580 10 13346 https://digitalcollections.lakeheadu.ca/files/original/eeb0fbea71d2337a463348c943b71b56.pdf a1b74a19b8bba2a28736f509671bb3a6 PDF Text Text Cam.pus Guide �_ _ _ _ _ _ _Where ACCOUNTS - Business Offices - UC To Find W h a t - - - - - - - HUMAN RESOURCES - UC Lower Level Lower level ADMINISTRATIVE OFFICES - UC INDIGENOUS LEARNING - SC 2nd tlr., above Agora Lower level AGORA-UC INFORMATION~ROMOTION-AC Main entrance Behind Residence Townhouses; off Reaume St. ALUMNI SERVICES-AC INFORMATION/SWITCHBOARD - UC Behind Residence Townhouses; off Reaume St. Inside main Agora entrance ARGUS (Student Newspaper)- UC INSTRUMENTATION LAB-UC Lower level Lower level ATiiLETICS- SB AVILA CENTRE - AC LEARNING ASSISTANCE CENTRE - SC Behind Residence Townhouses; off Reaume St. LECTURE THEATRES BOOKSTORE - UC Upper theatre, upstairs from Agora UC2011 Lower theatre, entrance off Agora UC0050 University Centre theatre UC 1017 Ryan Building theatre RB 1042 Lower level CAFETERIAS Main & Residence: UC, 2nd fir. Faculty Lounge: UC, lakeside CENTREFORNORTHERNSTUDIBS Oliver Road, across from parking lot 5 CHAPLAIN - UC Across from Switchboard/Information COMMUNICATIONS RESOURCE & TECHNOLOGY CENTRE-BB 1st fir. COMPUTER CENTRE-BB 1st tlr. CONFERENCE & SEMINAR CENTRE - BR CONTINUING EDUCATION-RC Lower level DEVELOP?\IBNT OFFICE - AC Behind Residence Townhouses; off Reaume St. DISTANCE EDUCATION - RC Lower level FINANCIAL AID/OSAP - SC Lower level Lower level LIBRARIES - Main (LI) & Education (BL) LOST & FOUND - UC Security Office NANABIJOU CHILD CARE CENTRE - PR OCCUPATIONAL HEALTH & SAFETY Adjacent to parking lot 5 OUTPOST (Events hall & Restaurant)- SC PARKING PERMITS Day permits (Main Entrance) Loog term (Accounts) PORTER'S OFFICE - BR POST OFFICE "Junction" - UC Downstairs from Bookstore PRINTING & MAILROOM - RB Lower level SECURITY - UC STORES Academic Offices Faculty/Dept/School Anthropology BB Biology CB Business Administration RB Computer Science RB Chemistry CB Economics RC Education BL Engineering CB English RB Forestry BB Geography RC Geology CB History RB Indigenous Learning RC Languages BB Library/Information LI Mathematics RB Music MV Nursing SN Outdoor Rec, Parks & Tourism SN Philosophy RB Kinesiology SB Physics CB Political Studies RB Psychology SN Social Work RC Sociology RB Visual Arts MV Books, UC Computer, BB Convenience, UC Clothing, SC GRADUATE STUDIBS & RESEARCH - UC STUDENT EMPWYMENT & CO-OP - UC 2nd tlr. off Agora Upstairs from The Study GRAPIDCS~HOTOGRAPHY - SN GREENHOUSE 2nd fir., off Agora STUDENT SERVICES - UC UC CB BB RB STUDENT UNION - SC LI GYMNASIA (2) C.J. Sanders Fieldhouse Lower level Bora Laskin Building University Centre, upstairs from Bookstore SB SN PH BL HEALIBSERVICES-UC Across from Security HEALIBSCIBNCESNORTH-HS Comer - Beverly & Balmoral St. HOUSING OFFICE - On & Off Campus - BR SWIMMING POOL C.J. Sanders Fieldhouse SWITCHBOARD/INFORMATION - UC To the right of main entrance TIIEA1RE-BL 2nd Floor 4th Floor 1st Floor 2nd Floor 4th Floor 3rd Floor 1st Floor 4th Floor 3rd Floor 1st Floor 2nd Floor 4th Floor 3rd Floor Ground Lev. 2nd Floor 2nd Floor 1st Floor 1st Floor 2nd Floor 3rd Floor 4th Floor 2nd Floor 1st Floor 3rd Floor 2nd Floor 2nd Floor Building Legend Adjacent to parking lot 5, lakeside STUDY - Games Room Bldg/Fir FB University Centre Centennial Building Braun Building Ryan Building Chancellor Paterson Library Sanders Fieldhouse School of Nursing Power Plant Bora Laskin Building Centre for Northern Forest Ecosystem Research RC SC R HS BR PR MV AC Regional Centre Student Centre Residence Townhouses Health Sciences North Bartley Residence Prettie Residence Music and Visual Arts Avila Centre �Lakehead University Campus Centre for N Shipping and .-sr. lllMallllotlll Conference & Seminar Centre Thunder Bay 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. To Mount Baldy Ski Area Centennial Park Boulevard lake To Lappe Nordic Ski Centre Hillcrest Park Waverly Park Keskus Mall Pagoda Tourist Information Centre Thunder Bay Marina Park Lakehead University Thu~de~ Bay Community Auditorium Canada Games Complex Port Arthur Stadium Thunder Bay Art Gallery Confederation College 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. Intercity Shopping Mall Canadian lakehead Exhibition Conservatory NWO Sparts Hall of Fame International Friendship Gardens Fort William Gardens Victoriaville Shopping Centre City Hall To Kakabeka Falls To Ski Centre: -Loch Lomond -Candy Mountain -Big Thunder -Kamview To Paipoonge Museum To Old Fort William Mission Marsh UC CB BB RB PRETTIE RESIDENCE BARTLEY RESIDENCE 1 2 3 4 5 6 Sioux Lookout Terrace Bay Atikokan Dryden Ear Falls Fort Frances 7 8 9 10 11 12 LI Geraldton Kenora Long Lac Marathon Nipigon Rainy River SB SN PH PR E = Emergency Phone 10 TH Avenue l University Centre Cent~nnial Building Braun Building Ryan Building Chancellor Paterson Library Sanders Fieldhouse School of Nursing Power Plant Prettie Residence BL FB Bora Laskin Building Centre for Northern Forest Ecosystem Research RC Regional Centre SC Student Centre R Residence Townhouses HS Health Sciences North BR Bartley Residence MV Music and Visual Arts Centre AC Avila Centre �PLACES OF INTEREST Who Should You Call? Cam.pus ~ &BANK MACHINES ~iII Jl Royal Bank - located in the Agora Important NumLers d.PA~G General inquiries After hours/emergencies Walk home service :.:,,:-~ ,:.:., CIBC - located across from Health Services • ~:i:!t~e;;cial Needs parking located at convenient points across campus See Campus Map for further details Meters Designated parking meters located at convenient points across campus See Campus Map for further details EMERGENCY PHONES ' 3 located at residences townhouses (Phases 1, 2,4) - attached to Laundry Buildings 2 located on pathway between Bora Laskin Building & Main Campus 1 located in Lot 10 across from Ryan Building ~ SHOPS & STORES lllJ Campus Technology Computer Store 1st floor, Braun Building Lakehead University Alumni Bookstore- University Centre The Junction Convenience Store & Post Office - Lower Level, University Centre The Intersection Clothing & Gift Store .. specializing in Official Lakehead University Wares & Wear - Lower Level, Student Centre l~WYFOODSERVICE _ _ _ _ __ afeterias - Main & Residence: University Centre, 2nd flr. Restaurant - THE OUTPOST - Student Centre Admissions/Registrar Alumni Services Bookstore Campus tours Clothing store (The Intersection) Continuing Education Convenience store (Junction) Counselling Centre Development Distance Education Employment Centre Fieldhouse (Gym) Financial Aid/OSAP/Scholarships Food Services Gender Issues Centre Health Services Human Resources Learning Assistance Centre Main Library Native Counselling & Support Parking inquiries President's Office Ombudsperson Research and Graduate Studies Residence/Conferences/Housing Room/University space bookings Special Events & Promotion Student Services Student Union 343-8110 343-8569 343-8569 343-8500 343-8155 343-8130 343-8500 343-8961 343-8133 343-8925 343-8018 343-8910 343-8210 343-8264 343-8213 343-8206 343-8142 343-8879 343-8361 343-8334 343-8047 343-8205 343-8084 343-8569 343-8200 343-8061 343-8283 343-8512 343-8495 343-8372 343-8522 343-8259 Guide � 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 Campus Guide, 1987 Subject The topic of the resource Universities Description An account of the resource Map and guide to the Lakehead University Campus. Probably 1987. 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 1987 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 1987 campus guide Lakehead departments Lakehead map pamphlet https://digitalcollections.lakeheadu.ca/files/original/f73726900a52ccb45548d58186502740.pdf fd1e6fc26d8113e89956aec0ef0303b0 PDF Text Text ,g.p: Sunday, October 2, 1983, 1 - 5 p.m. You are invited to celebrate ~TIONAL UNIVERSITIES WEEK fun for the entire family: Contests • Tours • Displays Live Music • Art Shows Hands-on Micro Computers free tree seedlings PRIZES Win one of hundreds of woolly tuques drawn for throughout the day, also draws for a chain saw, an original art piece and donated equipment. lA.KEHEAD UNIVERSITY Refreshments and Food Available GJLB will be on location. � 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 Open House Poster, 1983 Subject The topic of the resource Universities Description An account of the resource Poster for the Open House at Lakehead University held as part of National Universities Week. October 2, 1983. 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 1983-10 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 1983 Lakehead events National Universities week open house https://digitalcollections.lakeheadu.ca/files/original/72ec6ffbf9e51019c0215c80afcfbf65.pdf d10ba89d1551b53fe932be28123c2e15 PDF Text Text Lakehead Univers·ty SCHEDULE OF EVENTS FOR EVENT TIME 7:30-9:00 Alumni Breakfast* 10:00-3:30 Continental Cafe & Art Exhibit 2:30-4:30 Lob-Ball Round Robin Tournament ''Research & Development'' conducted visits to selected working labs. 2:30 3:30 4:30 PLACE Alumni/Studen ts/Faculty Res. Cafeteria Everyone Agora Faculty/Students/Staff Playing Players &, Cheering Sections Fields Everyone (Interested friends meet guides at times indicated) University Centre Main Entrance Faculty, Staff, Students Beer Garden, Brass Band, Watershow Alumni & Friends University Centre Patio 5:30 Naming Ceremony "The Harold S. Braun Building" Former Main Bldg. 9:00 L.U.S.U. Semi-Formal Dance* 4:30-7:00 Family BBQ* Everyone Agora * ADVANCE TICKETS REQUIRED FROM VARIOUS CAMPUS LOCATIONS Switchboard Main Building LUSU Office University Centre Intramural Sports University Centre Residence Porter Alumni Services Library 4005 Athletics Office Field House Secretary, Board of Governors UC-2005A Main Gate Call 345-2121, Extension 204 for information. 1 I' I 1; 1f y A Ii i I I I II \i I ~ i, f\ /; ~ / I, 11 II 11 I 1 _I \I ' 1· 1 V I\ ' I , 1 11 , Sept.28 � 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 Poster for University Day, 1981 Subject The topic of the resource Universities Description An account of the resource Poster for the University Day open house held at Lakehead University for National Universities Week, 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 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 Still image 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 1981 Lakehead events poster Student Union University Day https://digitalcollections.lakeheadu.ca/files/original/e511bf97fa0a3126a502d9f51f298f9d.pdf 4ea9903ef611e51b9bd5940b5a4153f6 PDF Text Text f Lake head University CONTINENTAL CAFE IN THE AGORA 10 a.m. - 3:30 p.m. LOB-BALL TOURNAMENT AT THE FIELDHOUSE 1 p.m. - 4 p.m. Enter a team now - rules available by calling the Athletics Department - NAMING CEREMONIES FOR THE RESIDENCES 5 p.m. DISPLAYS AND ART EXHIBITS IN THE AGORA All day Alumni Association of Lakehead University FAMILY BAVARIAN BARBEQUE Lake Tamblyn Patio 5 p.m. - 9 p.m. German Sausage on a Bun and Sauerkraut Tickets ($1.00) available from L.U.S.U., Alumni House Switchboard, Fieldhouse L.U.S.U. BAVARIAN BEER GARDEN GERMAN OOMPA BAND Lake Tamblyn Patio 5 p.m. - 9 p.m. FAMILY SWIM Fieldhouse - 2:30-4 p.m., 7-8:30 p.m. Sept. 27th,l 982 � 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 Poster for University Day, 1982 Subject The topic of the resource Universities Description An account of the resource Poster for the University Day open house held at Lakehead University for National Universities Week, September 27, 1982. 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 1982-09 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 1982 poster Student Union University Day 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/46aad4c82a6cf6ec4339e766d8ffa5eb.pdf f7d0b1959e4a24de151f0e4290af0908 PDF Text Text N~ ~c~ Jr o~rC,J ~°1 THE SCHOOL OF NATIVE STUDIES A PROPOSAL SUBMITTED TO THE NATIVE ADVISORY COMMITTEE JULY, 1991 ~ �INTRODUCTION Lakehead University has a long history of participation in Native education. The university's first experience in programming specifically addressed to Native students began twenty years ago with the introduction of the Native Teacher Education Program. The university's ongoing commitment to Native education is stressed in its Academic Plan (1987) where a course of action to increase activities related to Native peoples is outlined as part of the regional mandate of the university. It was noted that this should be done in close cooperation and with the advice of Native groups. This commitment was reinforced further when, in response to the Academic Plan recommendation, a Native Studies Study Group was formed to analyze and coordinate present activities and to propose new ones. In its Native Studies Study Group Report (May, I 989), the Study Group noted the following: "A strong emphasis on service to Native people and Native communities would be a notable and worthwhile contribut.i on by Lakehead University to the welfare of Northwestern Ontari9 and to its own efforts to establish a distinguished and characteristic specialization. The present state of interest and activity in Native studies and matters is primarily the result of (individual) faculty and departmental initiatives. A serious intent by Lakehead University to make Native studies and serving Native interests an intrinsic part of its operations will require concrete and sustained actions by the university as an ins ti tu tion. The Native Studies Study Group set four priorities ........ having to do with the identification of Native needs and interests through consultations with Native people, developing a Native Students Access Program, promoting native interests on campus, and enhancing research and programs in Native Studies at the university." �2 Although modest improvements have been seen in recent years in the participation rate of Natives in higher education, it is still considerably lower than the overall average for the general population. The problem is systemic and must be dealt with on a system-wide basis. Until participation rates for Native students approximate that of the general population, innovative solutions must be found to encourage Native students to see higher education as an attainable goal and to provide the necessary support for success once they are here. It is our wish to continue working in partnership with the Native community to improve programming, both academic and support, for Native stude_nts and to work toward increasing the participation rate and success of Native students in higher education. The ideas we are presenting today come to a large extent from the efforts of the Study Group and follow from the recommendations of its first report. With the implementation of the Native Education Strategy by the Ministry of Colleges and Universities, the university sees an opportunity to move from a planning phase to an implementation stage and further enhance the value of the university to our Native students. The proposal that follows would see the establishment of a School for Native Studies to house the Academic Department of Native Studies and the Department of Native Support Services. The concept is discussed in greater detail in the report. �3 THE SCHOOL FOR NATIVE STUDIES As stated earlier, the concept of a School of Native Studies was first proposed in the 1987 Academic Plan and reinforced by the Native Studies Study Group. At that time the idea was posed that such a structure would co-ordinate and promote instructional and research activities by faculty and educational services for Native students. Today, the concept of a School of Native Studies has been extended to mean a centre for Native activities, both academic and support. Special professional programs such as Native N1:1rsing, Education and possibly Engineering would remain in those schools but with support services and community liaison services provided by the School would be available to all Native students regardless of the program of enrolment. The School of Native Studies would be comprised of two departments: an academic department to house academic and research programs and a support services department where a full range of services such as social, personal and career counselling, orientation, and Native student advocacy would be provided. The organizational structure proposed is presented in Table 1. �~ Table ~ NATIVE ADVISORY COMMITTEE J Faculty of Arts and Science [ Dept. of Native Studies - B.A. (Native Community Development) - B.A. (Native Studies Program (double major) School of Native Studies (or appropriate title) l Native Support Services Native Counselling & Community Liaison Officer Housing - Native Access Program - Native Studies Certificate - Native Studies Minor Program Specific Advisory Committees ~ Other Native Programs & Students throughout the University 9 M i}q1 1 lO �5 DEPARTMENT OF NATIVE STUDIES The academic Department of Native Studies would be a newly constituted department in the Faculty of Arts and Science. In this department a number of Native programs are possible. Native Access A program already implemented on a trial basis is a general Na ti ve Access Program. The Access Program is modelled after the very successful Native Nurses Entry Program and is intended to facilitate entry into university for individuals who do not have the necessary preparation for university admission. The program is a bridging year of special courses to provide students with the skills to begin a successful academic career. The Access Program f ea tu res specialized recruitment and admission procedures, program orientation and personal counselling, a curriculum that addresses deficiencies in preparation, tutoring services for academic courses, counselling in the area of financial assistance, and social and cultural support systems. Native Studies Programs By using an interdisciplinary approach to teaching Native Studies, the expertise of several academic departments could be drawn together to build a major in Native Studies. A certificate and a minor program could be offered as well using the same approach. Plans in this area are described further in the report by the Native Studies Study Group subcommittee on Academic Programming. Community Development Program Another approach being investigated follows from a proposal made by the �6 Animkee group that suggested that the university offer a program in Native Community Development. The intent of the community development program is to provide Natives with the skills and education needed in their self-government initiatives and the development of community and resources. Such a program would be subject to the system-wide university program approvals process. It would require extensive planning and would be subject to rigorous scrutiny both internally and system-wide on curriculum, academic quality, societal need, student demand and many other points. �7 SUPPORT SERVICES DEPARTMENT A significant element in the provision of special programs to minority students is the support system that must be in place to assist students in making the transition to a successful academic life. For this reason the university operates the Native Support Services Office. Students receive academic, personal and financial counselling as well as cultural support and understanding. Assistance is provided for academic course work and study skills. Tutors are provided through interface with the Learning Assistance Centre and a Native peer tutor system is in place. The office is a centre of Native student activity on campus and has an ambitious program of social and cultural events. Cultural support would be enhanced with a Elder in Residence program to provide the support of an Elder on a regularly-scheduled basis. The Native Support Services Office is staffed year round because of summer programs such as Native Languages and the number of students participating in a variety of summer courses. Additionally, it is proposed to enhance the Native support service function with a Native Counsellor and Community Liaison Officer and a Native housing officer. Native Counsellor and Community Liaison Officer Lakehead University recognizes that in order to be successful in our endeavours to encourage greater participation by Native students, we must reach out to the community to deliver the message that higher education is an option for Native Canadians and to communicate the range of programs available. Our belief is that if we target Native students more direcdy we can increase the number who will view university education as a viable al tern a ti ve. In the report Native Student Drop-Out in Ontario Schools (I 990), it was noted that northern Native students are in general at greater risk of dropping out than are their �8 southern counterparts. "There are particular geographical, social, economic, educational, and historical factors present in northern Ontario which both singly and together mitigate again a northern Native student experiencing the same chances of academic success as his or her southern counterpart". Factors contributing to this situation include low expectations due to a number of negative factors such as poor self esteem, low expectations from the education system, from their communities and families, the lack of positive Native role models and, most important, a feeling that their communities lack many of the employment opportunities that would make the struggle and sacrifices to graduate worthwhile. The reports went on to say that "There was a high degree of agreement between Native and non-Native educators that Native dropouts lacked clear plans. Generally, these educators thought that the main reasons for this dearth of planning could be attributed to cultural factors, lack of role models, and to a lack of career counselling in both elementary and secondary schools". For these very compelling reason we propose to establish the position of Native Counselling and Community Liaison Officer who will be responsible for meeting directly with Native students, teachers, families and community leaders. As a Native person, the counsellor will present a positive role model who understands and is sensitive to the needs of these students. The counsellor will provide information to potential students, both mature students and high school students, guidance teachers, families and community leaders. Information on programs, facilities, career opportunities, support services at the university and information on the City of Thunder Bay would be communicated. The Liaison Officer would play the extremely valuable role of endeavouring to encourage greater participation in university programs, would coordinate efforts to present information on programs at the university that are specifically addressed to Native students as well as provide information about regular programming that is accessible to Native students. Liaison with university departments would take place as well in order to see that students are placed in programs that best suit their needs. �9 The geographic area targeted will be northern Ontario with particular emphasis on northwestern Ontario. Emphasis will be on visiting outlying and remote areas where direct con tact is most needed. Na ti ve specific programs will be stressed as will the fact that all university programs are accessible to Native students. Counselling on the accessibility of education using Distance Education technology and off-campus on-site delivery through Continuing Education also will be provided. Promoting university programs and recruiting in the target groups will result in reaching the goal of more Native students accessing university education. Native Housing Support Many of our Native students come from small, remote northern communities and are attempting to live for the first time in a larger urban city. Finding suitable accommodation is a major hurdle that Native students encounter in making the transition to an urban university setting. As well, many of our Native students are mature students with families and these students have an even more difficult time finding suitable and reasonably priced accommodation. In order to assist these students in the transition, it is proposed that a parttime appointment be made to provide support to students in their search for accommodation and to act as an advocate for Native housing concerns. �IO STAFFING REQUIREMENTS Implementation of this plan would require the following staffing arrangement: Full time appointments: Senior faculty appointment for Native Studies and chair of the School. Faculty appointment for Native Access. Co-ordinator of Native Support Services. Native Counsellor and Community Liaison Officer. Secretarial Support Personnel (2) Part-time appointments: Tutors Native Housing Officer For the most part, these are either new or re-defined appointments based on role and funding considerations. The university currently has a Co-ordinator of Native Support Services and secretary in the Native Support Services Offices. These positions are funded from a grant that is being phased out. The positions of Co-ordinator of Native Access and the secretary are funded as a pilot project by the university pending finding a source of funds to fully implement the program. If the program continues, the co-ordinator position will become a faculty appointments. �. 11 SUMMARY Lakehead University would like to access the funds available from the Native Education Strategy and sees this as a window of opportunity to enhance and expand programming provided for our Native students. The advise of the Native Advisory Committee is sought in this initiative to ensure that the university works in partnership with Native leaders to provide an educational experience that meets the needs of the Native community. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The School of Native Studies: A Proposal Submitted to the Native Advisory Committee. Draft, July 1991. Subject The topic of the resource Universities Description An account of the resource An internal proposal for Lakehead to establish a School of Native Studies, which would then hold the Department of Native Studies (later, Indigenous Learning), support services, and other programs. This document is a draft for discussion and revision, and includes handwritten notes. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991-07 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text 1991 Academics Indigenous students Indigenous studies proposal The Native Advisory Committee https://digitalcollections.lakeheadu.ca/files/original/9a5e32dccff5d1ad96fe234d71249870.pdf dd1458f40313eaaec771837157c3c63e PDF Text Text -· · NATIVE NURSES ENTRY PROGRAM <1cr,-1crcr ~poq.x N·nq.aa. t>c..rq.aa. 0 A Commitment To Sharing Native Nurses Entry Program Lakehead University Thunder Bay, Ontario �Lakehead University Native Nurses Entry Program Small, modern, and set in a rugged area of Ontario, Lakehead University offers a wide range of personal educational opportunities. Relatively small class sizes encourage communication between students and faculty, allow greater opportunity for "hands-on" experience in labs and easier accessibility to a wide range of facilities as diverse as computers and squash courts. A variety of campus clubs bring students together on the basis of shared interests and goals. Many clubs are involved with local and national endeavours in addition to serving the immediate needs of their members. The Student Union offers each student the opportunity to become involved in academic, political and social affairs both on and off-campus. Classic and modern movies are screened on a weekly basis; local dramatic groups present their work in the campus theatre. Dances and concerts, showcasing national and regional talent, are held regularly. A library housing 500,000 volumes, modern laboratories, extensive research facilities, and lecture rooms of all sizes support the academic activities of the University. In deference to our northernly location, many of the buildings are connected by ground tunnel for comfortable walking during inclement weather. The Native Nurses Entry Program is a nine month preparation program designed to provide the necessary skills and academic preparation required for successful completion of the four (4) year nursing degree program. The program is based on two (2) semesters of twelve ( 12) weeks each, as well as a two (2) week field experience. The student may choose field experiences in their own community or other Native health setting. The program offers four academic preparation courses and three special-purpose courses taken over the University academic year. 1st Term Preparation Vear English 1805 Chemistry 1060 Nursing 1190 Mathemat ics 1030 Biology 1191 Communications 1090 Leet. 3 Profl!s~1011dl Orienta11011 1091 Lab 0 2nd Term Leet. Ldb 3 0 2 2 2 2 3 3 0 l 0 0 3 0 2 0 3 0 0 2 0 0 3 0 0 0 Upon successful completion of the above courses the student will enter the Honours Bachelor of Science in Nursing degree program at Lakehead University. 3. Communication for Native Nursing Students - 1090 A practice-oriented course that examines selected aspects of communication theory related to professional nursing and cross-cultural communication. Students will be engaged in a variety of learning experiences including small group discussions, observation, role playing and simulation. 