583 10 13346 https://digitalcollections.lakeheadu.ca/files/original/229607300a94bed2e17fc898ea22e529.pdf 3c953170e99b98a54f1fc15cf115fb44 PDF Text Text - Lakehead ~ UNIVERSITY �PARTICIPATING STUDENTS AND THEIR FAMILIES ARE PROVIDED WITH: • + ,.;;, .· ~~ ;~ ~ 6' - ~ - FINANCIAL LITERACY AND EDUCATION WORKSHOPS STUDENT SPEAKER SERIES ATHLETIC MENTORS AND ACADEMIC TUTORS ., ......,:. HOW STUDENTS EARN FINANCIAL SU PPORT + + + EXTRA-CURRICULAR ACTIVITIES IN THEIR SCHOOL AND COMMUNITY ON-CAMPUS, GRADE-SPECIFIC PROGRAMMING AT LAKEHEAD UNIVERSITY ACADEMIC SUCCESS 8 1ir;,. ~ . Lakehm Pubhc Schools /'7..,_ l:::::Ml ,~aa,t .. -... --- ~ ·:~~ ;\ .;;... .. ..."' \ , : , x, -' TO LEARN MORE: Amanda Stefanile Achievement Program Coordinator (807) 346-7724 achievementprogra m@lakeheadu.ca � 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 Achievement Program Subject The topic of the resource Universities Description An account of the resource Brochure for the Lakehead University Achievement Program. Circa 2020-2021? Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/89c480a17d6d316e956b4ecb4ba6cff7.pdf 7b6504c53a773769321a587aae5089bb PDF Text Text An Exciting 2016-17 W elcome to the Faculty of Law Newsletter for 2016-17! We have had a great fourth year at the Bora Laskin Faculty of Law with lots of news to share as you will see within these pages. At the end of 2016, we celebrated the graduation of the Charter Class! In September, our graduates attended for the first time the Law Society of Upper Canada Call to the Bar and we were so proud of them! Now, we are preparing for our second set of graduates who will continue the tradition of exemplary law graduates entering the legal profession. We have grown our student services and staffing at the law school this past year to enhance our delivery of the legal •program. Upon the recommendation of our Aboriginal Advisory Committee, we have in place the new Director of Indigenous Relations. We have also brought on board the position of Director of Student Services and Skills to better equip our students and support our innovative Integrated Practice Curriculum (IPC). Please take a moment to read about our distinguished f~culty members who are highlighted for thei~ engagement in innovative research, scholarship and teaching. All of these dedicated individuals contribute to our level of excellence and novation. On beha ave had ttie great pleasure o ma ity supporters at law scho receptions ancl conferences. We are very__ thankful fo e connection w er Bay Law Association jointl~ coordin uch 'as the Welcome to al Rrofession Ce Courthouse; the Annual , Basketball and Hockey arnes against our law students;, any others. There has been such a wonderful outpouring support both in the North and throughout Ontario for our law students. This has been especially true with our Practice Placements. We continue to have far more opportunities than students to fill those opportunities. Thank you to all of those serving as supervisors for the Practice Placements and making the experience so enriching and based on practical legal competencies. As the 2016-2017 academic year comes to a close, we can look back at the big strides we have taken and the exciting times that are ahead. Warm regards, ~~~ Dean and Professor of Law [ _ ~ Lakehead Inaugural Graduating Class of 2016 ~----_...,..._.:_ _~ ...- - -- - - - - " - - - - - - - - - 1 .- - - - ~ - - _____:::_ ~ - 1h.a.n.k ?.lotL --=--==--~~--------' �Community legal Services New Review Counsel It's been a busy year at Community Legal Services. In a few short months we will be celebrating our second anniversary of delivering free legal service to low income individuals in the Thunder Bay community. We have grown so much in that time. We recently welcomed our third lawyer to the clinic. Joanna Goldenberg joined us as Review Counsel in March 2017. Joanna is a graduate of the University of Toronto Faculty of Law. She was called to the bar in 2008. Her primary area of practice has been criminal defence work and most recently she was employed with Kitikmeot Law Centre in Cambridge Bay, Nunavut. Joanna will be supervising clinic files in the areas of criminal law, provincial offences and tenant rights applications. OTLA Cup Each year lawyers from the Ontario Trial Lawyer Association (OTLA) support the development of trial skills, civility and professionalism amongst law school students by organizing the OTLA Cup. Law schools from across Ontario compete in a simulated trial which covers all aspects of a real court case. This was a historic year for the OTLA Cup. It marked the cup's 25th anniversary and the Bora Laskin Faculty of Law's first entry in the competition. The trailblazing team consisted of students Amber Bonnell, Ryan Venn, April Snow and Jillian Kellar. The OTLA Cup rotates amongst Ontario cities and is presided over by a local judge, with OTLA members making up the jury. This year the moot was held in Toronto with the Honourable Mr. Justice Firestone presiding. Competition was tight as all the participants were extremely well prepared and with the University of Windsor's Faculty of Law ultimately bringing home top prize. Lakehead team coaches Daniel Lester and Jeff Moorley of White Macgillivray Lester LLP applaud this pioneering team who showed skill, dedication, and confidence in their preparation and performance. They made a great first impression on behalf of Lakehead. Kawaskimhon Moot Team ID Clinic In March of this year, we partnered with Kinna-aweya Community Legal Clinic to host an ID clinic. Lack of official government ID is a barrier for many individuals. Without proper identification many people cannot access appropriate community support, or benefits such as housing, food banks, income support, education and employment. Space for this joint venture was generously provided by Anishnawbe Mushkiki. Seven law students, mostly first years, volunteered their time to help numerous community members fill out applications for birth certificates. The demand for this important service exceeded our capacity and we are hoping to hold another ID clinic again before the end of 2017. Expansion of Services But this is not the end of our great news. We are currently in the process of launching our services into the municipality of Greenstone. We would like to thank Kinna-aweya Legal Clinic who have offered to let us use space in their Geraldton satellite office, from time to time, in order to allow us the opportunity to expand our services in to that community. 2 Community Legal Services In partnership and with the financial support of the BMO Financial Group, the Bora Laskin Faculty of Law's Kawaskimhon Moot team travelled to Calgary, Alberta on March 8, 2017 to participate in the moot hosted by the University of Calgary's Faculty. The Bora Laskin Faculty of Law was represented by second-year student Tahnee Caraballo of Garden River First Nation. The other member of the moot team, Kailey Doxtator, was unable to attend due to illness, though she was integral to the research and writing of Bora Laskin Faculty of Law's position paper. This year's moot problem dealt with the timely issue of negotiations for a pipeline crossing Aboriginal territory in the province of New Brunswick. The Lakehead team represented a ctional Mi'gmaq First Nation. Our table (New Brunswick) was the only one to reach an agreement, due in no small part to the clever negotiation talents of our team, reports Gilbert Deschamps, Director of Indigenous Relations. Tahnee Caraballo did an outstanding job presenting our negotiation position and impressed many of the other team members with her knowledge and eloquence. It was a huge challenge to be a one-person team. Some of the other teams had four students. It was a great opportunity to meet other law students from across the country, Deschamps says. Next year's moot will be hosted by McGill's Faculty of Law in Montreal. �Small Town Boy Makes a Big Difference for Future Leaders in Law For three decades, David H. Gordon was committed to helping others. Born in Sudbury, Ont., David dedicated his life to the legal profession, practicing as a Senior Partner at McCarthy Tetrault for over 35 years where he was also a tireless mentor to young attorneys. Today, David's legacy continues to impact future law leaders through the D.H. Gordon Foundation Law Award. Established in 2013 by the D.H. Gordon Foundation in his memory, the prestigious $10,000 award is awarded annually to one student from the Bora Laskin Faculty of Law on the basis of academic excellence and financial need, with the hope of making law school more accessible and affordable. Through the generosity of donors like the D.H. Gordon Foundation, the Faculty of Law has been able to recruit and retain highly qualified and diverse students. These gifts are a special investment in our law school, and instil in our students a sense of confidence, pride and encouragement. "Having been selected to receive the D. H. Gordon Foundation Award, the financial costs of pursuing my studies has been significantly reduced, which has enabled me to devote more of my time to focus on my studies and academic activities. This award has inspired me to believe that I can move forward with my dreams and make them a reality." -Amanda Somek, JD Graduate 2017 Bora Laskin Faculty of Law A photo of David is proudly displayed in the Bora Laskin Faculty of Law to help inspire and call to attention the value of listening, learning and working hard: driving forces exemplified throughout David's life and practice. "We included Lakehead University in our will because we believe in the transformative power of education." Dr.. Bill Heath Professor Emeritus, Lakehead University Ms. Betty Heath Lakehead Alumna Creating a will is arguably one of the most important things you can do for yourself and your family. Not only can a will protect those you care for, it can also detail how you would like your estate managed. Agift in your will to Lakehead University can provide future financial support to a student, create a lasting legacy and provide significant estate tax benefits. For information call Lee-Anne Camlin, Philanthropy Associate (807) 346-7792 Email: rlcamlin@lakeheadu.ca �FACULTY HIGHLIGHTS Dr. Ryan Alford Dr. Mariette Brennan Assistant Professor Associate Professor Dr. Alford received his doctorate in public, constitutional, and international law from the University of South Africa. He recently published a book based upon his research, Permanent State of Emergency: The Demise of the Rule of Law in the United States, through McGill-Queens University Press. Publishers Weekly called this book a "timely and prescient debut ... starkly argues that America is no longer a rule-of-law state ... What could have been a dry legal text is instead a lively, informative, and at times very frightening history ... Alford 1s utterly reasonable and objective study is a compelling, important call to restore democratic balance." Additionally, Dr. Alford recently published articles in the Journal of Parliamentary and Political Law, the National Journal of Constitutional Law and the Review of Constitutional Studies discussing accountability for modifications to constitutional conventions, Bill C-51 and its corrosive effect on the rule of law, and the desirability of asserting parliamentary control over decisions to deploy the Canadian Forces. He also presented sections of his forthcoming book The Rule of Law in Canada at conferences in Montreal, Ottawa and Toronto. ) Dr. Alford enjoys teaching law students, eipecially first-year students, and is looking forward in particular to teaching constitutional law to firstyear students in the coming academic year. David Blaikie Assistant Professor David Blaikie taught Torts and Civil Practice in the 2017 winter term (he was on a leave of absence in the fall). He completed the second edition of the volume on the law of damages in Halsbury's Laws of Canada (LexisNexis). David also helped organize a conference for jurists in Kochi, India in May 2017, working with Judge Sandra Oxner {retired) and Dr. Madhva Menon of the National University of India Law School. The conference is in support of a book on lawyers and social justice {to be published by Oxford University Press), and he is a contributing editor. He continues to sit as a board director of the St. Andrew Soup Kitchen in Thunder Bay, and the Johnson Scholarship Foundation in West Palm Beach, Florida. David joined the Faculty of Law in July 2014 and he teaches in the areas of evidence, torts, civil procedure, professional responsibility and alternative dispute resolution. 4 Faculty Highlights Dr. Mariette Brennan received her PhD from Osgoode Hall Law School, York University, in 2011 and worked as an assistant professor at Bond University's Faculty of Law {Australia). Dr. Brennan joined the Bora Laskin Faculty of Law as a founding faculty member in July 2013. She received tenure and a promotion to associate professor in 2016. She also serves as an assistant professor at the Northern Ontario School of Medicine, and is a core member {member knowledgeable in law) on the Thunder Bay Regional Health Sciences Centre's Research and Ethics Board. Dr. Brennan primarily researches in the area of health law and constitutional law. In the fall of 2016, she began a project with Dr. Lori Chambers (Women's Studies, Lakehead University), Dr. Elaine Wiersma {Health Sciences, Lakehead University) and the Ontario Dementia Advisory Group; focusing on the legal and human rights of people living with dementia. This project has been funded in part with a grant by the Law Foundation of Ontario. Dr. Brennan's other upcoming research project, in conjunction with assistant professor Miriam Cohen, focuses on citizenship rights and statelessness. Following a conference presentation at the Canada 150 Conference in Ottawa, the project will culminate in a formal academic paper assessing the constitutionality of Canada's laws on citizenship revocation. Dr. Frances E. Chapman Associate Professor Dr. Chapman worked with Dr. Mariette Brennan to put the Foundations course online in the summer of 2016. She was a reviewer on several academic papers, finished a chapter on abortion in an upcoming monograph, and authored a lengthy book review on the potential for a "parent-partner status" in family law. In addition, she submitted several papers including one with Professor Jason Maclean called Au Revoir, Monsieur Big? Confessions, Coercion and the Courts, dealing with "Mr. Big" sting operations. She published a paper with former student Lauren Tarasuk called Slender Man On Trial: Has Social Media Taken the Minds of the Young? and authored another paper in the U.S. called 'Butcher of Women': 'Abortion Tourism,' Canadian Abortion Access and the Cautionary Case Study of Kermit Gosnell. Dr. Chapman delivered some guest lectures for Professor Daniel Dylan in his Professional Responsibility class in the Winter semester. In June she will attend a Canadian Association of Law Teachers conference to discuss the future of legal education. Dr. Chapman was admitted to the Bar in 2003 after having completed her Juris Doctor at the University of Western Ontario, and her undergraduate degr:ee at the University of Waterloo. Dr. Chapman completed her Master of Laws degree at Western Ontario while teaching part-time at Fanshawe College. She then moved to Toronto to complete her PhD in law at Osgoode Hall Law School at York University. Frances finished her PhD in 2009 while teaching full time at St. Jerome's University at the University of Waterloo. Her areas of interest are in criminal law and focus on defences, including brainwashing, automatism, duress, necessity and mental disorder. She focuses particularly on wrongful convictions, violence against women and domestic violence. �Miriam Cohen Daniel Dylan Assistant Professor Assistant Professor Miriam Cohen pursued her research and teaching in her main areas of expertise: international law and Canadian public law. She has taught courses in Canadian criminal law, constitutional law, public international law and international criminal justice. First-year students participated in a mock bail hearing and criminal law moot, pleading for both the Crown and Defence, and constitutional law students had to make oral submissions concerning Charter breaches. In the public international law course, students negotiated an international treaty, and in the international criminal justice elective course students made submissions for the defence, prosecution and victims in an ICC Moot Court. Professor Cohen also had a productive research year, with publications in the areas of ~uman rights ~n_d reparati_ons for international crimes. She received a compet1t1ve Canadian Bar Association Law for the Future Fund, a prestigious Foundation for Legal Research award and a Research Development Fund grant, in support of research projects for which she will hire Law students as research assistants. She continued to serve as rapporteur to an Oxford University Press multi-year research project and as director of the Children's Aid Society. Finally, her legal advice was sought in an international case, representing a state seeking reparations for internally wrongful acts. Prior to joining the Bora Laskin Faculty of Law in July 2015, Professor Cohen served in legal advisory roles at the United Nation's International Court of Justice in The Hague and at the Appeals Chamber of the International Criminal Court. Karen Drake Assistant Professor Over the past academic year, Karen Drake had two articles published in peerreviewed journals: one in the Osgoode Hall Law Journal (http://digitalcommons.osgoode. yorku.ca/ohlj/) and one in the McGill Journal of Law and Health (http://mjlh.mcgill.ca/ volumes.php). She currently has a third peer-reviewed article forthcoming in the Canadian Bar Review. During the 2016-17 year, Professor Drake gave nine presentations at conferences and at other law faculties, including a keynote address for Lancaster House's Human Rights and Accommodation