub-committee which includes representatives from the Aboriginal Management Council and the Aboriginal Advisors Committee is now responsible for ensuring Aboriginal perspectives in relevant academic decision making. "This sub-committee has a role to play in developing new policies related to awareness and understanding''. (Lakehead University Strategic Plan 2010-2013) The Aboriginal Programming and Research Survey of 2008 began an ongoing collaboration between faculties and the Office of Aboriginal Initiatives to improve academic programs and attract Aboriginal learners across the disciplines. Data Collection and Information Analysis Reliable and researched information is essential to evaluating and improving programs and services to Aboriginal learners and to substantiate decision-making and proposals for allocation of resources. Further developments in record keeping and analysis of data are necessary to make best use of the Aboriginal self-identification process that is now in place at the University. While it will take a few years to fully build this database, there are immediate opportunities to make better use of the information that is currently available. / L ...0 <J ,5 ::1 -q a... a... / ·v Opportunities The Institutional Analysis and Government Relations office at Lakehead will continue to work with Aboriginal Initiatives to expand, interpret and report on self-identification baseline data, which could include analyses of Aboriginal learners' gender, age groups, grades, and time spans for completion of programs and degrees. Community-centred, shared learning approaches A recurring theme in the APSET interviews and focus group discussions was the need for more creative, flexible options so that Aboriginal learners can acquire a university education closer to home. :, <J . ...o I V .-1 For Aboriginal people today, education, employment and training are key motivating factors for making the move to urban centres. However, a sense of home and history keeps drawing people back to their communities, often in more isolated settings, even though there are fewer jobs and limited postsecondary education opportunities . Encouraging younger people to maintain their knowledge of and connection to the land is of particular concern to Elders in the face of technological changes sweeping through Aboriginal communities. They want to see younger people rooted in their culture and at the same time confident to go into the world. £- a... Models and best practices for community-centred learning are emerging. Mennominee College for example, offers a Biology degree on reserve and non-Native students come in from nearby towns to attend. p.22 fl1'r '1 �Athabasca University has found that community delivery clearly improves student success. Jessica Ball, of the University of Victoria, worked with B.C. elders to develop a community teaching centre approach with curriculum reflecting local indigenous knowledge. Meeting the challenge of serving Aboriginal learners in remote and rural communities across a vast geographic expanse definitely requires innovative and collective efforts. Opportunities Pikangikum, one of the largest First Nations in Northwestern Ontario, wants to nurture mutual learning through a teaching centre located in their community where Elders and mainstream educators can share knowledge. Priding itself on having Elders with lifelong knowledge of the land, the lowest rate of outmigration of any reserve and one hundred percent of its members still fluent in the Ojibwe language, Pikangikum is committed to building a sustainable community based on traditional knowledge, aided by university research and forestry best practices. The Whitefeather Forest Research Co-operative, supported by Lakehead University, lays out the principles for co-operation between the community and researchers. First Nation and Matis education institutes and authorities are looking for partnerships with universities which allow more influence in tailoring faculty, curriculum and learning modes to better meet community needs. Community-based education authorities, boards and schools have close ties with First Nations and Matis communities. These institutes have been developing over the past two decades and offer a range of innovative learning options for adult learners with unconventional course schedules and concentrated curriculum which allow students with full-time employment and families to pursue their postsecondary studies closer to home. The Lakehead University Strategic Plan 2010-13 sets the goal that "Individuals may obtain degrees, certificates and/or credits through non-traditional structures and delivery modes. These programs may include research collaboration; support services; policy development; credit and non-credit courses; certification programs; and preparation programs for provincial accreditation"This includes the expectation that Academic units, Technology Services Centre (TSC) and Continuing Education and Distance Learning (CEDL) will be required to develop business plans for their existing initiatives ... and new opportunities ... " Several programs at Lakehead offer opportunities for further development of 'laddered' credits from certificate and diploma programs into full degree programs. Making Partnerships Work - a Shared Responsibility Within the University In light of Lakehead University's public commitment to Aboriginal learners, the challenge is to fully engage the staff, faculty, programs and services throughout the institution in carrying out this effort. Too often things "Aboriginal" are seen by non-Aboriginal resource people as solely the domain of Aboriginal programs and staff. / Most mainstream staff and faculty have limited knowledge of and involvement in Aboriginal initiatives and concerns. Even though they are invited to participate in cultural awareness activities, few do. Yet many express genuine interest in being more supportive of Aboriginal learners. Heightened awareness and involvement can make a difference. ·v "The first week of October in the Bookstore an Anishinaabe woman, I think she must work there as faculty or in another role, came up to me and spoke to me in Anishinaabemowin (Ojibwe), acknowledged me; she reached out and asked if I needed anything, was very friendly. This is what we need ... to be acknowledged more." (Community Engagement Interview) •.....1 ) <l .-D I " / . .....1 -D .J\. g- \/ p.23 �Opportunities The Lakehead University Strategic plan 2010-13 includes a commitment to come up with "strategies to facilitate interaction of staff and faculty with students, staff and faculty of diverse cultures." The Aboriginal Programming and Research Survey of 2008 is a basis for follow up discussions between Aboriginal Initiatives and faculties on their increased involvement in Aboriginal education. Community Partnerships Community partnerships - existing and potential - are valuable sources of information and expertise in designing and delivery of education and training programs. Lakehead University has a number of established links and formal partnership agreements with Aboriginal education and training institutes, First Nations, and community organizations. And there are potential allies in the Orillia area, such as Six Nations Polytechnic, First Nations Technical Institute and Kengewin Teg Education Institute, and in northern Ontario with Keewatin Patricia District School Board, Windigo Education Authority and Constance Lake. Some of the existing and potential partners who participated in interviews noted the benefits and drawbacks of collaboration. Community groups and the University have limited financial and human resources and already pressing demands. Some expressed doubts on one hand about the prospects for productive partnerships, noting on the other hand examples of good relationships with faculty and staff who gladly contribute time and resources and expertise to joint efforts. Opportunities The Lakehead University Strategic Plan 2010-13 includes a specific goal to "advance relationships with Aboriginal communities by 201 O" and an objective of "supporting academic units in developing new opportunities and expanding upon existing partnerships for cooperation with the private and public sectors; First Nation, Metis and Inuit communities; and appropriate international partners" Nationwide there is an intensified focus on consultation and partnerships with Aboriginal communities in light of court rulings on the duty to consult in resource development. Lakehead University is in a strategic position to be a leader in this area by researching and developing its own best practices. A far reaching web of alumni, both Aboriginal and from the broader population, are available as a resource to the University in increasing collaborative efforts. Outreach and Promotion "Lakehead University needs to raise their profile .... I would like to see more communication, more contacts." (Community Engagement Interview) / ·v ) <1 ,..0 I V ...:.i Thunder Bay-based First Nation education counsellors and coordinators would like to see a greater number of Aboriginal learners from fly-in remote northwestern Ontario communities come to Lakehead University and suggest more visits by Lakehead staff and a steadier flow of information to encourage interest. There is also room for improving web site access by Aboriginal learners. It is acknowledged that it is a challenge, given the distances, the numbers of small communities (65 First Nations in the northwestern Ontario alone) and the travel costs, for staff and faculty to visit area communities, but it is a connection that needs fostering. One already established way to do this is the Aboriginal Postsecondary Information Program (APSIP) formerly known as "The Road Warriors" which sends recruiters from a variety of universities on the road together to visit high schools and various community events. For a number of years Lakehead University was noticeably absent from this effort, until the fall of 2009 when the Aboriginal Community Liaison Officer joined their travels. p.24 �The Aboriginal Community Liaison Officer's 2009 report highlights the need for shared responsibilities within the institution for Aboriginal-specific promotion and recruitment. It emphasized that all recruiters should have the appropriate training to answer questions about Aboriginal programming and services at Lakehead University because the standardized marketing and communication currently used may not be as relevant or applicable to Aboriginal students. Opportunities APSET participants would like to see more University publicity campaigns focused on the accomplishments and contributions of Aboriginal peoples. This would include posters and other media to profile speakers, alumni and events. Aboriginal students, alumni, Elders, First Nations schools, Aboriginal education authorities and institutes are easily accessible contacts and channels for promoting and raising the profile of Lakehead's initiatives. Aboriginal presence and space The APSET Focus Group discussed the benefits of a stronger Aboriginal physical presence on both Lakehead University campuses, through increasing Aboriginal faculty, staff, and acquiring dedicated, consolidated space for Aboriginal programs and services. Aboriginal professors and staff while gradually growing in number over the past decade, are still relatively few compared to the total number of staff and the significant representation of Aboriginal students. Experienced, skilled Aboriginal educators, professionals and administrators are nationally still a small pool, therefore in demand, hard to find and retain. "Finding enough qualified Aboriginal faculty members is a challenge; this is a strong draw for many Aboriginal learners-to study with their own teachers and see themselves reflected not just in the curriculum but in front of the classrooms as well." (Community Engagement Interview - School Board) While having Elders more involved through the Aboriginal Management Council and Aboriginal Cultural Support Services is an accomplishment, the Focus Group stressed that the Elders have yet to meet their full potential, which depends on the extent to which they are supported, recognized and utilized throughout the University community. Currently Aboriginal programs and services are in varied and separate locations spread across the Thunder Bay campus. Orillia as yet lacks any designated Aboriginal office or gathering area, support staff or faculty. "We need Aboriginal spaces, spaces where the Aboriginal population can be together, to practice important ceremonies, a space to bring friends, a space that is Aboriginal friendly, a space that Aboriginal people feel ownership and pride, a space that reflects Aboriginal architecture and embellishments. We need a building comparable to the First Nations House of Learning at UBC. (Lakehead University Aboriginal Programming and Research Survey 2008) Dedicated space would increase the sense of community and support among Aboriginal learners, staff and faculty. Basic cultural practices and gatherings could be better accommodated in an Indigenous learning facility or centre. For example, currently when someone is going to do smudging they have to apply two weeks in advance, in effect discouraging a fairly common ceremony. "It is vital for the culture of learning that the school reflect the community, that the community and its people see themselves reflected in the school ... Schools must have a culture or ethos that values Aboriginal culture, that includes Aboriginal ideas, languages and rituals in its curriculum, and that recognizes different ways of learning in its practices." (Henchey. 2005. Moving Forward in Aboriginal Education quoting the Chiefs of Ontario) p.25 I V ._J / . ..J ...0 .J\. er v �Opportunities The Aboriginal Management Council formed a committee in 2008 to develop a proposal for an International Indigenous Learning Centre, which would not only house all of the Aboriginal programs and services at Lakehead, but would be a research and teaching centre focusing on Indigenous knowledge, inviting guest lecturers, visiting scholars and international exchanges. Lakehead has identified their commitment to this Centre in their long-term plan. The AMC has approved the development of an Aboriginal recruitment plan to help identify policies and practices that will attract and retain candidates. -.,., --,,.. '1 ~ ~ f1"i ~ ~ f1!A: f1!'i "",,. f!"i ~ ~ / r, r'i f"'1 L ...D <l .5 y ~ -9 / ,. ) ~ ~ 9a_ ~ .., ·v <1 • ...D ~ ~ I V ~ .--1 fi' / .--1 ~ ..JJ .J\. er ~ v ~ a.. p.26 ~ ! �Section Five: STRATEGIC PLAN As "a northern university in the middle of Indian country" (Aug 27 Focus Group), Lakehead University is strategically situated to be at the forefront in creating more innovative and effective strategies for Aboriginal learners success in reaching their education and training goals. Lakehead's 2010-13 Strategic Plan approved by the Senate in November 2009 acknowledges this potential. Lakehead University has an opportunity to provide leadership in the area of Aboriginal education, given its locations, the high Aboriginal student populations in northern and central Ontario, and the potential for growth at both campuses. Because of the high Aboriginal student populations in northern and central Ontario, and the commitment to acknowledge the unique place of Aboriginal peoples in the Canadian Constitution ... and the growing involvement of Aboriginal peoples in resource development in the north, there will be a strong emphasis on Aboriginal issues. VISION Lakehead University will grow in its reputation as the university of choice for Aboriginal students in northern and Central Ontario through a community-centred, shared learning approach. A visioning exercise in the APSET planning Focus Group depicted a vibrant Aboriginal presence woven into the fabric of the University. A large visible First Nation, Metis and Inuit student population on and off campus, supported by faculty, staff and alumni, will be linked in a spirit of shared learning with Aboriginal and non-Aboriginal communities, private and public sectors, forming the heart of a prominent Indigenous Learning Centre supported by leaders and knowledge keepers. This focus would earn Lakehead and its partners an international reputation for academic excellence, ethics and research, inviting cultural and academic exchanges with other Indigenous peoples around the world. STRATEGIES Toward this vision, the following four key strategies reflect the Aboriginal and Postsecondary Education and Training Plan priorities of Lakehead University for 2010 to 2013. • Enhance learning options and transitions • Strengthen programs and services • Raise the Aboriginal profile • Advance key partnerships GOALS AND OBJECTIVES ,, Lakehead University's Strategic Plan 2010-2013 includes specific and clear objectives to support the commitment in its Mission Statement to "working with Aboriginal peoples in furthering their educational aspirations". These goals and objectives, quoted below, guide the APSET Plan. Objective (S15): A Communications Plan will be developed to promote greater awareness about Lakehead University, enhance public perception, and attract students and funding. Rationale: To raise the profile of Lakehead University and to meet enrolment targets, the Office of Communications, working with appropriate units such as the Offices of Admissions and Recruitment and University Advancement, will promote greater awareness of the University and its Faculties through publicity venues. Ultimately, this exposure should be directed toward increasing recruitment and increasing donations. Messages will consistently portray the benefits of attending Lakehead University as well as its p.27 ·v ::> <l .-D ,, . ....J _o .J\. 'T V c_ o... �.,. strengths in research and academics. Regional marketing needs may be addressed through distinct communications strategies and resources developed for each campus. Expectation: Lakehead University will build on its experience in the Office of Communications to produce dynamic, up to date and measurable communication strategies using available technologies and innovative approaches to market the University to students and potential donors. These communication strategies will include the promotion of faculty, staff, administration and student successes, projects and activities that strengthen and promote Lakehead University to targeted audiences including Aboriginal communities. Objective (C1 ): Academic planning and implementation at Lakehead University will require collaboration among relevant academic units, committees, and administrative offices at both campuses. Rationale: Lakehead University is one university with two campuses. Collaborative planning and participation of faculty from both campuses will facilitate openness and transparency in the academic operations of the University and program development at both campuses. Expectations: Processes in place for the review and approval of programs will be applied consistently between Thunder Bay and Orillia. Faculty from both campuses will be involved in the academic planning and approval processes. The Senate approval process for programs developed in Orillia will be consistent with the procedures used to review and approve programs on the Thunder Bay Campus. The Senate Academic Committee will continue to develop and monitor strategic academic planning. The Aboriginal Management Council will continue to play a key advisory role at both campuses pertaining to Aboriginal issues from support services, recruitment and retention, to academic programming. Objective (C9): Lakehead University will continue to pursue its proposed Law School Program. Rationale: The proposal for a Law School Program was created in response to requests from outside organizations including the Nishnawbe Aski Nation (NAN). Lakehead University made a commitment to these organizations to pursue a Law School Program. A Law School Program would offer Lakehead University the opportunity to provide a northern Ontario Law School with Aboriginal, natural resource, and small legal practice foci. Expectation: Lobbying for the Law School Program will continue with a goal to having it operational by fall term 2012. Objective (R6): Lakehead University will continue to be involved in Aboriginal research. Rationale: Aboriginal research should provide greater understanding of Aboriginal issues including social, economic, educational, and political issues confronting Aboriginal communities. / ·v ) <l ,...D Aboriginal research should contribute to identifying solutions and to supporting Aboriginal peoples' aspirations for an improved quality of life in their communities. Expectations: Lakehead University will encourage Faculties and Departments to address Aboriginal issues as part of their research activity and will facilitate research based partnerships with Aboriginal communities. Objective (01 ): Lakehead University will promote awareness, understanding and respect for diversity. Rationale: A culturally diverse representation of students, faculty and staff at Lakehead University interacting in discussions about cross-cultural experiences in the classroom and interacting in social situations promotes understanding and respect for diversity. p.28 --..,,, ~ ~ ~ ~ fl', fll'i ~ ~ t ,i ~ •• ......r •r •• • •• •• ... • . . tr ~ • ~ ~ ~ .• •.. .