4. Professional Orientation for Native Nursing Students -Nl091 An introduction to the nursing profession including: history of nursing; history of Native nursing; Native health services and impact on health; roles and different levels of nurses. Guest speakers, including Native Elders and health professionals will present topics on: culture, values and cultural change; traditional approaches to health care; child rearing practices; and social and health problems arising from family disorientation. 5. Introduction to Human Biology for Native Nursing Students - Nl191 Specific Courses: 1. Mathematics for Nursing - 1030 Our residence, composed of ten "houses" named for towns in Northwestern Ontario, is built along the banks of the McIntyre River. This mixture of trees, lawn and rushing water creates a serene yet invigorating atmosphere. Each floor has a common lounge and kitchenette and each house, a Resident Assistant who is responsible for the well-being and conduct of the house members. Six hundred and forty students can be accommodated in the ten houses. The University infirmary, located in the residence complex, is managed by a full time nurse. Doctors from a local clinic are available on a regular basis. A course in the basic mathematics necessary to further study of quantitative methods. Topics include: algebra; multiplication; division; squaring; powers and exponents; simple formulas; factoring; equations; graphs; word problems. Mathematics for nursing students - weights and measures (metric); computing dosages; calculation of IV flow rate; preparing solutions. Our University is situated on approximately 150 hectares of scenic, wooded land overlooking the city of Thunder Bay. Excellent shopping, dining, cultural, sports and recreational facilities are available in the city, many of them within walking distance of the University. A thorough study of the effective elements of communication, including style; letter and essay writing; research, planning and organizational techniques; formal and informal report writing; oral communication techniques; reader adaptation and communication situations. Native literature and health related articles will be utilized . 2. English - 1805 An introductory course that will examine the structure, function, and role of major body systems. The student will become familiar with biology terminology; apply scientific method for recording, observation, and reporting data; apply biological principles in relation to health disease processes; and, be able to draw relationships between biology and the other health sciences. 6. Chemistry - 1060 A course in the basic principles of physical, inorganic, and organic chemistry for students without Advanced (Grade 13) Chemistry or equivalent. Topics include: the states of matter; chemical bonding; oxidation and reduction; organic c~>mpounds. �7. Study Skills/Logical Reasoning - N 1190 Formal instruction will cover such topics as time management; effective listening and note taking; how to research and write a term paper; memory/learning; reading efficiently and summarizing textbooks; exam writing; giving seminars. Students will also complete a self-directed program on logical reasoning and reading comprehension that will improve problem-solving techniques. FOR FURTHER INFORMATION CONTACT: Admissions Office Lakehead University Thunder Bay, Ontario P7B SEI Call (807) 343-8500 Toil Free 1-800-465-3959 or School of Nursing Native Nurses Entry Program (807) 343-8446 Facilities • olympic length pool with 1 and 3 metre diving boards • squash courts • weight training and exercise rooms • indoor track and outdoor jogging and walking trails • gymnasium - badminton, basketball, soccer, volleyball • fenced tennis courts • the Thunder Bay Country Club, directly adjacent offers an 18 hole golf course • regular City transit service • cafeteria and variety store on campus • the University bookstore stocks a wide range of stationery, gifts and textbooks • "The Study" (on campus pub) LAKEHEAD UNIVERSITY � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Nurses Entry Program brochure Subject The topic of the resource Universities Description An account of the resource Brochure for the Native Nurses Entry Program, circa 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 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 1991 academic access programs brochure Indigenous Lakehead Native Nurses Entry Program NNEP Nursing programs https://digitalcollections.lakeheadu.ca/files/original/12ae7e47e7b87744dbd9912e390d776c.pdf a99825b8b74b286663ebf2d657f3fe08 PDF Text Text 1991/92 .-,•. •, ��NATIVE NURSES ENTRY PROGRAM - SUMMARY REPORT INTAKE PROCESS: i) FIRST INTAKE In January 1987, Lakehead University admitted twelve Native students into the Native Nurses Entry Program. These students represented the following communities: ** ** ** Bearskin Lake Fort Hope Fort William Gull Bay Kasabonika Lake Lac La Croix ** Long Lac #58 Long Lac #77 Maniwaki, Quebec Shoal Lake Spanish River Walpole Island Of the first intake, ten of twelve students completed the program and were admitted into Year One of the Honours Bachelor of Science in Nursing Program in September 1987. ii) SECOND INTAKE In September 1987, Lakehead University admitted twelve Native Students into the Native Nurses Entry Program to begin the Second intake. These students represented the following communities: ** ** ** Attawapiskat Bearskin Lake Fort Severn Gull Bay Lac Seul Lake Helen Lake Helen Mississauga Nanisivik, N.W.T. Pangnirtung, N. W. T. Sucker Creek Thunder Bay Of the Second Intake, ten of twelve students completed the program and were promoted to the nursing degree program for September 1988. In addition, one student from the First Intake completed program requirements and entered Year One of the nursing degree program in September 1988. �iii) THIRD INTAKE In September 1988, Lakehead University admitted twelve students into the Native Nurses Entry Program. These students represented the following communities: ** ** ** ** ** Spanish River - 2 Bearskin Lake NAN COMMUNITY/BAND Couchiching Lac La Croix Sandy Lake Long Lac #58 North Spirit Lake Shubenacadie, Nova Scotia Schefferville, Quebec Summer Beaver Mobert ** Six of these students were promoted to the H.B.Sc.W. program for the 1989/90 year. Two students failed NNEP course requirements; one was transferred to Lakehead University B.A. program. Two had failed averages and will repeat NNEP. One withdrew for personal reasons. iv) FOURTH INTAKE In June 1989 twelve students were admitted into NNEP to begin the fourth intake. These students represented the following communities: ** ** ** Sachigo Lake Allanwater Aroland Fort Hope Walpole Island ** Whitefish Bay Red Lake Macdianmid Constance Lake Spanish River Six of these students were promoted to the H.B.Sc.N program for the 1990/91 year. One student will repeat two NNEP courses & nursing electives; two are continuing in Bachelor of Arts courses; two did not return to L. U.; one withdrew for personal reasons. �v) In June 1990, Lakehead University admitted thirteen students into NNEP to begin the Fifth intake. These students represent the following communities: ** Fort Frances Sachigo Lake Blind River ** Hudson Thunder Bay ** Big Trout Lake Whitehorse, Yukon Sioux Lookout Manitoulin Kingfisher Lake The Pas, Manitoba The Fifth intake students began NNEP in September 1990, this intake is currently under evaluation, although unofficially it appears that ten (10) will be eligible to continue into the nursing degree program. Two (2) of these students withdrew for personal reason, and one ( 1) will be returning in the fall of 1991 /92. ********************************************* NATIVE NURSES ENTRY PROGRAM (NNEP): The Native Nurses Entry Program (NNEP) at Lakehead University is a nine-month preparatory program. It is designed for the Native adult students who do not have the prerequisites for direct entry into the university baccalaureate nursing program. The goal of NNEP is to provide First Nation adult students with the necessary academic skills and orientation to enter the nursing program. In addition, it also takes into consideration the Native traditional holistic approach to health. Successful completion of NNEP would enable the students to gain entry into the four-year baccalaureate nursing program at Lakehead University. NNEP is funded on a three-year developmental basis by the Ontario Region Indian and Inuit Health Careers Program (IIHCP) of Medical Services Branch (MSB). The program was originally funded for three academic years from 1987 to 1989. There were two student intakes in 1987. The funding has now been extended to April 1993. It is co-funded by Medical Services Branch and Ministry of Health. �Back&round of the Proeram: First Nations and the Canadian government are cognisant of the need to improve the delivery of health care services to First Nation communities. Well qualified and trained nurses are an integral and indispensable part of these services. Native nurses have an inherent cultural sensitivity to the socioeconomic realities in First Nation communities. Presently there are 326 Native nurses in Canada. Approximately 20 % of these nurses have nursing degrees. First Nations recognize that they need more Native nurses with degrees to work in their communities. Lakehead University has a tradition of working with First Nations in helping their people access university education. In 1983, the Nishnawbe Aski Nation (NAN) which represents 43 First Nation northern communities, approached the School of Nursing at Lakehead University. NAN requested that Lakehead University explored the feasibility of providing a preparatory program for entry into nursing for First Nation students. This was prompted by the fact that without a preparatory program many First Nation students, especially adults would not have the pre-requisites to apply for entry into the baccalaureate nursing program. A consultation workshop was held at Lakehead University in May 1985. Participants at this workshop included Native leaders, health professionals, educators, Lakehead University staff and the staff of Medical Services Branch. A small working group was formed at the end of this workshop. Members of this group included Native nurses, educators and Lakehead University staff. The group's mandate was to work on the design and development of the Native Nurses Entry Program (NNEP). This group later became the NNEP Advisory Committee. NNEP started as a seven-month program in January 1987, and has been changed to a nine-month program since September 1987. The change was recommended by the NNEP students as it was easier for them and their families to relocate and attend school from September to May. Since January 1987 there have been four intakes of students into NNEP. Twelve students were admitted in each intake. At the time of this report, a total of forty-eight students had been admitted to NNEP. Of these forty-eight students, twelve have just started the program in September 1989 and thirty-six students have gone through NNEP. �Major Findines of The Evaluation: The following is a summary of the major findings of this evaluation: 1. Of the students who complete NNEP, the majority continued into the intended nursing program at Lakehead University. However, some students have moved into other Lakehead University programs, and some are attending other university and college programs. The breakdown of the above mentioned students are as follows: (a) Of the thirty-six students from the first three NNEP intakes, twenty-nine students successfully completed the course. This represents an overall successful completion rate of 80.6% of the NNEP population from January 1987 to May 1989. (b) Twenty-seven of the twenty-nine students entered the Honours Bachelor of Science Nursing (H.B.Sc.N.) program at Lakehead University. This represents 93 % of those who completed NNEP. (c) Of the above mentioned twenty-seven students, nineteen (69%) are still in the H.B.Sc.N. program. In addition, one student is taking a combination of NNEP courses and a first year elective. The status of the above mentioned twenty NNEP students in the nursing program at Lakeh~d University are as follows: - Two students are in third year nursing; - Three students are in second year nursing; - Fourteen students are in first year nursing; (Of the latter fourteen students, six are in first year nursing for the first time, six are repeating first year courses, and two are taking electives as they have passed first year nursing). One student is taking a combination of NNEP course and first year nursing elective. (d) Nine students left the H.B.Sc.N. program at Lakehead. Two of these students are continuing their education at the university level (Social Work; Bachelor of Arts). Two of the students are now taking college courses one in nursing and one in Arts and Science. One student is working in the Baffin Health Board NWT. Three students are at home with small children, and one student is deferring entry into second year nursing at Lakehead University for personal reasons. �(e) Therefore the number of NNEP students who are still in various university studies including nursing is twenty-two out of twenty-nine students or 76%. In addition to these twenty-two university students, two other NNEP students are attending college. Thus, the number of NNEP students who are attending universities and colleges is twenty-four out of twenty-nine or 83 %. (t) Seven students did not complete NNEP. Four withdrew for personal reasons, one for medical reasons and two failed the program. Of the two students who failed the program, the first student was from Quebec and had difficulty with written English, the other was not able to handle the sciences. The student from Quebec is now taking nursing in French at the University of Ottawa and the other is in the General Bachelor of Arts program at Lakehead University. The above analysis took into consideration the students who have successfully completed NNEP and their progression into the nursing and other post secondary programs. An alternative approach of evaluating the students' progress globally is to consider the total NNEP student population who started the program and trace their progress in post secondary education. This would then include students who did not complete NNEP but advanced on their own to the nursing program and the Bachelor of Arts program in other universities. (Therefore, of the thirty nursing program and the Bachelor of Arts program in other universities.) Therefore, of the thirty six students who attended NNEP, twenty eight (78 %) continued into nursing. At the time of this report, twenty one out of the thirty six students are still in nursing. One second year nursing student is taking a year off for family reasons. Therefore the percentage of students who are in nursing at the university level is 61 % (22 out of 36 students). Regardless of which approach is used in analyzing the NNEP students educational progress, the end result is that the majority of the NNEP students are continuing their education in the nursing program while some are in other post secondary programs. 