816 10 13630 https://digitalcollections.lakeheadu.ca/files/original/b1ee528094b204f86e5ecf806ec02050.jpg 28d242ded709421ef008b34b2e1c3c82 https://digitalcollections.lakeheadu.ca/files/original/8e0e4c37dfc4bec2a2bf0ef4787ec13e.jpg e0a4dcbe09f6ddfcb33b9f42f8adb91b 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 Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library 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 Naisten Liito (Women's Organization) Subject The topic of the resource Organizations People Description An account of the resource Organizations: Naisten Liito (Women's Organization). Left to right: unknown, unknown, Mrs. Hillman, unknown, Mrs. Kukko, unknown, unknown, unknown, unknown, Mrs. Airola, Mrs. Tilves, Mrs. Stillman, Mrs. Siren, unknown, Mrs. Kari, Mr. A. Luoto, Mr. Jackson. Donor: Sylvi Kaukola. 2 copies. Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context scan# TBFCHS-H460 MG8_D455Hi460 MG8_D455Hi460a Mr. A. Luoto Mr. Jackson Mrs. Airola Mrs. Hillman Mrs. Karri Mrs. Kukko Mrs. Sillman Mrs. Siren Mrs. Tilves Naisten Liito Organizations Sylvi Kaukola Vigor Co-op Restaurant Women's Organization https://digitalcollections.lakeheadu.ca/files/original/054346c3b78faacc98207563b2709bad.jpg ffa8f331d0fe69c4b44828c99574a5ee https://digitalcollections.lakeheadu.ca/files/original/af2fdf62e4606dd0b9340e617ba66b5e.jpg 557e99c3e3db2a016749044d13eb9f24 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 Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library 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 Naisten Liitto (Women's Organization) Subject The topic of the resource Organizations People Description An account of the resource Organizations (Women): Naisten Liitto (Women's Organization. Front left to right: Mrs. Silman, Mrs. Kamalainen, Mrs. Miettinen, Mrs. Humppi, unknown, Mrs. Bertha Kujala, Mrs. Airola. Middle left to right: Mrs. Syrja, unknown, Mrs. Lehikoinen, Mrs. Tuomi, Mrs. Niemi, Mrs. Malin, Mrs. Westerback. Back left to right: Mrs. Sipila, unknown, Mrs. Laine, Mrs. Karkkainen, Mrs. Toikko, Mrs. Laakso, Mrs. Kulik, Mrs. Salminen, Mrs. Ahlgren. Donor: Sylvi Kaukola. 2 copies. Rights Information about rights held in and over the resource Public domain Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context scan# TBFCHS-H428 MG8_D449Hi428 MG8_D449Hi428a Mrs. Ahlgren Mrs. Airol Mrs. Bertha Kujala Mrs. Humppi Mrs. Kamalainen Mrs. Karkkainen Mrs. Kulik Mrs. Laakso Mrs. Laine Mrs. Lehikoinen Mrs. Malin Mrs. Miettinen Mrs. Niemi Mrs. Salminen Mrs. Silman Mrs. Sipila Mrs. Syrja Mrs. Toikko Mrs. Tuomi Mrs. Wester Organizations (Women) Sylvi Kaukola https://digitalcollections.lakeheadu.ca/files/original/4/1488/UG6-AW-I-15.jpg cba434684e60be73410119c088bc13d1 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 Nancy Angus Subject The topic of the resource People University Life Creator An entity primarily responsible for making the resource Nor’-Wester Date A point or period of time associated with an event in the lifecycle of the resource 1993 Identifier An unambiguous reference to the resource within a given context UG6-AW-I-15 Nancy Angus Nor’-Wester People Portrait https://digitalcollections.lakeheadu.ca/files/original/4/1622/UG6-AW-I-147.jpg 54981ef7faa1538d0321d7544dd87a73 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 Nancy Angus Subject The topic of the resource University Life People Creator An entity primarily responsible for making the resource Nor’-Wester Date A point or period of time associated with an event in the lifecycle of the resource 1995 Identifier An unambiguous reference to the resource within a given context UG6-AW-I-147 Nancy Angus Nor’-Wester People Portrait https://digitalcollections.lakeheadu.ca/files/original/4/123/UG6-AM-I-27.jpg ad73d87a9a3918ade083f7f032648d0b 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. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Nancy Bottomley - Residence Council Subject The topic of the resource University Life Description An account of the resource Nancy Bottomley. Member of the residence council. Date A point or period of time associated with an event in the lifecycle of the resource 1969-1970 Identifier An unambiguous reference to the resource within a given context UG6-AM-I-27 Nancy Bottomley Residence Council https://digitalcollections.lakeheadu.ca/files/original/9456dfc1ebc3c4fa42b12f0b7d5c5a2d.jpg e6b300f3318a23f70c7eec6c319ec8f9 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 Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library 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 National Union of Public Employees Band on float Subject The topic of the resource Organizations People Description An account of the resource Lifestyle: National Union of Public Employees Band on float. Donor: P. Voutilainen. Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context scan# TBFCHS-H483 MG8_D558Hi483 https://digitalcollections.lakeheadu.ca/files/original/63d8a9c76767ef905f3e0f0aadbba330.pdf 6e9c8abc470180b63ddf69cabdbbd539 PDF Text Text THE NATIVE ACCESS PROGRAM OFFICE OF NATIVE PROGRAMMING LAKEHEAD UNIVERSITY 1990-1991 Prepared for: Date Prepared by Native Advisory Committee, Lakehead University, Thunder Bay, Ontario March 6, 1991 Marie Pitawanakwat Coordinator, native Programming �INTRODUCTION The Native Access Program was recommended by the Native Studies Study Group in a report on their activities in 1989. In the past, Lakehead University had been approached by Native staff to sponsor transition programs, orientation programs and other services in order to assist Native students to make the transition to an academic environment and its demands. The Native Studies Study Group had been asked to serve as a study group by the Vice-President (Academic)'s Office in 1987. The Native Studies Study Group arrived at a two year plan of objectives and activities to be undertaken in order to examine and develop programming of interest an benefit to Native people. One of those objectives was to organize an office for Native Programming activities, which would serve as a co-ordinating body for the Native Studies Study Group and would consult with Native community groups, First Nations and organizations. This was partly achieved through the efforts of Mr. Gardner in 1989-90. Phillip Fdrther work on the organization of community outreach and the development of Native Programming took place when the present Co-ordinator, Marie Pitawanakwat, was hired in April, 1990. One of the other objectives of the Native Studies Study Group was to implement a Native Access Program, such as what was offered at the University of Manitoba, Dalhousie University, and others. •••• 2 �DESCRIPTION The Native Access Program is offered by Lakehead University to Native people who, for reasons which prevented their successful completion of a secondary school diploma, require preparation and orientation in order to become eligible for admission to a first year program of studies at Lakehead University. The Program offers a program of studies, which, when combined with tutoring, academic counselling, and assistance in developing a support network at the university, provides an atmosphere and conditions conducive to successful program completion. Admission is gained by completing an application form, submitting a resume and an attached questionnaire. Candidates are interviewed by an admissions committee, who determine eligibility for admission. An offer of admission is made to successful candidates, who then may seek financial support for their entry into the Access Program from their sponsors, i. e. First Nations education authorities. The program consists of core courses which include Mathematics 0140, English (ESL) 1000, and Education 0221. The Mathematics course is designed to serve as a bridging course which prepares a student to enter a program of studies which recommends Mathematics but which is designed for non-Math majors. English (ESL) 1000 is a course which is focussed on the communication skills necessary for Access students to •• • 3 �3 enter a first year program of studies. Essay writing, report preparation, developing vocabulary for use in academic settings, refining grammar capabilities and presentation skills are included. Education 0221 is focussed on study skills and orientation to the academic environment. Effective use of texts, note taking, developing memory skills, reading for retention and comprehension, dictionary usage, developing basic research skills and time management are areas of concentration in this course. Orientation to the university and the expectations of the academic environment are also a focal point of the course. The core courses are accompanied by electives which the student chooses in consultation with his/her academic advisor. So as to become familiar with the academic community and the university environment, courses are chosen usually from a first year selection of offerings. For example, Sociology 1100, Psychology 1100, General Science 0310 and 0330, and Visual Arts 2060 are possible options. A student in the Access Program carries instead of the normal 5 courses. 3½ to 4 courses, This allows the student to develop the social support as well as the academic support needed to complete a program of studies. �4 DIRECTIONS The fields or occupations that these choices lead to are: - teaching, administration and/or counselling in Education - social wor~ administration in First Nations government settings - individual entrepreneurial development economic development for Aboriginal societies - research in social policy areas, i. e. environmental assessment from a Native perspective, land claims research, constitutional issues, and First Nations government development - law. PROGNOSIS It becomes increasingly clear that First Nations governments will not develop without educated and trained First Nations/Aboriginal people who· are cognizant of the demands made by the dominant society of its members, as well as carrying an awareness of, and pride in one's ancestral heritage, First Nations world view and appreciation of Native lifeways. The Native Access Program is one of the mechanisms which will facilitate this happening in the evolution and rebuilding of indigenous societies in North America. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Access Program 1990-1991 Subject The topic of the resource Universities Description An account of the resource Report on the Native Access Program for 1990-1991, Office of Native Programming, Lakehead University. March 6, 1991. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991-03 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/229d8cdbdf541e2dadcc6723d0061f3c.pdf 64256d22eaac7d565142bbe826ca5606 PDF Text Text NATIVE ACCESS PROGRAM FOR ENGINEERING (NAPE) • As Developed by The Aboriginal Peoples and The School of Engineering at Lakehead University Thunder Bay, Ontario �NATIVE ACCESS PROGRAM FOR ENGINEERING (NAPE) • As Developed by The Aboriginal Peoples and The School of Engineering at Lakehead University Thunder Bay, Ontario �TABLE OF CONTENTS Contact Mr. M. Cohen, Acting Coordinator Native Access Program for Engineering School of Engineering Lakehead University Thunder Bay, Ontario, P7B 5E1 Phone (807) 346-7712 Fax (807) 343-8399 (807) 343-8928 Preamble ............................................ 1 General Information ..................................... 1 The Selection Process ................................... 4 Selection Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Academic .......•......................... 5 Personal ................................. 5 Interview Process ................................. 6 Program Supports ...................................... 6 Academic Support .........•...................... 6 Personal Support ................................. 6 Student-Community-University Linkage ................. 7 Orientation Program .................................... 8 Orientation Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Program of Study for Orientation . . . . . . . • . . . . . . . . . . . . 1o Orientation Program Schedule . . . . . . . . . . . . . . . . . . . . . . 1O First Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Orientation Program Timetable . . . • . . . . . . . . . . . . 1o Orientation Hour • . . . . . . . . . . . . . . . . . . . . . . . . . 12 Orientation Course Outlines . . . . . . . . . . . . . . . . . . . . . . . . 13 NAPE Academic Program ............................... 14 Attendance and Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Summer Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Academic Regulations . . . . . . . . . • . . . . . . . . . . . . . . . . . . 15 Program of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 NAPE Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . 17 School of Engineering Programs . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Flow Chart . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Admission Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Program Advantages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Academic Regulations ............................ 22 Common First Year Engineering Technology ................. 23 Program of Study . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . 23 Course Descriptions ............................•. 24 Fall Term •............................... 24 Winter Term .......................•...... 25 �-1- -2- PREAMBLE While at Lakehead University, students will have the opportunity to follow the program path outlined below: In the spring of 1991 the School of Engineering at Lakehe~d University investigated both the need for Native engineers and the potential for the establishment of an engineering access program for Native students. The encouraging and positive responses from discussions with Native organizations and authorities lead to the development of a workshop for representatives from Native organizations, community groups, tribal authorities and provincial organizations. These individuals including local elders made a unanimous decision to proceed with the program development in cooperation with the Native community. Committees were formed to deal with the tasks of program development, finance, and the recruitment and selecti~n of. students. As a consequence, the Native Access Pr~gram for E~g1neenng has been designed by representatives of the Nat,ve community and the School of Engineering. GENERAL INFORMATION The Native Access Program for Engineering (NAPE) provides the Aboriginal Peoples from the Province of Ontario with access to an engineering education by providing an academic program . ?f ~reengineering instruction which permits students to make the transition into engineering education. An academic, cultural and social support syst~m (tutors, elders, counsellors) is available throughout the_ students' entire education period. The objective of NAPE is to help Nat,ve students who because of residence in remote areas or a lack of adequate formal education cannot obtain access to an engineering education. Stage One: The Native Access Program for Engineering 1. 2. Orientation Program: a six-week program for all students starting mid-July and consisting of introductory courses in mathematics, sciences, communications, calculator/computer skills and an orientation course designed to make the student feel comfortable at the University and in the City. The Native Acceaa Program: one academic year of study in mathematics, chemistry, physics, communications and life/study skills. The students academic programs are designed to suit their ~eeds. St~dents who are academically prepared may be permitted to register for selected regular engineering technology diploma courses. Stage Two: Engineering Technology Diploma Programs La~ehead ~niversi!Y. offers t~ree year engineering technology programs 1n Chemical, C1v1I, Electncal and Mechanical Engineering. Students who are successful in the Native Access Program are encouraged to enroll in the program of their choice. Graduates of this program will be able to obtain employment as engineering technologists or, if qualified, proceed to engineering degree studies. Stage Three: Post-Dlploma Bachelor of Engineering Degree Programs La~ehead U~iverstty ~as uniq~e post-diploma engineering degree programs 1n Chemical, CIVIi, Electncal, and Mechanical Engineering. These programs are accredited by the Canadian Engineering Accreditation Board, consequently graduates who meet the professional qualifications are eligible for registration as a Professional Engineers in their province or territory of practice. · �-3- -4- The Native Access Program for Engineering begins in mid-July, with an intake of approximately 15 students. Students who are accepted into this program attend the six week orientation program which is completed by the end of August. Students have about a two week break prior to the beginning of the Fall Term. THE SELECTION PROCESS The access program is designed to allow students to make a smooth transition into one of the four engineering programs, Civil, Chemical, Electrical and Mechanical, offered by the School of Engineering. Engineering programs are among the most demanding programs at the University. They are mathematics and science orientated, consequently, students should have a strong aptitude and desire to excel in these areas in addition to a strong interest In engineering. Students should be prepared to spend a great deal of time in independent study which can take up most evenings and weekends. The program will begin with a modest but demanding workload which will intensify with time so that students can be prepared for the high demands expected of them in the engineering program. The School of Engineering is intent that the Native Access Program for Engineering be successful. Consequently, it is important to select students who have not only academic capability, but also the desire, dedication and drive to become an engineer. The program which has been designed jointly by the Native Community and the School of Engineering provides the student with the necessary academic background and confidence to be successful. Students must be aware that instructors, elders, counsellors, etc. provide their best efforts but in so doing will make high demands on students. Selectlon CrHerla The student should have an application form and the request for reference forms for the Native Access Program for Engineering. These forms are available from the NAPE office or the School of Engineering. Students who wish to be considered for admission to NAPE must submit all of the following documents before the application will be considered: 1. Completed application form and personal statement. 2. Official copies of transcripts from all previous secondary and post-secondary education. 3. Three letters of reference (from individuals, other than family, who know the candidate well, e.g. teachers, counsellors, employers, elders, etc.). The access program has an administration, instruction and counselling staff devoted exclusively to it. Tutors and sessional lecturers are part of the academic team available to NAPE students. The social and academic support system will be available to access students through their years of study in engineering. The access program provides the academic background necessary for engineering study so that Aboriginal students can be confident that they will have the potential to compete with or lead the regular entry student body. In order to be considered for selection an applicant must: Students are able to apply for admission to the engineering programs while they are in the access program and be admitted once they have completed the access requirements. 2. 3. 4. 1. 