Conference in Toronto. She also conducted three training sessions on Anishinaabe law: one for faculty members at Windsor's Faculty of Law one for approximately 50 federal Department of Justice lawyer~, and one for the staff and Commissioners of the Ontario Human Rights Commission. In addition, she co-organized a workshop which was hosted by the Indigenous Bar Association in Vancouver and funded by a SSH RC grant. She is currently co-editing a book comprising the papers presented at the workshop, entitled Redefining Relationships: Indigenous Peoples and Canada. Finally, over the past year, Professor Drake was appointed a commissioner of the Ontario Human Rights Commission, a commissioner with the Metis Nation of Ontario's Commission on Metis Rights and Self-Government, and as vice chair of Lakehead University's Research Ethics Board. Daniel Dylan is excited to have completed his first year of teaching at the Bora Laskin Faculty of Law. "Each of the courses I taught presented - their own challenges, but all were overcome and students are well-poised to move forward into upper year courses as well as their legal careers," he says. Next year he will be teaching a course titled Intellectual Property Law & Indigenous Traditional Knowledge, which reflects one dimension of his scholarly interests and expertise. His other interests are environmental, natural resources and animal law. "I hope to teach courses in these areas as well, as the Faculty continues to grow," he says. In May 2017, he is set to present a paper which deals with indigenous intellectual property law issues at Access and Benefit Sharing (ABS) Canada's "Symposium on Genetic Resources, Biodiversity, and Indigenous Traditional Knowledge." In June 2017, the University of New Brunswick Law Journal will publish a paper he authored on the complicated intersection among natural resources, administrative and constitutional law in Nunavut. "I look forward to continuing to teach Contract Law and Legal Research & Writing to the incoming first year class, Evidence Law to the second year class, and welcome all students to the Faculty in the fall 2017," he says. Law Library a Full Resource Centre The Bora Laskin Faculty of Law Library opened 1n September 2013, but it's only been since last summer that it has been fully staffed. Librarian Debra Gold splits her time between the main campus and the Law Library at the historic PACI building. Library Technician Julie Wright is on-site fulltime and available to assist staff and students, along with a group of law student circulation workers. The Law Library offers a mix of digital and print items. It boasts more than 7,000 volumes in its print collection, primary sources such as laws and statutes, as well as law-related books. The collection has a particular focus on Aboriginal law, Natural Resources law, and materials suitable for rural and small town lawyering. Located in the building 's original library, the spacious Law Library can accommodate up 100 people in fixed seating. A mezzanine level consists of 20 study carrels, three small group study rooms, and an instructional lab . The Law Library has compiled a vast digital resource. The list includes online access to Litigator, Lexis Advance Quicklaw and HeinOnline, among others. ·'Research assistance, help locating items not available in the library, and search tips are just a few things we offer, " Gold explains. Fa c u lty H1ghl1ghts �Indigenous Relations Aboriginal law is a cornerstone of the curriculum at Lakehead University's Bora Laskin Faculty of Law. Along with mandatory courses on Indigenous Legal Traditions and Aboriginal Law, faculty bring to life Aboriginal culture and history through experiential learning in courses on Aboriginal Perspectives and through its speaker series and other events. Most of this work is undertaken through the office of Gilbert Deschamps, Director of Indigenous Relations. Deschamps' experiences includes legal practice focusing on family and criminal law. He also served as a policy analyst for several Indigenous-focused companies. He was also a band councillor at the Red Rock First Nation (Lake Helen Reserve) of Ontario. The aim to work closely with local Aboriginal community leaders led to the signing of an Aboriginal Protocol Agreement in 2013 to "establish a strong, meaningful and respectful working relationship regarding the Faculty of Law." The agreement brings together leaders from Nishnawbe Aski Nation, the Union of Ontario Indians, Grand Council Treaty #3, and the Metis Nation of Ontario on a semi-annual basis to discuss issues relating to Aboriginal perspectives of the law. As part of Lakehead's Aboriginal Cultural and Support Services, an Elder-in-Residence program is in place to provide individual and group support. Students can come by to speak one-on-one with the Elder or join in on a group discussion at the Aboriginal Resource Centre & Lounge. The visiting Elder in Residence program has featured Beatrice Twance-Hynes, Sam Achneepineskum, Ma-Nee Chacaby and Gerry Martin. Distinguished Speakers Along with instruction from knowledgeable faculty, the Bora Laskin Faculty of Law also welcomes distinguished members of the legal profession to meet and speak to the student body and community at-large. On Nov. 7 and 8, 2016, the Harold G. Fox Distinguished Lecture series was launched with the inaugural speaker, Dr Lloyd Axworthy. First, a public lecture was held where Dr. Axworthy offered his perspective on the future of Criminal Law, the International Criminal Court and the UN Declaration on the Rights of Indigenous People. Second, a round table was held on the subject of "Canadian Indigenous Issues and their Impact on Global Politics." The event featured Dr. Axworthy, along with Lakehead President Brian Stevenson, and Dean Angelique EagleWoman. Axworthy is former Minister of Foreign Affairs and past President of the University of Winnipeg. The event was made possible by the Harold G. Fox Education Fund. On March 31, 2017, Senator Kim Pate addressed a luncheon at the John N. Paterson Auditorium. Pate is a nationally renowned advocate who has spent 35 years working in the legal and penal systems of Canada, with and on behalf of some of the most marginalized, victimized, criminalized and institutionalized particularly imprisoned - youth, men and women. A member of the Order of Canada, Pate was appointed to the Senate of Canada last November. On Feb. 15, 2017, the Honourable Elizabeth Dowdeswell gave a well-attended public lecture. The Lieutenant Governor of Ontario, and former Undersecretary-General of the United Nations, Dowdeswell drew upon her eclectic public service career spanning provincial, federal, and international borders to speak on the subject of The Crown and Reconciliation in 2017. The list of speakers over the past year also includes: Chief Justice George R. Strathy (Nov. 29, 2016); and Law Society of Upper Canada Treasurer Paul Schabas (Oct. 28, 2016). Supreme Court Chief Justice Delivers Inaugural Lecture For The Newly-established Bora Laskin Distinguished Lecture Series On April 3, 2017, the Faculty of Law had the great honour of welcoming the Right Honorable Chief Justice Beverley MacLachlin of the Supreme Court of Canada. The Chief Justice delivered the inaugural lecture for the newly-established Bora Laskin Distinguished Lecture Series. The topic of the lecture was "Delivering Justice in Canada's North. In her remarks, the Chief Justice focused on making justice accessible in remote communities and particularly for Indigenous people of the North. Her words inspired those in attendance and demonstrated her deep commitment to ensuring fair, just judicial processes for all Canadians. The PACI Paterson Auditorium was filled to capacity, with an overflow room also in use, for the attendance of nearly three hundred for the event. 11 6 Staff News �Charter Class Alumni school. I am indebted to the patient lawyers at the Faculty's legal aid clinic and many local lawyers who helped me become a lawyer capable of solving the real-world problems faced by so many in the north." Elysia Petrone Reitberger Ryan Green Ryan Green is still amazed by everything that has happened since his first day at law school. Growing up in the East End of Thunder Bay, law school and the opportunity to become a lawyer didn't appear possible. "Simply put, Lakehead University changed my life and provided me a remarkable opportunity - the chance to help people in this community," he says. With a commitment to advancing access to justice and experience in human resources and academic advising, he made the decision to compete for one of the coveted spots within the inaugural class. Even now, after graduating he is "still astonished to have been accepted." The challenge of starting law school while in his thirties and with three-yearold twins was daunting. Added to the challenge "was the welcome arrival of my third daughter during second year!" Nevertheless, a can-do attitude saw him succeed and he is "thankful for the opportunity to have been there in the beginning, and having learned alongside a group of amazing students." Ryan wasted no time after his call to the Bar on Friday, Sept. 23; the following Monday, he had his own law practice. Ryan Green Law Office is a criminal law defence practice that keeps him very busy working throughout Thunder Bay and the region. His work consists of attending court for early morning bail hearings, meeting with clients and conducting trials while building his business. "Most of the week, I return to my office after court to work well into the night, but I'm happy to do it!" he says. Ryan plans to work with local law students and help those, who like him, lacked professional connections or legal experience. "I am especially thankful for the support I received while studying at the Bora Laskin Faculty of Law," he says. "I was practice-ready because of the dedication of all those who built our When Elysia Petrone Reitberger decided to return to her hometown and attend law school, she was inspired by its focus on Indigenous and Environmental/Natural Resources law and that the program was geared to people who wanted to practice in the north. As a member of the Charter class, she found the Bora Laskin Faculty of Law met all her expectations. "Over the three years, I learned so much and took some really great courses," Elysia says. "It was a special time in my life not only because of the knowledge I gained and the experiences I had, but also because it affected my career path and my worldview." The daughter of well-known members of the Thunder Bay legal community, Elysia was also able to further connect with her indigenous heritage by studying at a school where aboriginal law was a priority. "My favourite courses were Anishinaabe Constitutionalism with Aaron Mills, and Karen Drake's class on Indigenous Legal Traditions. They were an eye-opener to our multi-jural legal system and I especially enjoyed learning about Indigenous laws during a class visit out on the land." While assignments and readings kept her very busy, Elysia and her colleagues were still able to launch both the Indigenous Law and the Lakehead Environmental Law student associations. Highlights of their work include: organizing a rally at the Thunder Bay Police station to speak out against police checks and racial profiling, and filing applications to participate in the NEB's review of the Energy East pipeline. In the winter of her third year, Elysia secured a placement with Falconers LLP in the Thunder Bay office. Falconers is a firm that specializes in human rights and public interest litigation and represents various First Nation organizations in Northern Ontario. "At that time, the First Nation youth Inquest was in full swing in Thunder Bay," Elysia notes. "It was a great experience to participate in the largest multi-death inquest in Ontario's history. I was able to prepare cross-examination memos and work on making draft recommendations." She returned to Falconers as a student and after successfully passing the bar exams, she is now employed there as a lawyer. "Bora Laskin Law School definitely prepared me for this job," she says, "and I am thankful to be part of a firm doing interesting work that I am passionate about." Larissa Speak Larissa Speak grew up in Thunder Bay and completed an undergraduate degree at Lakehead University, majoring in English literature. She continued her studies at Queen's University in Kingston, Ontario. "After finishing a Master's degree at Queen's, I found myself at a crossroads," she says. "I could continue with my studies in English literature in Kingston, where the city hugs the shoreline of Lake Ontario and windmills crowd the horizon in the distance. But I felt the tug of my hometown, where even the massive lakers in the harbour look small against the backdrop of Lake Superior." A few years later, she found herself climbing the steps of the former PACI as part of the charter class at the Bora Laskin Faculty of Law. Under the leadership of Dean Lee Stuesser, the charter class blazed the trail for future students, now known affectionately as "Little Laskins." For Larissa, the program delivered on its mandate to prepare students for practising law in Northern Ontario. "I left the program with a firm grasp of legal practice in Ontario and with a keen interest to continue learning about indigenous laws and practices," Larissa says. Larissa was the top student in the graduating class of 58 and was called to the bar on Sept. 23, 2016. She is completing a clerkship at the Superior Court in Thunder Bay, which gives her the unique opportunity to work closely with judges of the Superior Court and to observe the lawyers of the local Bar in the courtroom. "My office is on the sixth floor of the new courthouse," Larissa says. "I only have to turn my head towards the window to see the chilly expanse of Lake Superior." Charter Class Alumni 7 �DFC Law Day February 17, 2017 Students and staff from Thunder Bay's Dennis Franklin Cromarty High School (DFCHS) enjoyed a full day of learning and activities at DFC Law Day which took place Feb. 17, 2017. After an Eider's opening prayer, attendees were welcomed by Angelique EagleWoman, Dean and Professor of Law at the Bora Laskin Faculty of Law. Dean EagleWoman shared her personal story of growing up in an impoverished and difficult environment both on and off of her home reser~on. She spoke to the students about drawing upon her Dakota i pirituality to attain an education that led to her career in law. Presentations were made by Dr. Peggy Smith and Jerri-Lynn Orr on Aboriginal Initiatives/Gateway Program/Native Access Student Experiential Learning Opportunities Criminal Law Moot First-year students (ll) in the criminal law course participated in a criminal law moot, representing both the Crown (round 1) and Defence (round 2) in a fictional criminal negligence case. Finalists pleaded the case in front of Superior Court Justice F. Bruce Fitzpatrick and the law school community in the audience. The lL criminal law moot is part of the Integrated Practice Curriculum and has become a tradition at the Faculty of Law where students learn advocacy skills and how to build a case by analysing both sides of the argument. Civil Practice Tutorials The Civil Practice course is a key part of the Integrated Practice Curriculum at the Bora Laskin Faculty of Law. In the fall lecture portion of the course the focus is on learning the rules of civil procedure and in the winter the focus is on advocacy skills. Throughout the year, students meet in workshops (groups of 5 or 10) with instructors who are practicing members of Email: law@lakeheadu.ca Program; Joy Nieminen, Native Nursing Entry Program; and Truth and Reconciliation Chair Dr. Cynthia Wesley-Esquimaux. DFC students and students from the Law program then went to the PACI Gym for guide groups. Information sessions were also held. They included: Know Your Rights with Police and Ontario Human Rights. Later they participated in a Moot Court Exhibition, with faculty member Dr. Ryan Alford. DFCHS is located in Thunder Bay and hosts high school students from many different Sioux Lookout District First Nations. DFCHS was established by the parents and elders in the Sioux Lookout District and is operated by the Northern Nishnawbe Education Council. the bar. Using a hypothetical fact situation that will eventually be the basis for a mock civil trial, the students learn how to draft pleadings, affidavit of documents, motion record, a factum and book of authorities. The workshops in the winter term teach the basics of trial practice, including opening and closing arguments and the examination of witnesses. The course culminates in a four-hour mock trial, with students working in groups of two, representing either the Plaintiff or the Defendant. Ontario Justice Education Network High School Day October 7, 2016 On Oct. 7, 2016, the Ontario Justice Education Network (OJEN) partnered with the Bora Laskin Faculty of Law to host the Thunder Bay Law Symposium for several dozen grade 11 students. This full day of interactive sessions included a tour of the law school, a mock traffic court, a mock law school lecture, police fitness testing, and a session on murdered and missing indigenous women. Students from five high schools across Thunder Bay attended. Angelique Eag~eWoman, Dean and Professor of Law at the Bora Laskin Faculty of Law, welcomed the students. Presentations were made by Assistant Professor Miriam Cohen and Gilbert Deschamps, Director of Indigenous Relations. Web: law.lakeheadu.ca Lakehead UNI VER SIT Y Twitter:@Lawlakehead BORA LASKIN Faculty of Law � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty of Law Newsletter, Summer 2017 Subject The topic of the resource Universities Description An account of the resource Newsletter of the Lakehead University Faculty of Law, Summer 2017. Includes updates on the 2016-2017 year, faculty highlights, and charter class alumni updates. Creator An entity primarily responsible for making the resource Lakehead University Lakehead University Faculty of Law Date A point or period of time associated with an event in the lifecycle of the resource 2017 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/deffefa643ba8985833df834f419a81f.pdf e439c9d474afb9b4fa21726c69625d01 PDF Text Text �----------------~ . p r - U ~ ff~ N : "Be the first to enjoy and the last to worry" - Dominic Man-Kit Lam ~~~~­ ~~~~ ~ ~0~ .fo yl/\,v I- ~~ - ~~ _I! ~~t )~'!