2. NNEP is presently providing the students with the opportunity of accessing nursing at the university level. The overall success of NNEP in providing for graduate nurses to work in First Nation communities or with First Nation people in health institutions can only be fully evaluated in the next two to three years. It is anticipated that the two third year nursing students will graduate by 1992/93. In conclusion the evaluation found that NNEP has effectively met its goals and objectives to the extent that it has provided the students with the opportunity to access the Honours Bachelor of Science Nursing program at Lakehead University and other post secondary programs. A more �.. • comprehensive assessment of how effectively NNEP has met all its goals in providing the opportunity for the students to graduate from the nursing program and work with First Nation communities can be only be evaluated when the students graduate from the nursing program in the next two to three years. These goals and objectives are consistent with the wishes for First Nations, Medical Services Branch hiring policy and the policy of transfer of control of health care services in First Nation communities to First Nations. The reality however is that until Indian education focuses more on the sciences and there are more secondary school graduates at the advanced level, preparatory programs like the NNEP are essential. Without such programs, many Native people would not have the opportunity to access university education. NNEP has demonstrated that such a preparatory program can work for Native people. Therefore it is imperative that long-term funding be secured for the continuation of this program. Taken directly from Kin Wan External Evaluation, Native Nurses Entry Program, released Spring 1990. This evaluation includes the first three intakes, thirty-six students. There are presently sixty students who have gone through NNEP. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Nurses Entry Program, Chief's Report Subject The topic of the resource Universities Description An account of the resource A report on the success to date (1991) of the Native Nurses Entry Program at Lakehead. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/d903c2d83858c9cab6e031b334cd1cc7.pdf c7519d86e1e3d48112b3f5b6e95780a8 PDF Text Text LAKEHEAD UNIVERSITY NATIVE ADVISORY COMMITTEE Preamble Lakehead University has a history of participating in Native endeavours. For example, the Native Nurses Entry Program, the Native Teacher Education Program, the Native Language Instructors' Program, and the Native Student Support Services Program are testaments to this institution's commitment to make the Native students' academic goals more successful. Most recently, Lakehead University established the Native Studies Study Group and the position of Co-ordinator of Native Programming to assist in the University's objectives of developing programming relevant to Native people and of helping Native students succeed. A further initiative by the University is to establish a Native Students Access Program to further the ability of Native students to enter University programs and to succeed in their work. Lakehead University is committed to involving and consulting the Native community at large with respect to such objectives and programs. It needs a mechanism for regular and mutually useful participation of representatives of the Native population. The University proposes to establish the Lakehead University Native Advisory Committee as a means of involving Native people in University programs of interest to them. The Committee would have the following terms of reference. TERMS OF REFERENCE 1. Advisory Relationship within the University The Lakehead University Native Advisory Committee (LUNAC) is established to give advice to the President at Lakehead University on programming in Native Studies, on University relationships with Native communities and students, and on other matters of interest to Native people and the University. 2. Membership The Lakehead University Native Advisory Committee shall consist of fifteen persons: I) 2) 3) 4) 5) 6) 7) 8) The The The The The The The The Grand Council Chief of the Nishnawbe-Aski Nation Grand Council Chief of Grand Council Treaty #3 Grand Chief of the Union of Ontario Indians Grand Chief of the Association of Iroquois and Allied Indians President of the Ontario Metis and Aboriginal Association President of the Ontario Federation of Indian Friendship Centres President of the Ontario Native Women's Association President of the Lakehead University Native Students' Association The elected leaders named above may be represented by such other qualified and formally designated representatives as she/he appoints. 9) 10) 11) 12) 13) Two Native persons from Northwestern Ontario to be nominated and appointed by the Committee, one of whom shall be an elder. The Chairperson of the Native Studies Study Group Two persons appointed by and from the Native Studies Study Group The Co-ordinator of Native Programming The Vice-President (Academic), who shall be Secretary of the Committee. �Native Advisory Committee Terms of Reference Page 2 The Chairperson of the Lakehead University Native Advisory Committee shall be a Native person, nominated and selected from the Committee membership. 3. Representation and Advice The representation of the Native community served by Lakehead University, with their special knowledge and trust within their community, are expected to represent the interests of their people in the deliberations of the Advisory Committee. They are in a position to know the concerns and needs of their people, to bring these to the attention of the Advisory Committee and the Vice-President (Academic), and to influence the actions of the university. 4. Responsibilities The Lakehead University Native Advisory Committee is established to: 1) 2) 3) 4) 5) 6) 7) 8) provide ongoing support and advice to Lakehead University through the Offices of the President and the Vice-President (Academic); review data and statistics on the recruitment and retention of Native students, the courses of study in which they are enrolled, and their -success in and after their University studies; review and advise on general policy additions and changes to University programs, as these relate to the Native communities and students, through such procedures as periodic program reviews and evaluations; advise on the promotion of University programs and services, program budgets, recruitment of Native staff, faculty and students, application procedures, admissions procedures and criteria, the support of Native students and proposals for Native specific initiatives; advise and educate the University and the general public on Native issues; assess ways in which courses of study may be offered in Native communities in northern Ontario; advise on the establishment of a Centre or Department of Native Studies, and, submit specific recommendations with regard to the above named matters. 5. Meetings The Committee may meet as often as it sees fit, provided that it does so within the budget provided. The University shall pay appropriate travel, meal, and accommodation expenses according to established University accounting practices. The University shall provide secretariat services through the Office of the Vice-President (Academic). July 1991 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Native Advisory Committee, Terms of Reference Subject The topic of the resource Universities Description An account of the resource Terms of reference for the Native Advisory Committee at Lakehead, July 1991. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991-07 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/ea2922f7c64637a10ee9bf1332919487.pdf ef7fdac283b0441985d754dbc49960a9 PDF Text Text DRAFT NATIVE STUDIES PROPOSAL Presented by · The Native Studies Study Group Lakehead University November 1991 �"Post-secondary education is essential to all First Nations activities that share this objective of self-determination." - Assembly of First Nations, Tradition and Education: Towards a Vision of Our Future (Ottawa, 1990), 92. �ACKNOWLEDGEMENT Native Studies Study Group 1991 D. Bates M. Boone G. Bruyere K.L. Clarke R. Eigenbrod E.Epp M. Hardy M. Johnston J. Lawson G. Locker D. Martin P. McGuire J. Naysmith D. Neegan J. O'Meara M. Pitawanakwat D. Rice E. Sabourin E. Setliff R. Slipperjack-Farrell B. Toye-Welsh D. Wawia D. West Note: Educaton Nursing Native Support Services Special Assistant/Institutional Research English History Native Programming Northern Studies/Geography Student Services Engineering Chemistry NNEP Forestry Lakehead University Native Students Association Education Community Community Contact North Forestry Education N.L.I.P. N.T.E.P. Poli ti cal Studies The names of the members of the Sub-Committee on Academic Programming in Native Studies are listed in bold-face. 11 �EXECUTIVE SUMMARY The overall purpose of the proposal is to achieve academic programming in Native Studies and Native Community Development in the Faculty of Arts and Science at Lakehead University. This programming will complement long-established programs in the Faculty of Professional Studies such as the Native Teachers Education Program and the Native Language Instructors' Program. Native organizations are keenly aware of the need to develop more opportunities for the post-secondary education of aboriginal people. Their concerns are recognized in this report and some of the responses of Lakehead and other universities are noted. The Academic Plan adopted in 1987 recognized the opportunity for Lakehead University to meet these Native needs, and the Native Studies Study Group declared the enhancement of research and teaching in Native Studies to be one of its four objectives in 1989. This report presents the plan that would make that objective a reality for Native and other students at Lakehead University. It is recommended that the Faculty of Arts and Science consider the following actions: 1.1 Establishment of a program in Native Studies incorporating the core courses in Native Studies that have long been part of the Anthropology listings in the Calendar plus a new introductory course and including cross-listed or recommended courses offered by various Arts and Science departments. 1.2 Creation of Double Major, Minor and Certificate options for the study of these Native Studies courses. 1.3 Development of a program in Native Community Development incorporating new courses in this area and courses already offered by the various Arts and Science departments. 1.4 Implementation of both the Native Studies and Native Community Development programs by means of a new department within the Faculty of Arts and Science and the appointment of a Native faculty member to begin to develop the new department. 1.5 Further consideration of curriculum development in Native Studies and Native Community Development by the Faculty of Arts & Science. iii �TABLE OF CONTENTS Page I. Introduction ............................ .. ........... . .. . . . . ....... . 2. Statement of Purpose .................. . .. . ................... . ..... . 3. The Expectations of Native People ..................... . .. . .. .. .... .. . 4. The Work of the Native Studies Study Group ......... . ......... . ... ... . 5. The Rationale for Establishing Programs ............... . . . .. . . . . .. .. .. . a) b) 6. Native Studies ..................... . ......... . . . .... .. . .... . . . Native Community Development ...... . .............. . .. .... . .. . The Proposed Format of the New Programs ............................ . a) b) Native Studies ............................................... . Native Community Development ............................... . 7. Recommendations .................................................. . 8. Conclusions iv �LIST OF APPENDICES Page I Calendar Entries - Native Studies Program ............... .. .. . . .... ... . II Draft Native Community Development Program ....................... . III Lakehead University Native Advisory Committee, Terms of Reference .... . IV Selected Native Studies Bibliography ................ .... ............. . V Proposal for a School of Native Studies .............. . ....... . ... .. . .. . V �1 ACADEMIC PROGRAMMING IN NATIVE STUDIES AND NATIVE COMMUNITY DEVELOPMENT 1. INTRODUCTION The development of research and teaching in Native Studies was recognized as one of the areas needing development in this Academic Plan adopted by Lakehead University in 1987. Soon after the adoption of the Academic Plan, a Native Studies Study Group began work on a number of initiatives to encourage research relating to Native people and their needs. In a report completed in May 1989, the Native Studies Study Group also recommended the establishment of a Native Access program for Arts and Science to complement the Native Teacher Education Program and the Native Nurses Entry Program in the Faculty of Professional Studies. A community-based proposal for a Native Community Development program was brought to the Native Studies Study Group during the I 989/90 Academic Year. Early in 1991, the Native Studies Study Group created a Sub-Committee on Academic Programming to develop both an interdisciplinary program in Native Studies and a quasiprofessional program in Native Community Development. The Native Studies and Native Community Development programs proposed in this report are designed to equip the Faculty of Arts and Science to meet its responsibilities to Native people in the Ontario region with the highest proportion of aboriginal people. The proposal recognizes the fact that, although the Faculty of Professional Studies offers a number of important programs to Native people and is developing others, the education needs of many Native people can only be met within the Faculty of Arts and Science. The proposal represents an acceptance of the Native Studies challenge offered by the Academic Plan of 1987 and will enable the Faculty of Arts & Science to enter a new phase in its academic service as the new Academic Plan is being formulated. The proposal also reflects the determination of Native people in the region to have Lakehead University meet their own needs for academic study and �2 professional preparation. At a time when Native people assert the right to plan there own futures, Native people employed by Lakehead University, as well as residents in our community, have