5. Be a resident of the Province of Ontario. Be of Native ancestry. Be admissible to Lakehead University (see Academic below). Have the personal requirements necessary to be successful in engineering (see Personal below). Be interviewed. �-6- -5- Selection to the program is dependent upon the following factors: Interview Academic All applications are reviewed carefully to select candidates for an Interview. Candidates should be prepared to be invited to attend a personal interview at Lakehead University. The Interviews are conducted by members of the Native Community and Lakehead University. The categories of students who are considered for admission to the program are: 1. Adult students: Applicants who are at least twenty-one years of age in the calender year of entry, who are residents of the Province of Ontario, and who have not attended post-secondary institutions (full-time) for two years prior to their admission, are considered for entry as adult students. 2. Students who meet the normal admission requirements for the diploma programs in Engineering Technology. The admission requirements are stated under the section •School of Engineering Programs• in this booklet and in the Lakehead University Calendar. 3. Extraordinary Admissions: The University is prepared to consider applicants for admission who have been away from formal education for at least two years at any time because of reasons beyond their control. Each case la considered on na own merna. Personal Applicants must have the personal qualities that show the potential to succeed in the field of engineering. The following factors are considered: 1. 2. 3. 4. 5. 6. Recent involvement in pursuing educational goals. Interest in engineering. Perseverance in educational and non-educational tasks. Maturity, stability and financial responsibility. Commitment of family. Work history. PROGRAM SUPPORTS Academic Support The program instructors and staff assist students to adjust to and become successful in their program of study. This involves academic program planning, course selection, registration, tutorial and remedial supports, study skills and an on-going evaluation of the student's progress. Students are assigned to an instructor who will act as their academic advisor through their NAPE and engineering study. In addition to excellent instructor-student contact inside and outside of lectures and laboratories, the students are able to obtain the services of a tutor. Tutoring assistance will be made available throughout the entire program. • • • Instructors, staff and tutors help the student: gain confidence in their abilities develop a hard work ethic become both a team worker and an independent thinker. Personal Support The program counsellor assists students and their families with the personal and social adjustments of attending the university. The counsellor works with students to solve problems that may arise in all areas of their lives, and to develop and clarify career goals. The counsellor can also assist students in the following ways: �-7- • • • • • • • • Relocating student and family . Locating suitable living accommodation. Counselling on financial matters. Arranging for personal tutors. Helping students to make the adjustment to Thunder Bay. Maintaining community ties. Making arrangements for students to obtain advice from an Elder. Organizing social events such as curling, hockey, baseball, family picnics, etc. The counsellor is available to the student at all times and students must visit the counsellor on a regular basis. Regular visits will help the students and counsellor to know one another and provide quality counsel on an on-going basis thereby preventing potential problems. Student - Community - University Linkage The School of Engineering considers the student-communityuniversity linkage to be exceptionally important for the success of many students. The student's program of study is perceived to be a cooperative venture between program instructors and counsellors, the student, and the band counsellors/education authorities, where applicable. Consequently the following practices are part of the program: • information on student progress can be shared between all responsible parties following authorization by the student. community and program counsellors work together to assist the • student and resolve problems. wherever possible community linkages developed during the • recruitment and selection of students are maintained by visitations and other communications. where suitable the student's family are involved in orientation and • counselling. the team approach and the buddy system is encouraged to assist • in the strengthening of the support system. -8- THE ORIENTATION PROGRAM All students enter a six-week orientation period which begins in mid-July and finishes at the end of August. During this period staff and students have an opportunity to get to know each other. Staff assess student academic capability and, in consultation with the student, plan the student's future academic program. Orientation is designed to help students obtain information and skills that will enhance their success in the access and diploma programs. The orientation is informal so that students will feel comfortable and gain confidence in their ability to succeed at the university. The courses are designed to meet the student's needs but at the same time to make certain demands with the intent to prepare students for the challenge of engineering. Consequently, instructors make increasing demands on students during the orientation period and students are expected to do homework. Orientation Includes courses in mathematics, science, communications, calculator and computer skills as well as an orientation course which includes study and life skills. Students are expected to achieve 70% in each course during orientation, prior to registering in advanced courses, otherwise they may have to repeat courses in the Fall Term. It is essential that students have these pre-requisite skills before attempting the more advanced courses. �-9- 10 - Orientation Actlvttlea Program of Study for Orientation Students: Courses* • • • Learn about the profession of engineering through films, tou~, guest speakers, etc. Meet local elders to obtain advice and counsel to students through the traditional ways. Attend lectures In mathematics, calculator/computer skills. science, NAPE 1090 - Introductory Mathematics NAPE 1092 - Communications NAPE 1093 - Calculator and Computer Skills NAPE 1094 - Introduction to Engineering Science Lecture Lab. 5 3 2 ~ 13 0 0 4 ll_ 5.5 communications, • Learn to use calculators, computer software, and problem solving skills to do assignments. • Obtain assistance to find accommodations, day care and schools for children, if applicable. • Develop study groups with other students. • Adjust to the City of Thunder Bay. • Become familiar with Lakehead University and learn about the various services and features that make It an exciting place to be a student. • Learn the rules and regulations that students are expected to abide by in both NAPE and Lakehead University. • Get to know the NAPE instructors. *The number nine (9) in the third digit indicates a non-credit course. Orientation Program Schedule (Mid-July to End of August) 1. First Day Introductions and Welcomes Description of NAPE Question Period Lunch Registration for Orientation Orientation Program Tour of University 2. Orientation Program Timetable A typical timetable for the first five weeks follows. It should be noted that additional tutoring and study periods may be scheduled, consequently students should not assume that their day is complete at the end of the schedule shown. Additional time will also be essential for individual study and assignments. The sixth week is timetabled by the instructors during the orientation program to provide the time necessary for make-up lectures, review, exams, etc. The latter part of the week is used for counselling and registration for fall term NAPE courses. �- 12 - 11 ORIENTATION PROGRAM TIMETABLE 3. Orientation Hour This scheduled period is flexible to accommodate program and student needs but will involve tours, guest speakers, and films/videos for the first f1Ve weeks. The student's spouse is encouraged to participate in many of these activities. A typical schedule of events is as follows: HONDU l1JO l ,,,. a • J calculator/ 1 Science c0111p1ter Skill• Uall l Hath • Science u Study Orientation Uall u 11 lalO u 11 cc-unication• Jt 11 Science Laboratory Jell ..,. H IJ . Hatb a calculator/ Computer Skill■ • Week One Natb Week Two s science calculator/ Computer . u 11 Orl ■ntatio11 Orientation Orientation u u u 14 12 calculator/ Collputer co..anicatlon■ Colmunlcation■ Skill ■ Jill J Skill ■ u u s J Hath FRIOU 'l'IIURSDU IIBDIIUDU a I Hath l01ll TIJBSDAT 11 Skill ■ 12 H ltudy . IJ 21 JJ u H 11 Jt 12 JI Week Three l'wiction or PrH Week Four s,JO hJO 'hll • Week Five Week Six Tuesday Wednesday Thursday Friday Monday Study Skills (Time Management) Tenant Act University Services: Recreational Bus Tour of City Thunder Bay Services (recreation, hospitals, day care, etc.) Tuesday Study Skills Wednesday Budgeting Thursday Guest Speaker - Elder Friday University Services: Academic, Conduct Code Monday Community Native Services Tuesday Study Skills Wednesday Engineering Lab Tour: Part 1 Thursday Sensitization/Rights/Harassment Friday FilmNideo Monday Engineering Student Forum Tuesday Study Skills Wednesday Guest Speaker: Economic Development of Native Communities Thursday Engineering at LU. Friday University Services: Library Monday Health Services Tuesday Study Skills Wednesday Guest Speaker - Elder Thursday Engineering Lab Tour: Part 2 Friday Guest Speaker: Native Engineer Examinations followed by Fall registration and a barbecue �- 14 - - 13 - Orientation Course Outllnea NAPE 1090 - Introductory Mathematics (5,0) This course Involves performing operations with algebraic expressions and manipulating equations