· �DOMINIC MAN-KIT LAM How Lakehead shaped an international innovator in science and art by Berton Woodward There are a lot of what-ifs in the story of Lakehead's first international student, Dominic Man-Kit Lam (BSc Hons'67), and how he became a global success in science, art, business, and philanthropy. What if he hadn't run into the Nobel Laureate on the back stairs at Harvard? What ifhe hadn't been playing with some malfunctioning chemicals in a photo lab one evening? And most importantly, what if, as a new student from Hong Kong, he hadn't met Donald Ayre in Montreal,just as Ayre was leaving to take up a job as registrar of Lakehead? "My life would have been completely different," agrees Dominic. The way it turned out, he went on to become a leading expert on the human eye and to invent a groundbreaking procedure for preventing secondary cataracts that made him financially independent. At the same time, Dominic's artistic sensibility led him to create a new art form, known as Chromoskedasic Painting, and he has held exhibitions as an artist all over the world, with pieces selling for up to US$1 million. He has received the U.S. Presidential Medal of Merit, and counts former president George H.W. Bush among his friends. Devoted now to art and philanthropy, Dominic created the World Eye Organization, a self-funded charity that is building eye treatment centres all over China and aims to go global. Yet he still stays on the cutting edge of science by pushing forward with what could be a huge boon for the 21st century: edible vaccines for animals and humans. "This is what education at a university like Lakehead gives you -you learn to take calculated risks." - Dominic Man-Kit Lam And all of this began with Lakehead, where his undergraduate years shaped him into the truly exceptional and unconventional individual he has become. Or, as Dominic offers with a laugh, "fearless and sometimes reckless." Dominic is the kind of person who makes an instant and deep impression on people, particularly highly-educated people. "Brilliant" is the word they usually use. That showed early on when the Lakehead University 1 �China-born, Hong Kong-raised teenager talked his way into a top-notch Jesuit school in Hong Kong during a meeting with the vice-principal, Fr. A. Deignan. This in tum led to a scholarship to Montreal's Jesuit-run Loyola University, where Dominic arrived in September 1964 at the age of 16. Dominic, who calls himself "an impatient person," always seemed to be in a hurry. In his first week in Canada, he discovered that you could do your undergraduate degree in three years in Ontario, unlike the four needed in Quebec. So he met with Ayre, just finishing as registrar at Loyola and Ayre - impressed - accepted him at Lakehead. Dominic jumped on a train for Port Arthur and, within two weeks of landing in Canada, was ensconced at Mrs. Robinson's boarding house and had a new Fort William City scholarship. "I had a really wonderful education at Lakehead," Dominic says. "I chose math as a major, because if I took liberal arts, I would have had to write essays and read a lot of books. Science would have meant many hours of lab work. Math is basically logic, and if you know it, it doesn't take much study." The calculating student still had to take English, though, and he fondly remembers learning Chaucer and the classics from the late John Rideout, chair of the English department and a Rhodes Scholar. Mathematics Professor Emeritus John Whitfield recalls Dominic as "quite an academic force. He stood out in all his classes. Anyone who met him was impressed with his scholarship." But it was his math instructor, now Professor Emeritus William Eames, and his physics professor, the late David Frood, who would prove instrumental in setting him on his path. "It's quite important in your formative years to have great teachers like these," says Dominic. Eames was a highly After receiving his HBS cfrom Lakehead in just threeyears, Dominic 1vent on to earn degrees from the Universiry ef British Columbia, the Universiry ef Toronto, and afaculty position at Harvard Medical School in record-breaking times. supportive presence in math, while Frood, he says, "was the inspiration for me to go into physics." During his nearly three years in Port Arthur, the man in a hurry managed to: 1) hold down two jobs - at Canada Post sorting mail during the week and at a Chinese restaurant on weekends; 2) become a table tennis star, starting on campus and ending up as Ontario university singles champion - Professor Emeritus George Ozburn describes watching Dominic play "like watching the Olympic competitions - really spectacular;" 3) join the Lakehead basketball team, and 4) play guitar and sing in jam sessions in local bars for pocket money. Oh yes, and 5) study, giving him the first-class marks to enter the University of British Columbia for his MSc in theoretical physics, as Frood had urged. "You got to know everybody at Lakehead and these were some of the most joyful years of my life," says Dominic. "It really shaped my future." Dominics contributions to science, medicine, art, philanthropy and business, earned him the admiration ef former US. President George H. W Bush, 1vho invited Dominic to be a member ef the Presidents Committee on the Arts and Humanities in 1988 and to have a one-man sh0111 in 2003 at the George Bush Library and Museum. 2 Lakehead University The following May, he was back at Lakehead to teach a summer course in physics, having completed his MSc in eight months. Then it was off to the University of �Dominic's charity, the World Eye Organization, is givingpeople back their vision and their independence l?J preventing and treating rye diseases in poor and isolated regions. Dominic has also been involved with the "F/ying Eye Hospital" kn01vn as Pro/ect Orbis since 1980. This photo was taken in Guangzhou at the 30th anniversary ef Orbis in China in 2012. Toronto, where, fascinated by genetics and the contributions physics could make to medicine, he polished off a PhD in medical biophysics in a little over a year, getting a waiver to do so. At just 22, he was Dr. Lam. "I sized him up pretty quickly. He is obviously a very brilliant person." - Torsten Wiesel, Nobel Laureate Where next? Backed by a prestigious federal Centennial Award, he had a list of top universities to visit about doing a post-doc and chose Harvard Medical School as his first stop. But at Harvard he was devastated to learn that the world-leading visual scientists he was there to meet, Torsten Wiesel and David Hubel, had not yet come back from a trip. Expecting to move on to Cambridge or Cal Tech, Dominic was walking down the stairs when he ran into just-returned Wiesel coming up. The two went out for dinner, Wiesel was impressed, and a mentorship was born. "I sized him up pretty quickly. He is obviously a very brilliant person," says Wiesel, who with Canadian-born Hubel won the Nobel Prize in Physiology or Medicine in 1981 for breakthroughs in visual information processing. Now 90 and president emeritus of Rockefeller University, Wiesel is still in regular touch with Dominic and often visited China with him. "He has a way of engaging himself in things and engaging other people in his interests and passions," says Wiesel. "He is one of the most dynamic and friendly people you could meet. He is constantly on the move, in science and in art." Although Dominic had been doing Chinese painting since he was six, his parents opposed any thought of him taking up brush strokes for a living. "If I could not be a visual artist," he often says, "I decided I would be a visual scientist." Under Wiesel and Hubel at Harvard, Dominic reached that goal, becoming a neuroscientist specializing in vision and joining the Harvard faculty at age 24. But it wasn't long before he was head-hunted as a professor of ophthalmology by Baylor College of Medicine in Houston, Texas. "I feel very blessed that I have been able to use the commercial value of my visual art and the expertise of my visual science to help the visually impaired." - Dominic Man-Kit Lam There Dominic invented a drug against secondary cataract, helped create a cluster of private and academic research centres, took his own company public, and became lionized as "the father of Texas biotechnology." By 1988, he was financially independent and ready to pursue his other dreams. As part of his research at Baylor, Dominic took black and white photographs of the eye. On that what-if night in the darkroom in 1980, he failed to mix the photo solutions and found colours suddenly appearing on the paper. "I got excited, and very curious," he says. It later took him and Kodak's B. Rossiter an entire article in Scientific American (November, 1991) to explain exactly how this phenomenon Lakehead University 3 �occurs, but Dominic turned it into an art form - dubbed Chromoskedasic Painting, meaning "light scattering" - that can produce giant, vividly colourful images. Two samples of his paintings now hang in China's famed Diaoyutai State Guesthouse, where many visiting heads of state stay in Beijing. At Baylor, too, Dominic worked with David Paton, chair of ophthalmology and founder of the renowned Project Orbis, in which a fully equipped airplane, the "Flying Eye Hospital," travels the world helping eye patients. Dominic, who got Paton to visit China, was inspired by his example. In 1999, when he moved back to Hong Kong, Dominic established his own charity. The World Eye Organization now runs nine eye hospitals treating rural people across China, with more planned. Dominic channels the income from his paintings, as well as other sources, to the organization. "I feel very blessed that I have been able to use the commercial value of my visual art and the expertise of my visual science to help the visually impaired," he says. "It's like a trinity of bliss." And there is more to come. Some 20 years ago, Dominic published his first journal article on the feasibility of edible vaccines, then conceived as being incorporated genetically into fruits and vegetables, to target animal and human diseases, from influenza to hepatitis B. This novel production and delivery method would be safe and far more efficient than costly and cumbersome injections, especially in developing countries. Even his two children - son Fong, now a pediatrics professor at Baylor, and daughter Yee, now a lawyer in Los Angeles - got involved in the research during high school. The patented idea was hailed by Time magazine in 2001 as one of the most important inventions for the new century. "You know, to be truly exceptional and unconventional, you actually have to be bold because with most major discoveries, people might laugh at you for 20 years." - Dominic Man-Kit Lam Recently, amid the controversy over genetically modified organisms, Dominic and his colleagues have turned to vaccines embedded in lactobacteria and contained in rice-sized pellets, mixed with animal feed, as the delivery method. This year, he received the first patent on the technology from Chinese authorities, who he hopes will soon approve its use against avian flu in chickens. "Animals will be much faster," he says, "but we are targeting five to IO years for making a health-food hepatitis B preventative for humans, maybe in tomato juice." Dominic observes that in science, "asking the right question is often the key to a breakthrough." Lakehead's belief in teaching people how to think, not what to think, resonates deeply with him. Dominic and his children 1ee (I) and Fong (r) at a Christmas party in 2014. Thry have theirfather's energy and drive and thry have become accomplished prefessionals in their respective fields of law and pediatrics. 4 Lakehead University "You know, to be truly exceptional and unconventional, you actually have to be bold," he says. "Because with most major discoveries, people might laugh at you for 20 years. So you have to be brave and not worry about what people think. This is what education at a university like Lakehead gives you - you learn to take calculated risks. You know it's exceptional, you know it's unconventional, but you figure that the odds are on your side." 50th Anniversary Memories Dominic Man-Kit Lam will receive an honorary Doctor of Science degree at Lakehead's 2015 Convocation. We asked him four questions about his experience at the University. What was your favourite song while you were at Lakehead? "Windmills of your Mind" by Noel Harrison. It was so romantic yet so philosophical. Even mathematical "Round, like a circle in a spiral..." Was there a particular course or professor that made a difference for you? Professor William Eames in Mathematics. He gave me a lot of confidence. I chose math because it was easy for me, but it turned out that math is also the queen of sciences and the basis of logical thinking. What is your most vivid Lakehead University memory? One of them is riding the train from Montreal for 24 hours to get to Lakehead. The registrar, Donald Ayre, met me at the station. This was very touching to me. I didn't know where to go or where to stay. He helped me get settled. What are your thoughts on Lakehead's 50th Anniversary? I'm very excited to be part of this event, and most appreciative and grateful to the faculty for honouring me. I'm also very impressed that the medical school spends a lot of time training students to work in rural areas and among Aboriginal people. In China, too, it is very difficult to get doctors to work outside the cities. Lakehead is setting an excellent example for the rest of the world. -- Berton Woodward �Dominic Man-Kit Lam A LAKEHEAD JOURNEY In 2012, Dominic was invited by the International Olympic Committee to paint "Millennium Olympic Odyssey: From the Great Wall to River Thames," which was exhibited at the Barbican Centre, London, during the Olympic Games - it was also awarded a gold medal at the Olympic Fine Arts Exhibition. Doing a test in mathematics class one day, Dominic Man-Kit Lam remembers getting 100%. Nice enough, but it was the response of his Lakehead University math professor, William Eames, that he recalls most vividly. "I wish I could give you 105," Dominic remembers Eames saying. "Your solution was more elegant than mine." For a boy still in his mid-teens, that was a tremendously supportive thing to hear. "It gave me a lot of confidence." Dominic Lam likes to say he was shaped by Lakehead. But in some ways, you could say Dominic helped shape Lakehead. After all, when Dominic arrived in September 1964 at age 16, Northwestern Ontario's key educational institution - now celebrating its 50th anniversary - was only just becoming a university. Previously it had been the Lakehead College of Arts, Science and Technology, and it conferred its first degrees in 1965, at the end of Dominic's first year. Back then, there were about 400 students and 40 faculty, and Dominic was the first international student. "He was quite an academic force," remembers John Whitfield, a retired Lakehead mathematics professor and a former senior member of the administration who served as acting president for a year. "He stood out in all his classes. Anyone who met him was impressed with his scholarship." And that can mean a lot to an institution that is still forming. "Lakehead was very young at that time," says Whitfield. "We were just developing and feeling our way. To have students like Dominic come - especially from Lakehead University S �Dominic's MSc thesis 'The Gravitating Effect of Gravitation" (1967) and his invention of Chromoskedasic Painting (1980) have led him to interpret the universe through his art. (Above is Dominic's 2015 painting '54. Better Tomorro1v: Companion.''.) afar - lent a great deal to the stature and credibility of the University. He was probably the brightest student we'd had to that date. So he really made an impact on how we grew from that point." Today, of course, Lakehead is a major university with more than 8,500 students on two campuses, more than 300 faculty and 50,000 alumni. It ranks second in Ontario among primarily undergraduate institutions in the widely watched Maclean 's rankings, and eighth in the country. It gets especially high marks for its strong support for research and its low student/faculty ratio. "Lakehead has grown into a significant university in the country," says Whitfield. "Having guys like Dominic around in those early days helped us realize what the potential could be." Dominic was also a nice guy to have around, according to Whitfield. "He was a pleasant young man who got along well with faculty and fellow students. It's not easy sometimes for very bright students, but I had the impression he was well-liked. In the smaller upper-year classes, Dominic always seemed to bring a sense of joy and happiness to the class." Dominic remains grateful that he chose to study mathematics at Lakehead under professors like Eames and Whitfield. "My mathematics training was really important," he says. "I greatly encourage anyone, no matter what they want to be in life, to major in math. It is the basis of logical thinking." Dominic am·ved at Lakehead at the tender age of 16 to mqjor in mathematics. 