••. �Because of the high Aboriginal student populations in northern and central Ontario, and the commitment to acknowledge the unique place of Aboriginal peoples in the Canadian Constitution (with its legal implications) and the growing involvement of Aboriginal peoples in resource development in the north, there will be a strong emphasis on Aboriginal issues. In 2008, Lakehead University established a sub-committee to the Senate Academic Committee which includes representatives from the Aboriginal Management Council and the Aboriginal Advisors Committee. This sub-committee is responsible for ensuring Aboriginal perspectives are included in relevant academic decision-making. This sub-committee has a role to play in developing new policies related to awareness and understanding. A heightened level of internationalization at both Lakehead University campuses requires designated measures aimed at insuring a welcoming environment for visiting students, staff and faculty. The natural and convenient tendencies for individuals and groups of differing nationality, language and race to segregate and isolate need to be challenged with respect and sensitivity. Appropriate and deliberate interaction in both academic and social settings is key to improving cross-cultural understanding and appreciation. Expectations: Lakehead University will implement the requirement that all students prior to graduating from Lakehead University take one course from an offering of several courses across the curriculum on awareness and understanding of diverse cultures, with a strong emphasis on Aboriginal interests. This requirement would be implemented by September 2012. The Senate academic committees will determine the criteria for such a course and the Senate Undergraduate Studies Committee will evaluate which courses meet these criteria. Administration will develop strategies to facilitate appropriate interaction of staff and faculty with students, staff, and faculty of diverse cultures. As part of the strategy to promote interactions with other cultures on campus, Lakehead University will increase efforts to recruit Aboriginal and international students and will provide a structure for the purpose of supporting and retaining these students through broadening the respect for and knowledge of diverse cultures. Faculties and departments will develop and advance Lakehead University's relationships with Aboriginal communities and international relationships with other universities and institutions by the end of 2010. Objective (02): Lakehead University will increase the number of Aboriginal students on both campuses and at a distance, and increase Aboriginal involvement in a wider spectrum of programs and activities. Rationale: Through the Aboriginal Management Council, membership organizations have identified the need for Aboriginals with postsecondary education in a broader spectrum of academic specializations and activities. Through new and continued collaborations with Aboriginal communities and Lakehead University, recruitment and retention to the postsecondary academic programming needed in Aboriginal communities can be addressed. Expectations: The total number of self-declared Aboriginal students enrolled will be increased annually across university programs. The Faculties, in conjunction with Aboriginal Initiatives, the Aboriginal Management Council, and CEDL (as applicable for distributed learning programming), will work to develop programs and strategies that meet the needs of the Aboriginal communities for postsecondary education, including the significant enhancement of transitional and access programming and co-op options. Distributed learning courses will be offered to and/or in remote communities to encourage participation in university level courses to those unable to leave their home to come to the University campus. Faculties and departments, especially those offering support and administrative services such as the Registrar's Office, Admissions and Recruitment, Student Affairs, Instructional Development Centre, Human Resources, and other relevant departments, will raise their own awareness about Aboriginal issues and p.29 • ✓ ·v ) <l . ..D I V . ....J �become integrally involved and supportive of Aboriginal recruitment, support services, initiatives and programming. These Faculties, departments and relevant administrative units will work with the Aboriginal Initiatives Office to examine the results and comments from the Aboriginal Cultural Support Services (ACSS) student surveys and other studies such as the Report prepared for the Association of Universities and Colleges of Canada "Redressing the Balance: Canadian University Programs in Support of Aboriginal Students, to identify and improve recruitment and retention of Aboriginal students." Objective (D3): Lakehead University is committed to supporting academic units in developing new opportunities and expanding upon existing partnerships for cooperation with the private and public sectors; First Nation, Metis, and Inuit communities; and appropriate international partners. Rationale: The Lakehead University Vision Statement states that "Lakehead University is dedicated to working with Aboriginal peoples in furthering their educational aspirations. Building on its accomplishments and partnerships and recognizing its role in Northwestern Ontario and Central Ontario, Lakehead University reaches out regionally, nationally and internationally." Lakehead University will reach out to provide academic opportunities that meet identified regional, national, and international needs. It is important to expand the physical and visible presence for Aboriginal students and faculty. (_ _r:, Expectations: Academic units, Technology Services Centre (TSC) and CEDL will be required to develop business plans for their existing cooperative initiatives. The plans will include descriptions of the programs, return on investment and financial sustainability, the duration and continuity of the programs, the major method of delivery, and their impact on the academic and service units. New opportunities for cooperative initiatives will be developed by the academic units in consultation with TSC and CEDL and where applicable with Career & Co-operative Education Services. Individuals may obtain degrees, certificates and/or credits through non-traditional structures and delivery modes. These programs may include research collaboration; support services; policy development; credit and non-credit courses; certification programs; and preparation programs for provincial, national and international designations such as CA, CMA, CGA and CFA. The plans will be consolidated by the Faculty Dean and prioritized before being reviewed by the Deans' Council in May 2010. The recommendations of the Deans' Council will be submitted to the VP (Academic and Provost). The units will be responsible for implementing their plans and achieving their objectives. Start up funding needed for new initiatives that can demonstrate a sound business plan will be part of the budget decision for the 2011-2012 budget year. <l .5 The Action Plan which follows outlines the steps which will advance these objectives and expectations. :1 -9 a... a.. / ·v ) <I . ...D I V . ....J / . ....J ...D .1' CF v p.30 •• •• •• •• �t t ► t ► DETAILED APSET ACTION PLAN t ► APSET ACTION PLAN ► • ► • ► ► ► ► 20102011 Learning Options Partner with Continuing Education and Distance Learning (CEDLJ to develop, design and deliver varied distributed and distance learning courses, through partnerships with community based educators and Aboriginal institutes (see Advance Key Partnerships section) ✓ ✓ ✓ ✓ ✓ Identify and advance community-based learning initiatives in remote First Nations ✓ • Initiate discussions with NOSM, NNEP and others to explore the idea of an Aboriginal training hospital ✓ • • • 20122013 1. ENHANCE LEARNING OPTIONS and TRANSITIONS • ► 20112012 Transitions - to university Research enrichment activities and incentives to encourage Aboriginal learners in elementary, high school and adult academic upgrading programs and help prepare them for university; with a focus on English literacy skills, science and math, i.e. academic credits, awards, tuition waivers, summer camps. ✓ ✓ ✓ Develop transition enhancement proposals in partnership with NOSM, Aboriginal community partners and school boards, and implement ✓ ✓ ✓ • Re-establish the Native Access to Engineering Program ✓ ✓ ✓ t Arrange Campus visits, University tours by high school and academic upgrading, adult learners ✓ ✓ ✓ Establish writing, research and study skills courses ✓ ✓ ✓ Facilitate Aboriginal postsecondary education and training counsellors/coordinators monthly campus visits ✓ ✓ ✓ Arrange video/web conferencing for students to be in touch with home communities, family ✓ ✓ ✓ From university to employment and further studies Design and deliver a mentoring program involving faculty, staff, Elders, graduate students and alumni -with a focus on career goals ✓ ✓ ✓ Work with Career & Co-operative Education Services to increase job placements, coops, exchanges, internships, wage subsidies, career mentoring and apprenticeships - within the University and externally with Aboriginal and mainstream private and public sector employers ✓ ✓ ✓ • • • ► ► ► ► ••~ ~ ••• •• •• • --t t ~ t • •• t Explore funding possibilities with private or public sector sponsors to provide students with laptops Identify existing and potential partners in industry and commerce to support student research, co-op placements and training apprenticeships; formalize agreements I V . .....J ,, . .....J ...D ✓ ✓ ✓ .J\. a- v so... p.31 �APSET ACTION PLAN Continue to build the Nanabijou Aboriginal Graduate Enhancement Program, Aboriginal graduate program with an Indigenous focus, and the Aboriginal Alumni Chapter, with involvement of staff, faculty and graduate students 20102011 20112012 20122013 ✓ ✓ ✓ Enhance Aboriginal Student Research awards ✓ ✓ ✓ Increase participation in Research Innovation Week and at relevant conferences ✓ ✓ ✓ Performance Indicators • Increased number and variety of distributed and distance learning courses • Developed community-based learning options • Established transition activities and incentives • Operational Native Access to Engineering Program • Number of high school, adult student campus visits and University tours • Increased participation of Aboriginal learners in writing, research and study skills courses • Campus hours kept by external Aboriginal postsecondary education and training staff • Video/web conferencing contacts between students and families, communities • Increased private and public sector sponsors for Aboriginal student supports • An established student mentoring program, number of mentors and students • Increased job placements, coops, exchanges, internships, wage subsidies, career mentoring and apprenticeship matches • Fully established Nanabijou Aboriginal Graduate Enhancement Program • Increase of Aboriginal learners in graduate studies • Increased membership and participation in the Aboriginal Alumni Chapter • Increased interactions between Aboriginal students, staff and faculty • Written feedback from participants in meetings, courses and programs 2. STRENGTHEN PROGRAMS and SERVICES Aboriginal Cultural & Support Services Maintain and enhance existing student support services ✓ ✓ ✓ Increase wellness educational sessions ✓ ✓ ✓ Increase tutoring hours ✓ ✓ ✓ Develop and maintain a peer support system for students, including a parents' support group ✓ ✓ ✓ Develop and maintain a volunteer program ✓ ✓ ✓ Develop and implement a student well-being tool and a pre-post evaluation tool for student educational sessions ✓ ✓ ✓ Follow up on ACSS student survey - including an Annual Focus Group with students to develop new directions and strategies ✓ ✓ ✓ / ·v :> <I • ..!) I V .-1 SQ_ p.32 �APSET ACTION PLAN Academic Programming Assess and enhance Aboriginal specific academic programs with discussion and input from key community groups and potential employers Follow up on the recommendations of the 2008 Aboriginal Programming and Research Survey, through group and one-one discussions with each Faculty to act on recommendations to increase Aboriginal content and perspective in curriculum and participation of Aboriginal learners across disciplines 20102011 ✓ ✓ 20112012 20122013 ✓ ✓ ✓ ✓ Pursue the proposed Law School Program - with Aboriginal, natural resource, and small legal practice foci ✓ ✓ ✓ Develop and submit proposals to industry and commerce, lobby for program and research support ✓ ✓ ✓ Data Collection, Analysis and Evaluation Expand and refine analysis of self-declaration data to produce reports on retention, academic achievement, and graduates as a basis for proposals and decision making ✓ ✓ ✓ Gather and analyze enrolment statistics from elementary and secondary First Nation schools and boards of education to project potential postsecondary population over next 1O years in northwestern and central Ontario ✓ Develop definitions and measures of success, with performance indicators, in consultation with MTCU ✓ ✓ ✓ Performance Indicators • Increased completion of Aboriginal learners • Development of new strategies to increase Aboriginal learners' completion • Delivery of student support services • Increased wellness educational sessions and tutoring hours • Established peer support system for students, and parents' support group • Established volunteer program • Administered student well-being tool and a pre-post evaluation tool for student educational sessions • Written feedback on ACSS student satisfaction survey and annual focus group • Enhanced Aboriginal specific academic programs • Increased number of courses with Aboriginal content and perspective • Increased participation of Aboriginal learners across disciplines • Established Law School Program - with Aboriginal focus • Increased support from industry and commerce for Aboriginal research and programs • Expanded and refined analyses and reports on self-declaration data • Enrolment statistics from elementary and secondary First Nation schools and boards of education gathered and analyzed • Definitions and measures of success developed and agreed upon with MTCU p.33 ;' ·v ) <l .-D I V ._J �APSET ACTION PLAN 20102011 20112012 20122013 3. RAISE the ABORIGINAL PROFILE Presence and Space Establish an Aboriginal faculty/staff recruitment plan Acquire more prominent and consolidated space for Aboriginal initiatives, programs and services at the Thunder Bay campus ✓ ✓ ✓ Establish Aboriginal space and staff at the Orillia campus ✓ ✓ ✓ Conduct cultural activities in various spaces at both campuses - Aboriginal Awareness Week, powwow, monthly sweat lodges, seasonal feasts, workshops and teachings, speakers ✓ ✓ ✓ Design, plant and nurture Medicine garden ✓ ✓ ✓ Maintain the sweat lodge ✓ ✓ ✓ Expand the library's Aboriginal resources ✓ ✓ ✓ Celebrating success Profile and honour past visionaries, alumni, current students success through posters, displays, ceremonies, awards and events ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Coordinate an annual Aboriginal promotion and recruitment calendar of key dates (i.e., NNEC, Windigo teachers professional development, Orillia career fair) with schedule of meetings and visits, who will go where ✓ ✓ ✓ Update existing promotional materials - the website, calendar, mailings, video, calendar, and Aboriginal Initiatives handbooks ✓ ✓ ✓ Coordinate, update and circulate Aboriginal community contact lists among departments and units ✓ ✓ ✓ Design and publish an Aboriginal Initiatives brochure ✓ Develop promotional materials with community Aboriginal community partners to target their communities and publicize through media on campus ✓ ✓ ✓ Participate in recruitment and promotion events at schools, career fairs, educational conferences - participate in the APSIP tour ✓ ✓ ✓ Discuss with Elders and the AMC the possible design of an Aboriginal convocation regalia, or hood and an Aboriginal graduation celebration Communication and promotion Meet with Communications and recruitment staff to review Aboriginal specific approaches and materials Promote Aboriginal Initiatives through communications targeting specific areas - i.e., publications, NAGE, Indigenous Knowledge seminars, speakers events, non-traditional academic fields, bursaries and scholarships, Research Innovation week, cultural events, CEDL (Continuing Education and Distributed Learning) courses ,, ·v :, <l . ...o I V . ....J / . ....J ...0 .J\. a- v ✓ c,_ 0... p.34 �APSET ACTION PLAN Design and deliver presentations for business and industry employers on the benefits of hiring Aboriginal graduates Invite the Business Administration faculty to research the impact of Aboriginal students on the Thunder Bay economy, and design a presentation for community and University awareness Develop and carry out advocacy strategies to promote equitable education funding to improve Aboriginal access and preparedness for postsecondary education 20102011 ✓ 20112012 20122013 ✓ ✓ ✓ ✓ ✓ ✓ Performance Indicators • Established Aboriginal faculty/staff recruitment plan • Expanded, consolidated and prominent Aboriginal space at Thunder Bay campus • Established Aboriginal space and staff at the Orillia campus • Level of cultural activities in various spaces at both campuses • Established Medicine garden • Continued use and maintenance of the Sweat Lodge • Expanded Aboriginal resources in the library • Increased events, promotional materials celebrating Aboriginal success • Establishment of recognized Aboriginal graduate regalia and ceremonies • Increased and updated Aboriginal specific promotional materials and activities • Increased partnerships between Aboriginal Initiatives staff, Communications and Recruitment units of the University • Increased promotion and recruitment activities, community visits • Increased promotion partnerships with Aboriginal community groups • Coordinated and distributed Aboriginal community contact lists • Developed presentations for business and industry employers on the benefits of hiring Aboriginal graduates • Established presentation on the impact of Aboriginal students on the Thunder Bay economy • Increased strategic lobbying activities to promote equitable funding for Aboriginal postsecondary education 4. ADVANCE KEY PARTNERSHIPS Within the University Aboriginal Initiatives and the AMC meet with the new Lakehead University president (2010) to review Aboriginal education strategies and plans Invite key individuals and groups - union reps, administrative and support staff - to attend and contribute to activities -Aboriginal Awareness Week, cultural celebrations, powwow, fall/spring feasts, community events ✓ ,I ·v :, ✓ ✓ ✓ <l • ...D I V Aboriginal Community Liaison Officer and other recruitment staff partner and attend key events together ✓ ✓ ✓ Develop and deliver Indigenous Knowledge seminars in partnership with the Instructional Development Centre ✓ ✓ ✓ Create a Cross-Cultural Awareness Team to brainstorm and develop University wide campaigns, slogans and symbols ✓ p.35 . ....J �20102011 APSET ACTION PLAN 20112012 20122013 With Communities AMC provide direction on key partnerships each year; Al meet with partners to identify possible activities and projects, the resources and processes required to carry them out, and develop proposals to acquire needed additional resources Identify and involve supportive key partners from the private and public sectors. Research, document and discuss best practices in community consultation and partnerships, within the University and externally; provide expertise and leadership in this area ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Performance Indicators • Established support and involvement of new President in Aboriginal Initiatives, with the AMC • Increased participation of staff and faculty in Aboriginal events • Increased collaboration between staff of the Offices of Aboriginal Initiatives and Admissions and Recruitment • Increased participation of University staff and faculty in Indigenous Knowledge seminars • Established Cross-cultural Awareness Team with equitable Aboriginal and non-Aboriginal representation • Identified key partnerships each year • Increased activities and projects with partners • Additional resources identified and acquired to support partnerships • Researched and documented best practices in community consultation and partnerships are used as a guide for meetings, development processes EXISTING AND POTENTIAL PARTNERS The following are some of the key partners identified through the APSET planning process who are interested in or already committed to active partnerships with Lakehead University. Also noted are a few of their areas of interest. • Pikangikum Whitefeather Forest Initiative - forestry, environment, education / • Seven Generations- Ojibwe language, social work, teacher education, Indigenous knowledge ) • Ogemawahj Tribal Council and south/central FN Ed institutes - Ojibwe language, teacher education, high school enrichment, promotion • Keewatin-Patricia District School Board - teacher education, elementary and secondary school enrichment • Constance Lake - mining and hydro electric development, community based high school • KNet, Sioux Lookout and Contact North - web based learning, videoconferencing, multi-media, technology development in remote communities • Oshki Pimache-0-Win Training & Education Institute • Anishinaabek Training and Employment Services ·v <l • ..D I V -~ SQ_ p.36 - �• Shooniyaa Waa Bitoong Training & Employment for Treaty #3 • Northern Nishnawbe Education Council - Dennis Franklin Cromarty and Pelican Falls high schools, teacher education Windigo Education Authority - teacher education, special needs, student tracking • EVALUATION AND PERFORMANCE MEASURES Evaluation of the progress, effectiveness and relevance of Lakehead University's programming in relation to Aboriginal learners is coordinated and reviewed by Lakehead's Office of Aboriginal Initiatives, with the involvement of the Aboriginal Management Council and the Office of Institutional Analysis and Government Relations, as well as senior University faculty and staff. Maintaining and increasing Aboriginal student enrollment, retention, completion and satisfaction are considered holistic measures by which performance may be measured and such measures are monitored regularly. Performance indicators are taken from the following Performance measures and evaluations implemented by the University include the following: • Annual Multi-year Accountability Agreement reports • Ontario University Graduate Survey • National Survey of Student Engagement • Canadian Graduate and Professional Student Survey • Canadian University Survey Consortium • Reports to MTCU • Analyses and reports on enrollment, retention, success and completion rates, by the office of Institutional Analysis and Government Relations Analyses, using the data base on Aboriginal students gathered from the self-declaration process at registration and from information kept by Aboriginal specific programs In addition, the Office of Aboriginal Initiatives uses the following internal processes: • Review of data kept by the Aboriginal Cultural Supports Services (ACSS) to track students' use of their supports and services • Aboriginal student satisfaction surveys and an annual student focus group by ACSS to gather information on students' use, appraisal and recommendations to improve supports and services • Follow up with department leaders and faculty regarding the 2008 Aboriginal Programming and Research Survey • On-going dialogue with Elders and records of Elders Council meetings • Regular contact with Aboriginal Postsecondary Education counsellors Other evaluation measures in place include academic program reviews through the Undergraduate Program Review Audit committee (UPRAC); and the Aboriginal Education programs all undergo accreditation by the Ontario Colleges of Teachers. All of these evaluation and measurement strategies will permit Lakehead University to achieve greater efficiencies in existing and future programming and supports, to increase and enhance Aboriginal student access and participation, completion, transitions and partnerships. / ·v ) <l . ...o I V ._J p.37 �Section Six: IN CLOSING This three year APSET Plan and Lakehead University's Strategic Plan for 2010-2013 provide a foundation for the University to focus its efforts in a community-centred spirit of shared learning with First Nations, urban Aboriginal communities and the public and private sectors, to support Aboriginal learners in realizing their goals to attend university, excel in their studies, complete their degrees and diplomas, and move on to meaningful careers and graduate work. Lakehead's Mission of "working with Aboriginal peoples in furthering their educational aspirations" is an ongoing, evolving effort, as with all endeavours, dependent upon human and material commitments, the will and the skill to respond to changing conditions and needs. The APSET Plan reflects countless hours of thoughtful input by individuals and groups from across University Faculties and Departments, Elders, alumni and students, community based educators and school boards, Aboriginal education institutes and support services. The planning process was a valuable, determined effort, an occasion for everyone involved to look back and forward from varied perspectives. The opportunity to reflect enriches and renews the shared dedication to improving the future of Aboriginal learners. As one of the community engagement participants concluded: "This type of research, hearing the voices of different people from different areas - it all helps our students get the education they deserve. Thank you Lakehead University for doing this." / ·v ) <l . ...D I V ...:t so... p.38 �LITERATURE CITED Canadian Millennium Scholarship Foundation. Sep 2005. Research Note# 2. Changing Course: Improving Aboriginal Access to Postsecondary Education in Canada. Retrieved from http://www.millenniumscholarships.ca/imaqes/Publications/mrn-changing-course-en.pdf Moving Forward in Aboriginal Education, Chiefs of Ontario, 2005) Government of Canada. Indian and Northern Affairs. Education Policy and Planning. Dec 2008. Postsecondary Education Program: A preliminary review of First Nation and Inuit participation in postsecondary education based on findings from available research literature. Statistics Canada. Germain, Costaand Kelly-Scott. 2006 Aboriginal Population Profile for Thunder Bay. http://www.statcan.gc.ca/pub/89-638-x/2009001/article/10832-eng.htm Aboriginal Peoples in Canada in 2006: Inuit, Metis and First nations, 2006 Census: Findings http://www12.statcan.ca/english/census06/analysis/aboriqinal/index.cfm t - Government of Ontario Ministry of Aboriginal Affairs. 