asserted that Lakehead University should meet their education needs. �3 2. STATEMENT OF PURPOSE The Native Studies and Native Community Development programs proposed in this report are designed: a) to offer academic courses in the developing field of Native Studies to Native and other students, and b) to provide a quasi-professional program in the vital area of Native Community Development to Native students. These programs are designed above all to enable Native students from Northwestern Ontario and other areas both to explore their own cultures and to develop the specialized skills they need to develop their societies. This proposal will enable Lakehead University to meet the contemporary challenge of assisting Native people and their organizations to advance their education and develop their communities in the new era of Native self-government. �4 3. THE EXPECTATIONS OF NATIVE PEOPLE Native people in this region and across Canada are actively pursuing the benefits of post-secondary education. The Assembly of First Nations declared in 1990 that "postsecondary education is essential to all First Nations activities that share the objective of selfdetermination" (Tradition and Education: Towards a Vision of Our Future, 92). The expectations of Native people with regard to post-secondary education involve the training of Native professionals to meet the needs of developing and implementing strategies that will contribute to self-determination. Moreover, there is an expressed desire among Native people to exercise jurisdiction over their own education, including post-secondary education. The goal of direct participation in the formation of post-secondary educational policy has been expressed by a number of Native organizations. Their ambition is to create and . administer programmes which reflect the needs and concerns of Native people across the country. Because the quality of post-secondary education is important to the development of self-government and self-determination, Native people have specified cultural input, building on existing post-secondary programmes, teacher training, curriculum content and development, counselling, programme delivery to Native communities, and funding to be the most important areas of immediate concern. The overall aim of this involvement in the policy-making process is the improvement of the quality of Native post-secondary education. Quality education has been defined by the Assembly of First Nations as "the means by which history, values, ·beliefs, and knowledge are transmitted and new ideas are incorporated" (Tradition and Education: Towards a Vision of Our Future, 93). Post-secondary education should prepare students, Native and non-Native, for the job market. Native people are aware of the educational requirements relevant to today's employment situation in Canada. Moreover, they are aware of the need to foster a greater �5 understanding among Native and non-Native students of the needs of Native people with regard to cultural identity and awareness, language retention, and the relating of the concepts of Native self-determination and self-government. Therefore, it is important to recognize that the Nishnawbi-Aski Nation All-Chiefs Conference in August 1990 identified three important and related goals in the delivery of post-secondary education: a) to increase Native participation and completion rates in university and college programs; b) to increase the sensitivity and awareness of post-secondary institutions to native cultures and issues, and; c) the increase the extent and participation of Native peoples in decisions affecting Native post-secondary education (Keewatin Report, 32). The serious under-representation of Native people in Ontario post-secondary education institutions can only be rectified by concerted action. The Native Advisory Committee to the Ministry of Colleges and Universities, which included representatives of the Chiefs of Ontario Joint Indian Association, Association of Iroquois and Allied Indians, Nishnawbe-Aski Nation, Union of Ontario Indians, Ontario Federation of Indian Friendship Centres, Ontario Metis and Aboriginal Association and Ontario Native Women's Association has called for "the use of expanded and more flexible mature student admission and selectiqn criteria, the development of special access or bridging programs, the active recruitment of interested Native students and the expansion of distance education opportumties, particularly for people in northern Native communities." It is clear that Native people in this region and across Canada are actively participating in and directing the future of Native post-secondary education. This activity will provide Native students with the skills required to succeed in either Native or mainstream �6 communities. It is also clear that the University community at Lakehead is interested in working with Native people to help them to create the kind of post-secondary education that they require for the realization of self-reliance and economic and political self-sufficiency. In this spirit, the proposal for a Native Studies Program at Lakehead University is a first step in meeting the needs of both communities. �7 4. THE WORK OF THE NATIVE STUDIES STUDY GROUP Lakehead University has, through the first quarter century of its academic development, come to recognize the challenge that it faces in meeting the educational needs of a region characterized by a higher proportion of Native people than is to be found in any other part of Ontario. Northwestern Ontario is the home of dozens of First Nations and of thousands of urban Native people. The University has been most successful in developing such programs as the Native Teacher Education Program and the Native Language Instructors Program. For some time the Anthropology Department also offered a well-received Native Studies Program each Summer Session. The Academic Plan adopted by the Senate of Lakehead University in 1987 recognized the importance of academic services to Native people. Recommendation 4.5 of the Academic Plan stated: a major goal over the next five years be to try and introduce additional undergraduate and graduate programming of direct regional relevance. A series of study groups were formed "to coordinate and further develop courses and programs now being offered and investigate the feasibility of mounting new undergraduate programs in regionally relevant subject areas" (Recommendation 4.6). Specifically a Native Studies Study Group was recommended for the following reason: Northwestern Ontario has a significant Native population which is an increasing proportion of the regional total. Lakehead University should, therefore, increase its activities related to Native peoples in all respects as part of its regional mandate. This should be done in close co-operation and with the advice of the Native groups. Lakehead already has undertaken a number of program initiatives in the areas �8 of Nursing, Social Work, Anthropology, Native Languages, and Education. However, these are not coordinated and have not been analyzed in any comprehensive way. A Study Group should be formed to do this. The Academic Plan also recognized the importance of a distinct institutional setting for the academic services to Native people: Senate would like to note that, in its opinion, Native Studies initiatives should be organizationally distinct from Northern Studies initiatives. Although the two were linked in the Re port of the Presidential Advisory Committee on Northern Studies ( March 1985) so much is involved in each that it is likely to be less complicated to form two distinct organizational structures even though the two areas are intimately connected. As the Native Studies Study Group Report May 1989 indicated, the Senate recommendations relating to Native people were taken up soon after the Academic Plan had been adopted. The Native Studies Study Group focused its attention on four areas of priority: a) identification of Native needs and interests; b) developing a Native Students Access Program; c) promoting Native interests on campus; and d) enhancing research and programs in Native Studies. A substantial part of the Report was devoted to the creation of a Native Students Access Program modelled on the Native Nurses Entry Program but meeting the needs of Native students entering Arts and Science programs generally: �9 The Study Group also recognized that "the University's commitment to Native education will be demonstrated in part by the number of tenured Native faculty members it has, by actions designed to increase the number of tenured Native faculty members, and by its support of their efforts to develop professionally." The NSSG therefore recommended: "That Lakehead University take steps designed to increase the number of tenured Native faculty members" (p. 42). The Native Studies Study Group Report also recognized that "some centralized support and co-ordination of faculty activities would provide a continuity and visibility to University Native Studies that should enhance the effectiveness of the work and attract interest and funding" (p. 43). The Report, therefore, recommended "That the University obtain funds for the limited term appointment and support of a Co-ordinator of Native Studies to assist the Study Group in setting up a Centre for Native Studies and in other aspects of planning and implementing its programs in Native Studies" (p. 50). One of the specific issues that the Native Studies Study Group Report of May 1989 also dealt with was the academic location of the important Native Language program of the University: "Given the importance of Native languages within the Department of Languages, not only to Native people but also as a subject worthy of academic study, consideration should be given to enhancing the status of Native Languages within the Department of Languages or, alternatively, to locating Native Languages in another academic unit in the University" (p. 45). The Native Studies Study Group saw progress in the University's establishment of a Native Access Program during 1990/91 and has had the assistance of a Co-ordinator of �10 Native Programming since I 989. The need to focus effort on the academic development of Native Studies led to the creation of a Sub-Committee on Academic Programming in Native Studies in I 990. This Sub-Committee began consideration of an inter-disciplinary program in Native Studies. It also received a proposal in 1990 from a co~munity group, the "Animkee Education Council", to consider the establishment of a new quasi-professional program in Native Community Development. Native people have come to play a very important part in the work of the Native Studies Study Group and the Sub-Committee on Academic Programming in Native Studies. Lakehead University has also established a Native Advisory Committee (Appendix III) through which Native organizations advise the University on its responses to the educational needs of the Native people of Northwestern Ontario and the rest of the province. The Native Advisory Committee is now chaired by a Native person from the Lakehead community and provides the various Native governmental confederacies and other leading Native organizations with an instrument to guide academic development of concern to them at Lakehead University. The proposal for a new Department of Native Studies to offer Double Major, Minor and Certificate programs in Native Studies and a major program in Native Community Development was presented to the Native Advisory Committee at its meeting of 16 July 1991. The Native Advisory Committee has encouraged the University to continue working along the lines envisaged in these program proposals. The Native Advisory Committee has also received with interest a proposal from the President of Lakehead University for the establishment of a "School of Native Studies" that "would be comprised of two departments: an academic department to house academic and �11 research programs and support services departments where a full range of services such as social, personal and career counselling, orientation, and Native student advocacy would be provided" (The School of Native Studies: A Proposal Submitted to the Native Advisory Committee: July, 1991, p. 3). The "Proposal" envisages "the academic Department of Native Studies [as] a newly constituted department in the Faculty of Arts and Science" providing inter alia Native Studies Programs on an interdisciplinary basis "as described .. .in the report by the Native Studies Study Group sub-committee on Academic Programming" and a Native Community Development Program (p.5). �12 5. THE RATIONALE FOR ESTABLISHING PROGRAMS a) Native Studies Native Studies programs have become established in many Canadian universities to enable Native students to become more familiar with the experience and situation of their communities in Canada. Native Studies programs recognize that the historical experience of the First Nations. the social evolution of the Native peoples, the culture and way of life of aboriginal peoples generally are appropriate focuses for post-secondary study by both Native and non-Native students. Native Studies programs represent an instrument for cultural development and social empowerment by Native people as well as a forum within which nonNative persons can become more informed about the experience of their Native fellow citizens. Native Studies programs, which are sometimes regarded with concern as intrusions in the social or cultural life of Native peoples, have generally served to enable Native persons to make their own experience a legitimate focus for post-secondary education. This has certainly been true in Ontario of the Native Studies program at Trent University, which played a pioneering role in the development of programming and which has enabled Native people from every part of the province to achieve university degrees. A Native Studies program at Lakehead University will provide an opportunity for the Native people, particularly of Northwestern Ontario to explore the experience of their own people at the university of their region. The proposed program will enable them to combine this exploration with studies in a Double Major disciplinary context and thus became better prepared to act as leaders in their own communities. The Minor program will enable students to have some participation in Native Studies recognized on their transcripts. The Certificate in Native Studies will enable persons who have already achieved university degrees to add courses in Native Studies to their professional qualifications. �J 13 b) Native Community Development Native people are keenly aware of their need for professional qualifications to undertake