and formulas. Algebra will be the major emphasis of this course, which Includes the multiplication of polynomials, factoring, and simplifying expressions containing radicals. Functional notation, working with positive and negative fractional exponents, and analytical geometry will be discussed. The main topics are: combining like terms, parentheses and multiplication, addition, subtraction, division and multiplication of fractions, first degree equations, working with formulas, graphing, lines, linear inequalities, absolute value, distance, integer exponents, multiplication of polynomials, factoring, square roots, rationalization, radicals, rational exponents, functions, notation, solving equations and complex fractions. NAPE 1092 - Communications (3, 0) The intention of this course is to prepare students to write a technical paper. Students will research an engineering topic In the library, submit a minimum 5 page typed paper using Wordprocessing, and make a presentation to the class during the final week of class. The course will review basic English principles. NAPE 1093 - Calculator and Computer Skills (2, 4) Students will develop calculator skills for use In other courses nad introductory computer skills for report writing. Lectures and laboratories will be integrated to accommodate the needs of other courses. Any programming skills involved will be in BASIC. NAPE 1094 - Introduction to Engineering Science (3, 1½) This is an introductory course for those that have a very limited science background. However, it is necessary to complete it before registering for Introductory chemistry and physics in the Fall Term. The major topics are: heat, applied chemistry, and magnetism and electricity. These topics consist of the following units: the kinetic molecular theory, thermal expansion, heat transfer by convection, conduction and radiation, quantity of heat, the law of conservation of energy, fractional distillation of crude oil, acids and bases, hard and soft water, magnetism, and electric current and circuits. Laboratory work will be a major component of this course. NAPE ACADEMIC PROGRAM This pre-engineering program continues the instruction In fundamentals of mathematics, physics, chemistry and communications which began In the orientation program, however the intensity and difficulty increases as the courses proceed. The student's program consists of those courses selected at the end of the orientation program. Students normally complete NAPE courses within one year, and therefore it may take four years before the student completes the technology diploma. If students do not require the NAPE courses they can study the diploma program of their choice with the assistance from the NAPE support system. Attendance and Study The study of engineering requires self-discipline and hard work. NAPE students are expected to develop the study habits of any engineering student. These require: 1. Regular and punctual attendance In lectures, laboratories and tutorials in all courses. 2. Completion of all assignments within the deadlines specified by the instructor, and the writing of all tests and examinations in their courses. 3. Meetings with their academic advisors on a regular basis to discuss their academic progress. 4. Private study outside of scheduled laboratory and problem sessions. Students can expect to devote most evenings and weekends to a concentrated work effort. �- 16 - - 15 - Summer Activities Students who have the academic need will be expected to devote the summers to do further academic work if they have adequate financial support. Alternatively, students will be encouraged to work in an engineering related job during the summer months. Assistance in finding summer jobs will be provided. of Student Behaviour and Disciplinary Procedures Leaflet and in the University Calendar. NAPE staff assists students with questions and problems which arise from regulations. Students who find that they are unable to perform their normal academic duties for any reason (illness, stress, family problems, etc.) are required to contact their counsellor immediately so that appropriate assistance can be provided. Academic Regulatlona Program of Study Student progress and performance are monitored and evaluated on a regular basis to identify individual needs for extra tutoring and academic counselling. At the end of each term an overall evaluation will be made of each student's status. The following criteria will be used in this evaluation: • a student must achieve at least 65% in a NAPE course before proceeding to a more advanced course in the same field. • an average of 65% in NAPE courses is considered to be the minimum acceptable level of academic performance for advancement. • students are normally be permitted to repeat a course only once. • a student who does not achieve an average of at least 50% in NAPE courses will normally be required to withdraw from the program. • prior to any dismissal, each student's case will be considered on an individual basis to determine If there are any relevant circumstances to prevent such action. Consideration for readmission requires a petition from the student. • students must register for at least four courses per term, otherwise they may lose their funding. Fall Term* The student Is responsible for being familiar with the University Code of Student Behavior and Disciplinary Procedures. It Is also understood that every student by the act of registering, agrees to abide by all the rules, regulations, policies and procedures of Lakehead University and of the Faculties or Departments/School's in which the student is registered. These matters are presented in the Lakehead University Code NAPE NAPE NAPE NAPE NAPE 1190 1192 1193 1194 1195 Lecture Lab. Introduction to Engineering Mathematics I Communications Study Skills & Reasoning Introduction to Engineering Chemistry I Introduction to Engineering Physics I Total Hours 4 3 1 0 2 0 3 1.5 1.5 15 4 ~ Winter Term* NAPE NAPE NAPE NAPE 1290 1291 1294 1295 Introduction to Introduction to Introduction to Introduction to Engineering Mathematics II Engineering Mathematics Ill Engineering Chemistry II Engineering Physics II Total Hours 4 1 3 1 3 1.5 ~ 1.5 13 5 * Students who have adequate academic standing will be counselled to register In one or more courses from Year I of the Engineering Technology program. �- 18 - - 17 - NAPE 1195 - Introduction to Engineering Physics I NAPE Course Descriptions NAPE 1190 -Introduction to Engineering Mathematics I (4-1; 0-0) This course is intended for those students who either do not have grade 12 advanced mathematics or require a review of those concepts. This course will help prepare students for all first-year engineering technology mathematics courses. The course includes the following topics: solving equations, linear, quadratic and polynomial functions, special functions, exponents and logarithms, and analytical geometry. This course is an introduction to the general principles of physics that will provide a foundation for students who will continue to study physics in first-year of the technology diploma. This course is designed to provide students with the background that will enable them to understand physical concepts, apply scientific techniques, and appreciate the applications and implications of physics in technology and society. The core units of study include: geometric optics, mechanics, and electricity. NAPE 1290 - Introduction to Engineering Mathematics II NAPE 1192 - Communications (3-0; 0-0) This is a course in English language skills, composition and public speaking, and introduces the student to structured written and oral technical communication. Word processing will be used for written assignments. NAPE 1193 - Study Skills and Reasoning (3-1½. 0-0) (0-0; 4-1) This course is a continuation of Introduction to Engineering Mathematics I. This course will help to prepare students for calculus and other firstyear engineering technology mathematics courses. This cour~e includes the following topics: trigonometry, conics, sequences and sanes, and the binomial theorem. NAPE 1291 - Introduction to Engineering Mathematics Ill (0-0; 3-0) (2-0; 0-0) Various components of study skills will be presented including: time management, effective listening and note taking, exam writing, and library skills. This course Is an introduction to many of the concepts explored in calculus. Topics to be covered include: limits, the definition of the derivative, techniques of differentiation, and some applications of the derivative, such as curve sketching. NAPE 1194 - Introduction to Engineering Chemistry I NAPE 1294 - Introduction to Engineering Chemistry II (3-1½; 0-0) This course is an introduction to the general principles of chemistry that will provide a foundation for students who will continue to study chemistry in first-year of the technology diploma. The course is designed to provide a fundamental background that will enable students to understand chemical concepts, handle chemical intelligently and safely, and appreciate the applications and implications of chemistry in technology and society. The core units of study include: matter, elements and chemical bonding, and gases. (0-0; 3-1½) This course Is a continuation of NAPE 1194. The core units of study Include: chemical reactions, chemical-reaction calculations, solutions, and industry and society. NAPE 1295 - Introduction to Engineering Physics II (0-0; 3-1½) This course is a continuation of NAPE 1195. The core units of study include: electromagnetism, sound, nuclear physics, and kinematics. �- 20 - - 19 - SCHOOL OF ENGINEERING PROGRAMS The School of Engineering offers a unique combination of Engineering Technology and Engineering Degree programs in Chemical, Civil, Electrical, and Mechanical Engineering. The following flow chart illustrates how upon completion of a Diploma in Engineering Technology students may enter a Post-Diploma Bachelor of Engineering Degree Program. ENGINEERING TECHNOLOGY PROGRAMS Admlaalon Criteria 1. 