2009. Fact Sheet, 4 Feb 2009. Focusing on Economic Development, Job Skills, Education and Training. Retrieved from http://www.aboriginalaffairs.qov.on.ca/english/news/2009/020409bg03.asp Ministry of Northern Development, Mines and Forestry/Ministry of Energy and Infrastructure. 2009. Backgrounder, 23 Oct 2009. Proposed Growth Plan for Northern Ontario. Retrieved from http://www.news.ontario.ca/mei/en/learnmore/growth plan aims to strengthen northern ec onomy/PNGP Backgrounder FINAL ENG.pdf Henchey, Norman. Feb 2005. Moving Forward in Aboriginal Education: The proceedings of a national policy roundtable addressing systemic barriers in aboriginal schooling. Concordia University, February 22, 2005. Society for the Advancement of Excellence in Education. Retrieved from http://www.saee.ca/pdfs/028.pdf Keewatin-Patricia District School Board. n.d. Strategic Plan 2009-2013. Retrieved from http://www.kpdsb.on.ca/communications/docs/strategicactionplan/StrategicPlan09.pdf Lakehead University Mission Statement. Dec 2009. http://www.lakeheadu.ca/about/index.php?id=23 Strategic Plan 2010-2013, approved by Senate Nov 6 2009. Revised final version, October 23, 2009. Office of Aboriginal Initiatives (Al) Aboriginal Cultural and Support Services (ACSS) Jul 2009. Student Survey Final Results & Executive Summary Aboriginal Initiatives Handbook, Jul 2009 Expanding Aboriginal Programming & Research Survey Apr 2008 Postsecondary Education reps Meeting Notes, 6 Jul 2009 Feb-Apr 2009 Report of the Aboriginal Community Liaison Officer, Orillia, APSET Planning 2010-2013 Community Engagement Notes Focus Group, August 29, 2008 Interviews Summary, October 2008 APSET Steering Committee meeting notes, 2 Jun 2008 Office of Institutional Analysis and Government Relations, p.39 / ·v :> <l ·-" I V . ....J / . ....J _o .J\. 'F v �Statistical Summaries Aboriginal Declarations by Geographic Location, 2007/2008 and 2008/2009 Aboriginal (all terms) by county, 2008-09 Aboriginal Declarations by Program, Fall 2007, Fall 2008 Northern Nishnawbe Education Council website 2009. http://www.nnec.on.ca Postsecondary Education Program http://www.nnec.on.ca/psp Northern Ontario School of Medicine. n.d. Aboriginal Communities in Northern Ontario. http ://www.normed.ca/communities/aboriginal affairs/qeneral.aspx?id=4082&ekmensel=c580fa7b 2 14 242 4082 1.2009. The Learning Partnership. Winter 2007. The Face of Public Education in Canada is Changing: Based on a Discussion paper "The Changing Face of Canada's Public Education System by Laura Eggertson. http://www.tlpresources.ca/policy research/QualityReport-3.pdf 8 / fill ..D ~ L <l .5 y -9 Q_ ~ a.. ~ / ~ ·v ) <l . ..D I ~ V @ . .-1 / . .-1 @! ..D .J\. 'F v ~ a.. p.40 �LITERATURE REVIEWED Anishinabek Nation website. n.d. Anishinabek Educational Institute. http://www.anishinabek.ca/index.php?option=com content&task=view&id=26&Itemid=36 Canada Millennium Scholarship Foundation. 2009. www.millenniumscholarships.ca Baldwin, Noel and Parkin, Andrew. Feb 2009. Research Note #8: Persistence in Postsecondary Education in Canada: The Latest Research. Retrieved from http://www.millenniumscholarships.ca/imaqes/Publications/090212 Persistence EN.pdf Berger, Joseph. Apr 2008. Research Note #6: "Why Access Matters" Revisited: A Review of the Latest Research. Retrieved from http://www.millenniumscholarships.ca/imaqes/Publications/080411 RN6 EN.pdf Chiefs of Ontario. Sept 21, 2009. PSE Update. http://chiefs-of-ontario.org/Assets/PSE.FORUM.PDF Council of Ministers of Education. Oct 2003. Access, Inclusion and Achievement: Closing the Gap; Country Response: Canada. Government of Canada. Indian and Northern Affairs. Aboriginal Education in Canada -A Brief History. n.d. or author Policy Research Initiative. 2008. Hope or Heartbreak: Aboriginal Youth and Canada's Future. Horizons. Vol 10, Number 1. Retrieved from http://policyresearch.qc.ca/doclib/HOR v1 0n1 200803 e.pdf 2003. Not Strangers in These Parts: Urban Aboriginal Peoples. Eds. Newhouse, David. and Peters, Evelyn. Retrieved from http://policyresearch.qc.ca/doclib/AboriqinalBook e.pdf Statistics Canada. Signner and Costa. 2005. Aboriginal Conditions in Census Metropolitan Areas, 1981-2001. 2006 Aboriginal Peoples Survey: An Overview of the Health of the Metis Population: Fact Sheet. Government of Ontario Environmental Registry. 2009. Regulation of Dedicated Protected Areas, identified in the Whitefeather Forest and Adjacent Areas Land Use Strategy (2006) (Whitefeather Strategy}, as provincial parks under the Provincial Parks and Conservation Reserves Act (2006). Retrieved from http://www.ebr.qov.on.ca/ERS-WEB-External/ Environmental Registry. 2009. Declaration Order for Environmental Assessment Act coverage for Forest Management on the Whitefeather Forest. Retrieved from http://www.ebr.qov.on.ca/ERSWEB-External/ / ·v ) Ministry of Aboriginal Affairs. 2009. <:J Fact Sheet, 4 Feb 2009. Focusing on Economic Development, Job Skills, Education and Training. Retrieved from http://www.aboriqinalaffairs.qov.on.ca/enqlish/news/2009/020409bg03.asp Nov 2008. New Approach Initiatives, Aboriginal Education .-D I V . .....1 / . .....1 -D Ministry of Education .J\. 2009. Backgrounder, 24 Feb 2009. Aboriginal Education in Ontario. Retrieved from http://www.edu.qov.on.ca/eng/aboriqinal/supportinq.html ~ v f- a... p.41 �Glaze, Dr. Avis and Mattingley, Ruth. May 2008. Aboriginal Education. Ministry of Education. A powerpoint presentation. Ministry of Training, Colleges and Universities. 2009. APSET Terms of Reference, Guidelines. Hull, Jeremy. June 2005. Postsecondary Education and Labour Market Outcomes Canada 2001. Prologica Research Inc. Lakehead University Aboriginal Management Council Strategic Plan for Aboriginal Education, 2005-2010 and updated/progress report 18 May 2008 Retreat Summary, 9 Jun 2008 Annual Report 2007-2008. Facts and Year in Review. Retrieved from http://annualreport.lakeheadu.ca/0708/index.php Office of Aboriginal Initiatives (Al) Aboriginal Cultural and Support Services (ACSS) Student Survey Final Results, Jul 2009 Student Survey, Executive Summary, Jul 2009 Aboriginal Initiatives Handbook, Jul 2009 2009. Aboriginal Postsecondary Education contact lists (2). 2008. Follow Your Dreams, Promotional DVD 6 Jul 2009. Postsecondary Education reps Meeting Notes, Feb-Apr 2009. Report of the Aboriginal Community Liaison Officer, Orillia, 30 Apr 2009. Special Projects Report 2007-09 and 2009-2012. Aboriginal Education and Training Strategy Proposals, to Ministry of Training, Colleges & Universities Organizational Chart Strategic Plan 2005-2010 Matawa First Nations. Matawa Postsecondary Program webpage. n.d. www.matawa.on.ca/article//matawapostsecondary-program-241 .asp Mendelson, Michael. Jul 2008. Improving Education on Reserves: A First Nations Education Authority Act. Caledon Institute of Social Policy. Matis Nation of Ontario. Strategic Plan 2009-2014. Richards, John. Oct 2008. Closing the Aboriginal/non-Aboriginal Education Gap. C.D. Howe Institute Backgrounder, Social Policy. Seven Generations Education Institute website. n.d. http://www.7generations.org. 2009. / ·v ) -<1 University of Toronto, First Nations House & the Centre for Aboriginal Initiatives. 2009. Aboriginal Strategic Plan: Epiitiiyan: Aboriginal Presence and Educational Excellence at the University of Toronto 20092011. . ..o I V University of Waterloo; Aboriginal High School Enrichment Program webpage. 2009.http://aboriqinalservices. uwaterloo.ca/aboriginalHiqhSchoolEnrichmentProgram-events.html#B . .J Whitefeather Forest Management Corporation. 2005. Guided by our Elders: Whitefeather Forest Teaching & Training Centre Feasibility Study. ~ a... p.42 �APPENDIX A: MILESTONES IN ABORIGINAL EDUCATION AT LAKEHEAD UNIVERSITY 1965 Lakehead University founded 1974 Native Teacher Education Program (NTEP) launched 1981 Native Language Instructors Program (NLIP) began 1984 NLIP first cohort graduates 1985 LUNSA-Native Student Association formed 1986 Native Nurses Entry Program (NNEP) begins 1987 1st powwow on campus, to honour graduates 1987-88 Native Support Services (now Aboriginal Cultural Support Services) established Native Advisory Committee set up 1989-90 Native Access Program launched 1991-92 Ontario Aboriginal Education and Training Strategy (AETS) funding begins Native Advisory Committee evolves to Aboriginal Management Committee (AMC) with formal representation from major Aboriginal organizations 1992-93 Department of Native Studies ( Indigenous Learning) emerges Native Access Program for Engineering (NAPE) in place until 2002 Native Canadian World Views course offered Native Philosophy Project funded by The Rockefeller Foundation to 2000 BA/Bed, Hon. BA Indigenous Learning Aboriginal Representation on Board of Governors 1994 Biennial Aboriginal Peoples Conferences, 1994, 1996, 1998, 2000 2000-01 Aboriginal Innovations in Arts, Science and Technology Aboriginal Awareness Centre of LUSU (Student Union) created 2001-02 Partnership protocol formalized with Nishnawbe Aski Nation 2002-03 Department of Aboriginal Education formed, Chair appointed 3 new Aboriginal professors hired Associate Vice-Provost (Aboriginal Initiatives) position created 2004-05 Cultural Protocol Policy approved by AMC / ·v :) 5 year Aboriginal Strategic Plan to MTCU to support AETS funding <l .-D Whitefeather Forest Research Cooperative Agreement signed I V Elder retained for Native Nurses Entry Program ._J S- a... p.43 �2005-06 Northern Ontario School of Medicine opens at Lakehead and Laurentian University campuses, with an Aboriginal Affairs Unit and Advisory Committee Four Aboriginal faculty, alumni and leaders chosen for Lakehead University's 40th anniversary Northern Lights awards Orillia Campus opened Sweat Lodge erected Elders Council and Program formalized 2007-08 AMC representation on Board of Governors Associate Vice Provost (Aboriginal Initiatives) becomes Vice Provost (Al) Beverly Anne Sabourin Bursary created to support Aboriginal women in Health Careers, Business Administration, Political Studies and Law Aboriginal Academic Programming and Research Survey conducted Nanabijou Project funded to develop supports for Aboriginal Graduates Indigenous Knowledge Cultural Seminar series initiated - Drew Hayden Taylor guest speaker ~ Aboriginal Community Liaison Officer created, visits to Orillia area ..• • •..• .....-...... .. .... .... - Aboriginal Alumni Association launched ~ International Indigenous Learning Centre development committee formed Promotional DVD "Follow Your Dreams" produced ~ Vice provost (Al) visits Ontario north shore/ Robinson Superior and Orillia area communities Partnership agreement signed with Oshki Pimache-O-Win Training & Education Institute / ..D <l Elders' increased presence on campus and in classrooms 2008-09 Fall Harvest inaugurated ~ Tomson Highway artist-in-residence community cabarets raise $28,000 -9 Aboriginal Initiatives Communications Strategy developed with Wawatay Native Communications Society to promote non-traditional career options y 9- a.. / V Research and Innovation Week featured Aboriginal research, graduate students' poster display and awards ) <) ..D Nanabijou Aboriginal Graduate Enhancement Program (NAGE) developed to support Aboriginal graduate programming with an Indigenous focus I V ACSS Student Survey conducted ,_J Renewed partnership with Seven Generations Education Authority / ,_J ..D ,J\. g-- v ~ •• • Short-term Aboriginal Career Advisor intern position created for Aboriginal Initiatives in partnership with Career and Co-operative Education Services L •-- ..-... . ~ £- a.. p.44 �Appendix B: LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL Lakehead Lakehead Lakehead Lakehead Lakehead Lakehead University President University Vice-President (Academic) University Vice-Provost (Aboriginal Initiatives) University AMC Advisors Committee University Board of Governors University Native Student Association Member-At-Large Anishinabek Employment & Training Services Fort William First Nation/ Union of Ontario Indians Matawa First Nations Metis Nation of Ontario Nishnawbe Aski Nation Thunder Bay Indian Friendship Centre Orillia Campus Advisory Committee Ogemawahj Tribal Council Secretary to AMC (Non-Voting) Advisors Committee Chair, AMC Advisors Aboriginal Education Senate Research Ethics Board Aboriginal Education Faculty Aboriginal Cultural & Support Services Engineering (Dean's Alternate) Indigenous Learning (Chair) Native Access Program Native Language Instructors' Program Aboriginal Education Programs Coordinator Native Nurses Entry Program Northern Ontario School of Medicine Vice-Provost (Student Affairs) Deans Business Education Engineering Forestry & the Forest Environment (Interim) Graduate & International Studies Health & Behavioural Sciences Northern Ontario School of Medicine Social Sciences & Humanities Science & Environmental Studies Guests Negahneewin College Negahneewin College Council Dr. Frederick Gilbert Dr. Laurie Hayes Beverly Sabourin Dr. Peggy Smith Judy Flett Alec Oombash Sarah Nelson William Perrault Nancy Bouchard Vacant Paul Capon Tim Pile, (Chair) Dobi Dawn Frenette Ethel Sault Senator Ruth Wagner Janet Beaver Karen Roche Dr. Peggy Smith Dr. Ethel Gardner Dr. Sandra Wolf Laura Buker Lisa Wabange Heather Moynihan Dennis McPherson Gloria Hendrick-Laliberte Charlotte Neckoway Judy Flett Sandra Cornell Orpah McKenzie Marian Ryks-Szelekovszky Dr. Dr. Dr. Dr. Dr. Dr. Dr. Dr. Dr. Bahram Dadgostar John O'Meara Henri Saliba Ulf Runesson Philip Hicks Lori Livingston Roger Strasser Gillian Siddall Andrew P. Dean Dean S. Brenda Small Mr. Jerry Perrault, Chair ;' ·v ) <l • ..D I " •....J ;' •....J -" 'T .J\. v p.45 �(- ~ ~ ~ .., • •• APPENDIX C: COMMUNITY ENGAGEMENT PARTICIPANTS LIST LAKEHEAD UNIVERSITY APSET 2010-2013 PLAN FOCUS GROUP August 27, 2009, Lakehead University, Thunder Bay (17 ppl) Lakehead University Elders Council (2) • Gerry Martin, Elder, Vice-Chair AMC, Thunder Bay • Isabelle Mercier, Elder, AMC, Thunder Bay ••. •.• ..• ... .., -... . -i Community representatives (6) • Denise Bluebird, Anishinaabeg of Kababikitowangag Resource Council, Education Unit, Sioux Narrows • Yolanda Fobister, Grand Council Treaty #3, Education Policy Analyst, Kenora • Carolyn Chukra, Lakehead District School Board, Thunder Bay • Ann Magiskan, Thunder Bay District Catholic School Board, Thunder Bay • Mark S_ault, Seven Generations Education Authority, Thunder Bay • Marlene Pierre, Robinson Superior Women's Council, Thunder Bay r ~ Lakehead University Staff & Faculty (8) • Beverly Sabourin, Vice-Provost (Aboriginal Initiatives) • Lisa Wabange, Coordinator Aboriginal Cultural Support Services • Brendon Johnson, Aboriginal Community Liaison Officer • Heather Moynihan, Faculty of Engineering • Dr. Peggy Smith, Faculty of Forestry, AMC • Sandra Cornell, Native Nurses Entry Program, AMC • Charlotte Neckoway, Native Language Instructors' Program • Orpah McKenzie, Northern Ontario School of Medicine ~ ~ ~ . ... ... Visitor • Emerance Baker, University of Waterloo ~ ~ ONE-ONE INTERVIEWS (20 ppl) Andrew & Karen Chapeskie, researchers, Kenora Whitefeather Forest Initiative, Pikangikum First Nation ~ ~ Myra Bannon, Postsecondary Education Coordinator Fort William First Nation ~ ~ Jan Beaver, Education Advisor Ogemawahj Tribal Council, Rama First Nation ... Nancy Bouchard, Program Coordinator (alumna) Anishinabek Employment & Training Services, Thunder Bay ~ ~ / ·v ) <] • ..D I V •....J / •....J ..D .J\. a- v ~ Brian Beaton, K-Net Coordinator Keewaytinook Okimakanak Northern Chiefs Council, Sioux Lookout ._. ~ Leonas Favell, Program Officer Shooniyaa Wa-Biitong Training & Employment Centre for Treaty #3, Dryden ~ p.46 �Ingrid Green, Regional AHRDA Coordinator (Alumna, Hon B.A. 2009) Ontario Native Women's Association, Thunder Bay Sharon Stinson Henry, Chief Chippewas of Rama First Nation Laura Horton, Director Postsecondary Education (Alumna Hon B.Ed) Seven Generations Education Institute, Fort Frances Debbie Lipscombe, Interim Executive Director, former Education Policy Analyst Grand Council Treaty #3, Kenora Yvonne McLeod, Program Services Director Windigo Education Authority, Sioux Lookout Barry Mcloughlin, Postsecondary Education Coordinator Northern Nishnawbe Education Council, Sioux Lookout Sean Monteith, Assistant to Director of Education Keewatin-Patricia District School Board, Kenora Arthur Moore, Chief Constance Lake First Nation Rosie Mosquito, Executive Director Oshki- Pimache-O-Win Education & Training Institute Georgette O'Nabigon, Postsecondary Education Counsellor Matawa First Nations, Thunder Bay Chris Paci, Manager of Education & Training Metis Nation of Ontario, Ottawa Leona Scanlon, Postsecondary Education Counsellor Northern Nishnawbe Education Council, Thunder Bay ✓ L _o <J Carol Terry, Community Development Consultant (Alumna, B.A.) Sioux Lookout -~ y -q 9- a.. ✓ ·v :) <J . ..o I V ._I ✓ ._I _o .J\. g- v ~ o.. p.47 �� 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 Gichi Ken-daa-si-win : Higher Learning, Higher Knowledge and Education at Lakehead University, 2010-2013. Subject The topic of the resource Universities Description An account of the resource Report and plan by Lakehead University "to grow as the University of Choice for Aboriginal students in northern and central Ontario through a community-centred, sharedlearning approach." 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 2010 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/fd6e4cfc69302c80451360ee3c09e70a.pdf 44f5b4fbe61a531960b229e7698ff78c PDF Text Text In June 2011, the Province of Ontario committed to fully fund and support the Faculty of Law, the first new law school in Ontario in 42 years. This significant investment will enable Lakehead to contribute to the growth and economic development of Northwestern Ontario. Objectives Resource Needs and Opportunities • A unique educational focus on Aboriginal peoples and the legal needs of Aboriginal communities. Lakehead's new Faculty of Law has a unique mission to improve access to justice in Aboriginal, northern, and rural communities, and to create a new legal education culture to foster improved and informed relationships in northern law practice. • Address declining participation in sole and small law firm practice. • Address the legal issues related to the resourcebased Northern Ontario economy. The Faculty of Law will admit 55 students to the three-year program each year beginning in 201 3. It will be housed in a Thunder Bay heritage building, the former Port Arthur Collegiate Institute, which was purchased by Lakehead in 2008. Basic renovations including heating, ventilation, and electrical upgrades have been completed; however, additional renovations are required for classrooms and other learning spaces. A request has been submitted by Lakehead University to the federal government to fund these capital costs as well as to purchase resources for the Faculty of Law Library. Lakehead University has received significant community support for the Faculty of Law and is working closely with community stakeholders to raise funds for student scholarships. Office of the President Lakehead University, 955 Oliver Rd, Thunder Bay, ON P7B 5E1 Canada Phone (807) 343-8200 Fax (807) 343-8023 www.lakeheadu.ca Lakehead UNIVERSITY Thunder Bay • Orillia � 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 Faculty of Law poster Subject The topic of the resource Universities Description An account of the resource Poster highlighting Lakehead's new Faculty of Law. Produced by the Office of the President, circa 2012. 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 2012 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 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay 2012 Lakehead University poster Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/6131a5056ab1ceadb90d5861c82588ea.pdf ec897a34f013e7c2e6b9b55881e54cf7 PDF Text Text Research, innovation, and economic development are inextricably linked in our fastpaced, knowledge-based economy. Lakehead University has recognized this and has created a portfolio of research, innovation and economic development with a focus on research impacts. We want to know how our research contributes to economic development in the region. Research and Innovation Create New Jobs • • • Northern Ontario Heritage Fund Corporation approved 50% of $1.3M project in Dec. 2009, and in February 2012, FedNor approved another 25%. The remaining 25% has been committed by industry and Lakehead University. The project is designed to leverage the advantage of having two ISO170925 accredited mtDNA clean room facilities for forensic analyses in the city of Thunder Bay. The creation of new data based on North American populations would expand jobs in Thunder Bay in the innovative molecular field. The original company has since been acquired by Gamma-Dynacare, a much larger organization with greater resources. Office of the President lakehead University, 955 Oliver Rd, Thunder Bay, ON P7B 5El Canada Phone (807) 343-8200 Fax (807) 343-8023 www.lakeheadu.ca Results to Date The knowledge of our faculty and the skills of our graduates are most effective when they are connected with the aspirations of our community. • Held Economic Development Conferences in both . Thunder Bay and Orillia and set up Economic Roundtables with the community to answer the question: "How can Lakehead contribute to your Economic Development?" • Development of a concrete additive that will reduce the cost of construction and substantially reduce greenhouse gas emissions. • Five new start-ups that have come from the work of Lakehead researchers and their students. • Development of research-testing services for water safety and for biomass used by municipalities and companies in Northwestern Ontario. Lakehead UNIVERSITY Thunder Bay • Orillia � 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 Economic Development poster Subject The topic of the resource Universities Description An account of the resource Poster highlighting Lakehead's Economic Development work. Produced by the Office of the President, circa 2012. 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 2012 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 2012 Lakehead University poster https://digitalcollections.lakeheadu.ca/files/original/14e6a8f5c2c1f6ea7f470e29adabbebc.pdf 261ac4f2457dbd19722c96f63ca4cf6e PDF Text Text In 2006, Lakehead University launched a campus in downtown Orillia, 1 35 km north of Toronto. Four years later, Lakehead celebrated the opening of its new Academic Building at 500 University Ave. in Orillia, designed and built to Leadership in Energy and Environmental Design (LEED®) standards. In the fall of 2011, two more LEED® buildings were added to the campus, a residence and a cafeteriabookstore. Quick Facts Resource Needs and Opportunities • Located on the shores of Lakes Simcoe and Couchiching, the city of Orillia is a vibrant and active community offering great choices in culture and recreation. • Currently, there are 1, 100 students at the Orillia campus. Last November, Lakehead University hosted an Open Doors - Open Knowledge event to recognize the receipt of $13M in federal funding under the Knowledge Infrastructure Program for the construction of its Academic Building at 500 University Avenue. The Academic Building, which opened in September 2010, was designed to meet LEED® platinum standards and last year received an Ontario Association of Architects 2011 Design Excellence Award. • In Fiscal 2010-2011: $16.SM - Economic impact of Lakehead on the City of Orillia. $11.SM - New money brought into the City of Orillia by Lakehead students. Thanks to the determination of the citizens of Simcoe County and surrounding areas, Lakehead University now offers postsecondary education tailored to the needs of Orillia and greater Central Ontario. Only at the Orillia campus can Lakehead students enrol in the Honours Bachelor of Arts and Science program - a unique multidisciplinary program that provides an excellent foundation for pursuing graduate studies in law, medicine, and education. New programs in media studies and criminology are resulting in increasing numbers of student applications from Ontario high school students in Barrie, Orillia, and Newmarket. Office of the President Lakehead University, 955 Oliver Rd, Thunder Bay, ON P7B 5E1 Canada Phone (807) 343-8200 Fax (807) 343-8023 www.lakeheadu.ca Lakehead UNIVERSITY Thunder Bay • Orillia � 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 Orillia Campus poster Subject The topic of the resource Universities Description An account of the resource Poster promoting the Orillia campus in Simcoe County. Produced by the Office of the President, circa 2012. 