6 Lakehead University During his studies, Dominic recalls, he became interested in Einstein's relativity theory, and went on to do his master's in theoretical physics at the urging of his Lakehead physics professor, David Frood. "In the first three months, before I even took my courses at the University of British Columbia, I did my thesis on 'The Gravitating Effect of Gravitation' under Prof. F. Kaempfer," says Dominic. "If it had not been for my mathematics training, I would not have been able to do that." "Math turned out to be better than anything else I could have chosen. If I had done physics, I would have been limited to physical sciences. If I had studied biology, I would have been limited to biology. But if you study math, you are not limited." "In the smaller upper-year classes, Dominic always seemed to bring a sense of joy and happiness to the class." - Professor Emeritus John Whitfield That solid grounding, leading to his physics MSc and his medical biophysics PhD, served him well at Harvard, where he studied visual and neural science for his post-doc under neurophysiologist Torsten Wiesel, who won the Nobel Prize in Physiology or Medicine in 1981 with colleague David Hubel. "Dominic's background in physics was good because as a physicist you think differently," says Wiesel. "I often like to work with physicists because they have a way of asking questions which are different from biologists. If you make it in physics," says �'Dr.Lam, 'Witn 6est wislies ant£ appreciation, Dominic, dubbed the 'father of Texas btotechnology," was awarded a US. Presidential Medal of Merit and also received this thank you note from the Republican Presidential Task Force for his achievements. Wiesel with a laugh, "you are better than average." Wiesel notes something else about his student and longtime friend, drawing an example from Dominic's sojourn at Baylor College of Medicine in Houston, Texas. "When he was at Baylor, he had an amazing orchid garden, one of the best collections in the country," says Wiesel. "That's another aspect of Dominic. If he gets interested in something, there is no end to his passion. He wants to be the best." Indeed, when people are good at one thing, they're often good at a lot of things. At Lakehead, Dominic excelled at math and physics, of course. Later he would show off his talents in art, business, science, and philanthropy. But his other big strength as an undergrad was table tennis. By his second year, Dominic dominated Lakehead's table tennis competitions, becoming campus champion in singles and doubles, and he qualified for the Ontario Inter-Collegiate Athletic Association tournament held in Toronto. Professor Emeritus George Ozburn remembers that journey well. Ozburn, who taught biology and zoology, also coached Lakehead's squash team, whose tournament was held in Toronto at the same time. 6 pm on a Thursday. They had to be in Toronto - about 1,400 kilometres to the southeast - the next day, which meant driving all night and arranging ahead for gas stations to be open in the wee hours. At one point, a policeman stopped them to tell them the road was too icy to proceed, but after they told him they had to get to "Dominic was a standout table tennis player, bar none," says Ozburn. "Watching him play was like watching the Olympic competitions - really spectacular. Nobody could get a point from him." Driving to Toronto in the winter of 1966 was "the trip from hell," he chuckles. Ozburn, Dominic, and four squash players piled into a rented bench-seat Pontiac three in the front, three in the back - at Dominic with actor Jackie Chan Lakehead University 7 �Toronto for their matches, "he said, 'OK, just make sure you keep it on the road,"' recalls Ozburn. "I don't think they'd do that today." They arrived in Toronto by 3 pm Friday and played their tournaments at York University's Glendon College. "Dominic cleaned up in table tennis," says Ozburn. By Sunday, Dominic was the Ontario university singles champion (the squash team won their provincial title as well). Then they got in the Pontiac and drove back to Lakehead in time for class on Monday. While in Toronto, they also managed to have two great Chinese meals, thanks to Dominic. "He seemed to know the places," recalls Ozburn. "Authentic Chinese food, as he would say." 15,000-square-foot gym and an eight-lane swimming pool. But facilities were limited when Dominic attended, notes Ozburn. "And being as bright as he was, he was still committed to his education first." Dominic was not the only international student at Lakehead during his time there. Two of his friends from the Salesian School in Hong Kong, where he did his lower grades, also spent a year at the university - and both went on to major prominence in the Hong Kong business arena in later life. Henry Cheng Kar-Shun and Douglas Chan Wing-Tak studied business administration at Lakehead. Dominic, who is tall, also played basketball at Lakehead. " I remember scoring the critical two points from the foul line," he says. "It won the game." At the time, Henry's father, Cheng Yu-Tung, had established himself in the jewellery business and was turning to real estate. That enterprise became the New World Development Group, a major property firm in Hong Kong, and when he retired in 2012, Cheng Yu-Tung was listed by Bloomberg Business magazine as the world's 34th richest man. These days Lakehead boasts state-of-theart sport and fitness facilities, including a lfenry succeeded his father as chairman of New World, and Douglas wor_ked in the company as a managing director for many years. Dominic remains in touch with both men and is currently creating "Iridescent Gold" art works and jewellery in collaboration with the Cheng family's Chow Tai Fook Jewellery Group, now the world's largest jewellery company. Having reconnected with Henry and Douglas at Lakehead, Dominic says, "we became lifelong friends." Dominic also credits his brother Louis for giving him important support ever since his Harvard days. Louis joined Dominic in Boston at age 15 and followed him to Houston, where both raised families. Louis now serves as president of the World Eye Organization (where actor Jackie Chan chairs the international advisory board) and other Lam organizations. "Louis not only has a very good intellect and diligence but also exceptional emotional intelligence," says Dominic. "I would not be able to do many of my projects without him." Nor, arguably, without the grounding he got as an undergraduate. Today, Lakehead may be a much larger and more sophisticated university than it was in those early days. But Whitfield, who sits on Lakehead's 50th Anniversary Task Force, sees a continuum across the years. "Dominic and others made a significant contribution to setting the standards for the institution in terms of the kind of students we wanted to develop," he says. "Now, 50 years later, essentially we still want to do the same thing. People like Dominic are a powerful example of the fact that it can be done and that Lakehead is doing it." "That's another aspect of Dominic. If he gets interested in something, there is no end to his passion. He wants to be the best." - Torsten Wiesel, Nobel Laureate In 1981, Dominic, his daughter Yee, his son Fong, his brother Louis, and their mother gathered at Dominic} greenhouse in Houston. 8 Lakehead University ��~ Lakehead UNIVERSITY Internationa I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 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 Alumni, Summer 2015 Subject The topic of the resource Universities Description An account of the resource Lakehead Alumni. Summer 2015. Volume 32 #1. Issue features Dominic Man-Kit Lam; this copy is signed by Lam and addressed to President Stevenson. 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 2015 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/493986471d88d436393c76011d91f493.pdf bf31bcf3d0f798d176f79fc55418524d PDF Text Text 1~1·1-, I, I I I I 1·111·1·111�·•-.·•�-•·•·s••s-ss5s-5��s�-�-� � �.., NURTURING a PASSION to LEAD STRATEGIC PLAN 2013-18 Growth & Capacity Development Community Engagement Nurturing Scholarship Economic Development Lear�_- Centred Student Experience Lakehead UNIVERSITY �I Contents Letter from the Chair, Board of Governors 1 Letter from the President and Vice-Chancellor 2 Overview 3 Proposed Mission, Vision, and Belief Statements 5 Why Do We Need a Strategic Plan? 6 Taking On A New Set of Challenges and Opportunities 8 The Framework for the Future 10 ► Nurturing Scholarship 12 ► Learner-Centred Student Experience 14 ► Growth and Capacity Development 16 ► Community Engagement 18 ► Economic Development 20 Appendix A 22 �• • I L E T T E R from the BO ARD C HA I R It's exciting to serve as the new Chair of the Board of Governors as Lakehead launches its Strategic Plan for 2013-18. Although it looks like an ordinary document - one of the many universities turn out with predictable regularity - even quickly leafing through its pages makes it clear that this Strategic Plan is anything but ordinary. It's a framework that will foster intellectual and human connections and give students the tools to construct their own destiny. It's not surprising that Lakehead's collective vision for the next five years is a bold one. Since moving to Northwestern Ontario more than twenty years ago, I've learned that innovation and resourcefulness is a way of life here. And this spirit is also rooted in the hearts of those who call Simcoe County home. Thank you to all the faculty, staff, students, alumni, and broader community members who have engaged in the consultation process. While completing the Strategic Plan is a major milestone, we know that this is just the start. With your commitment and hard work, we will ensure that Lakehead is a place where scientists, philosophers, engineers, and fearless dreamers come together to and sustain our world. Cameron Clark Chair, Board of Governors Lakehead University Stiategic Plan - 2013-18- �L E T T E R from the p R E S I D E N T and Vice-Chancellor The Strategic Plan for 2013-18 has gone through different iterations, alterations, and revisions. And this is a good thing because it means that Lakehead is being responsive to the aspirations of everyone connected to this dynamic university and true to itself. By listening to many voices, we have created a plan that embraces Lakehead's tradition of encouraging students and faculty to explore big questions and find original solutions - and taken it several steps further. Our stakeholders should expect no less from an institution that revolves around experiential and collaborative learning. Now it is time to launch the strategic actions laid out in this plan. This complex process will be carried out in concert with our Academic and operational plans and will result in vibrant community partnerships, strong social justice initiatives, and greater economic development for Northwestern Ontario and Simcoe County. The challenges Lakehead University has set for itself may seem daunting, choosing the road less travelled often does. But our cutting-edge excellence in teaching, research, and community service ensures that these are challenges we are more than ready to take on. Brian J. R. Stevenson, PhD President and Vice-Chancellor Lakehead University Strategic Plan - 2013-18 - 2 �OVERVIEW T his Strategic Plan is the culmination of a twoyear process that began in January 2011 when Lakehead's Board of Governors first turned their attention to laying the groundwork for the 2013 to 2018 period. Their initial efforts became the draft Strategic Plan which was released for comment in April 2012. From April until November, the Board of Governors and senior administration engaged the entire University, and the broader communities in both Thunder Bay and Orillia, in a discussion aimed at defining a fresh vision for Lakehead University. The consultation was a resounding success, resulting in a plan that is more complete, more nuanced, and more attuned to the University community. It is also one that continues to support the dual governance model of Board and Senate. Among the highlights of the consultation process, led by Board Chair Cameron Clark, were over �50 meetings with students, faculty, staff, alumni, and community members. The Board was rewarded with the diverse perspectives of these key stakeholders as well as those of individuals unconnected to the University who took the time and trouble to read the plan online and forward their thoughts. The ideas the Board received have been incorporated into the updated plan and will help shape the direction of the University. The evolution of the Strategic Plan also coincided with a major re-branding initiative designed to identify what we value as an organization. The responses to the simultaneous branding consultation formed the basis of a new Vision and Mission, unveiled for the first time in this Strategic Plan. These core elements of Lakehead's approach to learning and scholarship have been enhanced by a Belief statement revolving around the heartfelt conviction that, "Our students make Lakehead University different." The task of writing the plan is now complete and the Mission, Vision, and Belief statements are firmly in place. But this achievement is just the beginning. The Board of Governors is ready to lead the implementation of the plan's five strategic actions and nearly 50 initiatives on behalf of the entire University community. And when we celebrate our 50th anniversary in 2015, we will also be celebrating a transformed Lakehead. 4 - Strategic Plan - 2013-18 �., V IS IQ N To provide a transformative university experience that is far from ordinary. To be recognized as an innovative comprehensive MISSION university that provides an education that is about how to think, not what to think. We believe our students make Lakehead University different. We believe that our students want an innovative comprehensive university where they have the highest chance of success. We believe that our students have the passion and drive to BELIEF realize their dreams and succeed. We believe that our students want the intellectual freedom to pursue the unconventional. We believe in the diversity that comes from our students of many cultures and many nations. We believe that our students are passionate about both their own individuality and their communities. We believe in our students. '\ Strategic Plan - 2013-18 - 5 �WHY DO WE NEED A STRATEGIC PLAN? Strategic planning is an evolving process that begins by defining a collective and worldly vision for the future that reflects the dreams and The Strategic Plan provides clear measures for success and establishes the basis for monitoring actions of Lakehead's 10,000 students, faculty, and staff, and 50,000 alumni. As we approach our 50th anniversary in 2015, the Strategic Plan offers a way to consolidate our achievements and show the world that we are a place that creates unconventional thinkers who are transforming the way we live. By charting Lakehead's direction and the goals it seeks to achieve, the Strategic Plan provides clear measures for success and establishes the basis for monitoring and accountability. That is the task of this document. The Strategic Plan becomes reality through operational plans, like the Academic Plan, which articulate how the vision is to be realized, and and accountability. integrated planning and budgeting which establishes and funds priorities. This Strategic Plan is built around five major interrelated and interconnected components. They should be seen not as directions, or even as pillars, but rather as interlocking circles. A clear sign of their interdependence is the fact that many of our initiatives support more than one component. 6 - Strategic Plan - 2013-18 �Fierce pride in our students and the determination to see them • succeed sets Lakehead apart. This is evident in everything from our new mission to the exciting changes we have made over Growth & Capacity Development the last decade including the opening of the Orillia campus, the establishment of the Northern Ontario School of Medicine (NOSM), and the approval of the new Faculty of Law. These changes are enhancing Lakehead's reputation and attracting increasing numbers of students from southern Ontario, throughout Canada, and across the world. Community Engagement Nurturing Scholarship Economic Development At the same time we recognize that the next decade will bring a major set of challenges and opportunities - working within budget constraints, fostering sustainability, maintaining comprehensiveness, and responding to the needs and aspirations of an increasingly diverse and technologically-savvy student body. Lakehead must also meet our partners' expectations that we take Learner-Centred Student Experience the lead in facilitating social justice, greater access to education, and economic development. Strategic Plan - 2013-18 - 7 �TAKING ON A NEW SET OF CH ALLEN GE S AND OPP ORT UN IT IE S At Lakehead, we're at our best when facing a new challenge. Give a culture based on experiential and collaborative learning, enhanced us a problem and we'll come up with an innovative solution. Our by the natural advantages of the University's two campuses, with the unconventional approach to teaching and research helps us transform principles of a one-stop approach to service. This will improve students' challenges into opportunities for our students, partners, and success and make their time at Lakehead unforgettable. communities. Our third challenge is symbolized by the Commission on the Reform of The previous Strategic Plan made comprehensiveness a major priority Ontario's Public Services, known also as the Drummond Report (http:// and with the new Faculty of Law, Lakehead now has the breadth of a www.fin.gov.on.ca/en/reformcommission/). The Report makes it clear comprehensive university. The first challenge recognizes that Lakehead that we are in an era where most new jobs require a postsecondary University is a smaller institution and that true comprehensiveness education and many of today's graduates will go on to careers in areas cannot be achieved without adding the depth to go with that breadth. that don't currently exist, making an expansion of postsecondary The foundation of Lakehead's approach to all its challenges is the education essential. At the same time, the current provincial deficit and recognition that everything flows from scholarship. It is why we exist, the provincial budget requirements