2. Year 1 Year 2 Year 3 High School graduates with the OSSD/SSGD with grade 11 and 12 advanced level mathematics and science with an overall average of at least 60% may enter the first year of technology. These students can complete a diploma program in three years prior to entry to a two-year post-diploma degree program. High school students with the OSSHGD or OSSO with six OAC's with a minimum average of 60% and an average of 60% in mathematics may enter the second year of engineering technology. These students can complete a technology program in two years and take a two-year post-diploma degree program. Where: OSSO = Ontario Secondary School Diploma SSGD Secondary School Graduate Diploma OSSHGD Ontario Secondary School Higher Graduate Diploma OAC = Ontario Academic Credit - for engineering the six OAC's must include calculus, algebra, chemistry and physics. Native students who have completed their assigned program of NAPE courses with an average of at least 65% may be admitted to the first year of engineering technology. = 3. ENGINEERING DEGREE PROGRAMS = Consequently, students who enter Year I of the Engineering Technology program can complete their diploma in three years and an engineering degree in two subsequent years for a total of five years. Students who enter Year II of the Engineering Technology program can complete their diploma in two years and the engineering degree in two more for a total of four years. Years When students are In the third year of their engineering technology program they will decide to apply for degree studies or to gain employment as a graduate engineering technologist. For those who decide to apply to the degree program the Admission Criteria are as follows: �- 22 - - 21 - Technology graduates: (1) (2) Applicants must have a Dip/oms in Technology from a Community College, Lskehesd University or the equivalent with an sversge of st least 70% in the fins/ year of their program to be eligible for admission consideration or Applicants with two or more years of relevant industrial experience must hsve s Dip/oms in Technology from a community college, Lskehesd University or the equivalent with sn sversge of at least 65% in their fins/ year of their program to be eligible for admission consideration. Advantages to NAPE Students of Lakehead University's Combination of Diploma and Degree Programs: • • • • Students may enter the first year of technology with an Ontario grade 12 education, and become involved in engineering education. Unlike most engineering degree programs which concentrate on mathematics and sciences in the first two years, the engineering technology programs have a greater content of engineering science and design. Consequently, students will soon have adequate training to work at meaningful engineering tasks in their summer employment. The mathematics and sciences are spread out over the years so that they are taken as they are needed. In this way, student have a greater opportunity to appreciate their relevance. Upon completion of the engineering technology program, students may obtain employment as graduate engineering technologists. For some students this graduation will provide them with a career after two or three years of study, a benefit which is not available after two years of study In a conventional engineering degree program. For those students who are "fed up with studying• or who have uncertainties, this stage provides an excellent opportunity to go to work and contemplate their future and possibly return to degree studies. Students who are doing well In their academic endeavour may choose to apply for the degree program immediately upon completion of the engineering technology program. Academic Regulatlona It Is the responsibility of each student registered at Lakehead University to know the academic regulations associated with his/her program. The student should therefore read and understand the regulations for: • the University • the Faculty of Professional Studies • the School of Engineering regulations for (a) the Diploma programs and (b) the Degree programs. Each student should also be familiar with the University Code of Student Behavior and Disciplinary Procedures. Advice and counselling on these requirements Is provided by program instructors and staff. �-24 - - 23 - COMMON FIRST-YEAR ENGINEERING TECHNOLOGY Course Descriptions Fall Term NAPE students who have adequate academic preparation are permitted to register In Engineering Technology I courses. To help students understand what courses are available at this level this portion of the regular calendar is reproduced here. The first year is common to Chemical, Civil, Electrical and Mechanical Engineering Technology programs. After this common first year, students select one of these technology programs for their second year studies. Engineering 1131 - Drawing I (1-3;0-0) Basic engineering drawing techniques, office standards and practices, fits and functions of components and assemblies. Dimensioning. Use of perspective and practice in sketching. Applications of CAD. Engineering 1134 - Engineering Technology I (3-1;0-0) Program of Study Fall Term Engineering 1131 Engineering 1134 Chemistry 1060 Mathematics 1050 Mathematics 1052 Physics 1030 Leet. Drawing I Technology I Intro. to Chemistry Trig. & Anal. Geom. Intro. Calculus Intro. Mechanics & Heat Total Hours Winter Term Engineering 1535 Chemistry 1060 English 1074 Mathematics 1070 Mathematics 1072 Physics 1010 1 3 3 3 3 Total Hours 3 1 1.5 2 2 ~ ~ 16 12.5 Leet. Technology II Intro. to Chemistry Technical Writing I Matrix Algebra Intro. Calculus II Electricity & Magnetism Lab. Lab. 3 3 2 3 3 2 2 ~ _g 17 9 1.5 1.5 The purpose of this course is to introduce and apply graphical and analytical communication methods. Topics include: graphical and analytical solutions to problems in statistics; use of formulae and units; introduction to the laws of conservation and their application. Chemistry 1060 - Introduction to Chemistry (3-1½; 0-0) A course in the basic principles of physical, inorganic, and organic chemistry for students without Year 5 (Grade 13/OAC) Chemistry or equivalent. Topics include: atomic structure, the periodic table, chemical bonding, the states of matter, solutions, chemical equilibrium, oxidation and reduction, electrochemistry, introductory organic chemistry. (Two lectures weekly: laboratory and problems sessions In alternate in alternate weeks). Mathematics 1050 - Trigonometry and Analytical Geometry (3-2; 0-0) Functions, linear and quadratic equations. Angles, trigonometric functions, identities, sine and cosine rules. The conic sections, polar coordinates, inequalities. �- 26- - 25 - Mathematics 1052 - Introductory Calculus (3-2; 0-0) Basic algebraic operations, exponential and logarithmic functions. Limits, differential calculus, maxima and minima, related rates. Physics 1030 - Electricity and Magnetism (3-3; 0-0) An introductory, non-calculus course in mechanics and heat. Topics include: transnational and rotational kinematics and dynamics, momentum, potential and kinetic energy, thermal expansion and conduction, specific and latent heat, and the ideal gas law. English 1074 - Technical Writing I Analytical studying for information, logic and techniques of expression. The student will be expected to study a variety of materials including prose, business communications, forms and journals in his/her field. Emphasis will be placed on the style necessary for technical communication. The awareness of the complexities of technical communication and the analytical skills developed through a study of various materials will be used to improve the student's technical writing abilities. Each student must possess a recommended dictionary. Mathematics 1070 - Matrix Algebra (0-0; 3-1½) Mathematics 1072 - Introductory Calculus II The topics of energy, statistics, graphical representation and computing systems are presented and related to a student project. Graphical and analytical solutions of dynamic problems. Chemistry 1060 - Introduction to Chemistry (0-0; 3-2) Matrices, Gaussian elimination, determinants, Cramer's rule. Vectors, dot and cross products, vector equations of lines and planes. Winter Term Engineering 1535 - Engineering Technology II (0-0; 2-0) (0-0; 3-2) Differentiation of trigonometric, exponential and logarithmic functions. Induction, sequences and series, the binomial theorem. Methods and applications of integral calculus. (0-0; 3-1½) Physics 1010 - Electricity and Magnetism A course in the basic principles of physical, inorganic, and organic chemistry for students without Year 5 (Grade 13/0AC) Chemistry or equivalent. Topics include: atomic structure, the periodic table, chemical bonding, the states of matter, solutions, chemical equilibrium, oxidation and reduction, electrochemistry, introductory organic chemistry. (Two lectures weekly: laboratory and problems sessions in alternate in alternate weeks). (0-0; 3-2) The fundamental theory of electricity and magnetism including D.C. network theorems, magnetic circuits, D.C. instruments, A.C. components and networks. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Access Program for Engineering (NAPE) Subject The topic of the resource Universities Description An account of the resource Booklet providing information on the Native Access Program for Engineering (NAPE) as developed by The Aboriginal Peoples and the School of Engineering at Lakehead University. After 1991. Creator An entity primarily responsible for making 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 academic program Indigenous engineers NAPE https://digitalcollections.lakeheadu.ca/files/original/46e52a5258189d00b49fcdc988065a05.pdf aa5f3b632d0aec01833832d66ebe5ca7 PDF Text Text �AGENDA September 24 - Scandia 1 9:00 a.m. - 9:45 a.m . 