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 2012 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 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Orillia 2012 Campus Lakehead University Orillia poster https://digitalcollections.lakeheadu.ca/files/original/42c76878c1742795eeac6be89da4d232.pdf 82a350182be4222d607a3faa9a9e0405 PDF Text Text OFFICIAL OPENING OF THE LAKEHEAD UNIVERSITY LIBRARY THURSDAY, OCT. 27, 1966 �The $1,500,000 library building is an impressive addition to the Lakehead University campus. Designed by Lakehead architects Mickelson Fraser and Browne, it is completely airconditioned and features many of the latest library design techniques. The library presently contains more than 50,000 volumes includ!hg a number of rare collections. It has an eventual capacity of 170,000 volumes. The University today is also officially opening the new $900,000 academic wing to the main quadrangle and the $400,000 64-bed addition to the residence, both completed this summer. The residence addition includes accommodation for a girls wing. There are presently 30 girls in residence from many different parts of the globe. The new academic wing houses impressive new science laboratories and faculty offices. Six classrooms on the first floor of the library have been hooked up to the university's new closed circuit television teaching system operating from the university's own studio right on campus. A modern language lab with 40 individual listening booths connected to a main teaching control board is also located on the first floor. �PROGRAMME 3:30 p.m.-Official Procession - Members of Board of Governors, the Senate, Academic and Administrative staff and student representatives proceed from the Univeirsity • Centre Building to area just inside of Library. 3:35 p.m.-Official Opening - Dr. M. W. Bartley, Chairman of Board of Governors welcomes Senator N. M. Paterson, Chancellor of Lakehead University at foyer of Library Building. Dr. Bartley addresses the guests. Senator Paterson officially opens the Library. 3:40 p.m.-Tour of Building - Mr. Eric Belton, Chief Librarian, conducts official party on tour of building. Inspection of rare books presented by The Friends of Lakehead University Library. 4:00 p.m.-Official Tour of Residence addition. 4:15 p.m.-Recepiion in Great Hall - Senator N. M. Paterson, Dr. M. W. Bartley and Dr. W. G. Tamblyn receive guests of the University attending the opening. �SENATOR NORMAN McLEOD PATERSON Lakehead University Chancellor Senator Norman McLeod Paterson was born in Portage la Prairie, lVIan. in 1883. He was educated in public schools in Winnipeg and Toronto and in 1908 established his present firm in Fort William. N. M. Paterson and Sons Ltd. owns and operates more than 100 grain elevators between Fort William and Saskatchewah and has 31 lake freighters. Senator Paterson was appointed Knight of the Order of St. John by King George VI in November, 1945. He was summoned to the Senate on Feb. 9, 1940. During his career he has been past president of the Canadian Club and the Victorian Order of Nurses. � 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 Library, Official Opening Subject The topic of the resource Universities Description An account of the resource Program from the Official opening of the Lakehead University Library, October 27, 1966. 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 1966-11-27 Rights Information about rights held in and over the resource Lakehead University 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/123dc50a8afd2824dfb103e69b5653a1.pdf 651435785b93fe5950a5b2e3d397bca2 PDF Text Text • �Ceremony for the naming of the Harold S. Braun Building ' HAROLD S. BRAUN, C.D., B.A., L.L.D., D.Sc. Lakehead University, September 28, 1981 �' Ceremony for the Naming of the Harold S. Braun Building Chancellor's Welcome Introduction of the Chairman of the Board of Governors Citation on Harold S. Braun, C.D., B.A., L.L.D., D.Sc. Dr. Frank J. Lone, Past Chairman - Board of Governors Introduction of Mrs. Harold S. Braun Dr. Robert J. Prettie, Chancellor The Response to the Citation Mrs. Harold S. Braun President's Remarks Dr. George A. Harrower, President Adjournment Dr. Robert J. Prettie, Chancellor �HAROLD S. BRAUN, C.D., B.A., L.L.D., D.Sc. Harold Braun was born in Hanover, Ontario in 1913, his family having lived in that part of the Province for six generations. After completing his elementary and secondary school education he went on to McMaster University where he earned his Bachelor's degree in Honours Science in 1936. He obtained his Science Specialist Certificate from the Ontario College of Education in the following year and came to Port Arthur as Head of the Science Department at the Port Arthur Collegiate Institute. He married Margaret McComb in 1940; - they have four daughters - Susan (Mrs. Douglas Peter), who completed her Reg. N. program at Toronto Sick Childrens' Hospital (1963) and her B.Sc.N. degree from Western Ontario (1968), is living in Toronto; Jane (Mrs. Paul Fogh-Dohmsmidt), who completed her B.A. (Secretarial Science, 1966) at Western Ontario and is presently doing a B.Administration degree program at Lakehead; Mary graduated from the University with a B.A. degree (1973) and an L.L.B . degree from Osgoode Hall (1973), she is married and living in Toronto; Nancy completed her B.Comm. (Hons.) degree at Lakehead (1980) and is presently completing her C.A. in Toronto . During the war, Harold served in the Navy and has been active in the Naval Reserve since the war. He retired with the rank of Commander and received the Canadian Forces Decoration. When the Lakehead Technical Institute was established in 1948 he accepted an invitation from Principal M.W. Bartley to become a member of the original faculty . He taught Chemistry, Physics, and Biology; the standard teaching load was thirty hours per week. When Dr.Bartley resigned in 1951 in order to return to private practice as a Consulting Geologist, Harold Braun was appointed to replace him. He served as Principal of the Lakehead Technical Institute until 1957. During this period a building fund campaign was carried out and plans were drawn for a building on the Oliver Road campus. The move to the new campus was made in 1957. The Lakehead College of Arts, Science and Technology was established by an Act of the Ontario Legislature and the government and control of the new institution was transferred to the newly constituted Board of Governors. The Board appointed Harold Braun as principal. At the time the College offered diploma programs in Forestry, Engineering and Mining and first year degree programs in Arts, Science and Applied Science. During the next few years a second building fund drive was successfully completed and an application for elevation to degree granting status was undertaken. Lakehead College became Lakehead University in 1965 and the first degrees were granted at Spring Convocation that year - 41 Bachelor of Arts and four Bachelor of Science. When Lakehead University was re-organized under President Tamblyn, Dr. Braun was appointed as the first Dean of University Schools, a position which he held until his retirement in 1977. It was under his leadership that the University Schools of Business Administration, Engineering, Forestry, Library Technology, Nursing and Physical Education and Outdoor Recreation were established with programs leading to Bachelor's Degrees in all but Library Technology and graduate programs in Business, Forestry and Physical Education. Although Dr. Braun held an administrative post for 26 years he also maintained an active interest in teaching and accepted responsibility for one or two courses per year for almost the entire period. In the early 1950's Senator Paterson offered to donate a Cobalt Bomb Therapy Unit to the Cancer Clinic located in the Port Arthur General Hospital. One of the conditions attached to the location of such a unit was the requirement for a person with a background in Science to calibrate it. Dr. Braun was asked to accept the responsibility and as a result spent two summers in London, Ontario serving his "apprenticeship" on the second cobalt therapy unit in use in the world . He served as Consulting Physicist to the Thunder Bay Cancer Clinic on a part-ti me basis for over 1O years. He was a charter member of the Canadian Association of Hospital Physicists. Dr. Braun has been active on numerous Boards and Committees, to name a few : the Quetico Advisory Committee (Loggers Issue), Ontario Nature Reserves Committee, Board of Governors of the Port Arthur General Hospital, Canadian Society for the Study of Higher Education, American Technical Association. Dr. Braun's contribution to the development of Lakehead University was formally recognized by McMaster University in 1962 when he was awarded an Honorary Doctor of Laws degree; by Lakehead in 1974, when the title Principal Emeritus was conferred on him and in 1977 when he was awarded the Honorary Doctor of Science degree. � 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 H. S. Braun Building, Ceremony for Naming Subject The topic of the resource Universities Description An account of the resource Program from the Ceremony for Naming of the H. S. Braun Building, Lakehead University, September 28, 1981. 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 1981-09-28 Rights Information about rights held in and over the resource Lakehead University 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/98e7fd0836cb3dbbdb35ced27d1f99fd.pdf af0752cc8b5b8e218af818d16aabfa63 PDF Text Text ,, .,. r Lakehead University =-=---~-~------i / �GENERAL INFORMATION GENERAL INFORMATION "Continuing Education" is a term reflecting the fact that today, as never before, formal education is a continuing process. Adults must expect to return again and again to educational institutions to upgrade both job skills, and life skills--the ability to function successfully as employees, parents, citizens , consumers, users qf leisure time and so on. Continuing Education is not new to Lakehead University. In recent years "adult students", both full-time and part-time, have constituted up to one-third of the University's undergraduate population. All were engaged, truly, in "continuing education". The Continuing Education programs in this brochure seek to extend these opportunities to those in the community who do not desire credit courses but who wish an opportunity to keep up-to-date with new developments, to broaden their horizons, or to make more creative use of leisure time. The University hopes that all who are interested in continuing education will find something of value in these programs. To those whose needs are not met, we extend an invitation to make the University aware of needs and wishes. If you, as an individual or on behalf of a group, have any suggestions to offer regarding possible courses, seminars or programs for the future, please contact the Director of Extension. REGISTRATION: Students may register for non-credit courses by mailing the requisite fee along with the enclosed registration form to Extension Registration, Lakehead University, Thunder Bay, Ontario. Or, students may register on the first day of class, at the class. CANCELLATION AND WITHDRAWAL: Fees for the non-credit courses are established at a level which will pay costs if the minimum enrollment is met. Since the University receives no grants to support non-credit offerings, minimum enrollments must be met before the course can proceed. Where the course has to be cancelled, a full refund will be provided. Where the fee is $20. 00 or more, a registrant may withdraw from an on-going class at not later than its third meeting, providing the Director of Extension is notified in writing. Failure to attend classes or verbal advice to the instructor cannot be considered notification of withdrawal. When the registrant withdraws with refund, an administration fee of five dollars will be deducted. Where the fee is less than $20. 00, no refund will be issued. SINGLE LECTURE ATTENDANCE: Where the brochure so indicates, individuals are invited to attend single lectures. Such individuals should come prepared to pay the appropriate fee to the class secretary at the beginning of the class. Regular students will be provided with an Admit-toLecture card which should be shown on request at any lecture. PARKING: Parking is available on campus. �COURSES THE ENDANGERED ENVIRONMENT A non-credit exploratory course presented jointly by the Departments of Geography and Forestry at Lakehead University. The course is designed for members of the public who are concerned with the pressing problems of enviromental abuse and management, and who are interested in a background understanding of environmental processes and the manner in which these are pertinent to particular problems, especially with reference to those affecting Northwestern Ontario. The course is designed to fall into two parts, the first · being an introducation to the nature of the environment, and the second being an introducation to the various problems inherited by past and present use of natural resources, and discussion of the possible solutions. No prerequisite qualification other than interest is asked of intending registrants, and no coursework or examination will be given. Students may register in either or both parts. FALL SECTION 1 The Environment In Balance An introduction to the concept of equilibrium and the cyclic nature of many physical and biological phenomena, and a view of the time scales involved. This theme will be a recurrent one in succeeding lectures. 7 Man And Environmental Influences 4 The Water Resource In The Life Of Man - Influences, use, abuses. The relationship of the natural environment to differences in metabolism, diet, physical activity and mental health. The extent to which Man is influenced, and the extent to which he is able to combat such influences. Historic review of legislation, and consideration of trends, problems, philosophies, in agriculture, forestry, urban growth and planning for these. 8 6 The Changing Environment A drawing together of the previous six lectures within the phenomenon of climatic change. The Pleistocene glaciation and climatic fluctuation, and the significance of these events in bringing about world-wide continuous changes of the distribution of climates, soil and vegetation types, water, and the effects these had on the early history of Man. 9 The Glaciation Of The Great Lakes Area An account of the history of glacial events which resulted in the landforms and superficial deposits which now characterize Northern Ontario. 10 The Palaeogeography Of The Great Lakes Area In The Late And Post-Glacial Periods. An account of the succession of climatic changes in the last few thousand years and the biotic responses to these changes, including the migrations and occupancy by Man. 11 Mapping The Changing Environment The urgent need for accurate large scale maps for planning and management of natural resources. Survey and photogrammetric techniques of rapid mapping of changing urban and rural areas. The N. T. S. and the ARDA land inventory map series. The orthophoto and orthophotomap. The computer map. Canada's contribution to world developments in mapping techniques. S Land Utilization And Management In Ontario - Foundations Of Planning Resource Management - Photogrammetry and mapping in geography and forestry. 7 Man's Uses Of The Forest Logging: A Historic Review to the present. 9 7 Man's Uses Of The Forest - Parks and Recreation - wilderness forest reserves, planning. 10 Man's Uses Of The Forest - Urban Parks and Recreation - values, criteras in planning. 11 Prospects And Precautions For Northern Development. The Politics Of Resource Conservation - 12 Panel discussion et al. Legislators, industry, lands and forest will be invited. COURSE CO-ORDINATORS: Dr. B. A. M. Phillips, Associate Professor, Depart- WINTER SECTION S 1 (LU. code: 3 The Landsurface The processes of weathering and the formation of soils, the distribution of soil types in relation to regional and local factors, and the significance of minor changes in s<?il conditions. Soil as a natural resource. 4 The Biosphere The Surface And Ground Waters 12 Remote Sensing Of Natural Resources An introduction to airborne methods of sensing particular ground phenomena and recording data by infrared, radar and other techniques. The use of earth orbital satellites in collection of ground data and for resource planning and management. On The Nature Of Forests And Of The Tree - The hydrological cycle and the significance of natural water storage. The river and its role in landscape change; the morphometry of a watershed and the river regime, lakes. Water as a natural resource. Composition, structure, functions. A general consideration of the forest as a dynamic, biological complex. 6 Characteristics, conditions, soil-types, and a description of the tree species of Northwestern Ontario. The Oceans The structure of the ocean masses and their circulation, their role in climatic control. The littoral shelves as resource areas; the nature of the equilibrium of oceanic life. The ocean as a resource. 2 3 The Forest Regions Of Canada And Ontario - Forest Environmental Influences - Climate, precipitation, the atmosphere, stream flow. 4 Fish and Wildlife Management~ Man's Uses Of The Forest- The symbiotic nature of vegetation and animal life and their distribution in relation to climatic and landform patterns. The biosphere as a natural resource. The Atmosphere Atmospheric processes, weather and climate, regional, local, and micro-climates. The atmosphere as a natural resource. A lecture-discussion course on the relevance of the Christian church to the problems of our time and the revolution in modern theological thought and practice. Sponsored jointly with the Thunder Bay Ministerial Association, lecturers will include university faculty, local and visiting clergy. 1 Theological Revolution Today? 2 Who or What is God? 3 Is God Personal? S 6 8 ment of Geography. Mr. K. W. Heamden, Associate Professor, School of Forestry. Location: Room MB -1015 (formerly 1035 Main Building) Time: Wednesday evenings, 8:00 p.m. commencing September 30 (fall term) and January 6 (spring term) Fee: $15.00 per term Students - $3.00 per term Minimum Enrollment: 25 full fee registrants 2 CHRISTIANITY IN CRISIS 27-51-350) 8 9 10 11 12 Text: Christ--The Man for Others, or the Man from Beyond? Christianity-This Worldly or Other Worldly? A New Morality? The Bible as Inspired Literature. The Human Spirit and the City. The Church--A Worldly Institution or a Serving Community? Christian Meaning. Christianity and Sexuality. City of God or the God of the City? Basic Readings Bishop Robinson, Honest to God Harvey Cox, The Secular City Vatican II Documents Supplementary Readings The Honest to God Debates The Secular City Debates Location: Room MB -1035 Time: (formerly 1035 Main Building) The course will be held on Monday nights at 8:00 p.m. during the fall and winter. The fall term will commence October 19 for six weeks and the winter term will commence January 11 f~r a further six weeks. Fee: $15.00 per person and $25.00 per couple, will include the three basic readings. Supplementary reading material will be available at the University Bookstore. Individual lectures - $ I.SO Course Advisor: Rev. Dr. W. S. Morris, Professor, Department of Philosophy Minimum Enrollment: 25 (L.U. code: 27-52-350) �PROBLEMS OF LOCAL GOVERNMENT The intention of this program is to provide a meeting place where concerned citizens and public officials can discuss local problems of the day. Elected officials and public service officers from various branches of local government have been invited to attend as guest speakers and resource people. 1 The Legal Context - The municipality, the province and the federal government. Is independence possible? The big city and the small town. 2 The Environmental Context - planning land use, urban renewal, parks, transportation, services. 3 The Environmental Context - sewage disposal, pollution control, open spaces, street maintenance, snow removal. 4 Schools - Locally responsible? Problems of planning. Parent-teacher-board relations. Class size. Class size and program content. S Schools - continued. 6 Financing of Local Government - Assessment and re-assessment. Is a "fair" tax base possible? The mill rate. Provincial subsidies. Tax exempt land. Can we have high class services without high taxes? 7 Welfare - the municipal responsibility. Provincial aid and regulations. Can welfare be humanized? The welfare recipient as a citizen. 8 Einancing and Welfare - continued. 9 Community services - library, police, streets, public housing, etc. Are they responsive to our needs? 10 Amalgamation and Decentralization - How do we achieve efficient, citizen-responsive local government? 11 Municipal J>olicies - How are our leaders elected? To whom are they responsible? The future of party politics in the city. 12 Problems of the Elected Official and Municipal Employees - hours, pay pressures, rewards. 13 Economic Development of the Region - What is the future - industry, tourism, investment, Provincial and Federal incentive programs. 