will mean a prolonged effort by how we grow, why students come, and how the community gains. government to reduce the cost of postsecondary education. This means NURTURING SCHOLARSHIP will strike a balance between teaching and that Lakehead University must simultaneously grow and become more research, champion the development of Centres of Excellence, and focus effective in the way student and taxpayer funds are used. The strategic on the continued development of our faculty. direction, GROWTH AND CAPACITY DEVELOPMENT, establishes the The Lakehead student's educational experience must be delivered in framework for how we can meet that challenge. a seamless manner. For this to happen, the experiences outside the The fourth challenge is driven by Lakehead University's long-term class must be just as unique and exhilarating as inside the class. The commitment to an active relationship with our communities. We are strategic direction LEARNER-CENTRED STUDENT EXPERIENCE combines already a national leader in innovative community-based research and 8 - Strategic Plan - 2013-18 �community service learning. NOSM, the Faculty of Law, and the Orillia transfer of knowledge, every university's core mission, to the specific campus were all responses to community expectations rather than circumstances of Northwestern Ontario and Simcoe County. This can internal Lakehead initiatives. This makes COMMUNITY ENGAGEMENT best be achieved by making the University's commitment to ECONOMIC an important social mission consistent with Lakehead University's DEVELOPMENT a strategic priority. Lakehead will combine research values and history. It is also a matter of critical strategic importance to with innovation and education with professional development to make the University's future in light of a long-term demographic decline in a positive contribution to the economies of our communities while Northwestern Ontario. We must find ways to make university education simultaneously providing new career opportunities to our graduates. a real prospect for students. This is especially true for Aboriginal The five components of this Strategic Plan represent three interlocking students who are currently half as likely to have attained a university motivations. The first, to seek excellence, is an internal motivation to degree as non-Aboriginal students. In the next two decades, the number attract, develop, and maintain great faculty, enterprising students, of people aged 15-24 in Northwestern Ontario is predicted to decline and committed staff. It is reflected in the Nurturing Scholarship and by about 20%, while Aboriginal people will constitute 40% of this age Learner-Centred Student Experience components. The second, growth group. Canada's treaty obligations and Lakehead's emphasis on social and development, outlines the University's capacity-building aspirations justice reinforce the desirability of actively engaging Aboriginal peoples and identifies the supports, infrastructure, and people needed to make within our constitutional framework. these aspirations a reality. The third centres on giving back to the The importance of any university to the social and economic community by having a social purpose that builds on, and occasionally development of its communities cannot be overstated. University transcends, our academic mission. This will be accomplished through members' purchasing power brings money to local economies. dynamic Community Engagement and Economic Development. It is Universities also nurture arts and culture and provide students with the interaction between these motivations that brings the University's essential skills and knowledge. The final challenge is wedding the mission, and this Strategic Plan, to life. Strategic Plan - 2013-18- 9 �THE F RAM E WO R K FORTH E F UT U RE Nurturing Scholarship Teaching, research, and service form the three pillars upon which universities achieve their twin objectives of expanding and communicating knowledge. The term scholarship was chosen for this direction because it accurately reflects the Board's belief that teaching and research, although they may be seen as separate activities, are inextricably linked and driven by a common focus on learning. Learner-Centred Student Experience The lakehead Experience must flow both from its history and its mission. Increasing diversity and a clear commitment to helping students succeed will create a transformative student experience. Lakehead University offers unrivaled opportunities for life experiences that are far from ordinary. A clear example of this is the active student involvement in Lakehead's varsity athletics program and the program's strong community relationships. The University itself, through the dual focus on one-stop services and giving students the tools to carve their own unique path to success will bring additional richness to the lakehead Experience. Growth and Capacity Development The Board anticipates that by 2018, major new initiatives to attract and keep international, Aboriginal, and graduate students, coupled with the University's successful undergraduate and graduate programs, will result in an overall enrolment of 10,000 students. As a result, lakehead University will be broader, deeper, and more sustainable. 10 - Strategic Plan - 2013-18 �.... ... Community Engagement At the heart of this component is Lakehead's desire for a relationship with the community. The plan will build a stronger, more vibrant relationship with the community through a "knowledge commons" and a commitment to students who face barriers to postsecondary education. A critical element is expanding working relationships with Aboriginal groups, school boards, municipal governments, non-profit groups, private businesses, and alumni. A comprehensive external relations plan that prepares the University to enter into a significant campaign is integral to greater community engagement. Economic Development Lakehead is directly involved with economic development in four major ways beginning with the positive financial impact on the community stemming from the purchasing and spending of University staff, faculty, and students. We provide trained graduates for new jobs created by the knowledge economy. Our faculty and staff enrich the community through their active involvement and support of art, music, culture, and recreation. Our research fosters innovation that will lead to the emergence of new companies and new industries. This component recognizes these benefits are part of the University's raison d'etre and not simply an accidental by-product. Strategic Plan - 2013-18 - 11 �NURTURING SCHOLARSHIP STRATEGIC ACTION: Lakehead University will be recognized for the excellence of its scholarship, the cohesive integration of teaching, learning, and research, the fostering of intellectual freedom, and the incorporation of disciplines into an integrated, multidisciplinary framework. 12 - Strategic Plan - 2013-18 �• • UNCONVENTIONAL THINKERS CREATING AND PASSIONATE ► Deliver high quality undergraduate and graduate programs. ► Recruit, retain, and support staff and faculty who are committed to the pursuit of excellence in both teaching and research. ► Increase professional and pedagogical supports. ► Increase research, scholarly and creative activity, and facilitate collaborative and community-engaged scholarship opportunities. ► Increase overall research funds received by 2018 to $25 million. ► Develop Centres of Excellence in which graduate studies, research funding, and community interest intersect in an area of clear expertise. ► Enhance the quality of library resources to foster scholarship. ► Encourage students to think critically and ask questions. Strategic Plan - 2013-18 - 13 �LEARNERCENTRED STUDENT EXPERIENCE STRATEGIC ACTION: Lakehead University students will be offered a unique experience that combines opportunities for an active lifestyle with integrated student supports in a collaborative learning environment. As a result, the modified graduation rate will increase by 3% during the life of this plan. 14 - Strategic Plan - 2013-18 �SETTING THE STAGE EXPERIENCE FORA COMPELLING ► Enhance the development of experiential learning and research, both inside and outside the class. ► Perform well above the Ontario mean for Active and Collaborative Learning as measured by the 2017 National Survey for Student Engagement. ► Make a one-stop approach of easy and convenient access to services the underlying framework for improving interactions with students from enrolment, through their academic career, to graduation. ► Build and maintain an outstanding series of online tools that ensures students can quickly and easily conduct all of their normal university business online. ► Expand the availability of centres and buildings that will be natural gathering places for students such as the proposed Kendaasiwin Centre, a new International House, and a one-stop service centre. ► Foster an environment for success through enhanced support services as exemplified by the activities of the Student Success Centre. ► Seamlessly integrate a global orientation into Lakehead University's student culture, while maintaining social justice, through English as a second language, expanded exchange and transfer programs, and innovative events. ► Introduce students to a wide range of community and extra-curricular opportunities through new partnerships involving Athletics, Recreation, student organizations, the Alumni Association, Student Services and the community. Strategic Plan - 2013-18 - 15 �GROWTH AND CAPACITY DEVELOPMENT STRATEGIC ACTION: Lakehead University will achieve overall enrolment in excess of 10,000 students by 2018. As a result, Lakehead University will be broader, deeper, and more sustainable. 16 - Strategic Plan - 2013-18 �THE p AT H TO A B IGG ER AND B ET TE R u N IVE Rs I Ty ► Actively recruit new students from other regions in Ontario, other provinces in Canada, and other countries around the world. ► Increase international enrolment to 10% of overall enrolment by 2018. ► Increase the number of Aboriginal students by more than 150 over the term of the plan. ► Increase educational opportunities for students in Northwestern Ontario and Simcoe County. By 2018, the percentage of students from these areas attending university will be close to the provincial average and Lakehead University will remain their premier university of choice. ► Develop more partnerships offering other postsecondary students a seamless path to a university degree. ► Provide the infrastructure, student supports, and additional people and equipment needed to stimulate enrolment increases. ► 'Establish and execute a comprehensive external relations plan that prepares Lakehead University to undertake a significant fundraising campaign. ► Ensure that our underlying rate of growth in revenues and expenditures is equal through a combination of creating new sources of revenue and prudent management. Additional revenue sources could include nondegree and continuing education programs, and increased opportunities for self-sustained research services. ► Develop and implement a multiyear capital plan to build new and upgrade existing infrastructure to meet the objectives of the Academic Plan and to enhance student experience. ► Ensure an orderly plan for ongoing maintenance and renovation of existing physical facilities. Strategic Plan - 2013-18 - 17 �COMMUNITY ENGAGEMENT STRATEGIC ACTION: Lakehead University will engage in authentic and meaningful partnerships with individuals, alumni, Aboriginal communities, NGOs, governments, businesses, and associations with whom we share a conimon vision and interest. . 18 - Strategic Plan - 2013-18 �. -----:- -·-------- ... -. -� - .- qr.,.. t., ... �..., � OPENING DOO RS AND WITH COMMUNITIES ► '!'9'�,.,.�-,..-------------- ------- co NNECTING Include a "Knowledge Commons" through which the University maintains and showcases music, art, artifacts, culture, language, and indigenous knowledge on behalf of the community as part of the plans for the proposed Kendaasiwin Centre. ► Treat the "Knowledge Commons" as a focal point for the development and expansion of partnerships that simultaneously expand scholarship and engage the community. ► Plan and celebrate the 50th Anniversary in 2015, which will dramatically increase the percentage of alumni who are engaged with the University. ► ► Continue to foster and develop the special relationship between Lakehead's varsity teams and the community. Extend a comprehensive university experience to students living in communities outside Thunder Bay and Orillia through the innovative use of online technology and satellite classrooms. ► Expand the Achievement Program, which includes: • Partnerships with school boards to provide a selection of youth-oriented opportunities that make it clear that university is an achievable goal for all who have the ability; • A tuition-credit program that provides financial support to students who participate in the Achievement Program; and ► • Increased bursaries, enhanced child care, and other student supports for adult learners. Increase opportunities for students currently facing educational barriers to enrolment in graduate studies and professional programs. ► Establish legal assistance services available to the community through the new Faculty of Law. Strategic Plan - 2013-18 - 19 �ECONOMIC DEVELOPMENT STRATEGIC ACTION: To contribute to and support the social and economic prosperity of Northern Ontario and Simcoe County communities through research, education, knowledge transfer, the training of highly-qualified personnel, commercialization, and Centres of Excellence. 20 - Strategic Plan - 2013-18 �., ..... ., w .. W19'WQJ • � � 'l. 't. � ,.., �. ,.., ,. , .... �- ,., "• •• -. ., - • ., ·- ---- ·- ,., ,., ·- ·- ·- TRANSFORMING THE ECONOMIES AND NORTHWESTERN ONTARIO ► ·- ·- -- OF --- - - -- ---------- ,-�� CENTRAL Develop a Centre of Excellence for Sustainable Mining and Exploration (CESME) that will provide opportunities to our graduates and enhance mining in Northern Ontario and internationally. ► Investigate and begin to develop other Centres of Excellence that emphasize sustainability in areas such as forest development, fresh water, and communities. ► ► ► Actively support the development of the Northern Policy Institute. Continue to support the commercialization of research through patents and start-up companies. Develop highly skilled, entrepreneurial, ethical, critical, and creative thinkers that sustain and grow healthy economies in Northwestern Ontario and Simcoe County. ► Develop community-based partnerships to create and maintain the knowledge-based jobs our graduates and partners value. Ensure diligent long- and short-term strategic planning that uses resources available for reliable planning such as labour force projections and the recommendations of the economic round tables. Strategic Plan - 2013-18 - 21 �APPENDIX A MILESTONES FOR SUCCESS Nurturing Scholarship • Increase overall research funds received to $25 Million • Expand research, scholarly, and creative activity • Introduce Centres of Excellence • Active and Collaborative Learning score will be above the provincial average on the 2017 NSSE administration Learner-Centred Student Experience • Graduation rate (modified) will increase 3% from 2013 - 2018 • The three year moving average of Lakehead University's employment rate two years after graduation from an undergraduate program will be equal to or higher than the three year moving average of the provincial average employment rate two years after graduation from an undergraduate program • Implement a one-stop framework for service Growth and Capacity Development • Fall/Winter enrolment will reach 10,000 students by 2018 • International enrolment will constitute 10% of overall enrolment by 2018 • • • • 70% of Northwestern Ontario university students will attend Lakehead A rising percentage of Simcoe County university students will attend Lakehead The number of students transferring from college to Lakehead University will increase The rate of growth in revenue will be equal to the rate of growth in expenditure Community Engagement • Increase the percentage of students in Northwestern Ontario and Simcoe County who attend university (no current data. Must develop a new measure.) • Increase the number of Aboriginal students by more than 150 over the term of the plan • Expand the Achievement Program • Double the percentage of alumni who are engaged with the University • 60% of the Lakehead University student population will continue to be comprised of first generation students (students for whom neither their mother nor their father has a university degree) 22 - Strategic Plan - 2013-18 ��Lakehead UNIVERSITY P"r <"9�bL' L-<1- bA u<' P"P...o"<J L9· Abr' Lakehead University 955 Oliver Road Thunder Bay, Ontario, Canada, P7B 5E1 Phone: (807) 343-8110 Lakehead University Orillia 500 University Avenue Orillia, Ontario, Canada, L3V 0B9 Phone: (705) 330-4008 � 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 Nurturing a Passion to Lead: Strategic Plan 2013-2018 Subject The topic of the resource Universities Description An account of the resource Lakehead University Strategic Plan, 2013-2018. "Nurturing a Passion to Lead." 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 2013 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/b744609ed9cf87caa00c13da3ae23fef.pdf 84c4fe7d0c7dc90ba65cea118ad5442b PDF Text Text �ead is - charter class 2013 First Generation & Aboriginal - first new medical school in Canada in 30 years students enrolled at Lakehead - built to LEED® (Leadership in Energy and Environmental Design) standards • - only university-accredited lab NA analysis 1600 82% of students in bachelor or 1st professional degree programs Graduate within 7 years (2002cohort) Brock 1200 1000 Nipissing Lakehead 1400 91.1% --------------- Wilfrid Laurier 800 81.5% 600 80. 