9:45 a.m. - 10:00 a.m. 10:00 a.m. - 10:30 a.m. Dr. R. Lyons and W. Linklater Welcome -Dr. R. G. Rosehart, P.Eng. and Chief B. Cheechoo Conference Agenda and Tasks Conference Facilitators: Dennis Macknak and Don Robertson Value of Career Oriented Training to Natives and their Communities -George Hickes, MLA, Point Douglas 3:30 p.m. - 3:50 p.m. Break - Scandia 2 4:00 p.m. - 5:00 p.m. Identification of Workshop Topics For Day Two Participants are to identify topics such as student needs/problems for Day Two workshops 5:00 p.m. Closure - W. Linklater 6:00 p.m. Complimentary Dinner - Ballroom 3 Opening -- September 25 - Viking Room 9:00 a.m. - 9:15 a.m. 10:30 a.m. - 11 :00 a.m. Break - Scandia 2 11 :oo a.m. - 11 :20 a.m . Engineering and its Role in Society -Doug Stone, P.Eng. My View as a Native Engineer -Derek Hill, P.Eng. 11 :30 a.m. - 11 :50 a.m. 12:00 p.m. - 1:00 p.m. 1 :00 p.m. - 1 :20 p.m. 1:30 p.m. - 1 :50 p.m. 2:00 p.m. - 3:30 p.m. 9:15 a.m. - 10:30 a.m. Complimentary Lunch - Scandia 2 LU's Engineering Program: What We have to Offer -- Dr. J.G. Locker, P.Eng. What is an Access Program? -Murray Cohen Work Shops and Reports-Scandia 1 & 3 Engineering in the Native Community: Discussions on such topics as 1) The supply and demand for engineers 2} Why more native students don't choose engineering? 3) How can the field of engineering be explained to the communities and potential students? Opening - W. Linklater Workshops - Viking & Icelandic Rooms Recruiting/Admission Criteria Workshop and Reporting Discussions on topics such as 1) Mature students; new high school graduates 2) Geographic distribution 3} How to identify highly motivated students 4} The Who, When, Where of recruiting 10:30 a.m. - 10:50 a.m. Break 11 :00 a.m. - 12:30 p.m. Worksl1op II and Reports 12:30 p.m. - 1 :30 p.m. Complimentary Lunch - Ballroom 3 1 :30 p.m. - 3:00 p.m. Workshop Ill and Reports 3:00 p.m. - 3:20 p.m. Break 3 :30 p.m. - 4 :30 p.m. Summary Discussion 4:30 p.m. Closure - W. Linklater � https://digitalcollections.lakeheadu.ca/files/original/86d6a974e20d323bd889eebfaf54db9e.pdf 6f8718f7e81cb9d1e5e5aa41cba9368d PDF Text Text PROGRAM ORIENTATION The Native Access Program in Engineering at Lak.ehead U Diversity expects to offer an orientation session for the incoming students, where the orientation session will act as a transitional phase for the student. During this time, staff and students will have the opportunity to get to know each other. The students will have time to become familiar with the university and the city of Thunder Bay, if they are not already. The staff will assess the students academic needs through course work and diagnostic testing in order to implement a suitable program of studies with the students in the Fall Term. Orientation is expected to consist of remedial course work in mathematics, science, English, along with possible training in computers and study skills. The intent of the Program Orientation is to help students acquire the necessary information, skills, and self discipline required to be successful at the university. The orientation is for the benefit of the student and it is expected that they will provide input into the process. Specific Orientation Objectives - To assist in securing accommodation, day care and schools for children, if necessary. - To adjust to being a student at the university, as well as in the city. - To develop and improve learning skills. - To develop a good understanding of program policies as well as the policies of Lakehead University. 1. What other orientation objectives should be considered? 2. What activities, both academic and social, do you think would be beneficial to incorporate into the orientation? 3. Do you envisage problems in developing a program for a small group of students with varied backgrounds? That is, age difference, varied life and educational experiences, making the transition from northern communities, and gender. What ideas do you have to make it work? 4. In what ways should the University program connect with the student's bands/educational authority in order to help with financing decisions? 5. How does the counsellor maintain a connection with the student's community since it is important for the counsellor to be aware of problems, stresses, which might originate in the community? �COUNSELLING The Native Access Program in Engineering at Lakehead University expects to offer academic and social support to promote student success. Cowiselling, which may begin immediately following admission to the University, is expected to form a significant portion of a summer orientation program and be available lllltil the student graduates. The program expects to have a qualified co\lllSellor to assist students with personal and social adjustments. The counsellor will work with students to solve problems that may arise in all areas of their lives. Since we may attract students from northern communities we must identify, as best we can, the potential problems/concerns and establish a natural learning/co\lllSelling process to intercept and alleviate the fears and unknowns that can arise from students moving to a "large city", and into an University to study the demanding field of Engineering. 1. What adjustments will students have to make to be successful at the university? 2. What should be the role of the counsellor? Who else or what other groups in Thunder Bay can help? 3. What qualifications and personal traits do you feel our counsellor should have? In most cases the students will work hard, attend classes, complete assignments, participate in laboratories and projects, or in other words, fulfil the obligations of being a student. However there may · be a few students, for whatever reasons, who are reluctant to do what it takes to be successful in engineering. In most university programs such students merely fall by the side and ultimately fail. 1. Is this process suitable for access students? 2. If the program should have tougher rules and regulations than those of the university, what rules and regulations do you suggest? 3. Do you have practical suggestions, other than additional rules and regulations, that might be successful in rectifying any situation? 4. Are there certain conditions under which the student mtist leave the program in order that: a) the student does not jeopardize any future attempt in the program, or b) the student does not have a negative impact on other students? �SOCIAL AND CULTURAJ, IMPACI'S Floy Pepper, a member of the Creek tribe in Oklahoma who teaches at Rudolph Dreikurs Institute in Portland, Oregon, in a paper on social and cultural impacts on Native learning style and the implications for classroom practice, suggested that Native students are often: - skilled in non-verbal communication, - adept at processing visual and spacial information, - able to take a holistic approach to specific topics, - imaginative, - likely to learn through observation and practice, rather than discussion, - group-orientated, and - more comfortable in the informal setting that allows freedom of movement. 1. Do you agree with Pepper? What would you add or delete from the list? We need to be concerned about this issued because while the Native students for the most part will be in their own groups initially, they will ultimately join the regular student body. Can you suggest some appropriate teaching strategies that can be used for the instruction of Native students who will be attending university? 2. ' What are some of the social/cultural factors that might influence the students learning that instructors of these students should know? �THE.SERIOUS LACK OF NATIVE ENGINEERS The School of Engineering at Lakehead University is unaware of the exact number of Native engineers in Canada However in a period close to twenty years, only two Native engineers have graduated from La.kehead University, and comparable numbers are estimated from other universities. Whether the total number is twenty-five, fifty, or a hundred, it is still too low. 1. Will access programs such as that proposed for La.kehead University be adequate to improve the situation? What else might be required? 2. Why do many Native students tend to choose career paths other than Engineering at postsecondary institutions? 3. What common perceptions might the general Native community have in regards to engineering? 4. Do Native students tend to "shy" away from mathematics and science? 5. What level of mathematics do most students attain in high schools? If it is not University Entrance, what suggestions can be made to encourage students to take these courses? 6. What role might the University or any other organization play to encourage students to prepare themselves for and then possibly embark on an engineering career? We must have your help on this issue so that the recruitment/selection processes can encourage future students. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Access Program for Engineering: Consultancy Workshop Subject The topic of the resource Universities Description An account of the resource Materials for a workshop held towards developing a Native Access Program for Engineering. September 24/25, 1991. School of Engineering, Lakehead University. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991-09 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 https://digitalcollections.lakeheadu.ca/files/original/7a6dbf09145399af945e926f967937f0.pdf a351fb96b8752d2a0a9e7517099d0fe1 PDF Text Text NATIVE ACCESS PROGRAM FOR ENGINEERING as Developed by The Aboriginal Peoples and The School of Engineering at Lakehead University •FOLLOW - UP CONFERENCE• Valhalla Inn Thunder Bay Friday, February 21, 1992 AGENDA 9:00 a.m. Opening - Dr. R. Lyons and W. Linklater 9:30 a.m. Introductory Remarks - Dr. R. G. Rosehart, P.Eng. 9:45 a.m. Conference Facilitators - Dennis Macknack and Don Robertson 10:00 a.m. Program and Development Committee Report - Dr. J. Gary Locker, P.Eng. • Discussion 10:45 a.m. Break 11:00 a.m. Finance Committee Report - John Nabigon • Discussion 11:30 am. Selection and Recruitment Committee Report- Mark Sault • Discussion 12:00 p.m. Complimentary Lunch Luncheon Speaker -- Chief Elijah Harper, MLA for Rupertsland, Manitoba 2:00 p.m. Recruitment and Selection Committee Discussion with Participants. • Detailed discussion of proposed literature, posters, etc. • Your ideas on recruitment and selection. • How do we link with your students? • How do we maintain contact? 