work in the community development context. All communities hope to find the professional skills they need for economic and social development among their own members. Members of the community are most keenly aware of the needs and have the greatest stake in the development of programs and the achievement of results. What member of Native communities need is the opportunity to equip themselves in a quasi-professional way to meet the needs and plan the programs need for community development. A program in Native Community Development will enable Native students to combine study of the principles of community development with study of various courses offered by the existing departments of the Faculty of Arts and Science. . The economic development option will inevitably require a good deal of study in Economics whereas the social development option will focus study in Political Studies, Philosophy and Social Welfare. The Native Community Development program was proposed by a Native community group and will be developed further in discussion with First Nations and other Native organization. �14 6. PROPOSED FORMAT OF THE NEW PROGRAMS a) Native Studies The programs in Native Studies and Native Community Development off er students fundamental knowledge of First Nations' history; cultural and traditional values; political, constitutional, and sociological issues; and economic relationships with the mainstream society. The programs include a double major and a minor in Native Studies and a Certificate in Native Studies. The program in Native Studies combines relevant courses in the existing curriculum of various departments with core courses in Native Studies to enable students to complete the program. PROGRAMS I. B.A. {Native Studies Double Major) Three Year Program The double major in Native Studies consists of five courses in Native Studies and must be taken in combination with another Major whose requirements must be met. The following courses are required: First Year Native Studies 1100 Second Year - Native Studies 2431 and 2433 Third Year Native Studies 3435 and 3437 Note: Students in need of academic counselling should consult the Chair of the Department of Native Studies. �..J 15 2. B.A. (Minor in Native Studies) A minor concentration in Native Studies consists of at least three full-course- equivalents in Native Studies. An overall average of 60% is required in Native Studies 1100 and any two other Native Studies elective courses at the second year level or above. 3. Certificate in Native Studies The program consists of four full-course-equivalents in Native Studies: a) Native Studies 1100 b) Native Studies 2431, 2433, 3435 and 3437 c) one full-course-equivalent Native Studies course On completion of all four courses with an overall average of 60%, registrants will be awarded a Certificate in Native Studies. �16 6. b) Native Community Development (Draft Proposal) This program is designed to equip the student with the qulification to assist with the development of their community. The Interdisciplinary Program in Native Community Development offers a Bachelor Degree in Native Community Development. Studies may opt to complete a Fourth Year and achieve an Honours Degree in Native Community Development. B.A. (Major in Native Community Development) Three Year Program Option I - Economic First Year: (a) Native Community Development 1000 (b) Native Studies 1100 (c) Business 1511 and 1512 (d) Economics 1100 (e) One elective course from Group II Second Year: (a) Native Community Development 2000 (b) Economics 2003 (c) Three elective courses, one of which is recommended to be Business 1513 Third Year: (a) Native Community Development 3000 (b) Economics 3211 (c) Political Studies 3351 (d) Three elective courses �17 Option II - Social First Year: (a) Native Community Development 1000 (b) Poli ti cal Studies l l 00 (c) Sociology 1100 (d) two elective courses Second Year: (a) Native Community Development 2000 (b) Philosophy 2805 (c) Political Studies 3351 (d) two and one-half elective courses Third Year: (a) Native Community Development 3000 (b) Social Welfare 3411 (c) Native Studies 3437 (d) three elective courses �18 RECOMMENDATIONS It is recommended that the Faculty of Arts and Science consider the following actions: I. I Establishment of a program in Native Studies incorporating the core courses in Native Studies that have long been part of the Anthropology listings in the Calendar plus a new introductory course and including cross-listed or recommended courses offered by various Arts and Science departments. 1.2 Creation of Double Major, Minor and Certificate options for the study of these Native Studies courses. 1.3 Development of a program in Native Community Development incorporating new courses in this area and courses already offered by the various Arts and Science departments. 1.4 Implementation of both the Native Studies and Native Community Development programs by means of a new department within the Faculty of Arts and Science and the appointment of a Native faculty member to begin to develop the new department. 1.5 Further consideration of curriculum development in Native Studies and Native Community Development by the Faculty of Arts & Science. �19 8. CONCLUSIONS The challenge from the First Nations and Native organizations is clear. These proposals will enable Lakehead University to join in meeting the challenge. "The provision of post-secondary education to First Nations students is an absolute necessity." - Assembly of First Nations 1990 "Post-secondary education is essential to all First Nations activities that share the objective of self-determination." - Assembly of First Nations 1990 "We want education to give our children a strong sense of identity with confidence in their personal worth and ability." - National Indian Brotherhood 1973 "Many First Nations communities today have 80 to 90 per cent unemployment rates, and government spends enormous sums on maintaining these people through the payment of social assistance that is a right for all Canadians. Our great hope for climbing out of this state of dependency is to produce a highly educated generation that can put its knowledge and skills to work in improving life on the reserves. In fact, it costs more to keep people uneducated and unemployable, either in the reserves or in the cities, than to put them through university. This is, for us, a definition of frustration." George Erasmus Drumbeat, (1989) �APPENDIX I COURSES NATIVE STUDIES PROGRAM �21 APPENDIX I COURSES NATIVE STUDIES PROGRAM The following courses are offered for the Native Studies degree program: CORE COURSES The following courses are offered for the Native Studies degree program: Native Studies I JOO - Introduction to Native Studies This course provides an introduction to the experience of Native people before and after the arrival of Europeans. The aim of the course is to assist the student in exploring Native traditions and understanding the current situation of Native people. ANTHROPOLOGY Native Studies 2431 - Anthropology 343 I Native People and the Past This course focuses on an analysis of Native cultures from prehistoric times through to the height of the fur trade. The aim of the course is to evaluate Native-European relations prior to Confederation. Native Studies 2433 - Anthropology 3433 Native People and the Government The aim of this course is to consider Native-government relations since the time of Confederation. Topics include the status of Native women, Native education, the role of Indian and Northern Affairs Canada, and the nature of treaty organizations. Native Studies 3435 - Anthropology 3435 -- Native People and the Land During the past few years, land ownership has emerged as a central issue in Nativegovernment relations. This course examines some of the main controversies centering on this issue. Native Studies 3437 - Anthropology 3437 Native People and the Issues The purpose of this course is to introduce the student to some of the key issues in contemporary Native life. Among others, the topics will include economic development, the impact of technology and education. �22 ELECTIVE COURSES The following Native Studies courses are listed under related disciplines where indicated and may be counted as Native Studies courses or as courses in the related discipline. All of the prerequisites established by the various departments for the following courses must be adhered to: ANTHROPOLOGY Native Studies 2lf3 -- Anthropology 2 lf3 -- The Archaeology of North America This course examines the archaeological techniques and methods of interpretation focusing on the excavations and analysis of material culture of prehistoric cultures of North America. Using the anthropological approach to reconstruct prehistoric societies beginning with the first movement of people onto the continent, the course surveys the evolution of the Indian cultures. Native Studies 2401 -- Anthropology 2401 -- Introduction to Native Canadian Studies This course focuses on an analysis of the customs and cultures of the aboriginal peoples of Canada from the time they entered the New World to the present. The course begins with an examination of the migration of Native People to the New World, traces the impact of Europeans on Native societies and deals with some of the day issues that confront Native Canadians today. ENGLISH Native Studies 2702 -- English 2702 -- Canadian Indian Literature An introduction to Canadian Indian literature from the seventeenth century to the present. Among those to be studied are Tecumseh, Brant, Johnson, Redbird and Copeway. HISTORY Native Studies 3304 -- History 3304 -- The North American Fur Trade A survey of the varied domains of the fur trade in North America and the scholarship that has developed on this topic; study of the social consequences as well as the economic nature of the trade; appreciation of the basic role of the Native people in this trade and assessment of the effect it had on their history. �•' 23 LANGUAGES Native Studies lXXX--Oiibwe 1010-- Introduction to Oiibwe I Introduction to basic Ojibwe phonetics, grammar and conversation. OR Native Studies l XXX -- Cree 1010 -- Introduction to Cree I Introduction to basic Cree phonetics, grammar and conversation. Native Studies l XXX -- 0 iibwe 1012 -- Introduction to O iibwe ll Development of conversational skills and practice in writing. OR Native Studies l XXX -- Cree JO 12 -- Introduction to Cree ll Development of conversational skills and practice in writing. Native Studies l XXX -- Algonquian 1210 -- Written Algonquian Structure Part I An introduction to the Algonquian language structure and syllabic orthographic principles through the study of examples from the various Algonquian languages represented by class members. OR Native Studies 1 XXX -- Algonquian 1212 -- Oral Algonquian Structure Part I Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Native Studies I XXX -- Algonquian 1230 -- Written Algonquian Structure Part ll Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proof-reading and correcting of unedited text. Advanced work in syllabic. OR �24 Native Studies 1XXX -- Algonquian 1232 -- Oral Algonquian Structure Part // Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Native Studies 2XXX -- Oiibwe 2001 -- Intermediate Oiibwe Development of basic skills. Introduction to reading materials. OR Native Studies 2XXX -- Cree 2001 -- Intermediate Cree Development of basic skills. Introduction to reading materials. Native Studies 2XXX -- O iibwe 2011 -- Field Study Special project to be pursued as a practicum on location. OR Native Studies 2XXX -- Cree 2011 -- Field Stu~y Special project to be pursued as a practicum on location. Native Studies 2211 -- Algonquian 2231 -- Written Algonquian Structure Part //I Continuation of the structural study of Algonquian languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. OR Native Studies 2XXX -- Algonquian 2213 -- Oral Algonquian Structure Part IV Continued Study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Native Studies 2XXX -- Algonquian 2231 -- Written Algonquian Structure Part IV Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. OR �25 Native Studies 2XXX -- Algonquian 2233 -- Oral Algonquian Structure Part IV Guided individual or small group work on selected Algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Native Studies 2XXX -- Native Languages 27 l l -- Introduction to Native American Linguistics A survey of the native languages of North America: present situation, historical relationships, sound systems, grammatical structures, geographic and social variation, writing systems and language maintenance. The basic principles of descriptive and historical linguistics will be introduced. Native Studies 2XXX -- Native Languages 2713 -- Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. Native Studies 3XXX-- Oiibwe 3001 -- Advanced Oiibwe Continued practice of aural, oral, reading and writing skills. Introduction to syllabic writing. Contrastive analysis of related languages. OR Native Studies 3XXX -- Cree 3001 -- Advanced Cree Continued practice of aural, oral, reading and writing skills. Introduction to syllabic writing. Contrastive analysis of related languages. Native Studies 3XXX-- Oiibwe 3011 -- Oiibwe Immersion Development of all language skills on location. OR Native Studies 3XXX -- Cree 3011 -- Cree Immersion Development of all language skills on location. Native Studies 3XXX-- Oiibwe 3211--Translation Theory and practice of translation. Problems of literary and technical translation. OR �26 Native Studies 3XXX -- Cree 3211 -- Translation Theory and practice of translation. Problems of literary and technical translation. Native Studies 3XXX -- Native Languages 3251 -- Translation Specific problems of translation. The topic of this seminar will vary from year to year. Native Studies 3XXX -- Native Languages 3511 -- Literature: The Oral Tradition Problems and methods of collection and analysis. Research and guided projects in oral literature. Native Studies 3XXX -- Native Languages 3531 -· Composition Expository and creative writing, research and guided project. Native Studies 3XXX -· Native Languages 3553 -· Literature Specific problems of extant literature or creative writing. The topic of this seminar will vary from year to year. Native Studies 3XXX -- Native Languages 3711 -- Native American Applied Linguistics Introduction to problems and research methods. Native Studies 3XXX -- Native Languages 3751 -- Linguistics Specific problems of theoretical or applied linguistics. The topic of the seminar will vary from year to year. Native Studies 3XXX -- Native Languages 380 l -- Special Sub iect Introduction to bibliography and independent research methods. Project