9% 400 80.1% 200 0 Our students stay - 99% in their first term* return for the second term (*at November 1 count date). Ryerson 76.3% Laurentian 70.9% Trent 70.7% 2007/08 2008/09 2009/10 2010/11 2011/12 ■ U First Generation Aboriginal Source Lakehead Unjyersity % of graduates from select programs who entered as Scholarships & Bursaries Source:MTCU % of total operating expenditures 94% of graduating undergraduates are Trent Lakehead Employed 2 years after graduation 8.8% ' - - - - - - - - - - - ' 7.6% 1.4% Brock 96.9% 95.8% $BM annually 96.9% 95.7% 96.0% 95.2% 94.5% 93.8% 93.6% 93.1% 76% 60% 50% 48% 45% 62% 46% 20% 10% 0% 2007 2008 2009 2010 Engineering 3.2% Source Maclean's 2011 University Rankings 2005 2006 2007 2008 ■ Ontario Awards 2011 ■ BAdmin Source Lakehead University 2009 Lakehead Source: MTCU per one thousand students 2006-201 0 Trent Lakehead 76% 60% 30% 4.2% UOIT 80% 40% 4.6% Nipissing 82% 76% 70% 6.5% Ryerson 90% 80% 6.6% Laurentian College Transfer students 100% Student - Faculty Ratio Laurentian Lakehead Laurentian of Lakehead's operating expenditures($ million) $400 2.5 _ _ _ _ _ _ _ _ _ _ _ __, 2.1 Economic Impact 15.3 $340.2 M $350 ,.__ _ _ _ _ _ _ _ _... 23 .4 $300 1.9 Brock 1.6 1.4 1.3 Brock Trent Wilfrid Laurier Nipissing 1.2 0.9 24.6 $250 26.1 27.7 28.2 $200 $150 $100 $50 Ryerson $0 UOIT 1991 1996 2001 .. Orillia Campus 2011 2006 Bay Campus ■ Thunder Source Lakehead Universily �1st among selected Ontario universities in research dollars per full-time faculty (Maclean's 2011) • 1st among selected Ontario universities in research intensity over 11 years (Research lnfosource 2017) • 9 Canada Research Chairs in disciplines ranging from Materials and Environmental Chemistry to Physics of Molecular Imaging to Indigenous Education • Average of $18.5 million annually in research grants and contracts • • • • • Research Dollars Ontario per full-time faculty($ million) Ryerson $30,587 Brock $23,636 Wilfrid Laurier $19,620 Source Maclean·s 2011 University Rankings Growth in Research Intensity • • • • • • $340 million in economic impact (operating expenditures) Comprehensive university with a broad range of programs in arts, science, and professional disciplines at the graduate and undergraduate level Two campuses, located in Northwestern and Central Ontario (Thunder Bay and Orillia) 8,700 students; 1,850 faculty and staff 10 faculties Business Administration Education Engineering Graduate Studies Health & Behavioural Sciences Law Medicine (NOSM -West Campus) Natural Resources Management Science and Environmental Studies Social Sciences and Humanities Over 30 graduate programs College transfer programs Online degrees Programs and services meet the unique needs of First Generation and Aboriginal students In 2011, Lakehead conferred 2,876 degrees Over 48,000 alumni Ontario 1999-201 O Lakehead UNIVERSITY Wilfrid Laurier Trent Laurentian - 140% P"r 134% < 9~bL' 11 L-~- b~ u<' P"P...0 ~L9· ~br' 11 125% Source Research lnfosource 2011 Lakehead University 955 Oliver Road Thunder Bay, Ontario, Canada P7B 5E1 Phone (807) 343-8110 Lakehead University Orillia Campus 500 University Avenue Orillia, Ontario, Canada l3V 0B9 Phone (705) 330-4008 � 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 Lakehead Advantage Subject The topic of the resource Universities Description An account of the resource Brochure promoting Lakehead University, circa 2012. "The Lakehead Advantage." Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2012 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/622334e53d305182ce409e4a949d0ce0.pdf eec4d0781c007637e94269c62e6a1150 PDF Text Text Lakehead UNIVERSITY �Six Strategic Research Priorities ✓ Advanced Systems and Technologies ✓ Cultures, Societies, and Social Justice ✓ The Environment and Natural Resources ✓ First Nations, Metis, and Inuit (Aboriginal) Research ✓ Health Research Across the Life Span ✓ Northern Studies Lakehead is a comprehensive university with a reputation for innovative programs and cuttingedge research. With a main campus located in Thunder Bay, Ontario, and a LEED• campus in Orillia, Ontario, Lakehead is also home to the west campus of the Northern Ontario School of Medicine. Lakehead offers postsecondary undergraduate and graduate programs as well as research expertise that meet specific regional needs. Lakehead is known for its multidisciplinary teaching approach that emphasizes collaborative learning and independent critical thinking. 2 36 1,254 1,850 8,785 50,041 Campuses Graduate programs, including 6 PhD programs Residence beds Employees, including 315 full-time faculty Students In 2006, Lakehead University launched a campus in downtown Orillia, 135 km north of Toronto. Four years later, Lakehead celebrated the opening of its new Academic Building at 500 University Avenue in Orillia, designed and built to Leadership in Energy and Environmental Design (LEED•) standards. In the fall of 2011, two more LEED• buildings were added to the campus - a 271-bed Residence and a Cafeteria/Bookstore complex. Alumni Ten Faculties ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Business Administration Education Engineering Graduate Studies \~ kehead , Thunder Bay Health and Behavioural Sciences Law Medicine (Northern Ontario School of Medicine, West Campus) Natural Resources Management Lakehead University Orillia is located 135 km north of Toronto Science and Environmental Studies Social Sciences and Humanities Read the full Report online www.report.lakeheadu.ca JJ, Paper from responsible sources !:_~ FSC- C008820 MIX �«a . ::, V -c «a a, .c: a, ~ -«a. Lakehead is fully engaged with the communities it serves in Central and Northwestern Ontario. Students in all faculties find unique opportunities to learn through research, internships, clinical placements, and community service. Interdisciplinary, community-driven research projects are resulting in new knowledge and new ways of thinking. Students who come to Lakehead discover their passion and graduate with the knowledge, confidence, and motivation to be successful in their chosen field. Top of the Class 79% of undergraduate students at Lakehead graduate - a figure that is comparable to the graduation rate for the Ontario university system. According to the Maclean's Ranking ofCanadian Universities 2011, Lakehead is SECOND OVERALL among five primarily undergraduate universities in Ontario, as well as being ranked: 1st in Total Research Dollars 1" in Social Sciences and Humanities Grants 1st in Library Holdings per Student 2 nd in Student/Faculty Ratio 2 nd in Student Awards 2 nd in Scholarships and Bursaries 2 nd in Library Journals and Acquisitions 2 nd in Faculty Awards ..,I I.. 0 C. a, I.. i Distinguished Instructor "I want students to 'claim their education' so that they can develop their critical thinking and deepen their understanding of the course material," says Pam Wakewich, a professor in the Department of Sociology and the Department of Women's Studies, who received Lakehead University's 2011 Distinguished Instructor Award. . ~ 0 C. a, I.. The Power of Sport Through Reach Up! - a Northern Community Sports and Leadership program, Lakehead varsity athletes are spending time in northern Ontario communities to share their knowledge and experiences with Aboriginal youth. "We hope that this initiative will inspire our youth to partake in a more active lifestyle, build relationships with mentors, and continue to pursue education and learning opportunities," says Tom Morris, president and CEO of Wasaya Airways. College Transfer Programs in Several Disciplines The Bachelor of Engineering degree completion program for college graduates allows students to complete this degree in just two years. Growth in Research Intensity Ontario 1999-2010 Graduate Studies and Research Graduate students at Lakehead University study in an environment that encourages discovery and supports success. Lakehead Brock Real World Geology Ryerson Wilfrid Laurier Trent Laurentian - 125% Source: Research lnfoSource 2011 Steven Flank's honours undergraduate thesis in geology was completed with the support of HTX Minerals Corp., and recognized for excellence by the Geological Association of Canada in 2011. "Not only is Steve's thesis well-researched and thorough," says his professor Peter Hollings, "it is an example of the collaborative relationship Lakehead University encourages between its students and the growing mining industry in Northwestern Ontario." �94% ofLakehead's undergraduates are employed within two years Lakehead is a popular choice for mature students studying full-time and part-time at the undergraduate and graduate levels. For chose who prefer learning at a distance, Lakehead offers an array of online courses using videoconferencing and ocher web-based technologies. of graduating, higher than the average of all Ontario universities. Lakehead graduates are meeting the growing demand for highly qualified personnel to work in Canada's knowledge-based economy. To date, six new start-up companies have been launched based on research and innovation developed on campus. Aboriginal Students Lakehead has a diverse student population with one of the highest enrolments of Aboriginal ( 11 %) and firstgeneration students among universities in Canada, when measured as a percentage of total enrolment. Lakehead is committed to helping Aboriginal students realize their educational aspirations by providing a welcoming environment and extensive cultural support services. This commitment is also reflected in the number of Aboriginal faculty, staff, and elders-in-residence as well as Aboriginal research initiatives and offerings such as Indigenous Learning, the Native Nurses Entry Program, and the Native Access Program. Distinguished Researcher International Students Distinguished Researcher and Sociology Professor Chris Southcott has been involved in communitybased research for more than 25 years. He is currently leading a major SSHRC-funded research initiative investigating how to foster sustainable communities, cultures, and environments in the Arctic. "The potential exists for finding new ways to develop resources and build capacity in northern communities," explains Southcott. The University's international initiative is bringing important economic and cultural benefits to Northwestern and Central Ontario as students from around the world choose Lakehead. Supportive learning environments and resources have led to the doubling of international students on the Thunder Bay campus and the first group of international students in Orillia. Full-Time Undergraduate Enrolment by Faculty ~-----Social Sciences and Humanities 22.8% . - - - - - - Natural Resources Management 1.6% - - Engineering 12.1% - Education 14.4% - Business Administration 6.2% - Health and Behavioural Sciences 25.5% ....._______ Medicine 1.6% ....._______ Science and Environmental Studies 15.8% More than SQO/o of Lakehead students come from outside Northwestern Ontario, mostly from the Greater Toronto Area (GTA) and surrounding area Collaborative Research and Development Professor Ellie Prepas, a Canada Research Chair in Sustainable Water Management and the Boreal Forest at Lakehead University, received a $1.4 million NSERC research grant for her FORWARD III research in responsible forest management and resource extraction. Innovative research like this is accelerating Lakehead's drive to become one of Canada's top 25 research-intensive universities. "FORWARD III will harness the potential of young scientists to develop and advance practical approaches and new discoveries regarding the complex environmental issues confronting resource extractive industries and society in general," says Prepas . ta . V ::s "'C ta (1' .c (1' ~ -. ta ~ 0 Q. (1' "- I �and professional programs in a relatively small cam environment where there is a greater degree of intera between students, faculty, staff, alumni, and members a the community. 11 Brian J. R. Stevenson, PhD President & Vice-Chancellor Lakehead University Lakehead UNIVER S ITY L-<1- P11 r b 8 u<' < q~bL' <1L 11 11 P P ..0 Lakehead University 955 Oliver Road Thunder Bay, Ontario, Canada P7B 5El Phone: (807) 343-8110 I 11 q. 8 b r ' Lakehead University Orillia 500 University Avenue Orillia, Ontario, Canada L3V 0B9 Phone: (705) 330-4008 Download a QR app and read the full Report on your smartphone www. report. lakehead u .ca � 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 2011-2012 Report to the Community Subject The topic of the resource Universities Description An account of the resource 2011-2012 report on Lakehead University's impact on the local community(ies). Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2012 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/c649ea2707b38ca457b36919f79b8434.pdf ee65960ae8949532e64b5675fa41d8b8 PDF Text Text REPORT ON NORTHERN AREA STUDIES Lakehead University Prepared by The President's Committee on Northern Area Studies for The Grants Committee Department of Indian Affairs and Northern Development November 1968 �ORGANIZATION A multi-discipline committee composed of faculty members concerned with the north was established by the President in 1965 to foster northern research and development at Lakehead University. The committee, established as a permanent body, with an appointed Director to provide continuity was considered to best serve the prevailing needs. Its aims were to channel the interests of faculty members in the direction of northern research, to stimulate the interest of students and others in northern research, to promote courses in northern studies and to assist in procurring funds for northern research. The Director was to assess the northern research resources at the University, liaise with government departments and universities working in Canada's north and exchange information with such bodies. In 1968 the Ontario Department of Lands and Forests base at Black Sturgeon Lake in the boreal forest was acquired. used as a subarctic research station. The facilities are to be A research and teaching program at the station is now being developed by the Northern Area Studies Committee. This fall under the auspices of the Arctic Institute of North America, Dr. M.C. Grooswald, of the Institute of Geography of the Academy of Science, U.S.S.R., visited Lakehead University. His discussions on northern research and developments in the U.S.S.R. added a further stimulus to the Committees activities. In the past sunnner, the Director travelled from L'anse aux Meadows in Newfoundland to Whitehorse in the Yukon, attending the Second National Northern Research Conference at the latter community as well as the Alaskan Science Conference. !he committee is at present constituted as follows: �- 2 W.G. Tamblyn, B.A.Sc., M.Com., L.L.D. President, Lakehead University D.R. Lindsay, B.A., M.S. Professor of Biology J.A. Talbot, M.A., Ph.D. Associate Professor of Geology H.North, B.Sc., D.C.Ae. Aasociate Professor of Mechanical Engineering W,T. Melnyk, M.A., Ph.D. Assistant Professor of Psychology and Chairman of the Department of Psychology J.S. Mathersill, B.Sc., S.Sc. Geo., Eng., Ph.D. ·- A~~f~~artt Ptof~~sot of d~ology f.G, baviest M,A, tecturet in Geogtaphy T. Northcott, M.Sc. Lecturer in Biology A. Bartholomew, B.Sc., M.Sc. Lecturer in Forestry K.C.A. Dawson, C.D., M.A. Assistant Professor of Anthropology and Director of Northern Area Studies Committee EXPENDITURES The support and encouragement provided by the Department of Indian Affairs and Northern Development has facilitated the procurement of funds from other sources. Individual grants totaling more than $50,000 have been received by faculty members undertaking northern research projects. These are accountable by the respective researcher and are not therefore detailed in this report. In addition, funds amounting to $30,000 per year for a period of three years have been provided by the Department ·of University Affairs to operate the research station. The initial timing of the receipt ef funds from the Grants Connnittee �- 3 of the Department of Indian Affairs and Northern Development precluded uitlization of the grant in the sunnner of the year in which it was applied for, and this situation has prevailed in subsequent years. It is considered a satis- factory arrangement for it permits advance planning and early spring fielding of research parties. To date all funds received from the Department of Indian Affairs and Northern Development have been allocated to the Albany River ecological project. A balance of funds remains this year, as field work in the past summer was curtailed. As originally envisaged, a four man party consisting of two zoology students, one botany student and one archaeology student was to be put in the field. Four students, of a type deemed suitable for a field party working in an inhospitable, isolated situation for an extended period of time were not located and the field party was reduced to two. STATEMENT OF THE DEPARTMENT OF INDIAN AFFAIRS AND NORTHERN DEVELOPMENT GRANTS AND EXPENDITURE as at November 30, 1968 GRANT 1966-67 Albany River Project E~penditures Sunnnary 1967 $3,000.00 2,518.95 481.05 GRANT 1967-68 4,000.00 4,481.05 Albany River Project Expenditures Summary 1968 2,678.08 1,802.97 GRANT 1968-69 Funds allocated to Albany Project 3,500.00 $5,302.97 �- 4 RESEARCH PROGRAM Interest in northern research has expanded rapidly in the past year and with available funds the number of projects has more than doubled. Current research projects are as follows: 1. Phytogeographic and zoographic reconnaissance of the arctic water shed, Patricia Distri.ct, Ontario: this project directed by T. Northcott, of the Department of Biology, employed two undergraduate students full time during the sunnner. It has been supported by the Department of Indian Affairs and Northern Development and the Ontario Department of University Affairs with logistic support Provided by the Department of Lands and Forests. 2. Archaeological excavation of a stratified Woodland Period prehistoric village, Wabinosh Bay, Lake Nipigon, Ontario: this project directed by K.C.A. Dawson, of the Department of Sociology and Anthropology, engaged three students, two of whom are now undertaking post graduate studies. It has been supported by the National Museum of Canada with logistic support from the Ontario Department of Lands and Forests. 