3:30 p.m. Closure - W. Linklater. Canadian Federation ELIJAH HARPER appears through the CANADIAN PROGRAMMING SERVICE. Federation ~ o f Students canadienne des etudiant(e)s FCE � https://digitalcollections.lakeheadu.ca/files/original/e0e1beb432e8ed089eea7720709c8e5c.pdf d641e5bf13e7a0b76ddf14c6afda34dc PDF Text Text Lakehead University_____sc_hoo_lo_ifE_ngi_·nee_rin_gThunder Bay, Ontario, Canada Telephone 343 8321 Postal Code P7B 5£1 Area Code 807 January 30, 1992. Dr. A. E. Epp, Department of History, Lakehead University, Thunder Bay, Ontario, P7B 5E1. Dear Dr. Epp: At the September 1991 Workshop on the proposed Native Access Program for Engineering there was: • unanimous support for program development provided that there was involvement of the native community; • a request for a follow-up conference to report progress. I have included a copy of the proceedings for your information. The purpose of this letter is to invite you or your delegate to the proposed •Follow-Up Conference• which will be held on Friday, February 21, 1992 at the Valhalla Inn in Thunder bay. A draft agenda is attached for your information. Since the workshop in September three different committees have been struck: • a Program Development Committee which has nearly completed their task; • a Finance Committee which is working to obtain supplemental support and awards for students; • a Recruitment and Selection Committee which has begun its work to develop the ways and means to locate and select quality students for the program. The membership of these committees is attached for your information. In addition to bringing you up-to-date and obtaining your input, it is most important that we discuss the recruitment and selection process because we still expect to have students in this program by mid-July 1992. We plan to put the program before Lakehead University's Native Advisory Council, and various University academic groups including the Senate within the next couple of months. During that period, the funding should also be secured. We are on schedule so your input and support are important. If you are personally unable to attend, please try to send a colleague who is involved in education counselling. You will appreciate our need for your early response to this invitation so we can confirm our arrangements with the hotel. I am enclosing a response form; please fax your reply (807) 3438928, however, a stamped return envelope is also enclosed for your convenience. If you wish to arrange for accommodation now, please contact the Valhalla Inn (1-800-268-2500 toll free or for Northwestern Ontario, 1-800-465-5037 toll free; or fax 807-475-4723) where a block of room has been reserved under the group confirmation number G2797. .. ....... /2 - -- - - - - - -- A AhrthPrn T7ic,i,n _ _ _ _ _ _ _ _ __ �,AKEHEAD UNIVERSITY February Conference, Page 2. We do expect representatives to take care of their own expenses for travel, accommodations and some meals, as our funds are quite limited. However, we will be able to consider some funding assistance to a very limited number of invited representatives if we hear from them soon. Whether you are able to attend or not, we intend to provide you with a written account of the conference and invite your input and reactions. I sincerely hope that you or your representatives will be able to attend; we continue to need your help to make this program successful and to provide students with the opportunity for an engineering education. Yours sincerely, JGL:sc J. G. LOCKER, Ph.D., P.Eng., Director, School of Engineering. �NATIVE ACCESS PROGRAM FOR ENGINEERING LAKEHEAD UNIVERSllY School of Engineering COMMITTEES Program Development Committee 1. 2. 3. 4. 5. 6. 7. 8. 9. 1o. 11. Ron Dokis, P.Eng., Canadian Pacific Forest Products. Murray Cohen, Program Development Officer, Lakehead University. Jo-Anne Fisher-Wade, Lakehead University Native Advisory Council. Laurie Garred, P.Eng., Chairman, Dept. of Chemical Engineering, Lakehead University. Derek Hill, P.Eng., Supervisor, Technical Services, Mushkegowuk Council. Gary Locker, P.Eng., Director, School of Engineering, Lakehead University. Buddy Loyie, Chief's Advisory Services, Fort Frances. Richard Lyons, Elder. Rebecca Maki, Consultant. Myrna Goodwin, Engineering Student, Lakehead University. Floyd William, Engineering Student, Lakehead University. Finance Committee 1. 2. 3. 4. 5. Alfred Eli, Dept. of Indian & Northern Affairs. John Nabigon, Ojibway 1850 Treaty Council. Brad Thompson, Ontario Metis and Aboriginal Association. Gary Locker, Director, School of Engineering, Lakehead University. Daniel Anderson, Shibogama Tribal Council. Recruitment and Selection Committee 1. 2. 2. 3. 4. 5. Murray Cohen, Program Development Officer, Lakehead University. John Dudley, Northern Nishawbe Education Council. Gary Locker, Director, School· of Engineering. Patty McGuire, ·Native Nurses Entry Program, Lakehead University. Mark Sault, Rainy Lake Ojibway Education Authority. Ron Thomas, Indian and Northern Affairs Canada. � https://digitalcollections.lakeheadu.ca/files/original/f91fc4b4f9a12ad527ceb55af24b6fb2.pdf 81370795b6694fe412fac99024a9457d PDF Text Text �Native Access Program for Engineering WORKSHOP PROCEEDINGS Native Communities I, and I I School of Engineering I I I Lakehead University Valhalla Inn Thunder Bay, Ontario I September 24, 25, 1991 �I I I I I I I I I I I I WORKSHOP PROCEEDINGS Preamble In the Spring of 1991 the School of Engineering at L.akehead University began an investigation into the need for native engineers and the potential for the establishment of a Native Engineering Access Program at Lakehead University. This investigation consisted of a series of personal visits by the Director of the School to a number of educational authorities and other native organizations in the region that is served by Lakehead University. As a result of the positive and encouraging responses to this idea amongst officials of the Native community, the plan for a larger, workshop format seminar took shape. The workshop was planned for September 24 and 25 in Thunder Bay. Representation from over two dozen different native organizations, community groups, tribal authorities and provincial organizations was invited. Elders from the local community were approached in the traditional manner to gain the benefit of their guiding presence and participation at the workshops. The major purpose of the workshop was: To determine an impression of the need for engineering education for Ontario First Nations People. The Conference The agenda (attached) was constructed to provide participants with an initial introduction to background information concerning engineering as a profession, general issues in the current supply of graduate engineers, the market demand for Native . graduates, the value of native graduates to the future economic and physical well being of Ontario First Nations communities, the nature of successful Access Models of university education for native people and the unique structure and benefits of the Lakehead University Engineering program. Day One of the Conference Elders, Richard Lyons and Walter Linklater, opened the proceedings in the traditional manner, asking for guidance and reminding participants of the seriousness and importance of the task ahead of them and of the need for them to approach these tasks in a spirit of openness, camaraderie and good humour. Dr. Rosehart, President of Lakehead University, welcomed participants and confirmed Lakehead University's commitment to supporting the needs of native �I I I I I I I 3 learners in Northern Ontario. George Hickes, a Manitoba native MLA, spoke about the benefits of the University of Manitoba programs to that province's Northern development. Doug Stone, a practising engineer with many years of diversified experience, gave a comprehensive overview of the types of work engineers do and the nature of their professional training. Derek Hill, a professional native engineer from the Muskegowuk Tribal area and one of the few native engineering graduates from Lakehead University, spoke about his own background and educational experience and the need for more native engineers. Gary Locker, Director of the School of Engineering at Lakehead University, related the difficulties that the School has had in responding in to native students and the commitment of the School to change that situation. He also gave an overview of Lakehead University engineering programs and a description of the variety of students which these programs now serve. The remainder of the first day was spent in small group working sessions dealing with issues relating to the supply and training of Native Engineers and the specific challenges of designing an access program in engineering at Lakehead University. Workshop recorders for all sessions were Rebecca Maki, George Boyd, George Hickes and Murray Cohen. The first series of workshops on the afternoon of the first day dealt with four related topics: Supply and demand of Native Engineers; Why more native students don't choose engineering; How the field of Engineering can be explained to the communities and potential students. Several related themes emerged within each of the workshops. • It was generally agreed that the further development of self government will create a great demand for trained native engineers who understand the native community and its