on a literary, linguistic or language subject. PHILOSOPHY Philosophy 2805 -- Native Canadian World Views This course is designed to introduce the student to the manner in which the world is viewed from the perspective of the Native peoples of Canada. Through a comparative analysis of the many interpretations placed upon the Indian perspective by mainstream society basic insights into the traditional Indian world view can be gained. The course discusses some of the distinctive aspects of Indian cultural perspective. The significance of these aspects and their implications in contemporary issues concerning cultural, social, legal, political and economic matters is explored. �27 POLITICAL STUDIES Native Studies 3351 -- Political Studies 3351 -- Aboriginal Peoples and the Law An examination of the unique legal position of Aboriginal Peoples in Canada with particular emphasis on the political, economic and social impact of the law. Topics to be dealt with include: International Law and indigenous people. Aboriginal identity in Canada, the nature of aboriginal title, the scope of aboriginal rights, pre and post confederation treaties (particular emphasis on treaties in northwestern Ontario), land claim negotiations (specific and comprehensive land claims), self-government, constitutional developments, the nature of amendments to the Indian Act. Native Studies 4203 -- Political Studies 4203 -- Politics in the Canadian North An analysis of politics in the Canadian territorial - and provincial north. Comparisons will be made with other countries of the circumpolar north. SOCIAL WORK Native Studies 3411 -- Social Welfare 34 J J -- Social Policy and Indian People Examination of the historical development of social policy and social welfare services and programs with respect to Indians and the role of the profession of social work in meeting the needs of Indians. VISUAL ARTS Native Studies 2060 -- Visual Arts 2060 -- Native Arts and Cra {ts This studio/lecture course focuses on the traditional designs and craft objects associated with the indigenous groups of Canada from immediate pre-contact to the present. Historical and cultural contexts are analyzed as they relate to various Native groups and their artistic production. �APPENDIX II COURSES NATIVE COMMUNITY DEVELOPMENT (DRAFT PROPOSAL) �29 APPENDIX II CORE COURSES a) The following courses are offered for Native Community Development program: Native Community Development 1000 - Introduction to Native Community Development This course examines the theory of community development and the methods for facilitating aboriginal self-determination and self-government. It considers the history of the relations between First Nations and the federal and provincial/state governments of Canada and the United States. Lectures 3 hours Native Community Development 2000 - The Dynamics of Native Community Development This course explores the means that First Nations have used to develop their communities. First Nations have sought control of the administration of human services (including education, health, housing and social welfare) as well as policing and judicial services. They have endeavoured to develop and operate commercial enterprises, and they have asserted aboriginal rights on natural resources. This course enables students to apply these precedents to their own communities. Lectures/Seminars 3 hours Native Community Development 3000 - Program Planning and Evaluation in Native Communities This course provides instruction in assessment of community needs, application of program planning theory and practice, writing of program proposals and evaluation of programs. Studies will be encouraged to apply computer software packages to various communities whether rural or urban. Lectures/Seminars 3 hours �APPENDIX III LAKEHEAD UNIVERSITY NATIVE ADVISORY COMMITTEE TERMS OF REFERENCE �32 LAKEHEAD UNIVERSITY NATIVE ADVISORY COMMITTEE Preamble Lakehead University has a history of participating in Native endeavours. For example, the Native Nurses Entry Program, the Native Teacher Education Program, the Native Language Instructors' Program, and the Native Student Support Services Program are testaments to this institution's commitment to make the Native students' academic goals more successful. Most recently, Lakehead University established the Native Studies Study Group and the position of Co-ordinator of Native Programming to assist in the University's objectives of developing programming relevant to Native people and of helping Native students succeed. A further initiative by the University is to establish a Native Students Access Program to further the ability of Native students to enter University programs and to succeed in their work. Lakehead University is committed to involving and consulting the Native community at large with respect to such objectives and programs. It needs a mechanism for regular and mutually useful participation of representatives of the Native population. The University proposes to establish the Lakehead University Native Advisory Committee as a means of involving Native people in University programs of interest to them. The Committee would have the following terms of reference. TERMS OF REFERENCE 1. Advisory Relationship within the University The Lakehead University Native Advisory Committee (LUNAC) is established to give advice to the President at Lakehead University on programming in Native Studies, on University relationships with Native communities and students, and on other matters of interest to Native people and the University. 2. Membership The Lake head University Native Advisory Committee shall consist of fifteen persons: l) 2) 3) 4) 5) 6) 7) 8) The The The The The The The The Grand Council Chief of the Nishnawbe-Aski Nation Grand Council Chief of Grand Council Treaty #3 Grand Chief of the Union of Ontario Indians Grand Chief of the Association of Iroquois and Allied Indians President of the Ontario Metis and Aboriginal Association President of the Ontario Federation of Indian Friendship Centres President of the Ontario Native Women's Association President of the Lakehead University Native Students' Association The elected leaders named above may be represented by such other qualified and formally designated representatives as she/he appoints. 9) IO) 11) 12) 13) Two Native persons from Northwestern Ontario to be nominated and appointed by the Committee, one of whom shall be an elder. The Chairperson of the Native Studies Study Group Two persons appointed by and from the Native Studies Study Group The Co-ordinator of Native Programming The Vice-President (Academic), who shall be Secretary of the Committee. �Native Advisory Committee Terms of Reference 33 Page 2 The Chairperson of the Lakehead University Native Advisory Committee shall be a Native person, nominated and selected from the Committee membership. 3. Representation and Advice The representation of the Native community served by Lakehead University, with their special knowledge and trust within their community, are expected to represent the interests of their people in the deliberations of the Advisory Committee. They are in a position to know the concerns and needs of their people, to bring these to the attention of the Advisory Committee and the Vice-President (Academic), and to influence the actions of the university. 4. Responsibilities The Lakehead University Native Advisory Committee is established to: 1) 2) 3) 4) 5) 6) 7) 8) provide ongoing support and advice to Lakehead University through the Offices of the President and the Vice-President (Academic); review data and statistics on the recruitment and retention of Native students, the courses of study in which they are enrolled, and their success in and after their University studies; review and advise on general policy additions and changes to University programs, as these relate to the Native communities and students, through such procedures as periodic program reviews and evaluations; advise on the promotion of University programs and services, program budgets, recruitment of Native staff, faculty and students, application procedures, admissions procedures and criteria, the support of Native students and proposals for Native specific initiatives; advise and educate the University and the general public on Native issues; assess ways in which courses of study may be offered in Native communities in northern Ontario; advise on the establishment of a Centre or Department of Native Studies, and, submit specific recommendations with regard to the above named matters. S. Meetings The Committee may meet as often as it sees fit, provided that it does so within the budget provided. The University shall pay appropriate travel, meal, and accommodation expenses according to established University accounting practices. The .University shall provide secretariat services through the Office of the Vice-President (Academic). July 1991 �APPENDIX IV SELECTED NATIVE STUDIES BIBLIOGRAPHY �35 APPENDIX IV SELECTED NATIVE STUDIES BIBLIOGRAPHY Adams, H. Prison of Grass: Canada From a Native Point of View. Toronto: Viking Press, 1975. Asch, Michael. Home and Native Land: Aboriginal Rights and the Canadian Constitution. Toronto: Methuen, 1984. Barman, J., Y. Hebert, and D. McCaskill, eds. Indian Education in Canada: The Legacy. Vancouver: U.B.C. Press, 1986. Berger, Thomas. Northern Frontier, Northern Homeland: The Report of the Mackenzie Valley Pipeline Inquiry. Vancouver: Douglas and McIntyre, 1988. Berkhoffer, R. The White Man's Indian: Images of the American Indian From Columbus to the Present. New York: Knopf, 1978. Boisvert, D. Forms of Aboriginal Self-Government. Intergovernmental Relations, Queen's University, 1985. Kingston, Ont.: Institute of Boldt., Menno, and J. Anthony Long. eds. The Quest for Justice: Aboriginal Peoples and Aboriginal Rights. Toronto: University of Toronto Press, 1985. __. Governments in Conflict: Provinces and Indian Nations in Canada. Toronto: University of Toronto Press, 1988. Boldt, Menno, J. Anthony Long and Leroy Little Bear. eds. Pathways to Self-Determination: Canadian Indians and the Canadian State. Toronto: University of Toronto Press, 1984. Briggs, Jean. Never in Anger. Cambridge: Cambridge University Press, 1980. Brody, Hugh. The People's Land: Eskimos and Whites in the Eastern Arctic London: Penguin Books, 1975. __. Maps and Dreams: Indians and the British Columbia Frontier. Vancouver: Douglas and McIntyre, 1981. Cardinal, H. The Re-Birth of Canada's Indians. Edmonton: Hurtig, 1977. Clark, Bruce. Native Liberty, Crown Sovereignty: The Existing Aboriginal Right of SelfGovernment in Canada. Montreal: McGill-Queen's University Press, 1990. Cruikshank, Julie. Athapaskan Women: Lives and Legends. Ottawa: National Museum of Canada, 1979. Dosman, Edgar J. Indians: The Urban Dilemma. Toronto: McClelland and Stewart, 1972. Driben, Paul, and Robert S. Trudeau. When Freedom is Lost: The Dark Side of the Relationship Between Government and the Fort Hope Band. Toronto: University of Toronto Press, 1983. �36 Fiddler, Chief Thomas, and James R. Stevens. Killing the Shaman. Moonbeam, Ontario: Penumbra Press, I 987. Fisher, Robin. Contact and Conflict: Indian-European Relations in British Columbia 1774-1890. Vancouver: U.B.C. Press, I 977. Francis, Daniel, and Toby Morantz. Partners in Furs: A History of the Fur Trade in Eastern James Bay, 1600-1870. (Montreal: McGill-Queen's University Press, 1983. Franks, C.E.S. Public Administration Questions Relating to Aboriginal Self-Government: Aboriginal Peoples and Constitutional Reform. Kingston, Ont.: Institute of Intergovernmental Relations, Queen's University, 1987. Frideres, J. Canada's Indians: Contemporary Conflicts. 3rd ed. Scarborough, Ont.: Prentice-Hall, 1988. Getty, Ian A.L., and Antoine S. Lussier., eds. As Long as the Sun Shines and the Rivers Flow: A Reader in Canadian Native Studies. Vancouver: U.B.C. Press, 1983. Goldie, Terry. Fear and Temptation: The Image of the Indigene in Canadian, Australian and New Zealand Literatures. Montreal: McGill-Queen's University Press, 1989. Hawkes, David, ed. Aboriginal Peoples and Government Responsibility: Exploring Federal and Provincial Roles. Ottawa: Carleton University Press, I 989. Hawthorn, H., and M.A. Tremblay, eds. A Survey of the Contemporary Indians of Canada: A Report on Economic, Political, Educational Needs and Policies. Ottawa: Indian Affairs Branch, 1966-67. Jenness, Diamond Indians of Canada. Bulletin 65, Anthropological Series No. I 5. Ottawa: National Museum of Canada, 1932. __. Eskimo Administration: Canada. Montreal: Arctic Institute of North America, 1964. King, Thomas, ed. All My Relations: An Anthology of Contemporary Canadian Native Fiction. Toronto: McClelland and Stewart, 1990. Malloch, L. Dene Government Past and Future: A Traditional Dene Model of Government and its Implications for Constitutional Development in the Northwest Territories Today. Yellowknife: Western Constitutional Forum, 1984. Morrison, R. Bruce, and C. Roderick Wilson, eds. Native Peoples: The Canadian Experience. Toronto: McClelland and Stewart, 1986. Morse, Bradford W., ed., Aboriginal Peoples and the Law: Indian, Metis and Inuit Rights in Canada. Ottawa: Carleton University Press, 1991. 2nd edition. Penner, Keith. Report of the Special Committee on Indian Self-Government in Canada. Ottawa: House of Commons Standin~ Committee on Indian Affairs and Northern Development, 1983. Petrone, Penny, ed. First People, First Voices. Toronto: University of Toronto Press, 1983. �37 Ponting, J. Rick, ed. Arduous Journey: Canadian Indians and Decolonization. Toronto: McClelland and Stewart, 1986. Ponting, J. Rick, and Roger Gibbins. Out of Irrelevance: A Socio-Political Introduction to Indian Affairs. Toronto: Butterworths, 1980. Ray, Arthur J. The Canadian Fur Trade in the Industrial Age. Toronto: University of Toronto Press, 1990. __. Indians and the Fur Trade: Their Role as Trappers, Hunters and Middlemen in the Lands Southwest of Hudson bay 1660-1870. Toronto: University of Toronto Press, 1974. Richardson, Boyce, ed. Drumbeat: Anger and Renewal in Indian Country. Toronto: Summerhill Press and AFN, 1990. Tennant, P. Aboriginal Peoples and Politics. Vancouver: U.B.C. Press, I 990. Trigger, Bruce G. Natives and Newcomers: Canada's "Heroic Age" Reconsidered. Montreal: McGill-Queen's University Press, 1985. Van Kirk, Sylvia. Many Tender Ties: Women in Fur Trade Society in Western Canada 16701870. Winnipeg: Watson and Dwyer, 1980. Weaver, Sally. Making Canadian Indian Policy: The Hidden Agenda 1968-70. Toronto: University of Toronto Press, I 98 I. Woodward, J. Native Law. Toronto: Carswell, 1990. York, Geoffrey. The Dispossessed: Life and Death in Native Canada. London: Vintage Books, 1990. �APPENDIX V PROPOSAL FOR A SCHOOL OF NATIVE STUDIES �THE SCHOOL OF NATIVE STUDIES ...