3. A study of wild rice growth patterns in Northern Ontario: this research is being undertaken by Dr. S. Zingel, of the School of Forestry, under the Ontario Department of Lands and Forests. 4.5.6.7. ArcQaeological investigation of the fur trade period at the site of the North West Company Post on the Kaministiquia River, Thunder Bay District, Ontario; the first Hudson's Bay Company, 1673, post at Moose River, James Bay, Ontario; the Hudson's Bay Company post at �- 5 English Bay, Lake Nipigon, Ontario and an archaeological survey of the first road through northwestern Ontario in The Quetico Park area. These latter four projects are under the direction of K.C.A. Dawson, of the Department of Sociology and Anthropology. Eight undergraduate students have been engaged in the work which is being supported by the Ontario Department of Tourism and Information. 8. A comparative study of social adaptation of Dutch, Greek and Slovak immigrants to a northern community in Ontario: this study is being conducted by P.D. Chimbos, of the Department of Sociology, under a Canada Council Grant. 9. An analysis of service centers and consumer behavior in northern communities of Ontario: this study is under the direction of I.G. Davies, of the Department 'of Geography. engaged in the basic collection of data. Students have been It is being supported by the Ontario Department of Economics and Development. 10. A study of teenage drinking behavior in northern Ontario, a ten comtnunity study: this project is being undertaken by Dr. A.A.D. Asimi, of the Department of Sociology, under support from the Ontario Alcoholism and Drug Addiction Research Foundation. Other research projects recently completed or in the process of completion are as follows: an ecological study of vascular plants on the north shore of Lake Superior by Professor D.R. Lindsay, of the Department of Biology; a socio-economic survey of the town of Kenora, District of Thunder Bay, by Dr. K.J. Charles, of the Department of Economics; an assessment ef the agricul- •..• . �• I I • - 6 tural potential of Northwestern Ontario, a pilot study of the Kaministiquia Valley by I.G. Davies, of the Department of Geography; a documentary study of Thunder Bay, 1821-1892, by Dr. E. Arthur, of the Department of History; and a study of long bars and troughs Batchawana shore, Lake Superior, by Dr. J.S. Mothersill, of the Department of Geology. In addition, Dr. J. Talbot, of the Department of Geology, worked with the Geological Survey of Canada on reconnaissance mapping of granites near Baker Lake, Northwest Territories~ The following articles dealing with northern research have recently appeared in Lakehead University Review: Arthur, M.E. "The Landing and the Plot", Vol. 1, No. 1. Davies, I.A. "Agriculture in the Northern Forest - The Case of Northwestern Ontario", Vol. No. 2. Lindsay, D.R. "Migration and Persistance of Certain Arctic-Alpine Plants in the Lake Superior Region, Ontario", Vol. 1, No. 2. Mothersill, J.S. "Grain Size Analysis of Longshore - Bars and Troughs, Batchawana Bay, Lake Superior, Ontario", Vol. 1, No. 2. The Department of Indian Affairs and Northern Development funds were used to support the phytogeographic and zoogeographic reconnaissance of the arctic water shed in Ontario. The project is being undertaken to provide basic quantitative data from this central region of Canada's boreal forest. To provide temporal depth to the study, the area is also being examined for evidence of prehistoric habitations from which bones and seeds may be recovered. under the supervision of K.C.A. Dawson. covered from Fort Hope to Washi Lake. This is This year the Albany River was Two senior undergraduates, Jim Dunsten and Garth Pentney undertook the actual field collection. The data collected in oply two seasons does not warrant a statement but it is of interest to note �.. " t • - 7 that the archaeological aspect of the project have recovered Middle Woodland ceramics. Students who were available for shorter periods were used in biological and prehistoric field reconnaissance at the recently acquired Black Sturgeon Lake research station. Here some of the basic problems of setting-up the telemetry system designed to monitor the movement of animals which is to be embodied in the Albany River survey are being worked out. Funds for this aspect of the work were provided by the National Research Council. Other projects, particularly those related to socio-economic studies and problems of living in the north, have employed undergraduate students and expectations are that a number of students will continue their interest in the north at the post graduate level. These projects are also contributing directly to the planning for development of the north. It is this multi- discipline approach that the connnittee believes to be essential for northern studies, and a first step toward interdisciplinary research. FUTURE PROSPECTS In an attempt to achieve an integrated understanding of indigenous peoples in the north, a number of research projects have been developed and are expected to be commenc~d in the coming year: one in association with the Youth and Recreation Branch of the Ontario Department of Education is to study attitudes towards education on northern reserves; one is a study of Indians in town under support from ~he Human Rights Connnission of Ontario; one would attempt to determine the common factors in those persons of Indian ancestry who become members of the middle class in Canada and another would attempt to standardize for the Indian population non-verbal tests for use in reserves �' • ,I- - 8 schools. These projects are being developed by members of the Depart~ents of Psychology, Sociology and Anthropology. The undergraduate student body in recognition of the University's position in the subarctic boreal forest and the human phenomena of living in the north have established their own northern studies committee and out of this has come a request for an insitute devoted to the study and education of Indians in the north. While this is only in the embryonic stage, it does hold promise. The Department of History and Geography under Treasury Department, Regional Development Branch funding anticipates expansion of their research with respect to service centers and communications in the north and the Department of Geology in association with Inland Waterways expects to commence a detailed study of the Lake Superior shore line east of the Lakehead. The Committee is also working with the Mid-Canada Development Corridor Foundatiqn which is planning a series of seminars embracing business, academic and government personnel concerned with the mid-north. The first of these is to be held at Lakehead University next summer. With the increasing number of ~esearch projects being undertaken at the University and the growing awareness in Canada, of the norths potential, the Committee looks forward to a growing realization of its aim. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mid-Canada Development Corridor Conference fonds Description An account of the resource Previously described as General Archives #219. The Mid-Canada Development Corridor Conference was held at Lakehead University in August 1969. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Report on Northern Area Studies, Lakehead University Subject The topic of the resource Universities Description An account of the resource A report on Northern Area Studies at Lakehead University; prepared by the President's Committee on Northern Area Studies; for the Grants Committee of the Department of Indian Affairs and Northern Development. November, 1968. Included in the Mid-Canada Development Corridor Conference fonds. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1968-11 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 https://digitalcollections.lakeheadu.ca/files/original/52d76b20e73a45083332856d3a72819c.pdf 9abd1a30b0ffbb57c1a6932b065d4c1c PDF Text Text CAMPUS PLAN DIRECTIONAL GUIDE Lakeh.eacl Unive:rst-ty �, .. .,.------ ... ____ _ , ....................... ,,, - (,( 1 I I I I GUIDE ~•-~o••o 1140 - •ao • .,.,o,r~ A,A4.tlC"'11,., ~......_m::mm=a.a~ -.. .__-- LAKE HEAD r• t::•Nr,-. NIVERSITV CAMPUS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18 . Office of Deon of Arts Office of President Office of Assistant to President Office of Deon of Science Office of Director of University Schools Registrors Office Director of Physical Plont Room 1029 - Lecture Theatre Room 1069 - Lecture Theatre Office of Deon of Students Faculty Lounge Boord Room Student Offices (Main Floor) Residence Dining Room Office of Deportment of Athletics Office of Comptroller Office of Director of Information (5th floor) Office of Director of Finance (5th floor) Bonk of Montreal is located on the main floor of the Un i vers i ty Centre Building. (Regular Banking Hours) 1967• 68 PLEASE NOTE Lecture roorn 1069 now 103t.. Information and Finance offices at1 4th floor library. �PORT ARTHUR - FORT ~ILLIAM STREET MAP TO LAKEHEAD UNIVE SITY CAMPUS PRODUCED BY THE DEPARTMENT OF INFORMATION SERVICES LAKEHEAD UNIVERSITY, PORT ARTHUR, O N T A - ¾ 'S,~ ,~. fwzpo ,..,,,/ / ,./" ,,,.....~, ~ - J. \{ ~ \. 6tY~~ SUP E R I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mid-Canada Development Corridor Conference fonds Description An account of the resource Previously described as General Archives #219. The Mid-Canada Development Corridor Conference was held at Lakehead University in August 1969. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Campus Plan & Directional Guide, 1967-1968 Subject The topic of the resource Universities Description An account of the resource Map of the Lakehead University campus, and of its location in Port Arthur and Fort William. 1967-1968. This map kept as part of the Mid-Canada Development Corridor Conference fonds. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1967 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English https://digitalcollections.lakeheadu.ca/files/original/6bf3180fa2a80633fcccfaafe67a581e.jpg 2275a4469387e7508dca40fd926f706a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Silver Jubilee (1990) Alumni Ring & Pins Subject The topic of the resource Universities Description An account of the resource A ring and several pins celebrating Lakehead University's Silver Jubilee in 1990. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1990 https://digitalcollections.lakeheadu.ca/files/original/555710d6a9bf4376e0d5db453adfe002.pdf aa179ccaf04947e9d0194b5d486a79f7 PDF Text Text �GICHI KEN-DAA-S1-WIN: Higher Learning, Higher Knowledge and Education at Lakehead University 2010-2013 "It is vital for the culture of learning that the school reflect the community, that the community and its people see themselves reflected in the school ... Schools must have a culture or ethos that values Aboriginal culture, that includes Aboriginal ideas, languages and rituals in its curriculum, and that recognizes different ways of learning in its practices." (Henchey. 2005. Moving Forward in Aboriginal Education quoting the Chiefs of Ontario) • �Section One: SUMMARY .................................................................................................................... 4 Section Two: COMMUNITY ENGAGEMENT ..................................................................................... 5 Section Three: CURRENT SITUATION ENVIRONMENTAL SCAN .......................................................................... 6 INVENTORY OF EXISTING PROGRAMS AND SERVICES .............................. 9 ABORIGINAL INITIATIVES ............................................................... 10 ACADEMIC PROGRAMMING ........................................................... 12 ABORIGINAL RESEARCH ................................................................ 15 Section Four: SUCCESSES, GAPS and OPPORTUNITIES SUCCESSFUL PRACTICES ..................................................................... 17 GAPS & OPPORTUNITIES ...................................................................... 18 Section Five: STRATEGIC PLAN VISION AND STRATEGIES ...................................................................... 27 GOALS AND OBJECTIVES ...................................................................... 27 DETAILED ACTION PLAN ....................................................................... 31 EVALUATION AND PERFORMANCE MEASURES ....................................... 37 Section Six: IN CLOSING ............................................................................................................... 38 Literature Cited and Reviewed ......................................................................................................................... 39 Appendices A. Milestones in Aboriginal Education at Lakehead University ,I ·v B. Aboriginal Management Council Membership ) <l . ...o C. APSET Planning Participants I V ._J ,I .-1 ...0 .J\. a- v p.3 �---. --• .•... •• .• ~ fll"i Section One: SUMMARY The overarching goal of Lakehead University's Aboriginal Postsecondary Education and Training (APSET) Plan 201 0 to 2013 is to lay the foundation for Lakehead University to grow as the University of Choice for Aboriginal students in northern and central Ontario through a community-centred, shared learning approach. This goal is encompassed by Lakehead University's mission statement, which emphasizes that it is "dedicated to working with Aboriginal peoples in furthering their educational aspirations". In this document, the term "Aboriginal" is used in its most inclusive sense, to refer to all groups of Native or Indigenous peoples, First Nations, Inuit, Metis, treaty and non-treaty, status and non-status Indians, persons living on reserves and those living off reserves. The Lakehead University Office of Aboriginal Initiatives, in collaboration with the Aboriginal Management Council (AMC) and its Advisory Council of faculty and staff, guided the planning process through a steering committee and engaged the assistance of a consultant. The consultant facilitated University and community input, conducted research and drafted the APSET Plan. The project was funded by the Ministry of Training, Colleges and Universities (MTCU). A wide range of information and ideas were gathered through a community engagement process which consisted of a focus group, as well as one-to-one interviews. And a broad selection of relevant documents was reviewed, including Lakehead University's overall Strategic Plan 2010-2013, institutional surveys, meeting notes, and external research related to postsecondary education and Aboriginal peoples. The four strategies of Lakehead University's Aboriginal Postsecondary Education and Training Plan integrate the goals and objectives related to Aboriginal learners specified in Lakehead's comprehensive Strategic Plan for 2010-2013. These strategies are designed to increase the success of Aboriginal learners in reaching their education goals, by improving access and participation, completion, transitions, and partnerships, as follows: • • • • Enhance learning options and transition supports Strengthen programs and services Advance key partnerships Raise the Aboriginal profile The APSET Plan 201 Oto 2013 will be moved forward by the Office of Aboriginal Initiatives, with the support of the Aboriginal Management Council, the Senate, senior administration, faculties and staff throughout Lakehead University. / V :> <I ..D I V _J ~ fll'i ~ -" ~ •• • •• .•. •• .•• •.. .• -•. ... -.. ~ p.4 �Section Two: COMMUNITY ENGAGEMENT STRATEGY Lakehead University has extensive and carefully nurtured contacts and affiliations with Aboriginal communities and organizations at the local, regional and provincial level. These partnerships contribute significantly to the development of the institution's Aboriginal education and training plans. Aboriginal academic programs, research, and student support services throughout the University are linked to a wide range of Aboriginal community stakeholders through well-functioning community-based advisory committees and partnerships. Some of the key Aboriginal institutes and organizations with which the University collaborates include: Negahneewin College, University of the Arctic, Keewatinook Okimaakanik (Northern Chiefs Council), Matawa First Nations, Metis Nation of Ontario, Northern Nishnawbe Education Council, Northern Ontario Aboriginal Learning Circle, the Ontario Native Education Counsellors Association, Oshki-Pimache-O-Win Education and Training Institute, and Seven Generations Education Institute. The Aboriginal Management Council (AMC) Lakehead University has an established process for engagement with Aboriginal communities and organizations through its Aboriginal Management Council, which was formed in 1988 as a Native Advisory Committee and formalized in 1992 in its present form. AMC membership consists of organizations from the surrounding Aboriginal community and an Advisors' Committee of each Aboriginal-specific program, department or position, Aboriginal faculty, the Dean or designate of each University faculty and key administrative positions who counsel the President's Office and the Office of Aboriginal Initiatives. AMC membership (see Appendix B) includes representation from the Metis Nation of Ontario, Nishnawbe Aski Nation, Grand Council Treaty #3, Anishinabek Nation, the Association of Iroquois and Allied Indians, Unallied First Nations, Negahneewin College, and a number of Aboriginal education institutes and service organizations as well as a representatives from the Orillia Aboriginal community and appointees from the Lakehead University Native Student's Association (LUNSA). Focus Groups and Interviews Consultations and engagement of the Aboriginal community in the development of Lakehead University's Aboriginal Postsecondary Education and Training Plan 2010-2013 was undertaken through a focus group of 16 participants and another 20 one- to-one interviews. The contributors to the planning process included First Nations and Metis education groups and school boards in northwestern and central Ontario, as well as the AMC, Aboriginal Advisory Committee members, the Elders Council, faculty, staff, and students of both the Thunder Bay and Orillia campuses. The Office of Aboriginal Initiatives, the APSET Steering Committee and the Aboriginal Management Council reviewed and approved the final plan. The APSET Plan draws on the following sources of engagement: • Spring 2008 Aboriginal Programming and Research Survey of Lakehead University faculties and departments; • Winter 2009 Aboriginal Cultural and Support Services survey of 139 students; • March-April 2009 Aboriginal Community Liaison Officer's report on his visits to First Nation communities and Aboriginal organizations in the Orillia area; ✓ • July 6, 2009 Notes of a meeting of Aboriginal Initiatives staff and Thunder Bay area Aboriginal Postsecondary Education coordinators; • August 27, 2009 APSET Focus Group at the Thunder Bay campus with sixteen participants: half were University faculty and staff, half were community representatives; and • September to October 2009, twenty one-to-one interviews conducted by the consultant. p.5 ·v ) <l . ...o I V . ..J �The Focus Group and Interviews used the following questions to invite input from participants. 