needs. • At present, the lack of role models make it difficult to recruit and to explain engineering as a profession; this is especially true amongst young women. Since engineering is not as visible as some other professional occupations in the communities, there is little understanding about the role and value of engineering. I • There appears to be a lack of quality secondary education programs in some communities and a lack of awareness on the part of school counsellors both of the need for engineers and the importance of the mathematics and sciences to the students. They and the community need to be better informed about how engineers can improve life in their communities. • A series of actions are required to educate the communities and the youth about �I I I I I I I I I I I I I ~ I I I 4 the role and importance of engineering. Students must be made aware of the requirements and the hard work that choosing an engineering career brings with it. At the end of the first day all four of the groups shared their findings in a plenary session. As a result of that session a number of additional topics were identified for inclusion in the second day workshops. The day was brought to a close by traditional ceremonies and everyone retired to an evening banquet and good fellowship. Day Two of the Conference After morning opening and prayers, Elder Walter Linklater took some time to provide a traditional perspective on the educational and political history of First Nations in Canada and the role of elders. Workshops in day two dealt with a broad range of detailed topics and developed a number of specific recommendations concerning elements of the access program itself, including recruitment, selection, orientation, counselling, contact with communities, support systems and academic support. These are too numerous to summarize and are presented below in point form: Recruitment Methods 1. 2. 3. 4. 5. 6. 7. Advertisements in newspapers, television, radio, video tapes. Use Native organization networks. Develop posters for placement in stores, post offices and band offices. Inform school counsellors and get their support. Use every opportunity to couple career counselling with academic counselling. Attend career days and high schools with professionals and other role models. Develop brochures. Selection 1. 2. 3. 4. 5. Review the selection processes in place for similar programs. Evaluate educational background. Obtain recommendations from the communities. Evaluate the personal commitment and interest in the program. Use orientation period to help in selection. Financing and Resources for Students 1. 2. 3. Assistance available through DIA Post Secondary Assistance Program. Single and mature students should be given equal eligibility for financial assistance. Financial assistance should be flexible based on need. Traditional ways of funding students has resulted in wasted dollars. The link to First Nation Communities is very important to ensure on-going sponsorship of engineering students and to ensure no undue hardships are �I I I I I I I 5 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. created, i.e. late cheques, rent payments, etc. Financial assistance requires that students be in place by April at the latest to ensure availability of funding for September. OSAP funding is available to students who do not qualify for funding through DIA. Current scholarships available through the Post Secondary Program be maintained and ensure that engineering students have access to this scholarship fund. Explore other scholarships that are available to Native students, locally, provincially and nationally. Approach First Nation Communities and political organizations for scholarship bursaries. Special scholarship fund be created for status and non-status engineering students. Approach various corporations or industries, Hydro, mining companies, etc. Assist students in finding summer employment. A break in studies is very important. Students should return to communities to work in the summer months. Length of sponsorship should be flexible keeping in mind the students' commitment and the demands of the engineering program. Create an engineering education fund to ensure financial stability of the program. Obtain funds from the private sector, political organizations, universities, colleges, DIA, foundations, First Nations/Tribal councils. Look at supporting Engineering students as an investment for the future rather than spending dollars on consultants. To ensure on-going financial support for the program, First Nation Communities must have on-going involvement in the program. Continuous feedback and linkage is crucial if this program is to be successful. Support Systems and Communications 1. 2. 3. 4. 5. 6. . 7. 8. 9. Full-time program coordinator and staff should be hired to work for the program. Entry and post-graduate scholarships should be available through the communities/Native organizations and Lakehead University. Role models should be available to encourage students. Develop linkages with communities and Elders. Provide assistance to find both summer employment and permanent employment upon graduation. Involve students in extra-curricular university life through a peer support program . Provide assistance in finding suitable housing, day-care, schools for children, if necessary. Have an on-going evaluation of program: internal and external. Establish a comprehensive list of tutors. At lunchtime, workshop findings were presented in a plenary session. At this point the workshop facilitators explained that they now felt that the group had had enough information and had spent considerable time and hard work investigating the idea of an Native Engineering access program and it was time to make a decision to proceed �I I I I I I I I I I I I I I I I I I 6 or to drop the idea. Each person was asked to write their personal decision on a piece of paper and that the results would be announced after lunch. After lunch a number of the anonymous written responses were read and the final tally announced; a unanimous decision to proceed with the program development. Since, included in many of the responses were suggestions for how to proceed and offers of help, it was decided to remain in the larger group and begin discussions of the tasks that needed to follow this meeting. Four points were emphasized by the group: 1. A program development committee should be struck, with strong representation from members of this group and others to take the recommendations presented here and begin the detailed development of the program. 2. A finance committee should also be struck to begin identifying the necessary funding for the students it will serve. 3. It will be necessary to keep this group and others informed of continuing developments as they occur and to call upon members of this group and others to assist in the work of the committees and the further development of some of the strategies recommended as time goes by. 4. It will be necessary to move very quickly in order to target the beginning of the program for July 1992. Elders concluded the sessions with traditional ceremonies, congratulating the participants and wishing them safe travels. �------------------AGENDA SeQtember 24 -_Scandia 1 9:00 a.m. - 9:45 a.m. 9:45 a.m. - 10:00 a.m. 1o:oo a.m. - 10:30 a.m. Dr. R. Lyons and W. Linklater Welcome Dr. R. G. Rosehart, P.Eng. and Chief B. Cheechoo Conference Agenda and Tasks Conference Facilitators: Dennis Macknak and Don Robertson Value of Career Oriented Training to Natives and their Communities George Hickes, MLA, Point Douglas 3:30 p.m. - 3:50 p.m. Break - Scandia 2 4:00 p.m. - 5:00 p.m. Identification of Workshop Topics For Day Two Participants are to identify topics such as student needs/problems for Day Two workshops 5:00 p.m. Closure - W. Linklater 6:00 p.m. Complimentary Dinner - Ballroom 3 Opening - September 25 - Viking Room 9:00 a.m. - 9:15 a.m. 10:30 a.m. - 11 :00 a.m. Break - Scandia 2 11 :00 a.m. - 11 :20 a.m. Engineering and its Role in Society -Doug Stone, P.Eng. My View as a Native Engineer Derek Hill, P.Eng. 9:15 a.m. - 10:30 am. 11 :30 a.m. - 11 :50 a.m. 12:00 p.m. - 1:oo p.m. G_omplimentary Lunch - Scandia 2 1 :00 p.m. - 1:20 p.m. LU's Engineering Program: What We have to Offer -- Dr. J.G. Locker, P.Eng. What is an Access Program? Murray Cohen Work Shops and Reports-Scandia 1 & 3 Engineering in the Native Community: Discussions on such topics as 1) The supply and demand for engineers 2) Why more native students don't choose engineering? 3) How can the field of engineering be explained to the communities and potential students? 1 :30 p.m. - 1 :50 p.m. 2:00 p.m. - 3:30 p.m. Opening - W. Linklater Workshops - Viking & Icelandic Rooms Recruiting/Admission Criteria Workshop and Reporting Discussions on topics such as 1) Mature students; new high school graduates 2) Geographic distribution 3) How to identify highly motivated students 4) The Who, When, Where of recruiting 10:30 a.m. - 10:50 a.m. Break 11 :00 a.m. - 12:30 p.m. Workshop II and Reports 12:30 p.m. - 1:30 p.m. Complimentary Lunch - Ballroom 3 1:30 p.m. - 3:00 p.m. Workshop Ill and Reports 3:00 p.m. - 3:20 p.m. Break 3:30 p.m. - 4:30 p.m. Summary Discussion 4:30 p.m. Closure - W. Linklater � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Access Program for Engineering: Follow Up Workshop Subject The topic of the resource Universities Description An account of the resource Materials for the Follow-Up Workshop for the Native Access Program for Engineering, February 21, 1992, School of Engineering. Note: participant lists including addresses are not included in this digital copy. Creator An entity primarily responsible for making the resource Lakehead University School of Engineering Date A point or period of time associated with an event in the lifecycle of the resource 1992-02 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text