14 Summary and Unfinished Business. Time: Thursday evenings at 8:00 p.m; commencing October 29, 1970. Location: Room: MB-1061 (formerly Room 1000, Main Building). Fee: $10.00 Students - $2.00 Individual evenings - $1.00 Minimum Enrollment: (20 full fee registrants) (L.U. code: 27-53-350) MAN AND HIS DRUG AGE This program is intended to give the concerned layman an opportunity to become better informed about the problems and opportunities created by the widespread availability and use of "chemical comforts" of many kinds--drugs, alcohol, barbituates, sedatives, etc. No ethical or moral attitudes are assumed on the part of either discussion leaders or participants and each will be free to examine critically the attitudes and standards of conduct most appropriate to the problems and opportunities created by Man and His Drug Age. The program is intended to last for 15 sessions but is not rigidly structured. Rather, a number of resource people have been contacted and they will try to be available as the needs of the group require. A partial list of the resource people contacted is as follows: Dr. A. A. Asimi - Sociology Department, Lakehead University Dr. Neil S. McLeod - General Practitioner, Fort William Clinic Mrs. Colleen Hughes - Social Worker, St. Joseph's General Hospital Mr. Dale Torrie - Social Service Worker, formerly associated with the Fort William Youth Centre Dr. J. A. Moore - Director of Clinical Services, A.R.F; Thunder Bay Mr. A. Moss - Director of Community Services, A.R.F; Thunder Bay Time: Tuesday evenings, 8 :00 p.m. commencing Tuesday, October 20, 1970. Location: Room: MB -1006 (formerly Room 1056, Main Building). Fee: $20.00 Students $5 .00 Minimum Enrollment: 20 full fee registrants (L.U. code: 27-54-350) TEACHING ORAL FRENCH BY AUDIO VISUAL METHODS A demonstration of a new technique for teaching oral languages to children, ages 7 to 12. This method, entitled Bonjour Line, has been specially devised for children. It enables intensive use of recorded sound and film to teach dialogue patterns on subjects of interest to children and with which they are familiar: games, animals, stories and so on. The method is designed for children who have already learned the essentials of reading and writing their own language. There is therefore no danger of confusion with spelling or pronunciation of their mothertongue. Since only French is used in this direct method the child's mother-tongue does not necessarily have to be English. These lessons will supplement but in no way conflict with oral French instruction which children will be receiving in elementary school. Instructor: Mme. Louise Quirelle Time: Saturday mornings, 10: 30 - 11: 15 or 11: 30 - 12: 15 commencing Saturday, October 3rd for 12 weeks. Classes will be held in one of the modern teaching laboratories of the Department of Languages, in the Main Building. Fees: $ 15 .00 per child per term: second and subsequent children of the same family (brothers and sisters) $8.00. Minimum Enrollment: 15 A third morning session will be held during the fall and a continuation or repetition of the program will take place for twelve weeks during the winter term if there is sufficient interest. (L.U. code: 27-55-350) VISUAL EXPERIENCE A course designed to intensify personal visual awareness of the world around. It will also look briefly at the way in which the artist orders his visual impressions into a coherent living form. No previous knowledge of art is required, only a willingness to look closely at the immediate environment. Students should bring pen and paper, pencil or charcoal, and, ideally, a camera. Time: Tuesdays and Thursdays for 8 evenings, commencing Thursday, October 15 at 8:00 p.m. Location: Room MB -1001 (formerly Room 1149 Main Building) Instructor: Mrs. Frances Smith, formerly art officer, Arts Council of Great Britain. Fee: $10.00 Minimum Enrollment: 20 (L.U. code: 27-56-350) EVOLUTION AND REVOLUTION IN THE THIRD WORLD An eight week lecture - discussion series on developments in the Third World with particular reference to the Indian Sub-Continent. Dr. Sarbadhikari has spent the summer of 1970 in India observing the political scene and talking with leading political figures. Lecturer: Dr. P. Sarbadhikari, Associate Professor, Department of Political Science. Location: Room MB-1027 (formerly Room 1023 Main Building). Time: Wednesday evenings, 8:00 p.m; commencing January 11. Fee: $10.00 Students - $2.00 Minimum Enrollment: 20 full fee registrants (L.U. code: 27-57-350) �CELESTIAL NAVIGATION MAN AND HIS ENVIRONMENT In fifteen lessons the student is led from the fundamentals of astronomy {with no higher mathematics required than the ability to add and subtract numbers) through the use of the sextant to the reduction of observations taken from a simulated voyage on the North Atlantic. An examination of the growth and functions of Canadian cities. Particular attention will be paid to the way in which the urban environment affects Canadian society and the manner in which urban society attempts to shape its habitat. Text: FALL SESSION: "Celestrial Navigation" by F. W. Wright (Cornell Maritime Press Inc.) 1 Lecturer: Dr. J. S. Griffith, Associate Professor of Mathematics, Member of U.S. Institute of Navigation; late member H.M. Nautical Almanac Office. 2 Location: H.M.C.S. Griffon Time: Tuesday evenings at 8:00 p.m; commencing January 12 Fee: $25.00 Students and Sea Cadets - $5.00 Minimum Enrollment: 20 full fee registrants 3 4 (L.U. code: 27-58-250) PSYCHIATRIC NURSING FOR GRADUATE NURSES This course is designed to promote recognition of the physically and/or emotionally ill and to develop a deeper understanding of the principles involved in establishing therapeutic relationships. Instructor: Mrs. L. Lyss, Assistant Professor, School of Nursing. Tuesday and Thursday evenings commencing Tuesday, February 2nd, and continuing through the winter session to April 13th, 1971. Location: LI -4005 ( formerly Room: L-411 in the Library). Fee: $60.00 Minimum Enrollment: 12 S 6 7 8 Defmitions of "urban" I Formal - examples from all continents. II Functional III Elaboration and comparison of Canada and U.S. formal definitions. Urban Development I Origins of urban settlement II Spread of urban settlement III Changing forms and functions of urban settlement World Urbanization I Statistical study 1800-1950 II Differential input by area a) 19th Century rural-urban migration b) 20th Century urban population growth Canadian Urbanization I Statistical Study 1851-1961. Canada and Provinces compared. II Differential growth by size-class. III Comparative study of growth of Port Arthur and Fort William IV Pattern of settlement development. Classification of Cities I Functional - Harris II Service - Nelson III Industrial - Alexandersson IV Value of classification Classifications of Canadian urban settlements I Results of Maxwell's classification II Value of this for further study III Application of 5-2 to Canada Examination of One Representative of Each Type Identified In Either 6-1 or 6-3 Inter-Urban Theory I Central Place Theory II Concept of the "threshold" lil Concept of the range of the good 9 Application of 8 to Northwestern Ontario 10 Urban-Rural Relationships I Concept of service area 11 Concept of tributary area III Dynamics of 1 and 2 IV Techniques Consumer travel behaviour (L.U. code: 27-59-350) 11 12 The city-centred region I Administrative structures II Urban and rural municipality relationships III Amalgamation at Canada's Lakehead IV Regional goverment in Ontario WINTER SESSION 1 Internal Urban Patterns I The land use map II Analysis of zones a) commercial b) industrial c) residential 2 Theories of urban structure I Concentric Zone II Sector III Multiple Nuclei 3 Ethnicity and the City 4 Race and the City S Social Class and the City 6 Urban Demographic Characteristics I Age-sex differences in Canada a) by area b) by town-type 7 Urban Demographic Characteristics (cont.) II a) Rural-Urban migration b) City-City migration c) Intra-city migration d) Effect on housing market 8 The Changing Housing Market I The apartment "boom" a) Canada b) Toronto c) Thunder Bay II Supply and demand influences III Changing locational pattern 9,10, and 11 Controlling Urban Development I Urban planning II Urban renewal III Neighbourhood "concept" IV Canada's new towns a) bases b) forms c) company-worker relationships 12 Transport and the City Texts: J. & R. Simmons, Urban Canada, Copp Clark, (Toronto, 1969). . N. H. Lithwick and G. Paquet, Urban Studies: A Canadian Perspective, Methuen, (Toronto, 1968). Selected papers, available in Lakehead University Lib- rary. These may be xeroxed ( at a charge) by the individual for his own use. Assignment of Grades: Assignments submitted for marking will count for 20% of the final grade. Contributions in the form of prepared papers will count for 20%; There will be a final written examination which will count for 60%. Instructor: Mr. I. G. Davies, Assistant Professor, Department of Geography. Location: Room MB-1024 (formerly Room 1020, Main Building) • Time. Monday evenings, 8:00 p.m., commencing September 28 Fee.. $100.00 Enrollment: Minimum I 0, Maximum 30 (This course has been developed with the assistance of the Ontario Association of Real Estate Boards. For this reason, first preference will be given to realtors and appraisers should a shortage of places appear. Consideration is being given to making this course a regular university credit course. Should this develop during the life of the course, students may transfer to credit status by fallowing the regular procedures for gaining admission as a part-time student to th~ University and by paying the additional sum requzred to bring the fee up to the credit level.) (LU code-27-60-350) �EFFICIENT READING PROGRAM A Efficient Reading Course: The course is designed to improve reading skills which will increase both speed and comprehension. Initially, emphasis will be placed on increasing reading speed. Then rapid comprehension will be emphasized and, in the latter part of the course, time will be spent on various types of reading which the students are involved in outside the context of the course. The course consists of one 3-hour class per week for 10 weeks. It will be offered twice during the regular school year. The first course will begin on Monday, October 5 and the second on Monday, January 4, 1971. Instructor: Dr. F. D. Colman Location: Room MB-1061 Time: Mondays, 7:00 p.m; beginning October 5 and January 4. Fee: $30.00 L.U. Students - $15.00 (fee includes work books and other materials for the course) Mini.mum Enrollment: 20 Maximum: 35 Should there be sufficient demand, extra evening classes and day classes will be scheduled. B Reading Tests: A service will be offered to those interested in finding out their reading speed and comprehension. Reading tests will be given in the following time slots: Mondays: 10:00 a.m. - 12:00 p.m. Wednesdays: 7:00 p.m. - 9:00 p.m. Fridays: 2:00 p.m. - 4:00 p.m. Appointments should be arranged through the Extension Office. Fee: $2.00 (L.U. code: 27-61-350) Director of Extension LAKEHEAD UNIVERSITY Postal Station P, Thunder Bay, Ontario, Canada. Telephone - 345-2121 Local 210 � 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 Continuing Education 1970-1971 Subject The topic of the resource Universities Description An account of the resource Brochure and course information for Continuing Education offerings, 1970-1971. 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 1970 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/b753497c9dcb24ac5d8bf1b87daf24fa.pdf 92df58bde718fb3ae621adaaaee2e3c8 PDF Text Text Lakehead UNIVERSITY �Qreetings from LAKEHEAD UNIVERSITY Congratulations to you, our graduating class of 20251 Congratulations and Power to the Class of 2025 As you cross the stage at your convocation ceremony, I invtte you to reflect on this transformational moment. Your class is in the unique posttion of graduating into a world that is suffering from extremely negative uses of Power and Privilege. Power is used now to wage trade and armed wars. Power is used now to attack education, health, the press, and the arts. Power is used now to belttlle and demean individuals, groups, and countries. You are not simply walking across the stage to a roar of applause from your friends, family, and supporters; no, this milestone is much more profound. Crossing the stage and obtaining your hard-earned degree signifies stepping into the next phase of your bright and brilliant future. Whether your goal is to begin working in your chosen field or to continue your education by pursuing advanced studies, completing your degree at Lakehead University has bestowed upon you the gifts of choice and opportunity. From this moment forward, the key to unlocking your future is in your hands. I know that your journey from the first day of orientation to convocation was not easy. You have grown as a person, you have expanded your mind, built your skill sets, and you are well-prepared for what comes next. On behalf of our faculty and staff, and alongside your friends, family, and supporters, I offer my heartfelt congratulations. The entire Lakehead community is proud of all you have accomplished, and we are honoured to be part of your life's story. Dr. Gillian Siddall President and Vice-Chancellor Lakehead University However, class of 2025, you are in an equally unique position to counter these negative forces, and I have every confidence that you will. I join you in thanks for the power given to you by your support teams of family and friends. You are Empowered, and will continue to cultivate your partnerships of faculty and classmates. You are Empowered by your scholarship and abilities to find real solutions to real problems. You are Empowered by understanding the urgent need for truth and reconciliation, and by your active compassion for the demeaned. You are Empowered by your crucial involvements in education, health, the arts, and your love of Canada. You are ready and need not be afraid. Greetings. Congratulations. Thank you. Rita Shelton Deverell Chancellor Lakehead University �Thursday, May 29, 2025 - 9am ORDER OF PROCEEDINGS Graduate and Undergraduate Credentials to be Conferred: Faculty of Business Administration, Faculty of Engineering, Bora Laskin Faculty of Law Prelude Joe Petch Processional - Pomp and Circumstance by E. Elgar Joe Petch, Ted Vaillant, Damian Rivers-Moore, Erik Hongisto, Dr. Darlene Chepil-Reid The audience is asked to stand as the Academic Procession enters OCanada Robert Perrier Honour Song Elder Audrey DeRoy Invocation Elder Audrey DeRoy The Chancellor - "I hereby declare this Convocation open." Chancellor Rita Shelton Deverell Introduction of the Platform Party Dr. David Richards, Interim Provost & Vice-President (Academic) Greetings from Fort William First Nation Chief Michele Solomon, Fort William First Nation President's Address Dr. Gillian Siddall, President & Vice-Chancellor Conferring of the Honorary Degree Candidate Dr. Erin Pearson, Chair, Senate Honorary Degree Committee Chancellor Rita Shelton Deverell Dr. Gillian Siddall, President & Vice-Chancellor Convocation Address Dr. Jean Paul Gladu Message from the Class of 2025 Krish Khokhani Musical Interlude Ashley Belluz-Gerolami Presentation of the Candidates for the Conferring of Credentials and Medals/Awards Dr. Rhonda Koster, Deputy Provost and Vice Provost (Teaching & Leaming) Credentials Granted in Absentia Andrea Tarsitano, Vice-Provost (Students) & Registrar Message from the Alumni Association Paul Popo-Ola, President, Lakehead University Alumni Association Chancellor's Remarks & Closing "I hereby declare this Convocation closed." Chancellor Rita Shelton Deverell Recessional Jacob Wolframe The audience is asked to kindly wait until the graduates have exited the Auditorium and to then make their way to the Lakehead University campus for refreshments, photos, and conversation. Follow along as we acknowledge our graduates and this year's medal recipients. ~ �Lakehead UNIVERSITY The Arms of the University were granted by the Earl Marshal, the Duke of Norfolk, on June 20, 1959. The heraldic description is: Coat of Arms "Barry wavy of six Argent and Azure on a Chief Gules in front of a rising Sun issuant from the base of the Chief Or between two Candles enflamed proper each surmounted of an open Book also proper edged and bound Gold a Portcullis chained Sable" Crest "On a Wreath Or and Azure on Water Barry wavy Argent and Azure in front of a Rock growing therefrom a Pine Tree a Canoe paddled by an Indian Brave and Canadian Trapper." Motto Ad agusta per angusta Achievement through effort � https://digitalcollections.lakeheadu.ca/files/original/f637452a010d5d18f393fe53571396c2.pdf 3c5e4d5155f7099cae45275324808220 PDF Text Text ���� https://digitalcollections.lakeheadu.ca/files/original/d2e7b921e90ae43fb49420b387409f5e.pdf 6ba98768a3d39ee8f0359a8a3a3f11f2 PDF Text Text ���� https://digitalcollections.lakeheadu.ca/files/original/979a92d7f44b01fd51ac962abfcbad8f.pdf d7c85792f2a179adabb14f7241e42d90 PDF Text Text Lakehead UNIVERSITY �Qreetings from LAKEHEAD UNIVERSITY Congratulations to you, our graduating class of 2025! Congratulations and Power to the Class of 2025 ~ Your class is in the unique pos~ion of graduating into a world that is suffering from extremely negative uses of Power and Privilege. Power is used now to wage trade and armed wars. Power is used now to attack education, health, the press, and the arts. Power is used now to belittle and demean individuals, groups, and countries. you cross the stage at your convocation ceremony, I invite you to reflect on this transformational moment. You are not simply walking across the stage to a roar of applause from your friends, family, and supporters; no, this milestone is much more profound. Crossing the stage and obtaining your hard-earned degree signifies stepping into the next phase of your bright and brilliant future. Whether your goal is to begin working in your chosen field or to continue your education by pursuing advanced studies, completing your degree at Lakehead University has bestowed upon you the gifts of choice and opportunity. From this moment forward, the key to unlocking your future is in your hands. I know that your journey from the first day of orientation to convocation was not easy. You have grown as a person, you have expanded your mind, built your skill sets, and you are well-prepared for what comes next. On beha~ of our faculty and staff, and alongside your friends, family, and supporters, I offer my heartfelt congratulations. The entire Lakehead community is proud of all you have accomplished, and we are honoured to be part of your life's story. Dr. Gillian Siddall President and Vice-Chancellor Lakehead University However, class of 2025, you are in an equally unique position to counter these negative forces, and I have every confidence that you will. I join you in thanks for the power given to you by your support teams of family and friends. You are Empowered, and will continue to cultivate your partnerships of faculty and classmates. You are Empowered by your scholarship and abilities to find real solutions to real problems. You are Empowered by understanding the urgent need for truth and reconciliation, and by your active compassion for the demeaned. You are Empowered by your crucial involvements in education, health, the arts, and your love of Canada. You are ready and need not be afraid. Greetings. Congratulations. Thank you. Rita Shelton Deverell Chancellor Lakehead University �Thursday, June 5, 2025-11am ORDER OF PROCEEDINGS Graduate and Undergraduate Credentials to be Conferred: Faculty of Business Administration, Faculty of Education, Faculty of Engineering*, Faculty of Health and Behavioural Sciences, Faculty of Science and Environmental Studies*, Faculty of Social Sciences and Humanities *includes graduates from the Lakehead University-Georgian College Partnership Prelude Orillia Silver Band Processional - Pomp and Circumstance by E. Elgar Orillia Silver Band The audience is asked to stand as the Academic Procession begins OCanada Milli Kent Honour Song Honour Song by local Drum Group Invocation Elder Lorraine McRae The Chancellor - "I hereby declare this Convocation open." Chancellor Rita Shelton Deverell Introduction of the Platform Party Dr. David Richards, Interim Provost & Vice-President (Academic) Greetings from the Chief of the Chippewas of Rama First Nation Chief Ted Williams, Chippewas of Rama First Nation President's Address Dr. Gillian Siddall, President & Vice-Chancellor Recognition of the Recipients of the Emeritus Title Dr. David Richards, Interim Provost & Vice-President (Academic) Conferring of the Honorary Degree Candidate Brandon Rheal Amyot, Senate Honorary Degree Committee Chancellor Rita Shelton Deverell Dr. Gillian Siddall, President & Vice-Chancellor Convocation Address Dr. Ligaya Byrch Conferring of the Title of Fellow of the University Cathy Tuckwell, Chair of Lakehead University's Board of Governors Presentation of the Civitas Award Dr. Linda Rodenburg, Principal Message from the Class of 2025 Elizabeth Adams Presentation of the Candidates for the Conferring of Credentials and Medals/Awards Dr. Sonia Mastrangelo, Assistant Dean, Faculty of Education Credentials Granted in Absentia Andrea Tarsitano, Vice-Provost (Students) & Registrar Greetings from Georgian College Dr. Yael Katz, Vice President, Academic Message from the Alumni Association Paul Popo-Ola, President, Lakehead University Alumni Association Chancellor's Remarks & Closing Remarks "I hereby declare this Convocationn closed." Chancellor R~a Shelton Deverell Recessional Paul Connell The audience is asked to kindly wait until the graduates have exited the venue and to then make their way to the reception for refreshments, photos, and conversation. Follow along as we acknowledge our graduates and this year's medal recipients. ~ �Lakehead UNIVERSITY The Arms of the University were granted by the Earl Marshal, the Duke of Norfolk, on June 20, 1959. The heraldic description is: Coat of Arms "Barry wavy of six Argent and Azure on a Chief Gules in front of a rising Sun issuant from the base of the Chief Or between two Candles enflamed proper each surmounted of an open Book also proper edged and bound Gold a Portcullis chained Sable" Crest "On a Wreath Or and Azure on Water Barry wavy Argent and Azure in front of a Rock growing therefrom a Pine Tree a Canoe paddled by an Indian Brave and Canadian Trapper." Motto Ad agusta per angusta Achievement through effort � https://digitalcollections.lakeheadu.ca/files/original/92f143ce41d4983139f695a4266e2c66.pdf 648f5e88f9b18a9085d117ad4a060c51 PDF Text Text Graduating Class of 2025 Ceremony 1 - Thursday May 29, 2025 (9:00 am) Hello. We are delighted to welcome you, your families, and friends, as we celebrate your achievements at Lakehead University. Today we celebrate the success of your academic achievements! We are please to announce the following list of graduates from the following Faculties: • Faculty of Business Administration • Faculty of Engineering • Bora Laskin Faculty of Law ~ Faculty of Business Administration Master of Business Administration FARRISH, Allison Joanne Katherine FOURCAUDOT, Joseph Daniel ROONEY, Jared Reece VENERUZZO, Christian Dominic Honours Bachelor of Commerce BANJAW, Debora Daniel Business Economics *BELCAMINO, Marco Pasquale Marketing *BOARDMAN, Quinn Mary General Management Page | 1 �*BUSNIUK, Kassandra Mary Human Resources Management/Industrial Relations Minor in Marketing *BUSNIUK, Nicole Ann Human Resources Management/Industrial Relations Minor in Marketing *CARANGI, Isabella Angelina Finance *CARUSO, Carmine Accounting *CASE, Darci Faith Business Analytics and Information Systems Minor in Human Resources Management/Industrial Relations CHIODO, Ethan Joseph Finance CHONY, Evan Jakob Business Analytics and Information Systems *CHOWDHURY, Labwa Afifa Business Analytics and Information Systems *CIESLIK, Alec Henry Accounting COLLIER, Carla Dawn Accounting *FALLA, Jhon Jader Accounting *GHORI, Henilkumar Prakashbhai Accounting *GOODWIN, Chaneelia Human Resources Management/Industrial Relations Minor in Marketing *GOUNDREY, Alysha Lillian Marketing HANSON, Hunter McKenna Marie Accounting *HARDING, Nolan John Accounting *HEEREMA, Kevin Jackson Marketing Minor in Business Analytics and Information Systems Page | 2 �JACOBSON, Cassidy Yamile Marketing JONES, Jacob G Finance *KOZLOWSKI, Jessica Heather Accounting *LEBLANC, Kara Maureen Marketing *LEHTO, Noah Alexander Finance *LENARDON, Spencer Michael Human Resources Management/Industrial Relations MACCHI, Michael Xavier Finance MAKELA, Erik Paul Marketing Minor in Human Resources Management/Industrial Relations MENARD, Ewan Gregory McCrindle Marketing *OIKONEN, Damon William Thomas Finance OLOYA, Peter Onen Business Analytics and Information Systems PAQUETTE, Zachary Ian Accounting PONSINGH, Amos Jere Robert Finance RAMESH KUMAR, Rajeev Kannan Finance *REID, Laura Accounting *RIVARD, Kilee Elise Finance *ROMANELLO, Blake Paul Marketing *ROPPONEN, Jasmiina General Management Page | 3 �RYAN, Matthew James Michael Accounting *SADHWANI, Aarya Finance Minor in Business Analytics and Information Systems SHUKLA, Vibhuti Vishnubhai Vishnu International Business Minor in Marketing *SINGH, Chahatpreet Accounting Minor in Finance SINGH, Gauraang Business Analytics and Information Systems Minor in Finance SOUSA, Brandon Michael Accounting Minor in Finance *TETLOCK, Taylor Lee Human Resources Management/Industrial Relations Minor in Marketing TWEEDIE, Parker George Finance Minor in Economics WILLS, Amy Lee Finance Bachelor of Commerce 4 Year KEENE, Owen Reed Finance LIAO, Rongfei International Business Minor in Accounting LLOYD, Jared Sydney Marketing MACK, Joseph Jakob General Management MUSHTAQ MOHAMMED, Fathima Hafsa General Management OJAJUNI, Timilehin Moyosore International Business Minor in Marketing Page | 4 �OLATUNJI, Usman Olamilekan Finance PRADEEP, Adith Business Analytics and Information Systems WATTS, Gwendolyn Octavia Finance Minor in Human Resources