\ PROPOSAL SUBMITTED TO THE NATIVE ADVISORY COMMITTEE JULY, 1991 �40 INTRODUCTION Lakehead University has a long history of participation in Native education. The university's first experience in programming specifically addressed to Native students began twenty years ago with the introduction of the Native Teacher Education Program. The university's ongoing commitment to Native education is stressed in its Academic Plan ( 1987) where a course of action to increase activities related to Native peoples is outlined as part of the regional mandate of the university. It was noted that this should be done in close cooperation and with the advice of Native groups. This commitment was reinforced further when. in response to the Academic Plan recommendation. a Native Studies Study Group was formed to analyze and coordinate present activities and to propose new ones. In its Native Studies Studv Group Report (May. 1989), the Study Group noted the following: "A strong emphasis on service to Native people and Native communities would be a notable and worthwhile contribution by Lakehead University to the welfare of Northwestern Ontario and to its own efforts to establish a distinguished and characteristic specialization. The present state of interest and activity in Native studies and matters is primarily the result of (individual) faculty and departmental initiatives. A serious intent by Lakehead University to make Native studies and serving Native interests an intrinsic part of its operations will require concrete and sustained actions by the university as an institution. The Native Studies Study Group set four priorities ........ having to do with the identification of Native needs and interests through consultations with Native people, developing a Native Students Access Program, promoting native interests on campus. and enhancing research and programs in Native Studies at the university." �41 2 Although modest improvements have been seen in recent years in the participation rate of Natives in higher education, it is still considerably lower than the overall average for the general population. The problem is systemic and must be dealt with on a system-wide basis. Until participation rates for Native students approximate that of the general population, innovative solutions must be found to encourage Native students to see higher education as an attainable goal and to provide the necessary support for success once they are here. It is our wish to continue w·orking in partnership with the Native community to improve programming, both academic and support, for Native students and to work toward increasing the participation rate and success of Native students in higher education. The ideas we are presenting today come to a large extent from the efforts of the Study Group and follow from the recommendations of its first report. With the implementation of the Native Education Strategy by the Ministry of Colleges and Universities, the university sees an opportunity to move from a planning phase to an implementation stage and further enhance the value of the university to our Native students. The proposal that follows would see the establishment of a School for Native Studies to house the Academic Department of Native Studies and the Department of Native Support Services. The concept is discussed in greater detail in the report. �42 3 THE SCHOOL FOR NATIVE STUDIES As stated earlier, the concept of a School of Native Studies was first proposed in the 1987 Academic Plan and reinforced by the Native Studies Study Group. At that time the idea was posed that such a structure would co-ordinate and promote instructional and research activities by faculty and educational services for Native students. Today, the concept of a School of Native Studies has been extended to mean a centre for Native activities, both academic and support. Special professional programs such as Native Nursing, Education and possibly Engineering would remain in those schools but with support services and community liaison services provided by the School would be available to all Native students regardless of the program of enrolment. The School of Native Studies would be comprised of two departments: an academic department to house academic and research programs and a support services department where a full range of services such as social, personal and career counselling, orientation, and Native student advocacy would be provided. The organizational structure proposed is presented in Table 1. �SENATE NATIVE ADVISORY COMMITTEE Faculty of Arts and Science I Dept. of Native Stud les - B.A. (Native Community Development) - B.A. (Native Studies Program (double major) School of Native Studies (or appropriate tltle) l r Native Support Services Elder Counsellor Native Counselllng & Community Llason Officer Housing Officer - Native Access Program - Native Studies Cert If lcate - Native Studies Minor Program Specific Advisory Committees Professional Studies Native Programs Native Programs & Students "'" w �44 5 DEPARTMENT OF NATIVE STUDIES The academic Department of Native Studies would be a newly constituted department in the Faculty of Arts and Science. In this department a number of Native programs are possible. Native Access A program already implemented on a trial basis is a general Native Access Program. The Access Program is modelled after the very successful Native Nurses Entry Program and is intended to facilitate entry into university for individuals who do not have the necessary preparation for university admission. The program is a bridging year of special courses to provide students with the skills to begin a successful academic career. The Access Program f ea tu res specialized recruitment and admission procedures, program orientation and personal counselling, a curriculum that addresses deficiencies in preparation, tutoring services for academic courses, counselling in the area of financial assistance, and social and cultural support systems. Native Studies Programs By using an interdisciplinary approach to teaching Native Studies, the expertise of several academic departments could be drawn together to build a major in Native Studies. A certificate and a minor program could be offered as well using che same approach. Plans in this area are described further in the report by the Native Studies Study Group subcommittee on Academic Programming. Community Development Program Another approach being investigated fallows from a proposal made by the �__ __, 45 6 Animkee group that suggested that the university offer a program in Native Community Development. The intent of the community development program is to provide Natives with the skills and education needed in their self-government initiatives and the development of community and resources. -Such a program would be subject to the system-wide university program approvals process. It would require extensive planning and would be subject to rigorous scrutiny both internally and system-wide on curriculum. academic quality, societal need. student demand and many other points. �/ 46 7 SUPPORT SERVICES DEPARTMENT A significant element in the provision of special programs co minority students is the support system that must be in place to assist students in making the transition to a successful academic !if e. For this reason the university operates the Native Support Services Office. Students receive academic, personal and financial counselling as well as cultural support and understanding. Assistance is provided for academic course work and study skills. Tutors are provided through interface with the Learning Assistance Centre and a Native peer tutor system is in place. The office is a centre of Native student activity on campus and has an ambitious program of social and cultural events. Cultural support would be enhanced with a Elder in Residence program to provide the support of an Elder on a regularly-scheduled basis. The Native Support Services Office is staffed year round because of summer programs such as Native Languages and the number of students participating in a variety of summer courses. Additionally, it is proposed to enhance the Native support service function with a Native Counsellor and Community Liaison Officer and a Native housing officer. Native Counsellor and Community Liaison Officer Lakehead University recognizes that in order to be successful in our endeavours to encourage greater participation by Native students, we must reach out to the community to deliver the message that higher education is an option for Native Canadians and to communicate the range of programs available. Our belief is that if we target Native students more directly we can increase the number who will view university education as a viable al terna ti ve. In the report Native Student Drop-Out in Ontario Schools (1990), it was noted that northern Native students are in general at greater risk of dropping out than are their �47 8 southern counterparts. "There are particular geographical, social, economic, educational, and historical factors present in northern Ontario which both singly and together mitigate again a northern Native student experiencing the same chances of academic success as his or her southern counterpart". Factors contributing to this situation include low expectations due to a number of negative factors such as poor self esteem, low expectations from the education system, from their communities and families, the la,ck of positive Native role models and, most important, a feeling that their communities lack many of the employment opportunities that would make the struggle and sacrifices to graduate worthwhile. The reports went on to say that ~There was a high degree of agreement between Native and non-Native educators that Native dropouts lacked clear plans. Generally, these educators thought that the main reasons for this dearth of planning could be attributed to cultural factors, lack of role models, and to a lack of career counselling in both elementary and secondary schools". For these very compelling reason we propose to establish the position of Native Counselling and Community Liaison Officer who will be responsible for meeting directly with Native students, teachers, families and community leaders. As a Native person, the counsellor will present a positive role model who understands and is sensitive to the needs of these students. The counsellor will provide information to potential students, both mature students and high school students, guidance teachers, families and community leaders. Information on programs, facilities, career opportunities, support services at the university and information on the City of Thunder Bay would be communicated. The Liaison Officer would play the extremely valuable role of endeavouring to encourage greater participation in university programs, would coordinate efforts to present information on programs at the university that are specifically addressed to Native students as well as provide information about regular programming that is accessible to Native students. Liaison with university departments would take place as well in order to see that students are placed in programs that best suit their needs. f �48 9 The geographic area targeted will be northern Ontario with particular emphasis on northwestern Ontario. Emphasis will be on visiting outlying and remote areas where direct contact is most needed. Native specific programs will be stressed as will the fact that all university programs are accessible co Native students. Counselling on the accessibility of education using Distance Education technology and off •campus on•site delivery through Continuing Education also will be provided. Promoting university programs and recruiting in the target groups will result in reaching the goal of more Native students accessing university education. Native Housing Support Many of our Native students come from small, remote northern communities and are attempting to live for the first time in a larger urban city. Finding suitable accommodation is a major hurdle that Native students encounter in making the transition to an urban -university setting. As well, many of our Native students are mature students with families and these students have an even more difficult time finding suitable and reasonably priced accommodation. In order to assist these students in the transition, it is proposed that a part• time appointment be made to provide support to students in their search for accommodation and to act as an advocate for Native housing concerns. �49 JO STAFFING REQUIREMENTS Implementation of this plan would require the following staffing arrangement: Full time appointments: Senior faculty appointment for Native Studies and chair of the School. Faculty appointment for Native Access. Co-ordinator of Native Support Services. Native Counsellor and Community Liaison Officer. Secretarial Support Personnel (2) Part-time appointments: Tutors Native Housing Officer For the most part. these are either new or re-defined appointments based on role and funding considerations. The university currently has a Co-ordinator of Native Support Services and secretary in the Native Support Services Offices. These positions are funded from a grant that is being phased out. The positions of Co-ordinator of Native Access and the secretary are funded as a pilot project by the university pending finding a source of funds to fully implement the program. If the program continues. the co-ordinator position will become a faculty appointments. �50 ll SUMMARY Lakehead University would like to access the funds available from the Native Education Strategy and sees this as a window of opportunity to enhance and expand programming provided for our Native students. The advise of the Native Advisory Committee is sought in this initiative to ensure that the university works in partnership with Native leaders to provide an educational experience that meets the needs of the Native community. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Draft Native Studies Proposal Subject The topic of the resource Universities Description An account of the resource A draft of the Native Studies Proposal prepared by the Native Studies Study Group, November 1991, towards establishing an academic program at Lakehead University. Creator An entity primarily responsible for making the resource Lakehead University Native Studies Study Group Date A point or period of time associated with an event in the lifecycle of the resource 1991-11 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Indigenous students access program Indigenous studies Northwestern Ontario education proposal