Management/Industrial Relations XUN, Bo General Management Bachelor of Administration ADAMSON, Tristan James *AHMED, Saad BHATIA, Harshit Kumar BLACKWELL, Spencer David HAYES, Carter Nicolas MEENA, Ridhima *ROUKEMA, Alicia Ann *SAINNAWAP, Harvey Matthew SHI, Chong WILLISCROFT, Bryce Thomas Faculty of Engineering Doctor of Philosophy ABDELHAMED, Mostafa Civil Engineering Dissertation: Long Bolted HSS to HSS Connection for Modular Structures: A Solution for Indigenous Housing Challenges ABU MAHADY, Islam Electrical and Computer Engineering Dissertation: Improving Performance of NOMA & RSMA Systems with Improper Gaussian Signaling AL-CHALABI, Raghdah Civil Engineering Dissertation: Advancing Wind Load Assessment of Low-rise Buildings: CFD & Wind Tunnel Approaches Page | 5 �Master of Science CHAKMA, Soumik Environmental Engineering Thesis: Thesis: Water Decontamination Using Magnetic Biochar Produced from Biomass and Mineral Processing Waste CHINEDU, Nnaemeka Chemical Engineering EDIGA, Yashank Adithya Civil Engineering EKEH, Uchenna Francis Chemical Engineering GE, Mingyou Mechanical Engineering GHANOUNI, Farbod Mechanical Engineering Thesis: Noise Attenuation & Energy Harvesting Using Helmholtz Resonator Connected to Rectangular Cavity GHILDIYAL, Manan Civil Engineering HAAVE, Nikolas Mechanical Engineering Thesis: Estimating High-Pressure Hydrogen Storage Required to Refuel Heavy-Duty Vehicles HONG, Kang Electrical and Computer Engineering JAHADIHOSSEINI, Seyedreza Electrical and Computer Engineering JAYASUNDARA MUDIYANSELAGE, Nadun Eranda Medamarandawela Mechanical Engineering KAMRAN, Maham Mechanical Engineering Thesis: Computational Investigations of Integrated Vortex-Odor Dynamics in the Wake of Fish for Underwater Sensing KIRTHIPATI, Mohith Sai Varma Electrical and Computer Engineering KISHORE, Siddharth Electrical and Computer Engineering Thesis: Leveraging the Use of Liquid Metal Channels to Reconfigure Atennas' Impedance and Radiation Performance MALEKSABET, Zahra Mechanical Engineering Thesis: Aerodynamic and Flow Structure Analysis of Iced Wind Turbine Airfoil Page | 6 �MOJEDDI, Mohadeseh Environmental Engineering OKRAH, Gracious Korkor Environmental Engineering OMIYALE, Adedoyin Olufemi Civil Engineering OSAZUWA, Joseph Environmental Engineering PADHIARY, Swagat Environmental Engineering PAEZ, Juan Camilo Chemical Engineering Thesis: Demethylation of Sulfobutylated Kraft Lignin and its Application as PhenolFormaldehyde Adhesives PAN, Jiaqi Civil Engineering PATEL, Adilkumar Lalitkumar Electrical and Computer Engineering PATEL, Harsh Shaileshkumar Environmental Engineering PATEL, JEET KUMAR Civil Engineering PATEL, Maitri Brijeshkumar Electrical and Computer Engineering PATEL, Priyanshi Electrical and Computer Engineering RAGHURAMAN, Lithika Environmental Engineering RAMAZIFARAHANI, Aida Environmental Engineering SAMEEFAR, Mohsen Environmental Engineering SHAH, Aashray Axay Civil Engineering SHAIKH, Usama Zaheer Ahmed Civil Engineering SHAMS, Kimia Environmental Engineering Page | 7 �SHANMUGANATHAN, Annamalai Electrical and Computer Engineering SOLANKI, Rajankumar Yashvantbhai Civil Engineering SONY, Soumya Environmental Engineering SOUTHGATE, Jeffery Robert Electrical and Computer Engineering Thesis: Traveling Wave-Based Fault Location in Power Grids Using Neural Networks SUNDARALINGAM, Harish Electrical and Computer Engineering Thesis: Advancing Object Detection Models: An Investigation Focused on Small Object Detection in Complex Scenes SURESH, Tharrengini Electrical and Computer Engineering Thesis: Enhancing Semantic Segmentation: Architectural Innovations and Strategies for Label-efficient Learning TAYEBAN TAYEBA, Seyed Amirmohammad Mechanical Engineering VASILOPOULOS, Stephen Thomas Civil Engineering Thesis: Optimization of Tall Buildings Subjected to Wind Load Using Genetic Algorithm and Image-Based Machine Learning WANG, Shijing Electrical and Computer Engineering YADA, Nihal Electrical and Computer Engineering YANG, Kaiwen Electrical and Computer Engineering Thesis: A Novel Current Source Converter-Based Ultra-High-Power Offshore Wind Energy Conversion System ZONG, Haoyang Electrical and Computer Engineering Bachelor of Engineering ABITONA, Alyssa Carla Civil ADEDIJO, Temiloluwa Akintayo Mechanical Minor in Mathematics AHMED, Abdulrahman Saeed Ahmed Mechanical Page | 8 �AKOUM, Tamer Mechanical ALAJNAF, Abdulbary Naje Electrical *ALBAKHEET, Sofyan Electrical *ALLENDER, Rebecca Anne Mechanical Minor in Mathematics Co-operative Option AMEERDEEN, Bilal Electrical *ANABTAWI, Karam Mechanical BABAJIDE, Adelani Olasupo Mechanical Co-operative Option BALI, Akash Electrical *BEER, Aron Mechanical BELACHEW, Surafel Adera Mechanical BHATIA, Shubham Ranjit Mechanical BORBELY, Brendon Alexander Civil *BOYKO, Grant Alexander Shigeyuki Mechanical Co-operative Option *BULANKULAME, Maithri Mevinka Chemical Co-operative Option CAI, Jiayi Electrical CHAHAL, Ravinder Singh Electrical CHANDRA, Jason Leon Electrical Page | 9 �*CHAUDHARI, Charvin Civil *CHISHOLM, Maxwell Rowan Civil COULTER, Jill Aleksandra Przybylo Civil COX, Charles Brett Civil CURTIS, Christopher James Electrical *DE FRANCESCA, Fernando Branco Electrical *DOYLE, Zackary Patrick Civil *DRUMMOND, Elian Jean Civil DUONG, Chan Hung Software EASTERBROOK, Lucas Daniel Civil *EATON, Benjamin Lawrence Bouw Electrical EHIOGHAE, Goodness Enoma Electrical *EL HENAWY, Ahmed Mohamed Hanafi Hassan Mechanical *ELIGH, Matthew Patrick Mechanical *ELMEHRIKI, Nadine Civil FARAWI, Ahmad Wael Civil *FARRISH, Allison Joanne Katherine Mechanical *FELIX, Jesna Software Page | 10 �*FLEURY, Carter Andrew William Mechanical FOURCAUDOT, Joseph Daniel Electrical *FRANCIS, Kuruvila Mechanical Minor in Mathematics *FUNK, Ethan Civil *GAUDINO, Grace Catherine Mechanical GAZZOLA, Patric Thomas Electrical GIANG, Joshua Tuong Electrical *GJOKA, Ardaela Civil HALL, Michael Graham Electrical *HEROUX, Julien Leon Chemical *HOPKO, Andrew Gordon Peter Civil HOUNKANRIN, Agossa Laurens Civil *HUNCHAK, John Owen Hillman Mechanical HYSON, Conner John Electrical IBRAHIM, Mubashar Civil *ILOTT, Marlies Jamena Chemical IMAMVERDI, Amin Mechanical *ISSO, Ahmad Hannan Civil Page | 11 �ITURRALDE, Christia Leah Civil *KAMPHOF, Ethan Michael Mechanical *KASEKAMP, William Anthony Mechanical KAUSHAL, Abhishek Civil *KHOKHANI, Krish Manish Mechanical KIFORDU, Benedict Ifeanyinachukwu Mechanical *KNEZEVIC, Braydon Michael Software *KOCH, Scott Civil *KOETS, Owen Graham-Urquhart Civil *KOONAMA HENNADIGE, Uvindu Hashara Mechanical *KOVACIC, Nicole Sage Civil KOZHICHIRA, Jafrin George Mechanical Minor in Mathematics *LAHTI, Hanna Sarah Software *LARIVIERE, Gabriel Alain Mechanical LAWAL, Oluwasegun Emmanuel Electrical Co-operative Option LAWSON, Pablo Matias Mechanical Co-operative Option LECLAIR, Justin Eric Civil LEGGE, Kameron Austin Kenneth Electrical Page | 12 �LEUNG, Connor Civil LIU, Hongbo Civil LIU, Runfa Electrical *LLAMAS, Phoebe Gwyne Civil MADDESS, Shawn Samuel Benjamin Civil MARION, Jeremiah Mechanical MCCABE, Joseph David Sanderson Civil *MCRAE, Veronica Ann Civil Minor in Mathematics MEGHOWALIA, Rahul Mechanical MOFTAKHARI KAMRANI N, Amirali Civil NIELSEN, Michael Peter Electrical NIEMI, Saige Patricia Electrical ODIOH, Divine Favour Martins Favour Electrical OFNER, Craig Conrad Civil OPOKU, Michelle Civil ORLUKWU, Ebube Software *PACHOLCZAK, Amanda Isabel Chemical *PAQUETTE, Nycholas Daniel Electrical Co-operative Option Page | 13 �*PATEL, Charmish Arvindbhai Mechanical Co-operative Option Minor in Mathematics *PATEL, Milan Shamji Civil PATEL, Smit Kamleshkumar Mechanical *PHAM, Minh Tien Electrical *PORTEOUS, Bruce Henderson Mechanical Co-operative Option *PURI, Ritik Chemical RAMDASS, Kendell Civil *RATHOD, Harsh Mitesh Mechanical Minor in Mathematics ROLLER, Kilian Patrik Mechanical *ROONEY, Jared Reece Mechanical *SAAD, Mahmoud Medhat Mahmoud Hussein Mechanical SADEQ, Zaid Mohamad Civil SADLER, Griffin Wilson Electrical SALAH, Mohamud Mohamed Chemical *SAMUEL, Clifton George Software SANDHU, Harmanpreet Singh Civil *SEPA, Dejan Mechanical Page | 14 �*SHAAYA, Shahad Shahar Civil SHAH, Dhruval Harshilkumar Software SHEN, Jia-Wei Electrical SIDDIQUI, Muhammad Saad Chemical SIDHU, Gavin Mechanical SIMARD, Jonathan Eric Mechanical SINGH, Baldeep Mechanical Co-operative Option SINGH, Birendra Bahadur Civil *SINGH, Harmandeep Civil *SINGH, Shivdeep Civil SMITH, Darian Christopher Electrical SOLANO, Jonathan Marco Civil STRICKLAND, Matthew A Electrical STUPALO, Joseph Alexander Electrical TA, Ngoc My Duyen Chemical USSHER, Ebenezer O Civil *VADAPALLI, Nihita Mechanical Minor in Mathematics *VANDENHAAK, Matthew William Civil Page | 15 �*VENERUZZO, Christian Dominic Mechanical VIJH, Pratyaksh Mechanical *VREUGDENHIL, Joshua Anno Civil WALSH, Burke Daniel Mechanical WAYLAND, Jordan Cole Chemical WAYRYNEN, Maximilian Leo Civil *WEBB, Christopher Paul Mechanical *YOHANNES, Amanual Habtegebriel Civil *ZHOU, Jinjia Civil Diploma in Engineering Technology ADHIKARI, Apurva Civil AJAYI, Faramade Olamide Civil AWINI, Philip Wintima Software BARTEN, Charlie Benjamin Gary Electrical BOND, Paul David Electrical *CAZA, Christian Michel Civil DAVE, Harshi Mittal Chemical DOBSON, Tye Ian Electrical *DUONG, Chan Hung Software Page | 16 �*ELMEHRIKI, Nadine Civil FUNK, Isabella Grace Civil GRASLEY, Jamie Jordan Software *GUILERA, Eva Electrical HARRIS, Jackson James Mechanical *JAIN, Chaitanya Electrical *KUOPPA-AHO, Cory Andrew Allan Mechanical LAHTI, Hanna Sarah Software *LEVEQUE, Ryan Patrick Michael Mechanical *LONGHURST, Jeremy Daniel Civil MATHEW, Lois Elsa Software *MEANY, Joseph Malcolm Mechanical *MOLYNEAUX, Josiah Wayne Civil MOORE, Erikson Mechanical OGBONNA, Daniella Somtochukwu Electrical ORLUKWU, Ebube Software PATEL, Krish Kalpeshbhai Mechatronics PIASKOWSKI, Kalyn Grace Civil *PONKA, Benjamin Heikki Mechatronics Page | 17 �RAJA, Eugene Ethan Yohannan Mechanical RILEY, Lucas Tom Mechanical SANDBERG, Anders Kristopher Mechanical SINDREY, Connor Don Mechanical *TREMELLING, Mathew Thomas Civil UBA, Franca Noella Software VISINTIN, David Michael Mechanical WARYWODA, Lynden Patrick Mechanical Bora Laskin Faculty of Law Juris Doctor ABDULLE, Amal M ANDERSON, Nicholas Specialization in Aboriginal and Indigenous Law BAKSH, Bryanna Shana BALDASSINI, Josiah Diamante Specialization in Aboriginal and Indigenous Law *BAXTER, David George Specialization in Aboriginal and Indigenous Law BECK, Connor Douglas Wil Specialization in Aboriginal and Indigenous Law BERNIER, Stefanie Ann Specialization in Aboriginal and Indigenous Law BRUNT, Jenna Erin Specialization in Aboriginal and Indigenous Law BULA, Alexandra Maria Page | 18 �CHAPMAN, Jennifer June Specialization in Aboriginal and Indigenous Law COMPEAU, Gabrielle Marie Specialization in Aboriginal and Indigenous Law *COSTELLO, Caitlin Jane Woodley Specialization in Aboriginal and Indigenous Law DEMIANIUK, Cameron James DESCHEEMAEKER, Devyn Grace *DEW, Emmaleigh Irene Specialization in Aboriginal and Indigenous Law DOMSKI, Megan Kristen EGGETT, Jacob James Specialization in Aboriginal and Indigenous Law FAMULARI, Joseph Piero FANK, Alexandra Specialization in Aboriginal and Indigenous Law FANK, Daniel Joseph Mouro *FEDORUK, Lauren Nicole *FISHER, Simon Specialization in Aboriginal and Indigenous Law FLEMING, Eliza C GILL, Diljot Kaur Specialization in Aboriginal and Indigenous Law GUIDOLIN, Renato Justin Specialization in Aboriginal and Indigenous Law HAYES, Hailey Kendall HOOPER, Bradley Allen Specialization in Aboriginal and Indigenous Law HOSSEIN ZADEH, Aida Specialization in Aboriginal and Indigenous Law KENEFORD, Ella Clarice LATINA, Natasha *LAWSON-RIMMER, Kaitee Patricia MACKENZIE, Hunter Benjamin Page | 19 �MADIO, Nathan Joel MALLEY, Shaun Alexander Specialization in Aboriginal and Indigenous Law MCCARTNEY, Tiffany Leah MCKENZIE, Francine Faith Specialization in Aboriginal and Indigenous Law NEVRENCAN, Maiya Marie Zivka Specialization in Aboriginal and Indigenous Law OGDEN, Laura Kathleen ORFALI, Katherine PADDON, Andrew James PANCHBHAYA, Farah Salim PANJU, Zahra Fatema Mohamed Akbarali PERSIA, Cara Marie PLATANITIS, Joshua Michael Specialization in Aboriginal and Indigenous Law PRINGLE, Alvin Shane Specialization in Aboriginal and Indigenous Law *QUAN, Ethan Specialization in Aboriginal and Indigenous Law SALESKI, Alexa Margaret Specialization in Aboriginal and Indigenous Law SHARMA, Raman Specialization in Aboriginal and Indigenous Law SHAULE, Erika Hilja Specialization in Aboriginal and Indigenous Law SKYNNER, Sydney Caroline Specialization in Aboriginal and Indigenous Law SLESSOR, Emily Nicole Specialization in Aboriginal and Indigenous Law SORAMAKI, Samantha Vaughn Candice SPADE, Cassandra Neebin Lauren Specialization in Aboriginal and Indigenous Law Page | 20 �SPENCE, Tamara Helen *STEWART, Mason Donald SWEDAK, Grant Forsyth THIRUNAVUKARASU, Vaisnavi THOMPSON, Aundrea Leigh Specialization in Aboriginal and Indigenous Law VERBEEK, Johannes Herbertus Specialization in Aboriginal and Indigenous Law VIZI, Karlee M Page | 21 � https://digitalcollections.lakeheadu.ca/files/original/d3b62a6d3be3a36e9f71c7faa2b41970.pdf 6d8fb7027fc8169f19fe0d372aa2e92a PDF Text Text Graduating Class of 2025 Ceremony 2 - Thursday May 29, 2025 (2:00 pm) Hello. We are delighted to welcome you, your families, and friends, as we celebrate your achievements at Lakehead University. Today we celebrate the success of your academic achievements! We are please to announce the following list of graduates from the following Faculties: • Faculty of Education • Faculty of Health and Behavioural Sciences ~ Faculty of Education Master of Education ADDO, Solomon Educational Studies ADOKWU, Iveren Tseayo Educational Studies AJRI, Nilofar Educational Studies ALLEN, Deborah Ruth Education for Change Specialization in Social Justice Education AMANKWAH, Mavis Educational Studies BAI, Duning Educational Studies Page | 1 �BELLAVANCE, Jadyn Martina Education for Change Specialization in Indigenous Education CARRIERE, Caelan Ames Education for Change Specialization in Social Justice Education CHAUVIN GARANT, Hope Mae Marie Education for Change Specialization in Indigenous Education Thesis: In the Interest of Reconciliation in Education - Inclusive Indigenous Content and Modifications to the Ontario Social Studies and History Curriculum from 1998 to 2023 CHEN, Huiting Educational Studies CHENG, Ting Educational Studies CHU, Hui Educational Studies CLAYTON, Victor Andrei Education for Change Specialization in Social Justice Education DARKEY, Lucy Education for Change Specialization in Environmental and Sustainability Education DHILLON, Ramanpreet Kaur Educational Studies ERTL, Aryn Marissa Educational Studies GE, Yuqi Educational Studies GEHRS-WHYTE, Emma Education for Change Specialization in Social Justice Education and Environmental and Sustainability Education GUNAWARDANA, Denipitiyage Wathsala Lakmali Educational Studies GYASI, Stephen Educational Studies KAUR, Harleen Educational Studies Page | 2 �KOMOLAFE, Ranmilowo Education for Change Specialization in Social Justice Education KOSTROSKY-WAREHAM, Nicole Education for Change Specialization in Indigenous Education KRISHNA DEVI, Krishna Devi Educational Studies LALONDE, Debra Lynn Education for Change Specialization in Social Justice Education LEROUX, Sarah Education for Change Specialization in Indigenous Education and Environmental and Sustainability Education LIU, Mei Educational Studies MAUNULA, Alyssa Education for Change Specialization in Indigenous Education and Environmental and Sustainability Education MCINRUE, Erin Nicole Education for Change Specialization in Indigenous Education NA, Johnsy Educational Studies PAUCAR RESTREPO, Juliana Education for Change Specialization in Social Justice Education and Gender and Women’s Studies Thesis: Mapping my Latinx body in Canada: Challenging internalized anti-fat bias QI, Lin Educational Studies RAISA, Rawnak Rafa Educational Studies ROJAS URREA, Maria Del Mar Education for Change Specialization in Social Justice Education SCOTT, Neil Educational Studies SGAMBELLURI, Isabella Grace Educational Studies Page | 3 �SIDDIQ, Md Abu Bakar Education for Change Specialization in Social Justice Education SMITH, Sadie-Ellen Dell Educational Studies SUMANDEEP KAUR, Sumandeep Kaur Educational Studies SUN, Feihan Educational Studies TYAGI, Anita Education for Change Specialization in Social Justice Education WANG, Yingying Educational Studies XIE, Yonghong Educational Studies YANG, Tianrong Educational Studies ZHANG, XIAOMING Educational Studies ZHAO, Chang Education for Change Specialization in Social Justice Education Bachelor of Education – Professional Program *ANSARI, Ali Hassan *ANTON PARAMANAYAGAM, Karolina A *BENJAMIN, Ryan Asher *BLACKWELL, Amy Elizabeth *BOHONOS, Brenna Carol *BROWNING, Siobhan Eva May *BULLER, Cole Luke CALABRESE, Jacklyn Toni CARR, Erica Lynne CARRIGAN, Stephane Michel Page | 4 �*CHAGNON, Kaitlyn Marie CHARLTON, Cameron Issac *CODERRE, Grace Christine *COLE, Alexandria Laurinne *DAVENPORT, Andi Noel Marie DAVIS, Morgan Danielle *DECORTE, Aidyn Thomas Joseph DIPIETRO, Luke Anthony *DOWHOS, Nikolaos FEDORUK, Alexandria Johanna Maria *FINLEY, Malorie Ruth *FLETCHER, Carl *FORSYTH, Kit Nathaniel C *FORTNER, Olivia Claire *GARRETT, Larisa *GHAWALI, Sabina *GHAWALI, Sarina *GIBSON, Victoria Ashley *GILES, Renee Katelynn *GREEN, Brynn Elizabeth *HARDER, Alyssa Chelsea Helene *HISCOX, Emma Renee Victoria *HOUSTON, Rachel Lynn ISENOR, Ryan Taylor *JACKSON, Emily Elizabeht Anne *JACOBSON, Jenna Patricia *JAIN, Rachita *JOHNSON, Delaney Loryle Page | 5 �*KALYTA, Viktoria Madison KANDANCHATHA, Bhagyasree KATSIGIANNIS, Eva *KONTIO, Regan Alysa KUTOK, Jordan Alexandria *LAMPO, Tia Kristin *LEISHMAN, Abigail Rose Margaret LIM, Seongjun *LORUSSO, Gabriel Donovan *LOREY, Sarah Lisel MACDONALD, Madison *MACIAS, Vanessa Hope MALLON, Ryan John *MAROK, Jasmine Kaur *MCKAY, Jennifer *MIHALJEVIC, Makayla Nicole *MORTLEY, Enya Nicole *MURPHY, Joelle Michele *NICHOLL, Natasha Patricia *OWUSU-AFRIYIE, Vanessa PATTERSON, Eden Frances *PELTONEN, Kari Brian Walter *PEREIRA, Natalia Kathleen RAMDHARRY, Shalini Beverley *RAWN, Jenna Anne *REIBLING, Lauryn Jennifer *ROBBINS, Sydney Marion Ghislaine *ROJIK, Alexis Faith Page | 6 �*ROSS, Ryan Ronald Rejean *ROSS, Shannon Lois SCHMIDT, Mark D *SCHOALES, Sarah Angela *SEABY, Rebecca Anne *SHORTREED, Pasquel Grace Irene SIMPSON, Emma Zhoulin *SKRIPKARIUK, Nicole Jessica *STANLEY, Keaghan Iris *SWIFT, Hayley Joan TETREAULT, Vanessa TROY, Daniel *TYKOLIS-HORST, Mikayla *WALSH, Matthew *WELSH, Ryan Ramond *WHENT, Caitlyn Rochelle WILKINSON, Kyle Jacob *WISE, Izabella Sarah ZIVOLAK, Jacob Patrick Bachelor of Education Concurrent with the Faculty of Health and Behavioural Sciences BROCK, Elizabeth Kathleen Melody *DAROSA, Victoria Marie *GRIEVE, Sarah Erin *KOK, Abbie Jane *MARR, Daria Blaze NEWTON, Natalie Faith *POPOVIC, Tatyana Page | 7 �*TRAPPER, Taryn WALSH, Kaitlyn Elizabeth Bachelor of Education Concurrent with the Faculty of Science and Environmental Studies DAI, Yiran *JIANG, Shujing *LI, Haoran *TANG, Yufei *TRAER, Heidi Caroline *WANG, Zhenni *XING, Pei Zhi Bachelor of Education Concurrent with the Faculty of Social Sciences and Humanities *AIELLO, Baldino Jordan *ARELLA, Sarah Elizabeth BENNETT, Liadan *BJORKLUND, Tara CAMPBELL, Miranda CASASANTA, Isabella Victoria *CHASSE, Alyson Aisling Marie *CRONK, Julianna *FARIA, Julia Isabelle *FERGUSON, Kira Bettie *FERNANDES, Vanessa Pacheco *FORTIN, Maxime Nicholas *FREDRICKSON, Riley Elizabeth *GAUTHIER, Joshua *GEROLAMI, Ashley Alexandra Lynne Page | 8 �*GILCHRIST, Ashley Elizabeth HARRIS, Zachary Warren *HARTLEY, Katherine *JEWELL, Julianna Emily *LAMBERT, Brynne Vawn *LARRETT, Hailey Anastasia *LEHTO, MacKenzie Lea *LINDER, Ashley MACDOUGALL, Jessica Kayla MARTIN, Haley Alicia *MAYER, Jillian Amelia *MCGIRR, Juliet Elizabeth MIDWOOD, Andrew Frederick Donald MOYER, Samuel Dalton Arthur *PATTERSON, Justyne Rose Frances PETSNICK, Helene Ruth *PLANT, Shayleigh Marion ROBERTS, Skyler Montbrun SCHIRA, Shelby-Lin Annette SIMMONS, Bryanne Sarah SLUGGETT, Rachel Kate *SOBERING, Tyler Alexander ST JACQUES, Natalie Helanna *STROMNESS, Emily Anne *TASSONE, Sarah Katelyn *VISSER, Caitlan May Diploma in Technological Education *HULS, Shawn Oliver Page | 9 �*SAFAR, Justin Michael Indigenous Language Teacher Diploma NAKOOCHEE, Jane Dorothy Faculty of Health and Behavioural Sciences Doctor of Philosophy BENSON, Alycia Health Sciences Dissertation: A spirit-led journey to relational accountability – a visiting approach to understanding interconnections between substance use, healing pathways, and minobimaadiziwin: conversations with anishinabek Master of Health Sciences MENLAH, John Thesis: Housing Crisis and International Students' Health - A Case Study at Lakehead University Master of Public Health EDWARDS, Jaqueline Public Health Specialization in Social-Ecological Systems, Sustainability and Health GOBA, Rikki Michelle Public Health Specialization in Nursing GUTIERREZ, Raquel E Public Health Specialization in Social-Ecological Systems, Sustainability and Health HUDASEK, Josselyn Marie Public Health Specialization in Gerontology KLIMENKO, Maria Public Health Specialization in Social-Ecological Systems, Sustainability and Health LEAVENS, Cheryl Ann Public Health MAGSI, Madiha Public Health Page | 10 �PAUL, Bethany Public Health Specialization in Social-Ecological Systems, Sustainability and Health RAPOSO, Katie Teresa Public Health Specialization in Specialization in Indigenous and Northern Health TUTT, Jason Public Health Specialization in Epidemiology Master of Science CARUSO, Justin Ian Kinesiology WADHWA, Aaila Arora Kinesiology Master of Social Work JAGGER, Kimberly Noelle PANONTIN, Jenna Lee WILSON, Christine Margaret Thesis: The Apology Mosaic: Sexual Assault Survivors’ Experience in Receiving an Apology From the Perpetrator as a Form of Accountability Honours Bachelor of Arts *ADINEH, Shahla Psychology Specialized Honours *ALEXANDROV, Martin Psychology Specialized Honours Minor in Criminology *BENNARDO, Elizabeth Jane Psychology Minor in Criminology BOBYK-GOHEEN, Hope Evagayle Psychology Minor in Criminology *BOUCHARD, Beau Travis Psychology Specialized Honours *D SOUZA, Melinda Pamella Psychology Specialized Honours Minor in Aging and Health Page | 11 �*GOUVEIA, Jia-Li Psychology Specialized Honours Minor in English GREEN, Mikalea Sydney Marie Psychology *HALL, Kiera Sage Psychology Minor in Criminology HARGREAVES, Tessa-Lee Elizabeth Psychology *HOARD, Tanner Jarrell Psychology Specialized Honours Minor in Philosophy *JARVIS, Emily Joanne Psychology KELLY-SAMPLE, Haley Marie Psychology *KOK, Abbie Jane Psychology MARR, Daria Blaze Psychology *MCQUEEN, Mackenzie Faith Shirley Psychology Specialized Honours Minor in Philosophy *MCMENEMY, Jeffrey Psychology Specialized Honours *MELOCHE, Abbegayle Catherine Elaine Psychology MIRONSKY, Ilana Mary Psychology Minor in Criminology NWIZU, Ifeatu Psychology *NYSTROM, Levi Osiris Psychology and Gender and Women's Studies *PANETTA, Cheyenne Psychology Specialized Honours Minor in Criminology Page | 12 �POPOVIC, Tatyana Psychology RANTA-DIEGEL, Alexandria Tessa Mirjam Psychology STEPHENSON, Tiffany Alice Psychology Bachelor of Arts BONFIGLIO, Emily Riane Psychology *BOUKOURIS, Natasha Louise Psychology BROCK, Elizabeth Kathleen Melody Psychology CHARTERS, Richard James Psychology *GILLESPIE, Jasmine Evelyn Psychology GIVEN, Micheal John Psychology GRIEVE, Sarah Erin Psychology HATFIELD, Brooke Isabella Psychology JEWELL, Julianna Emily Psychology KATARIA, Ayush Psychology KUBER, Aaradhya Mahesh Psychology *LANTZ, Brittan Patricia Psychology MASSIE, Noah Psychology NEWTON, Natalie Faith Psychology TRAPPER, Taryn Psychology Page | 13 �Honours Bachelor of Kinesiology BASHARI, Paniz *BUCHAN, Julia Rose *CHOW, Harrison Grant *DAROSA, Victoria Marie *DEAGAZIO, Brianna Minor in Psychology *DORION, Victoria Ann DOWHOSZYA, Colton Richard John *GIANCOLA, Veronica Ruth GRAY, Hannah Michelle *GROSHEVA, Sofia Aleksandrovna HICKLIN, Olivia Peyton HOWELL, Morgan Blaze *JEDRUCH, Isabella Maria *JENSSON, Corissa Maxine *JOHNSTON, Emma Rae Minor in Aging and Health *JOY, Priya LEBANO, Noah Michael LINDSAY, Madison Kathleen *MAKIN, Samantha Anne Minor in Psychology *MARION, Fionnuala Minor in Indigenous Learning *MIGAY, Samuel Rudy Stuart *NELSON, MacKenzie Kate NICOL, Mackenzie Evelyn Page | 14 �*OPPEDISANO, Aiden McIntyre Minor in Mathematics ORIECUIA, Noah Johnathan PAVLETIC, Megan Hope Batista PETTINGER, Jessica Kathleen PRADHAN, Shreya *PYHTILA, Ethan Christopher *ROBINSON, Peter-Paul *RYDER-METHOT, Lana Minor in Aging and Health *SCHULZ, Sarah Katherine Minor in Criminology SHAH, Sanya Sheetal SKERRITT, Steve Strait WALSH, Kaitlyn Elizabeth WEBSTER, Aiden Alexander WHYNOT, Maren Lee *WILLIAMSON, Alleigh-Jane Elizabeth Bachelor of Kinesiology 4 Year GERULA, Erika HARGREAVES, Carter Roger QUEDENT, Michelle Leigh Dawn SCHMITT, Colton James Patrick Minor in English Honours Bachelor of Science *DASILVA, Aly Mya Psychology Minors in Criminology and Biology *HANLEY, Scarlett Rose Psychology Minor in Biology JAMEUS, Noah Nicholas Psychology Page | 15 �JOSEPH, Irine Psychology *KNOX, Brianna Psychology Specialized Honours MELGAR, Daniela Psychology *NAEEM, Muhammad Ahmad Psychology Specialized Honours PUGLIESE, Naleah Paige Psychology Minor in Criminology *SOORIYAKUMAR, Thanusan Psychology Specialized Honours *WHITE, Sydney Rae Psychology Minor in Biology Bachelor of Science *CORMIER, Kendall Gibson Psychology DOYLE, Owen Robert Psychology KNIGHT, Vincent Psychology STOVER, Tristan Rian Psychology Bachelor of Science in Nursing *ADENI, Oluwadamilola Oluwadara ADLER, Alexander Vladimir *AHMED, Fareedah Asabi *AKANNE, Nebechi Nwabuonu *AKANNE, Raluchi Nwadiuto ALBERTSON, Emma Grace ALLEN, Mikayla Justice ALVES, Victoria Madison Page | 16 �*AMANKONA, Prince Kwadwo ANVAR, Maryam AROWOSAFE, Aanuoluwa Gift ARPIN, Sydney Alyssa ARTHUR, Philip Kwakye *BADMUS-OREKAN, Taiwo BAPTISTE, Dominique Danielle BARNEY, Ryan David *BARNSLEY, Shannon Rae Marjorie *BIH, Marldel Awah BOLAND, Seth Claude BOND, Avery Makenna *BOULANGER, Anne Lucille BOWERS, Isabella Vittoria BRUGGEMAN, Victoria Amaya Diaz *CAHILL, Grace Michaela CAMBLY, Mackenzie Cora CAMERON, Sadie Anjolina Brooke Minor in Psychology *CHAHAL, Simrun CHAU, Maya CLEMENT, Sydney Shyanne COCCIMIGLIO, Noah Roberto *COOK, Alexander Philip John CROSS, Rhiannon Eva Rose DICKSON, Bryn Arianna Taylor *DOMINIC, Prince DORE, Fatoumata Teta Page | 17 �DROTAR, Isaac Christopher DUPUIS, Devan Alexander DUROJAIYE, Elizabeth Oluwatomisin *EDGAL, Omolua Stephanie EHIZOMWANGIE, Claudia Efia EKANEM, Daniel Ekong ENASHE, Addisu *EQUBEZGIE, Surafel Mebratu *EZIE, Sussan Akudo FARRELL, Sydney Lynn *FEIR, Michael Francis *FERNANDO, Shehan Mark FLOYDE, Jordyn *FOOTE, Hannah Grace FORBES, Spencer Andrew FREITAS, Abigail Nicole *FRYKAS-MONTGOMERY, Samantha Sue GADI, Jemima Charles *GANJOSA, Chaltu Abedi GEORGE, Betty Babu GIERTUGA, Dawson Joseph GINGERA, Hannah Elizabeth *GONZALEZ VALVERDE, Emily Victoria *GRANHOLM, Lukas William GRAVELLE, Payton Rae GREBTSOV, Dmitry GREBTSOVA, Liudmila Page | 18 �GREEN, Amber Rose Minor in Criminology GULUTZEN, Kelsey Sandra Minor in Aging and Health GUTHRIE, Emma Beatrice Irene GUTIERREZ, China Danielle Maglalang HAGARTY, Taya Elizabeth Marie HARBI, Nasro Aden *HARVEY, Paige Colleen HAYWARD, Stefanie HIGGINS, Samantha Doris Alyssa *HOANG, My Ngoc *HOEKSTRA, Tiffany Jacqueline *HOPF, Simone Minor in Psychology HOPKINS, Jendaya Carol Rose *HUNT, William James HUYLER, Naasson Zarrusho *IRVINE, Meaghan Rachel JAMES, Steffi Ann JANSEN, Morgan Carley Grace JAREMEY, Kailee Lynn JEON, Jaehyeon KAJORINNE, Kyra Veronica KAVCAR, Brittany Amber KIM, Thomas Dongchan KRUITWAGEN, Lindsay Claire *LACHIMEA, Ella Shea Marie LAI, Jasmine Boi Page | 19 �LAZINSKI, Abigail Marie LEHTO, Taylor Andrew Doran LENNSTROM, Laurisa Anne Celine LEONARD, Elise Kristin Paivi Minor in Psychology MA, Chong MADIMBU, Regina Tendaishe MAKSYMIU, Sydne Valerie MARCHAND, Sarah Emilee METANAD, Michelle Danille *MICELI, Tyler Alton MIGLIAZZA, Lucianna *MODHAVADIYA, Sanjay Punjabhai Punjabhai MOHAMMADI, Parsa MUIR, Jenny Marie NADEAU, Jayda Sarah Abigail NEBESKY, Isabelle Jean NEVES, Mercedes Castellani NGUYEN, Chau Phuc Minh *NOAH, Uduak Ema OGUNLANA, Oluwatobi Rebecca *OGUZIE, Sochima Raphael OKOKPUJIE, Akpotobore OKOLI, Stanley Chinweikpe OLAWUMI, Deborah Damilola Oluwatosin *ONOVIRAN, Salma Chinwe *ONYANGO, Linda Awiti ORMSTON, MacKenzie Reese Page | 20 �*OZERKEVICH, Rachael Amanda PAAVOLA, Haiden Maddox PACATANG, Angelica Cudiera *PARK, Siyoung *PATWARDHAN, Anuradha N *PEDERSEN, Kennedi Lynn PEREZ, Kurt Aaron Surbano POLLOCK, Brianna Marie *POLLOCK, Matthew Fowler PRESTIDGE, Paige Joan *PUENTES, Spencer Brady *RATTE, Melissa Kathryn ROBINSON, Josie Ann ROSS, Zachary Blaise RUDDERHAM, Julia Elizabeth Minor in Psychology SALDANHA, Deenal Sabeena SANAL, Ben Tom *SANDERSON, Robert Forest Beck SANNI, Aneezat *SCOCCHIA, Natalie *SCULLY, Katherine *SHEPHERD, Sarah Nathalie SINCLAIR, Jordyn Margrete *SIVER, Julia Elizabeth SMITH, Amanda Jayne Minor in Psychology SO, Hyerim SPEERS, Rhiannon Rose Page | 21 �STEIN, Astrid Kadjia Ann STEWART, Ewan Murray Angus STRICKLAND, Tiffiney Eunica Star *TANG, Tran Thuy My TANNAHILL, Tayla Faith *TAYLOR, Hannah Ruth *THIBOUTOT, Miera Elizabeth TRAN, Phuong Thi Minh *TROMBLEY, Kyle Jordan UMEH, Chizoba Loveth *VO, Hoai Thuong VOCA, Andrra *WAFULA, Grivinson Wanjala WARD, Mikaela Tatum Railyn WHITE, Kendaaz Jon Paul *WIITALA, Kiira Dawn *WILLIAMS, Camryn Alexandra WILSON, Mika Elisabeth WYVILLE, Cassandra Kathleen YOUNES, Selena Tilda *ZARETZKY, Zoe Amber Marie ZECHNER, Mylee Ann Rose Honours Bachelor of Social Work BEGALL, Mandy Lynn *CARTER, Elizabeth April CONWAY, Samantha Marie *DESBIENS, Alyssa Mae DOLISKA, Kayla Marie Page | 22 �*EDWARDS, Lisa Marie *GLOUSHER, Jillian Paige Concentration in Indigenous Learning GOODE, Tyler Patrick Minor in Indigenous Learning GOVIER, Keira Valerie *HEMINGWAY, Chloe Michelle *HILL, Ricki Anne HOOKE, Olivia Katherine Ann Minor in Political Science *ILLSON, Lindsey Dawn Minor in Psychology JOSHY, Aleena Mary KAPLANIS, Ashleigh Lauren Minor in History *KILGOUR, Hannah Bethany LANGTRY, Kelsey Grace LAPLANTE, Sarah Mariah LEACH, Denver Jerald Minor in Psychology *MAKI, Destiny Dawn SUNIL, Sayona SWANSON, Amy Morgan *WYMAN, Jennifer Dawn Gii Gashkatoon Gii Kendaaswin Mazina'igan: Indigenous Nurses Entry Program LYON, Nikita Page | 23 � https://digitalcollections.lakeheadu.ca/files/original/e78d6ce40d3846e28be4ccb9b7f31c65.pdf a84253c6c6d00888e51e160895f50aee PDF Text Text Graduating Class of 2025 Ceremony 3 - Friday May 30, 2025 (9:00 am) Hello. We are delighted to welcome you, your families, and friends, as we celebrate your achievements at Lakehead University. Today we celebrate the success of your academic achievements! We are please to announce the following list of graduates from the following Faculties: • Faculty of Natural Resources Management • Faculty of Science and Environmental Studies • Faculty of Social Sciences and Humanities ~ Faculty of Natural Resources Management Doctor of Philosophy LAVIGNE, Jonathan Forest Sciences Dissertation: Industrial Residuals in Land Reclamation - Enhancing Soil Recovery and Ecological Function in Disturbed Glacial Soils ONIRETI, Olaronke Omotayo Forest Sciences Dissertation: Interactive effects of photoperiod, soil moisture and carbon dioxide on ecophysiological traits of yellow birch (betula alleghaniensis) Master of Forest Management AMIHERE, Antoinette DANSOA, Josephine FOKUO, Tabitha GURUNG, Manisha Page | 1 �JEBAMONY KALAMARY, Mersha Jeslin JOHN KENNEDY, Celestina JUI, Homaira MEHDINASAB, Azamalsadat MANJALY, Bibin Paul NASIR, Turabi Master of Science in Forestry STARR, Sam Thesis: The Effect of Land Conversion from Forest to Agriculture on Soil Health Indicators in Rainy River, Ontario Honours Bachelor of Science in Environmental Management *CRIBBY, Katelyn Specialization in Wildlife Conservation and Management *DE LA MOTHE, Sam Michael Specialization in Wildlife Conservation and Management DEVERELL, Caden John Specialization in Wildlife Conservation and Management GATT, Sabrina Rose Specialization in Wildlife Conservation and Management *GIROUX, Luke Joseph Specialization in Wildlife Conservation and Management *GODDEN, Brooke Emily Specialization in Wildlife Conservation and Management MCCHRISTIE, Nathan Ryan Specialization in Wildlife Conservation and Management RANDALL, Eric Alexander Specialization in Wildlife Conservation and Management *THOMSON, Ethan Garret Rolf Specialization in Conservation Planning and Management Honours Bachelor of Science in Forestry *BILOSKI, Scotia Rae Specialization in Forest Health and Protection BOUGHN, Samuel Lorne Brown Specialization in Forest Health and Protection Page | 2 �CLARK, Taylor Specialization in Forest Management *DAVIDSON, Stephanie Ann Specialization in Forest Management *GILBERDS, Damien Bruce Lee Specialization in Forest Management JONES, Dorsey Atkin Specialization in Forest Products and Marketing KIM, Beom Specialization in Forest Health and Protection LEAR, Caden Matthew Specialization in Forest Health and Protection *MACEWEN, Wyatt William Specialization in Forest Health and Protection *PLOURDE, Sarah Mylene Specialization in Forest Management RAFIQ, Haider Jamal Specialization in Forest Management *SWINN, Madeline Specialization in Forest Health and Protection WU, Guyue Specialization in Forest Health and Protection YIN, Qingshan Specialization in Forest Products and Marketing Faculty of Science and Environmental Studies Doctor of Philosophy AFRA, Behrooz Biotechnology Dissertation: Flow Control of Low-Reynolds Number Airfoils Using Morphing Surface KAUR, Navneet Chemistry and Materials Science Dissertation: Photonic Sensor Based on Surface-Enhanced Raman Scattering for the Detection of Trace Chemicals MAO, Yang Chemistry and Materials Science Dissertation: Development of Small Molecules Targeting GPCRs (PAR2 & LPA1) for Potential Use in Cancer Diagnosis and Therapy Page | 3 �VARSHA, Varsha Chemistry and Materials Science Dissertation: Development of Mid-IR Laser Master of Arts AHMAD, Md Mustak Economics BILLO, Anwirin Joy Economics JAMES, Oowo Laura Economics KHAN, Mithun Economics MAHUVE, Heavenlight Economics TREHAN, Jasleen Economics Co-operative Option UMUTONIWASE, Nice Economics Master of Science BHOGARAJU, Vamsi Computer Science BOOMINATHAN, Arvind Chidambaram Computer Science Thesis: Integrating Multi-omics Data via Latent Space Construction for Breast & Bladder Cancer Analysis CHACKO, Renjith Eettickal Computer Science CHAKRAVARTY, Aniruddha Computer Science DUTTA, Anik Computer Science FAKHAR, Usman Computer Science Thesis: GraphSAGE-based Approach for Age-specific Multi-omics Biomarker Identification in Bladder GOPI, Rithika Computer Science Page | 4 �HATKAR, Tanmay Sunil Computer Science ISHAQUE, Samia Computer Science KAKIMOV, Rustem Computer Science Thesis: Upward Book Embeddings of DAGs: Constraint-Based Methods and Embeddability Analysis KOMPELLA YAJNA, Sai Santosh Computer Science KORUKONDA, Vivek Computer Science KOSHY, Jithin Reji Computer Science KUNDURU, Sai Asritha Computer Science KUSHAL, Kushal Computer Science LAUREIJS, Olivia Pauweliena Alde Archaeological Science Thesis: The radial wrist as a morphological and functional unit in extant African apes and humans LINGAREDDY, Nalini Gururaddi Computer Science LIU, Yanxu Computer Science NAGARAJAN THIRUPPATHI, Thanesh Computer Science NAMINENI, Sai Vishal Computer Science ORDOÑEZ AGUERO, Carlos Alberto Computer Science PALA, Gowthami Sai Sree Pooja Computer Science PAREKH, Aayush Nehal Computer Science PATHARE, Pooja Computer Science Page | 5 �RAMIGANI, Tharun Reddy Computer Science SEKAR, Tharun Computer Science SERRACIN MARTINEZ, Abel Computer Science SHAIK, Nethan Computer Science SHANKAR, Supprethaa Computer Science SHUBHAM, Shaksham Computer Science SINGH, Amandeep Computer Science SINGH, Jaspreet Computer Science SINGH, Sukhjeet Computer Science SINGH, Yuvraj Computer Science SIRASANAGANDLA, Vamsi Computer Science TOUGH, Georgina Biology Thesis: Investigating the use of paper mill residuals as agricultural soil amendments in Thunder Bay, Ontario VENKATRAMAN, Santosh Computer Science VINODH KUMAR, Tarun Computer Science WARNAKULASURIYA, Nimasha Computer Science YU, WEI Computer Science Honours Bachelor of Arts *BLAKELY, Joanna Geography Minor in History Page | 6 �*DOWLING, Meilan Anthropology HENDERSON, Amanda Mae Anthropology Minor in Sociology *MOOREY, Paige Raven Anthropology *PHILLIPS, Darion Economics and Political Science RAINFORD, Megan Elizabeth Anthropology *TRAER, Heidi Caroline Mathematics Bachelor of Arts *CALDER, Spencer Jason Economics and Political Science *GURBANLI, Ruhiyya Economics MASSIE, Dylan Paul Economics *TURPIN, Tyler Jordan Economics Honours Bachelor of Environmental Science *BROSSEAU, Marissa Krista Biology HARRIS, Paige Ellisa Biology MEYER, Rianna C Biology *WILSON, Natalie Theresa Biology Honours Bachelor of Environmental Studies *ESSEX, Keira Lyn Geography Page | 7 �Honours Bachelor of Science ARRIL, Beth Anna Biology *BHABA, Kartik Computer Science BHATT, Kshitij Kiran Computer Science *BLAGDEN, John Angelo Computer Science *BOSCH, Isabella Chiara Biology with Concentration in Neuroscience BRUNSON, Adaire Computer Science Co-operative Option *BUXTON, Adrien Applied Life Sciences *CANCADE, Alexis Bryn Biology *CHILAKALA, Sai Ajay Computer Science *CHUDASAMA, Drashtant Computer Science Co-operative Option *CLARA, Benjamin David Biology COATS, Cameron Angus Geology *COCEANCIC, Sandra Kirsten Biology with Concentration in Biodiversity and Conservation DEV, Gaurav Computer Science *DIGIUSEPPE, Matteo John Applied Life Sciences with Concentration in Biomedical Sciences *DOBSON, Jett Evan Physics with Concentration in Biomedical Physics *DOUGLAS, Aislyn Rose Lorraine Applied Life Sciences with Concentration in Biomedical Sciences Page | 8 �*GABRIELE, Jordan Ellis Anthropology *GILES, Garrett Raymond Computer Science GRAHAM, Kyle Bruce Computer Science Co-operative Option *HARDER, Mackenzie Renee Applied Life Sciences with Concentration in Biomedical Sciences *HASNAIN, Mahmood Shah Ashfaqul Computer Science Specialization in Game Programming Minor in Mathematics HUNNY, Fnu Computer Science *JACKSON, Parker Logan Computer Science Specialization in Game Programming JOHN, Isiah Sydney Geology *LAWSON, Benjamin John Chemistry with Concentration in Medical Sciences Minor in Biology *LE, Gia Hieu Computer Science Minor in Mathematics LE, Tam Minh Biology with Concentration in Neuroscience *LEHTO, Aiden Peter William Chemistry with Concentration in Medical Sciences *LELOND, Shanna Maria Biology *LOMBARDO, Claudia Emma Biology *LYONS-BARNEY, Isaac Computer Science *MARTIN, Emily Biology Page | 9 �*MCDONAGH, James William Xiang Computer Science Specialization in Game Programming MEMON, Samir Anwar Computer Science *MISHRA, Abhinav Computer Science *MOTIYANI, Harshkumar Kamleshbahai Mathematical Physics Minor in Mathematics *MURRAY, Bayze Telford Geology OLIVARES HERRERA, Malakai Nadya Biology with Concentration in Biodiversity and Conservation *ORIECUIA, Nicholas Matthew Biology and Chemistry *PALAHNUK, Emily Ann Biology with Concentration in Biodiversity and Conservation PAREIRA, Carron Computer Science Minor in Mathematics *PARKER, Emily MacKenzie Applied Life Sciences with Concentration in Biomedical Sciences *PARMAR, Shikha Shashi Computer Science *PATEL, Havan Mukeshkumar Computer Science *PATEL, Janviben Computer Science PATEL, Om Nileshkumar Computer Science *PRINCE, Taylor Aspen Biology and Chemistry PUTMAN, Daniel Robert Geology RAJALATHAN, Prishaa Kajalucksmi Applied Life Sciences with Concentration in Biomedical Sciences Page | 10 �RAYNOR, Hamish Pierson Hope Geoarchaeology RICHARDS, Grace Victoria Biology *ROBINSON, Marjorie Louise Jane Biology with Concentration in Biodiversity and Conservation *SANTAMARIA RODRIGUEZ, Emilio Daniel Computer Science *SHAW, Timothy Michael Computer Science Minor in Mathematics *SLAUBAUGH, Sierra Danielle Chemistry SONANI, Janvi Maheshbhai Computer Science *STEVENS, Lauren Marie Biology with Concentration in Neuroscience *STEWART, Jennah Eliza Anthropology *TANG, Yufei Mathematics *TAYLOR, Sarah Biology with Concentration in Plant Sciences *TRINH, Henry Cong Applied Life Sciences VAISHNAV, Gyan Computer Science *VARGAS RUIZ, Paulina Biology with Concentration in Neuroscience *VATAMANELU, Angelina Maria Biology with Concentration in Biodiversity and Conservation WEISE, Emily Darlene Chemistry WILLMORE, Ethan James Applied Life Sciences WRONOWSKI, Megan Ann Biology with Concentration in Animal Sciences Page | 11 �Bachelor of Science 4 Year AJITH, Anagha Applied Life Sciences with Concentration in Biomedical Sciences KAINEMBABAZI, Joanna Geology ZENIA, Shaheen Applied Life Sciences with Concentration in Biomedical Sciences Bachelor of Science AMBALIYA, Tanvi Rasikbhai Computer Science BARAIYA, Hirva Hiteshbhai Computer Science BEALS, Keelin Bryn General Program *CERVI, Dante Alexander General Program CORDONE, Amanda Kimberley General Program *DAI, Yiran Mathematics GHOJOGH, Aydin Computer Science GIGI, Gia Biology GILES, Garrett Raymond Mathematics HARRI, Cameron William Stanley General Program HRIDY, Redowana Rashid Computer Science JAIN, Angelena Sara Biology *JIANG, Shujing Mathematics KAHAR, Dhrumil Motilal Computer Science Page | 12 �KHAN, Tawhid Ashfaq Computer Science *KHOKHANI, Krish Manish Mathematics *LI, Haoran Mathematics MACLEAN, Guinevere Theodosia Physics *MCDONAGH, James William Xiang Mathematics MCTAVISH, Rachel Lynn Natural Science MISTRY, Kamal Balvant General Program O'HARE, Payton Colleen Natural Science PINTO, Royston Allwyn General Program POTLAPALLY, Abhinaya Computer Science *SCOTT, Emma-Lee Jane Clare Geography *SEMPLAY, Sunil Computer Science SUTHERLAND, Callie Frances General Program TAMRU, Abel Mickial Computer Science TOMS, Mariza Biology VORA, Chaitya Nishit Computer Science *WANG, Zhenni Mathematics *XING, Pei Zhi Mathematics Page | 13 �Gii Gashkatoon Gii Kendaaswin Mazina'igan: Indigenous STEM Access Program ARNAQJUAQ, Haily RILEY, Daneille Faculty of Social Sciences and Humanities Master of Arts APPIAH, Evangelina Social Justice Studies BOUCHARD, Jennifer Ann May Social Justice Studies CAMPBELL, John Farley History DUBE, Trista Mary Arlene Social Justice Studies GLEDHILL, Danielle Gloria Social Justice Studies GREENBERG, Shannon Social Justice Studies Specialization in Gender and Women’s Studies HELMER, Tiffany Rose English and Cultural Studies Specialization in Gender and Women’s Studies JOKINEN-PACKER, Nikos History KADOLPH, Mitchell Peter History KAKEGAMIC, Rachel History MANNING-MAYFIELD, Brianna Yvonne Social Justice Studies MENSAH, Beatrice Pokuaa Sociology Specialization in Social Justice Studies MIREAULT, Heather Social Justice Studies Page | 14 �MOK, Vivian Social Justice Studies MONTALBAN, Jocelyn Nicole Social Justice Studies NICHOLS, Jason Robert Paul History NOGARD, Hali History OVERSBY, Maya Mairead Social Justice Studies OWCA, Preston Jonathon Social Justice Studies ROGERS, Hilary Ann Social Justice Studies SABOURIN, Patrick Sociology Specialization in Social Justice Studies SAPKOTA, Dirgha Narayan English and Cultural Studies SHANTO, Arafat Alamgir History WILKINSON, Scott Sociology WINGROVE, Alyssa Jaimee English and Cultural Studies WOODS, Stefani Nadine Social Justice Studies Honours Bachelor of Arts ARELLA, Sarah Elizabeth English *ARIFIN, Katya Margaret English Minor in Indigenous Learning ARMSTRONG, Kirsten Elizabeth Political Science (Pre-Law) Minor in Criminology *BEEBE, Darrah Ashleigh Paige History Page | 15 �*BHOLA, Tristan Krishna Bhikam Political Science (Pre-Law) BJORKLUND, Tara French *BOARDMAN, Eve Adele Political Science (Pre-Law) BRITT, Brandon Joseph Political Science *EXCE, Ossman Danger Philosophy Minor in Indigenous Learning FERGUSON, Kira Bettie History FORTIN, Maxime Nicholas French *FREDRICKSON, Riley Elizabeth Gender and Women's Studies *GARCIA RODRIGUEZ, Gianella Political Science (Pre-Law) *GAUTHIER, Joshua French and History GRAHAM, Dawson August Grant History *HAMAR, Katerina Political Science (Pre-Law) *HARTLEY, Katherine Music JIANG, Yuxin History *JUTILA, Emma Lynn English LABONTE, Shantay Leena Political Science (Pre-Law) LAMBERT, Brynne Vawn English LARRETT, Hailey Anastasia History Minor in English Page | 16 �LEHTO, MacKenzie Lea English *LINDER, Ashley Sociology LISI, Orion English MACDOUGALL, Jessica Kayla English MARTIN, Haley Alicia History MAYER, Jillian Amelia English Minor in History MCGIRR, Juliet Elizabeth Sociology MIDWOOD, Andrew Frederick Donald History *NEILL, Franca Anne Political Science (Pre-Law) Minor in Gender and Women's Studies OLIVER, Carter Richard Douglas History and Political Science PAGE, Kristofer Connor History *PARKIN, Owen Gregory Political Science (Pre-Law) Minor in History PATTERSON, Justyne Rose Frances English *PFEIFER, Kendra Diane Political Science (Pre-Law) Minor in Sociology POILE, Zachery Joseph Political Science (Pre-Law) RICHARDSON, Cohen Political Science (Pre-Law) ROBERTS, Skyler English and History Page | 17 �*ROWAT, Andrew Kenneth Sociology and Gender and Women's Studies *RUSNAK, Eric Michael History and Philosophy SANTERRE, Nicole Gisele Political Science (Pre-Law) *SCHIRA, Shelby-Lin Annette Music SLUGGETT, Rachel Kate History SOBERING, Tyler Alexander English Minor in Philosophy SOLOMON, Michele Bernadette Indigenous Learning ST JACQUES, Natalie Helanna Music *TALBOT, Madison Grace Political Science and Gender and Women's Studies *TASSONE, Sarah Katelyn French Minor in History VISSER, Caitlan May History Minor in Psychology WESLEY, Erin Kelly English *WETENDORF, Joshua Nicholas History *WOOD, Olivia Justine History Minor in Philosophy *YAU SHENG, Chin Political Science Bachelor of Arts AIELLO, Baldino Jordan Sociology Page | 18 �*ANDRESEN, Matthew Ivar History *ANGUS, Alyssa Marcela Indigenous Learning ANSTEY, Lilya Erin Sociology BANNING, Izzabella General Program BENNETT, Liadan History BOLAND, Sylvia Anne Sociology BROWN, Ava-Mae Doris Political Science (Pre-Law) CAMPBELL, Madelyn Louise French CAMPBELL, Miranda Sociology *CARON, Alyssa Augustine Diane Political Science (Pre-Law) CARRASCO, Tait Josiah David Political Science (Pre-Law) *CLENDENNING, Calie Indigenous Learning *CLOWES, Danica Marie General Program CORY, Hayleigh Beth General Program *DELICATE, Adira Rachel History *DUGUAY, Ethan James General Program FARIA, Julia Isabelle French *FAYE, Robin Skya Indigenous Learning Page | 19 �FLEMING, Sheri Leah General Program FOREST, Anne Shiona General Program *GILBERT, Jade Visual Arts GILCHRIST, Ashley Elizabeth French GOODMAN, Josephine Mary Ann General Program HARDY, Cameron Anthony Sociology HOLFORD, Cicely Jacqueline General Program *HUNTER, Katherine Elizabeth Sociology KAKEPETUM, Darlene Lou General Program KARDACZ-FILOGRANA, Cassandra Sophia Elizabeth General Program KINGSTON, Dylan Tod General Program *MACLAURIN, Kyle Douglas Political Science (Pre-Law) *MACLEOD, Hailey Juila General Program MAO, Ruohui Sociology MARTYNYUK, Oskar-Arsen Arsen General Program MAWAKEESICK, Nancy General Program *MEGAN, Melissa General Program *MILLETTE, Emilie Josee General Program Page | 20 �*MYLLYMAA, Katia Joan Alexandra General Program NASH, Hannah Rae Political Science OBILAJA, Ifeoluwa Uzochgoziri General Program *OLSON, Paige Elizabeth Philosophy PLANT, Shayleigh Marion History RAD, Ezekia Indigenous Learning RENN, Noah Political Science RIPLEY, Tanisha General Program *ROBINSON, Gillian Enid Political Science (Pre-Law) SIMMONS, Bryanne Sarah History SKEAD, Wanda Indigenous Learning SOFEA, Jada Breeze Indigenous Learning STANTON, Grace Genevieve General Program STIENKE, Cassie Veronica General Program STROMNESS, Emily Anne Sociology *TALPADE, Simran Political Science (Pre-Law) TROULINOS, Haralambos Philosophy TURNER, Allison Karen French Page | 21 �UPADHYAY, Krushali General Program WALKOSKI-FAETZ, Taylor Lynn Gender and Women's Studies WILLIAMS, Jestina History Honours Bachelor of Fine Arts BEAUVAIS, Veritie Anna *CHASSE, Alyson Aisling Marie *GEROLAMI, Ashley Alexandra Lynne Minor in English *GILBERT, Sara Mae Marie *KIM, Alannah Narae Honours Bachelor of Music *CLARK, Sarah LEUTSCHAFT, Matthew Victor Johnathan *PICARD, Ailiin Vivien Honours Bachelor of Outdoor Recreation CASASANTA, Isabella Victoria *CRONK, Julianna *FERNANDES, Vanessa Pacheco HARRIS, Zachary Warren Minor in History *KELSO, Jared Bryan MACLEOD, Jillian Christina *MCTAVISH, Rachel Lynn MOYER, Samuel Dalton Arthur *PAUL, Cassandra Janine *PETSNICK, Helene Ruth SKINKLE, Jack Michael WALKOSKI-FAETZ, Taylor Lynn Page | 22 �Gii Gashkatoon Gii Kendaaswin Mazina'igan: Indigenous Transition Year Program ELLMAN-BIG GEORGE, Jason HANSEN, Augustina HARPER, Tessa KAABESTRA-WHITE, Ashlen KUSZNIER, Destiny LITTLEPOPLAR, Kayla MAWAGEESICK, Malakai MCKAY, Creedence MEEKIS, Breanne MEEKIS, Dunesheia MORRISEAU, Valen MOWEGEJICK, Raven SERGERIE-SUTHERLAND, Faybel STEVENSON, Ashley SUGANAQUEB, Jericho WILLOUGHBY, Athena YELLOWHEAD, Kyle Page | 23 � https://digitalcollections.lakeheadu.ca/files/original/0cf79f8e362372b2d127514a5612fac1.pdf 4601a55070a41c21899040b7f79890f7 PDF Text Text Graduating Class of 2025 Thursday June 5, 2025 (11:00 am) Hello. We are delighted to welcome you, your families, and friends, as we celebrate your achievements at Lakehead University. Today we celebrate the success of your academic achievements! We are please to announce the following list of graduates from the following Faculties: • Faculty of Business Administration • Faculty of Education • Faculty of Engineering* • Faculty of Health & Behavioural Sciences • Faculty of Science and Environmental Studies* • Faculty of Social Sciences and Humanities *includes graduates from the Lakehead University-Georgian College Partnership. ~ LAKEHEAD-GEORGIAN PARTNERSHIP FACULTY OF ENGINEERING Bachelor of Engineering ANNECCA, Ryan John Electrical BALACHANDRAN, Maathulan Latha Electrical BRANT, Parker James Electrical Page | 1 �DREW, Mitchell Joseph Delmar Electrical HASSAN, Mohammad Mohtasim Electrical JONAS, Krista Irene Electrical LANCIONE, Alyssa Kaley Electrical *O'LEARY, Tanner Dean Electrical TENOSO, Willy Rex Oliver Electrical FACULTY OF SCIENCE AND ENVIRONMENTAL STUDIES Honours Bachelor of Arts and Sciences *HESSER, Paula Marie Environmental Sustainability *HOEPP, Liam Eric Environmental Sustainability KIRBY, Bronwyn Annemiek Tiessinga Environmental Sustainability *MCELROY, Colleen Lily Environmental Sustainability NGUYEN, Danh Hiep Environmental Sustainability *SCHAT, Brin Fiona Prinzen Environmental Sustainability SHRUM, Matthew Robert Environmental Sustainability *SIMPSON, Cheyenne Rose Environmental Sustainability Bachelor of Arts and Sciences 4 Year BAKER, Jordyne Environmental Sustainability PRESSEY, Ethan John Environmental Sustainability Page | 2 �Honours Bachelor of Science *BECK, Preston Glenn Computer Science *BEREZHNOY, Michael Computer Science CUMMINS, John Computer Science FLORES, Xavier Christobal Computer Science *GOMBERG, Idan Computer Science *HAUTH, Corbin Anthony Applied Life Sciences *HILES, Connor Edwin Applied Life Sciences JOHNSTON, Lindsay Lorraine Applied Life Sciences *KAMAL, Yama Computer Science *KROPF, Desmond Lavon Computer Science LA CHANCE, Mystique Mary Applied Life Sciences LENTINI, Andreas Computer Science *MCELROY, Connor Stevens Computer Science MERDZIK, Dominik Tomasz Computer Science MILES, Tyler Harke Computer Science *MOLCZANSKI, Paul Jacob Computer Science *PALMER, Akeem Computer Science REDMOND, Colton Jessie Applied Life Sciences Page | 3 �*ROSANELLI, Michael Luca Computer Science *SOUVANLASY, Andrew Pachara Computer Science STEVENSON, Quinlan Monroe Computer Science VALENTINE, Rebecca Alexandria Applied Life Sciences *VAN, Tuany Computer Science Minor in Environmental Sustainability VAN WIERINGEN, William Gregory Computer Science *VEILLEUX, Christopher John Computer Science *WYER, Tyler Computer Science *ZHLEZNOV, Aleksandr Computer Science Bachelor of Science 4 Year OERTEL, Samantha Jean Angelikia Applied Life Sciences ORILLIA CAMPUS FACULTY OF BUSINESS ADMINISTRATION Honours Bachelor of Commerce ALEJANDRO, Ma Shane Angela Patane Business Administration *COLLINS, Noah Samuel Business Administration EAKINS, Daniel Reid Business Administration GONZALEZ CHACALTANA, Nicolas Alejandro Business Administration Minor in Finance Page | 4 �*GOWSELL, Owen Braden Paul Business Administration Minor in Finance HAMDAN, Hadi Business Administration Minor in Finance *HUMMEL, Sarah Ann Business Administration Minor in Finance HURLEY, Sarah Anne Business Administration MCLEAN, Matthew Jacob Business Administration *MIEBAI, Hephzibah Tarefegha Amira Business Administration Minor in Finance *NING, Xiaoying Business Administration *PATEL, Aaisha Dilawar Business Administration *RYAN, Emma Ann Business Administration Minor in Finance *SHEPPARD, Jack Gordon Donald Business Administration Minor in Finance *TOMAS, Rene Joseph Business Administration Minor in Finance Bachelor of Administration KHANANISHO, Samantha *PROTHMANN, Evangeline Victoria WONG, Trevor ZHOU, Siyu Management Page | 5 �FACULTY OF EDUCATION Master of Education BELLAND, Samantha Education for Change Specialization in Social Justice Education CERVO, Adrianna Ermelinda Education for Change Specialization in Indigenous Education DA SILVA, Nicoletta Teresa Sophia Educational Studies DE PASS, Shaenice Education for Change Specialization in Social Justice Education ELKHALIL, Sheema Educational Studies IAMPIERI, Shannon Esther Educational Studies JANISSE, Karly Education for Change Specialization in Social Justice Education KLOBUCAR, Rosemarie Educational Studies LO, Adrian Edward Educational Studies MCNISH, Shy-Anne Education for Change Specialization in Social Justice Education PALACIOS, Stephanie Education for Change Specialization in Social Justice Education SAPRA, Chirag Vishu Educational Studies SARGENT, Lindsay Michelle Education for Change Specialization in Environmental and Sustainability Education SEVERN, Melissa Caitlin Education for Change Specialization in Indigenous Education Page | 6 �THOMPSON, Tatiana Education for Change Specialization in Social Justice Education Thesis: Spaces of Possibility – Transmasculine Representation in Contemporary Media Bachelor of Education *AARTS, Hayley Maria *ADRIAN, Jessica Charis ALEXANDER, Stephanie *ALLIN, Justine Katherine *ANDRADE, Andrew Technological Education *ANJUM, Liala *ANTIC, Alexander *ARBID, Mariamna *ASGARI, Salomeh *ASHLEY, Adam Wilkinson Technological Education *ASIF, Anusha *ATKINS, Isobel Pearl *AUCOIN, Lauren Victoria AUDET, Ashton William Lee *AUSTIN, Jessica Margaret AZAM, Momil *BABCOCK, Lindsay Sharon *BADER, Emily Margaret BAGRI, Gurdeep Singh *BAHEERATHAN, Magisha *BAIANO, Zelda Eden *BAKER, Jessica M *BALAS, Deanne Louise *BALL, Katelyn Janine Page | 7 �*BARACH, Parker Shirleigh Skelding *BARTLETT, Jennifer Elizabeth BASIL, Diya BATOOL, Zahra *BECK, Jack Joseph *BELAIRE, Taryn Nicole *BELANGER, Barbara Lynn Technological Education *BELANGER, Brendan *BENGERT, Daniel Jacob *BENNETT, Vanessa Jo *BENVENUTO, Angelica Maria *BERNARD, Diandra Elaine *BERROA, Jaylen Marlis *BERTINATO, Mikayla Rose *BETTENCOURT, Darren *BIAMONTE, Sabrina Maria *BIEMANN, Sarah Theresia *BIGGS, Jade *BISHOP, Abigail Hardy *BLACK, Madison Victoria *BLOGG, Adrian Donald *BLY, Jessica Kathlena *BOURBON, Samantha Juliana *BOYD, Ashleigh Justine *BOZOLASCO, Bettina Maribel BRANCH, Nicole BRIERLEY, Hannah Frances Page | 8 �BROUILLARD, Taylor Ashton BROWN, Addisan *BROWN, Izabelle Eleanor *BROWN, MacKenzie Paige *BROWN, Sheridan Taylor *BRUSBY, Lauren Elizabeth *BUGAI, Olena *BULLOCK, Kelsey Grace *BURKE, Graydon Brian James *BURTON-VULOVIC, Margaret CADIEUX, Megan *CANNONS-HURLEY, Elizabeth Gwendolyn CARTER, Lara Grace Fisher *CASSAR, MacKenzie *CASTELLANO, Jennifer *CAVALLO, Julia *CEA-BERRY, Christina Marie CEKIC, Zeynep *CERDA, Emelyn Jeralee *CHERNISHENKO, Natasha Janine *CHINN, Lauren Delaney CINO, Alessandro Stefano *CIPRESSI, Alisa Nicole *COLASANTI, Esther Joanna *COOK, Esme Amelia COOMBS, Ethan Jose-Manuel *COVER, Alaina Rose *CRAIG, Lisa Melody Page | 9 �*DASILVA, Michael Paul DAVIDSON, Aidan William *DAWSON, Camryn June *DE JESUS, Mikaela Cidalia DE SILVA, Kaluhara Dewni Lakna *DEGEER, Allison Eve *DELABBIO, Sarah Jane *DELAIRE, Nicole Allyn *DELUCA, Patricia Amanda *DI TULLIO, Benjamin Joseph *DINSMORE, Jackalyn Eva *DIRVARIU, Francesca Ioana *DISTEFANO, Julia Gaspera *DMITRUK-COOK, Samuel Joel *DOBKO, Kevin Jaime *DOBSON, Sydney DONALD, Courtney Lorraine *DOSMAN, Sarah Michelle *DOUGHERTY, Lisa Donna Nicole *DOUCETTE, Rebecca *DOWLING, Joseph Tyler *DOYLE, Kobe Kaden DULAY, Anit *DURETTE, Michaela Ann *DWINNELL, Kristoffer Robert EDGAR, Blake William *EL-CHAMI, Rachel *ELLIOTT, Lauren Louise Page | 10 �ELSON, Calvin Mark *EROCHKO, Matthew John *ESPLANA, Elizabeth Ann *EVANS, Emily Catherine *EVANS, Natalie Catherine *FARID, Salma *FAZEKAS, Megan Paige *FEDERICO, Jaida *FIRTH, Nicholas James *FONTES, Paula Eduarda *FOSTER, Bethany Dianne *FRANCIS, Grace *FRANZIN, Joseph Jack FURYK, Sarah Elizabeth *GABRYS, Aura Marija *GALLIMORE, Tory Lynne *GALVEZ, Tran *GANTER, Bradley Peter GARD, Joseph Jack GARFORTH, Sasha Paige *GASCHO, Kyle Ian Scott *GATES, Ryley *GAUTHIER, Brooklyn Elizabeth *GEORGES, Joanna *GERRITSEN, Nashoba Johannes *GERVAIS, Alyse Michelle *GIBSON, Sarah Jordan *GIDGE, Luca Caroline Page | 11 �*GILL, Jasmeen Kaur *GIRARDO, Daniel Joseph Primo *GODDARD, Emma Rebekah *GOLDSWORTHY, Megan Ann *GORI, Jacqueline Marie *GRANGER, Simon Radford Hall *GRANT, Rory Samantha GRANT, Jennifer Leah *GREGORIO, Jessica Danielle Franco *GREGORIS, Meaghan Anne *GRIECO, Julia Francesca *GUTIERREZ, Justin Thomas *HAHN, Adam William *HALL, Haley Marie HARMANTAS, Alexander *HARRINGTON, Elizabeth Ellen *HARRISON, Martina Betty *HARTOG, Sierra Seantel *HAWKER, Kate Dianne *HAWKINS, Hunter Stewart *HELIOTIS, Vivian Kristina HELLYER, Hayden Miller HENDERSON, Rylee Frances *HILDRED, Emma Ainsley *HINKSMAN, Kate-Lynne Emma *HODGINS, Jacob W *HOEHNER, Anastasia Toula *HOLDSWORTH, Kyleigh Page | 12 �*HORLINGS, Mackenzie Madison *HUSKA, Dina *HUTTON-WALKER, Shianne Madison *ILES, Emma Noreen *JACK, Kassidy Lynne *JACKSON, Amanda Elizabeth JANSSEN, Camille Marie *JAREMKO, Holly Dawn *JAVANAINEN, Alana Kyra JOHANNINK, Paige Brittany *JOHN, Prashanth George JOHNS, James *JOHNSTON, Olivia Hope *JUHASZ, Adam Steven KAHLER, Connor Jacob *KANE, Danielle Amelia Rose *KEARNEY, Meaghan Catherine Loveday *KELL, Jennifer Ann *KELLY, Tracy Lyn *KENNEPOHL, Sophie Marie *KHAN, Marwah Ayub *KILEY, Kaci Loretta-Mae *KNUFF, Caelyn Sandrea *KOCH, Kevin Andrew *KRUL, Olivia Kimberley *LA PORTE, Kalanie Hilda Helene *LALANDE, Taliah Marie Lyn *LALONDE, Rachel Teresa Page | 13 �*LALONDE, Renee Claire *LANC, Greggory *LATKOLIK, Emily *LATOSKI, Lauryn Margaret *LAWSON, Erin Lynn *LECLAIR, Ashley LEBLANC, Gillian Grace *LEDSHAM, Megan Marlene *LEIS, Caitlin Dawn *LEONARD, Hannah Faith *LEONARD, Jordan Lee *LIMA, Megan Constance *LINHARES, Jacklyn Ponte *LINK, Kennedy LO, Dustin Lok Man *LUTZ, Caleb Jaiden *LYNCH, Emma Jane Charlotte *MABLEY, Holly Emma *MAC FARLANE, Doris Paige *MACINTYRE, Kendyl Elizabeth MACLAG, Christian Samuel *MACLEOD, Sean Elizabeth Jeanne *MANKOO, Parleen Kaur *MARAVI, Kendra Charlize *MARK, Hanna Mabel *MARSH, Anne Elizabeth MARTIN, Jane *MARTIN, Krista Lee Page | 14 �*MASTROPAOLO, David *MATTHEWS, Tobias Christopher *MAUCA, Jennifer Lee *MCAULEY, Kathleen Taylor *MCFADDEN, Shelby Lorraine *MCKEEGAN, Kathryn *MCLEAN, Evelyn MCNEIL, Alec Steele *MCPHEE, Riley Alan Fredrick MEDEIROS, Nicholas Anthony *MESCHINO, Matthew *MICALLEF, Ashlyn Marie *MICKOSKI, Thomas *MILLIGAN, Averie Lynn *MILNE, Thomas Edmund MacKenzie *MIRRLEES, Emma Elizabeth Ann *MISSEL, Amadore Karen *MLINAREVIC, Kristina *MOHAMMAD ZADEH YAGHCHI, Shahnaz *MOORE, Jessica Lynn *MORRIS, Shayna Rebecca *MORRIS, Stephanie Francoise *MORTLEY, Rachael Elizabeth *MULUGETA, Zacharias Soressa *MURRAY, Chelsea *MUSSMACHER, Natasha Paige NAVA, Arianna *NELLES, Bridget Page | 15 �*NG, Cheska Nicole *NIXON, Heather *NORTHEY, Tyne Emaleen *NYE-PETRONE, Tyrone Edward *O'FLAHERTY, Margaret Mary OBADA, Abdullah Ali *OKE, Lindsay Marie *OUELLETTE, Bethany Margaret *PACITTO, Midiana *PALUMBO, Martina Rose Cornelia *PANCZENKO, Nicholas Serhiy *PAOLUCCI, Michael Joseph *PARENT, Jacob Neil *PASCHKOWIAK, Christine Mary *PECCHIA, Domenic *PETERSON, Elizabeth Catherine *PHILLIPS, Lauren Julia *PIGEON, Bria Isabel *PILEGGI, Nicolai Fernando Technological Education *PITRE, Cole Ronald PITTARI, Anthony David *PLATER, Morgan Elizabeth *PONFERRADA, Kyla Jennelle *PONTONI, Lauren Melissa *POOLE, Janice Linda *POZZOBON, Victoria Nikole PREM, Aneeta Page | 16 �*PRIDMORE, Julia Sophie *PRINCE, Kathryn *PRZESIECKI, Evan Robert *PSIHOGIOS, Megan Kayla *PYKE, Jennifer Lynn *RAHEJA, Saniya *RAHMON, Nicholas Anthony *REDMOND, Isabella Christine *REYNOLDS, Sabrina Nicole *RICHARDS, Ashley Sarah Elizabeth *RIVAIT, Jasmyn Jaide *RIZZUTO, Paul *ROBERTS, Taylor Louise *ROCHA, Natasha Marie RODGER, Weston James Nathaniel ROGERS, Shane Michael *ROLEFF, Alicia Daila Anne *ROMEIRO, Ashley *ROSART MARTIN, Rachel Elise *ROSIELLO, Isabelle Carol Anne *RUTH, Kaitlyn Emma Kilburn *SAHIDSAHID, Taylor Maureen *SAWYER, Robyn Yvonne *SCARFONE, Michael *SCHIAVI, Aliya Rosanna *SCHINCAGLIA, Lola Adrianna SCHONEWILLE, Isaac Carson *SCHUCK, Danielle Catherine Page | 17 �*SCHULZ, Brittany Lynn *SEQUEIRA, Sabrina Marlene *SERRATORE, Alexander Patrick SHEI, Evan Yi-En *SHEARS, Simone Verna Technological Education *SHEPPARD, Sienna Lee *SHI, Ivy *SHOREMAN, Maggie *SILVA, Melanie *SIMARD, Sarah Anne *SIMAS, Michelle Melo *SIMON, Carson Emily Rachel *SINGH, Kumari Meenakshi *SKELLETT, Cooper Ireland Sanchez *SMEATON, Emerald Mary SMIT, Skylar Raymes *SMITH, Michelle Darlene Grace *SOLDIUK, Michelle *SOUSA, Krysta Manuela *SPADAFORA, Katarina Rosetta *SPAN, Willem Aaron *SPENCER, Abigail Rose *STAINTON, Marie *STANTON, Cassandra Marie *STEADMAN, Katherine Christine *STERLING, Kristen Lisa *STEWART, Sarah Alyse Page | 18 �*STONE, Blayne David *STRADER, Nicole Alison *STREET, Cory Damita Brown *STRIKWERDA, Lucas Andrew *TANSELLA, Selena Elizabeth *TANWAR, Prachi *TELFORD, Stephanie Anne *TENAGLIA, Daniela Christina *TERESO SAMPAIO, Catarina Susana *TERRY, Drew Paul *THANGTHONG, Joann Malyporn *THOMAS, Beena Annet Hans *THOMAS, Emma Caroline *THOMPSON, Coral Sandra *THOMPSON, Kendra Janine THOMPSON, Madeline Ann Spencer *THOMPSON, Mary Elizabeth *THOMSON, Laine Margaret *THORNTON, Erin Taylor *TITUS, Lucas Anthony *TRAM, Nancy *TUCKER, Tracey Anne *TUCKETT, Evan Robert William *TURNBULL, Taryn *VAN HULST, Marijke Irene *VAN RASSEL, Andrew John VAN VLAANDEREN, Cooper Dante *VANHOUCKE, Laura Jane Page | 19 �*VANMEER, Nicole Leslie *VANRY, Nicole Lauren *VASSILIADIS, Danae Adelia *VIEIRA, Vanessa VIGARS, Jack Ryan *WAGENAAR, Kristen Karlie *WALTON, Emily Lauren Blanche *WAREHAM, Matthew Jeffrey Ralph *WARFORD, Brianne Rose *WATSON, Kaiya Lynne *WEEL, Hannah Estel *WEIMAN, Sarah Victoria *WENZOWSKI, Emily Grace *WEST, Emma Elizabeth Ann *WHEELER, Dalton Robert *WHEELER, Janine Marie *WHITE, Kassidy Marie *WILKINS, Omega Michelle *WILSON, Hanna Leigh WINN, Justin Collins *WRIGHT, Taylor May *YALLEN, Norman *YANG, Chen *YI, Sandy See-Gar YOO, Duwon *YOUNG, Brett Garrett James *ZHANG, Jing Yi *ZIPPEL, MacKenzie Joy Page | 20 �Diploma in Technological Education BELIWICZ, Eliza Marie *BOYLE, Dana Lynn BUCKLEY, Mark Jason *ELLIOT, Shaun David *HARDING, Benjamin Brian *HARRISON, Jordyn R *HEFFERNAN, Daniel John Robert *HOVIUS, Melissa *LODGE, Ryan James MILLER, Daniel Sean *NEILSON, Blair Edward STEEVES, Jill Monique THURGOOD, Melanie Louise *VAN NIEKERK, Kevin Barry *WHITTAKER, Russell John FACULTY OF HEALTH AND BEHAVIOURAL SCIENCES Master of Social Work SMITH, Taylor Anne WRAY, Rebecca Mary WALSHAW, Madeleine Sophie Audrey Honours Bachelor of Arts *LALONDE, Julie Psychology Honours Bachelor of Social Work *BIENVENUE, Eunisse Minor in Sociology *BLANCHARD, Rebecca-Mae Marie *BLOOMER, Stephannie Nicole Page | 21 �*BONAVOTA, Vincenzo CHANT, Hannah Francis *CHURCHILL, Rebekah *CORBIERE, Carey Lynn Specialization in Gender and Women’s Studies Minor in Criminology *CROOKSTON, Ashleigh Mariah *DIMAKOS SHEVCHENKO, Dini *DOLSTRA, Connie Annette Minor in Psychology *EVE, Kathryn FARAGHER, Brooke *FERREIRA, Brian Conde *HENRY, Dawn Marie *HUDSON, Jordan Marie Georgette Minor in Criminology *LECLERC, Saige Elizabeth *LUCIANI, Victoria Gina Maria *MCCANN, Olivia Christine *MCCAW, Shelby Kaitlyn *MOYANO, April *POLKO, Robert Andrew Louis *SMITH, Ryan Patrick SPATARO, Shauna Lee *TRAVERS, Claire Margaret *TREMBLETT, Tiffany Kayla Minor in Sociology *VASINA, Anna Page | 22 �FACULTY OF SCIENCE AND ENVIRONMENTAL STUDIES Master of Science KOORNNEEF, Karen Lynn Biology Thesis: Wetlands as Filters of Heavy Metals - A Study in Temperate Fens of Central Ontario Honours Bachelor of Arts *CZECH, Genevieve Sara Gabrielle Anthropology Honours Bachelor of Arts and Sciences *DENOMME, Emma Carolyn Joan Environmental Sustainability DWINNELL, Kristoffer Robert Geography MOASE, Abbey Lauren Geography Minor in History *OLIVARES ESPINOSA, Tania Environmental Sustainability RATHOD, Vraj Environmental Sustainability TUCKER, Tracey Anne Environmental Sustainability *VEENSTRA, Jenna Rita-Maria Geography Minor in Indigenous Learning WEISS, Kirsten Marlene Environmental Sustainability Honours Bachelor of Science *GOULD, Allison Violet Applied Life Sciences Minor in Psychology PANDYA, Mugdha Haresh Applied Life Sciences SHANTZ, Jessica Davie Applied Life Sciences Minor in Psychology Page | 23 �SINGH, Gurleen Computer Science SREEDHARAPANICKER, Neeraja Applied Life Sciences Bachelor of Science 4 Year PANJABI, Phalguni Applied Life Sciences Bachelor of Science CHANNA, Gurtaj Singh General Program FUKSBRUMER, Jonathan General Program LIU, Xiaodai General Program KAUR, Lavinder General Program PATEL, Sonali Sureshkumar Applied Life Sciences PATEL, Vansh Dharmendra General Program ROBINSON, Hannah Kate General Program FACULTY OF SOCIAL SCIENCES AND HUMANITIES Honours Bachelor of Arts ADAMS, Elizabeth Dolorese Nadine English *BARRETT, Allan Douglas Political Science *DASILVA, Daniel Anthony Political Science DAVIES, Kaitlyn Alyssa English *DOOLITTLE, Kendra Jade English Minor in Indigenous Learning Page | 24 �FOSTER, Bethany Dianne English *GANTER, Bradley Peter History Minor in English *HARTLEY, Kaitlin Barbaralynne Political Science Minor in History *HOEHNER, Anastasia Toula English HORLINGS, Mackenzie Madison English KEMPER, Hailey Margaret English NYHOF, Kyle Political Science PETERSON, Elizabeth Catherine English SCOTT, Tyler Mitchel Political Science *SNOW, Ashley Political Science (Pre-Law) Minor in Criminology STEFANOVIC, Tayler Dianne Chantal English and History TREBBLE, Avery Madigan Sociology *VARANO, Vito History Bachelor of Arts AULD, Ryan David James History COOMBS, Ethan Jose-Manuel History CRIGHT, Kenzie Patricia General Program Fernandez-Sardina, Tai Alexander General Program Page | 25 �FORAGE, Aidan Alexander General Program FRETTER, Jayna Reese General Program GATES, Ryley English GIBSON, Sarah Jordan English GIRARDO, Daniel Joseph Primo History GIURIN, Anna Marina History JACK, Kassidy Lynne English *LEMBO, Lauren Anne General Program LILLY, Megan Christina Margaret English *MACKINLAY, Marguerite Grace History MCEACHERN, Alisa Ana Maria Sociology *MCGILL, Ryan James History NICHOLSON, Hunter Jade General Program ROMEO, Matthew Armando History *SPRUCE, Kerwood Allen General Program Honours Bachelor of Arts and Sciences ALLOUZ, Zahra Criminology *ARORA, Devansh Media, Film and Communications Minor in Writing Page | 26 �AUL, Sarah Criminology BASQUE, Vivian Criminology BECK, Jack Joseph Interdisciplinary Studies BELANGER, Brendan Interdisciplinary Studies *BIGGAR, Chloe Alyssa Criminology *BISHOP, Abigail Hardy Interdisciplinary Studies *BROWN, Carter Criminology Minor in Political Science BROWN, Izabelle Eleanor Interdisciplinary Studies CARTER, Lara Grace Fisher Interdisciplinary Studies with Concentration in Human Nature *CASSELLS, Ashley Erin Criminology Minor in Psychology CLEMENT, Joslyn Aubree Interdisciplinary Studies with Concentration in Social Justice *CONNELL, Amber Rose Criminology Minor in Psychology COUSINEAU-CARRICK, Wade John Interdisciplinary Studies DOYLE, Eric Thomas Leo Interdisciplinary Studies DURETTE, Michaela Ann Interdisciplinary Studies ESHIE, Selina Mary Criminology GAUTHIER, Brooklyn Elizabeth Interdisciplinary Studies Page | 27 �GLIDDON, Paisley Aleaha Criminology GOMEZ-ZAPATA, Isabela Media, Film and Communications Minor in Anthropology *GRATRIX, Kelly Lauren Interdisciplinary Studies GRAY, Ella Rose Interdisciplinary Studies *GRUNIG-BAYNTON, Hailey Lorraine Criminology Minor in Political Science HINKSMAN, Kate-Lynne Emma Interdisciplinary Studies with Concentration in Human Nature JARADAT, Kareem Othman Media, Film and Communications KNEESHAW, Nicole Jean Marie Criminology KREISEL, Wren Leutzinger Criminology LAKE, Sara Interdisciplinary Studies with Concentration in Social Justice LEBLANC, Gillian Grace Interdisciplinary Studies LEIGHTON, Danika Lynn Criminology LEIS, Caitlin Dawn Interdisciplinary Studies LUCK, Brittney L Criminology MACINTYRE, Kendyl Elizabeth Interdisciplinary Studies MEKALA, Rochanaa Criminology Minor in Psychology MORRIS, Stephanie Francoise Interdisciplinary Studies Page | 28 �OKUMURA, Shinowa Media, Film and Communications OTTAVIANI, Isabella Nicole Criminology *OUELLETTE, Bethany Margaret Interdisciplinary Studies PENA VILLARROEL, Juan Jose Criminology *PERRONS, Alexandria Lynn Criminology PISKUN, Andrew Jonathan Criminology PRAGNELL, Ethan Dwayne Criminology *PRICE, Kieran Douglas Criminology POOLE, Rachel Lynn Criminology RIVAIT, Jasmyn Jaide Interdisciplinary Studies REDDICK, Samantha Carrie Criminology *RUSSELL, Jaedyn Patricia Criminology Minor in Psychology SEQUEIRA, Sabrina Marlene Interdisciplinary Studies *SHEWFELT, Lindsey Ann Criminology SMIT, Skylar Raymes Interdisciplinary Studies *STREET, Cory Damita Brown Interdisciplinary Studies *STREETER, Shawn Kyle Media, Film and Communications SURUJBALI, McKayla Cianna Criminology Page | 29 �*TAYLOR, Christian David Criminology TEMPLE, Grace Marie Criminology *THOMAS, Emma Caroline Interdisciplinary Studies THOMPSON, Coral Sandra Interdisciplinary Studies TOMARIN, Jacob Media, Film and Communications *TOMS, Kassidy Mary Ellen Criminology WEST, Emma Elizabeth Ann English WHEELER, Dalton Robert Interdisciplinary Studies WHITE, Kassidy Marie Interdisciplinary Studies *WILLIAMS, Jessica R Criminology *WILSON, Keely Spencer Criminology Bachelor of Arts and Sciences 4 Year BOU-ZEID, Alexandra Joselyne Criminology Bachelor of Arts and Sciences AJILEYE, Adesuyi Babatunde Interdisciplinary Studies AMYOT, Brandon Rheal Interdisciplinary Studies BERROA, Jaylen Marlis Interdisciplinary Studies BLY, Jessica Kathlena Interdisciplinary Studies DOOLEY, Ayden Ross Interdisciplinary Studies Page | 30 �EVANS, Emily Catherine Interdisciplinary Studies *FERREIRA-LOPES, Ashley Interdisciplinary Studies HENDERSON, Rylee Frances Interdisciplinary Studies *HOLDSWORTH, Kyleigh Interdisciplinary Studies LALANDE, Taliah Marie Lyn Interdisciplinary Studies *LECLAIR, Ashley Interdisciplinary Studies *POLLOCK, Breanna Laurel Ann Interdisciplinary Studies *SPICER, Ryan Scott Interdisciplinary Studies TERRY, Drew Paul Interdisciplinary Studies THOMPSON, Mary Elizabeth Interdisciplinary Studies WALKER, Amanda Grace Interdisciplinary Studies ZIPPEL, MacKenzie Joy Interdisciplinary Studies Page | 31 � 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 2025 Convocation Programmes Subject The topic of the resource Universities Description An account of the resource Programme and list of graduates for Convocations held May 29 and May 30, 2025. 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 2025-05 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