1. Please tell us how well you think Lakehead University currently serves Aboriginal learners and communities. 2. Describe some of the University's strengths and accomplishments in relation to Aboriginal learners and communities. 3. What do you see as the gaps, obstacles or challenges for Lakehead University in improving how it serves Aboriginal peoples? 4. Please share any ideas or suggestions you might have which would help the institution address these gaps and challenges. 5. The following are three ideas for improvements to postsecondary education and training at Lakehead University. Please indicate how you rank them, in order of importance. a. An Aboriginal Community Liaison Officer to do outreach, promotion and recruitment of Aboriginal students, b. A Graduate program in Indigenous Studies, c. Increasing Aboriginal faculty. 6. How could Lakehead University better work with you to serve your students and community? 7. Other comments, anything you would like to add. Section 3: CURRENT SITUATION ENVIRONMENTAL SCAN Aboriginal Peoples-A Young and Growing Population Canada's 2006 Census showed that the Aboriginal population continues to grow significantly and is notably young, compared to non-Aboriginal peoples. Nearly half (48%) of Aboriginal people nation-wide were under the age of 25, compared to 28% of the general population. Ontario is home to 242,000 First Nations, Matis and Inuit, the largest population of Aboriginal people in Canada. Over a quarter of these live in northern Ontario, with approximately half living on reserves and half in towns and cities across the region, where they make up 8% to 20% of the population. / ·v ) Northwestern Ontario, with a population of more than 60,000 Aboriginal people, is home to 75% of Lakehead University's Aboriginal learners. The area covers the province's largest land mass which includes more than 60 First Nations in the Treaty #3, Nishnawbe Aski Nation and Robinson-Superior Treaty territories. Half of these Anishinaabe (Ojibwe and Cree) communities are in remote areas, accessible only by air and winter roads. • <l . ..D I V . ...J Most Nishnawbe Aski First Nations and a number of Treaty #3 and Orillia area First Nations administer their own elementary and high schools. Still, the majority of Aboriginal students attend mainstream schools. For example, the Keewatin Patricia District School Board reports that in the 2008-09 school year Aboriginal learners made up 44% of their total student population in elementary and high schools. The school board's 2009-2013 Strategic Plan includes eight specific strategies "to ensure programs and resources meet the needs of Aboriginal students". The Orillia area, which straddles the northern-southern Ontario region, encompasses another 32 First Nations, with similar economic and education conditions as Aboriginal communities in the northwest of the province. p.6 �While the overall population in northwestern Ontario is declining, the population growth rate among Aboriginal people increased 28% from 2001 to 2005 and it is expected to continue rising for another decade. A number of First Nations in the northwest have nearly doubled their populations over the past few decades. Half of northwestern Ontario's population lives in Thunder Bay. The city has the twelfth highest Aboriginal population in Canada and the third highest in Ontario. Education and employment trends cited in the Statistics Canada 2006 Aboriginal Population Profile for Thunder Bay are comparable to figures for Aboriginal populations across the country. Although Aboriginal youth (aged 15-24) had lower elementary and high school attendance rates than their non-Aboriginal counterparts, they were more likely to return to school later in life. Just under half of Aboriginal people in 2006 aged 25-64 completed a postsecondary education compared to 61 % of non-Aboriginal people. Less than 10% had a university degree compared with 23% of non-Aboriginals. Employment rates reflect a gap between the Aboriginal and the mainstream population, with higher unemployment and lower wages for Aboriginal people. Aboriginal postsecondary students tend to be older, with greater family responsibilities and lower incomes, and are more often women than men. The economic base of northern Ontario is changing. As employment relies less on natural resource industries and more on transportation, manufacturing, tourism, health care, education and social services, 70% of jobs are now categorized as 'white collar' and require postsecondary qualifications. "There is consensus that the jobs of the present-and increasingly those of the future-overwhelmingly require people with some form of PSE" (Government of Canada, Indian & Northern Affairs Canada. 2008. Postsecondary Education Program Review). The potential impact of Aboriginal youth in regional and provincial economies has been a focus for policy reform discussions and proposals to support their success through education and training, calling for increased resources. "Increasing Aboriginal peoples' access to education and employment opportunities and building a new relationship among communities is vital for the North's future" (Ontario's Proposed 25 year Growth Plan for Northern Ontario, October 2009). Most young Aboriginal people want to get a postsecondary education, yet relatively few succeed. The Canadian Millennium Scholarship Foundation report "Changing Course: Improving Aboriginal Access to Postsecondary Education in Canada" cites some of the barriers faced by Aboriginal people in reaching their educational goals, including inadequate financial resources, poor academic preparation, lack of self confidence and motivation, absence of role models who have postsecondary education experience, lack of understanding of Aboriginal culture on campus and experiences of racism. Given these trends, Aboriginal and mainstream education authorities alike are making determined efforts to increase the success of students at the earliest grades through to university. Partnerships are increasing between school boards, community organizations, and postsecondary institutions to provide a broader, more flexible range of learning options that include alternative classrooms, distance learning, internet education, special needs programs and prior learning assessment. Despite the disadvantages many Aboriginal students have to overcome, once Aboriginal students complete postsecondary education, the research indicates that they successfully compete with non-Aboriginals in the labour market. Education is clearly key to breaking down economic barriers for Aboriginal people. This makes it critical to focus on supports that help Aboriginal students to complete high school and access postsecondary education. The face of public education in Canada is changing. (The Learning Partnership 2007). A wide range of analysts agree that finding innovative approaches to close the Aboriginal education gap is critical. p. 7 " ·v ) <l . ..D I V ._J " ,_J ..D ,J\ er V �"Gaps in education levels between the Aboriginal and non-Aboriginal population are a major challenge for Ontario. Lakehead University has an established reputation as a centre for excellence in its commitment to education for Aboriginal students and is in a position to address this gap" (Lakehead University Institutional Analysis & Government Relations baseline data document, September 2009). The Aboriginal Learner at Lakehead University Current enrollment statistics indicate that Aboriginal learners represent approximately 11 % of the total student population at Lakehead University and is increasing. The self-identification process established by the University's Office of Institutional Analysis and Government Relations in 2006-2007 provides a growing database which will increasingly help identify trends and factors in the enrollment, success and completion rates of Aboriginal learners. A self declaration survey is administered to all students at the time of registration. The total student population of Lakehead University was 8,123 in 2008-2009. Learners identified as Aboriginal in one of two ways: by completing a self declaration survey or by enrolling in the Native Language Instructors Program (NLIP). The self declaration survey was completed by 6,435 students. In the 2008-2009 academic year, there were an estimated 900 Aboriginal students enrolled at Lakehead. Of the 6,435 who completed the self-declaration survey, 619 (9.62%) identified themselves as Aboriginal. Assuming those who completed the self declaration are a representative sample of the overall student population, it can be extrapolated that there would be 781 Aboriginal people in the student body (8,123 x 9.62%) and an additional 127 NLIP students in the summer brings the total to over 900. Of the 619 self-declared Aboriginal students, 64% identified themselves as First Nations, 21 % Matis, 12% non-status and less than 2% as Inuit. Three quarters of these students come from northwestern Ontario with most of the remaining 25% from the GTA and central/southern Ontario. A number of First Nation and Matis education officials interviewed in the APSET planning process emphasized that their students tend to choose postsecondary programs which allow them to be closer to home. In 2008-2009 over one-third of Northern Nishnawbe Education Council's (NNEC) 442 postsecondary students attended Lakehead University, coming from 25 northwestern Ontario First Nations. Aboriginal students are enrolled across a range of academic programs at the undergraduate and graduate levels at Lakehead University. In 2008-09, approximately 40% were in three-year Bachelors level programs, 30% in four- year Honours, 20% in the Native Language Instructors diploma program, 5% in Masters programs, 4% in access programs and 1% were at the Ph.D. level. 45% 4 40% / ·v :> <l .-D I "v ,_J / ,_J _o . .1\ 0 35% 30% 3 0 25% 20% 15% l Access ■ NLIP ■ 3 yr Bachelor ■ 4 yr Hon ■ Masters ■ Ph.D. o 10% 5%4jt, 0% • - - - 1 ■ 2 3 4 5 6 er v ~ a_ p.8 �Three quarters of the Aboriginal students (73%) at Lakehead University in 2008-2009 were enrolled in mainstream programs. This supports the University's assertion that Native learners have broad interests and can succeed in any field of study. Education programs head the chosen disciplines of Aboriginal students in 2008-2009. At the degree level, 16% were enrolled in Education as a major or a concurrent program; this proportion rises to 30% when the 127 students in the Native Language Instructors diploma program are included in the Education total. The other leading areas of study for Aboriginal students were Nursing (13%), Social Work (11 %), General (9%), Sciences (7%), Politics (6%), English 4%, Indigenous Learning (4%), Engineering (3%), History (2%) and Psychology (2%). 30% 20% 10% I 0% The retention rate for first-year Aboriginal students at Lakehead from 2008-2009 to 2009-2010 is 80%, based on the number who returned for their second year of studies. The Native Access Program reports that their students usually refer to family concerns and health issues as reasons for leaving. The three largest First Nations' postsecondary education units in northwestern Ontario - Northern Nishnawbe Education Council, Matawa First Nations and Seven Generations Education Institute - report high retention rates among their students at Lakehead University, attributing this at least in part, to the support services provided to Aboriginal learners at Lakehead. According to the Office of Aboriginal Initiatives, 95 Aboriginal learners graduated at Lakehead in 2008-2009, a marked increase from 63 in 2007-2008. An Aboriginal Alumni Chapter of the Lakehead University Alumni Association was launched in 2009 to stay in touch with graduates and invite them to continue to be involved with the University. So far over 70 alumni have been attracted to the new alumni chapter through meetings, word-of-mouth and a Facebook site. INVENTORY OF EXISTING PROGRAMS AND SERVICES I' ·v ) The University's commitment is reflected in its mission statement and by the number of Aboriginal faculty, staff, Elders in residence, programs, support services, Aboriginal research, courses, and the number of Aboriginal undergraduate and graduate students attending Lakehead. The institution maintains a welcoming and supportive environment for Aboriginal students. It continually looks at best practices and creative new ways to support Aboriginal learners in completing a postsecondary education, as well as heightening University and community awareness of Aboriginal issues and identity. <l . ..D I '1 . ...J I' ....J ..D Lakehead University takes great pride in the developments and advancements it has made over the past forty years in working with the Aboriginal community to further the educational aspirations of Aboriginal students, and recognizes the need to continue to develop in these areas. -~ 0- v c_ Q_ p.9 �ABORIGINAL INITIATIVES The Office of Aboriginal Initiatives (Al) was created in 2003 to provide leadership and enhance Aboriginal programming, supports and services throughout the University. The Vice-Provost (Aboriginal Initiatives) heads the Office of Aboriginal Initiatives as the senior administrator responsible for Aboriginal academic programming, student support services, and community relations. The Vice-Provost (Al) facilitates a centralized cooperative approach to Aboriginal education at the University, working closely with other senior administrators, the Deans' Council, the Senate, and the Aboriginal Management Council. The Aboriginal Management Council (AMC) membership consists of organizations from the surrounding Aboriginal community, whose members sit in an advisory capacity to the President's Office and the Office of Aboriginal Initiatives. The AMC has representation on the Lakehead University Board of Governors and the Senate. Senior administrators and representatives of faculty and staff form an Advisors' Committee to the AMC. The AMC Advisors' Committee was established to serve as a vehicle for inter-departmental communication and liaison with the Aboriginal Management Council on matters affecting Aboriginal postsecondary education. Membership includes representation of each Aboriginal-specific program, department or position, Aboriginal faculty, the Dean or designate of each University faculty and key administrative positions. The AMC Elders' Council advises and assists in the promotion of Aboriginal languages, culture, traditions and protocols within the Lakehead University community. The Council meets quarterly to provide cultural guidance and support to projects and programming. Members lead cultural ceremonies, visit and counsel students and staff. Aboriginal Faculty and Staff are identified in 34 full-time positions at the University, including 11 Faculty, two Chairs (in Aboriginal Education and Indigenous Learning), five Program Coordinators (Honours Bachelor of Education, Native Language Instructors, Native Nurses Entry, Native Access and Aboriginal Cultural Support Services) and 15 support staff. Aboriginal Cultural and Support Services (ACSS) was established in1987 to provide a supportive environment to all Aboriginal students and assist them in achieving their academic goals. The ACSS office assists Aboriginal learners with applications, course selection, registration, appeals, withdrawals, and other academic matters, and in applying for scholarships, awards, OSAP and band funding. ACSS also offers weekly study nights, academic workshops and tutorials, liaison with professors, departments and external education counselors and coordinators. As well, ACSS helps students to access community information and services on-and off-campus. The unit also collaborates with student associations and other units in organizing cultural, social and recreational events and activities. ✓ V ) <l -" I V _J ✓ _J -" .i\ c:r V c.. a... Lakehead University Native Student Association (LUNSAJ is a Student Union club operated by students on a volunteer basis. The executive members and activities vary from year to year. LUNSA also organizes the Annual Powwow in March. LUNSA hours of operation are dependant on the availability of its volunteer base who maintain busy academic schedules. The Aboriginal Awareness Centre (AAC), part of the Lake head University Student Union (LUSU), is an educational, lobbying, support, and referral service open to all Lakehead University students. The AAC offers learning opportunities for students, staff, faculty, and other members of the University community, exploring issues, histories, and contributions of Aboriginal peoples. It hosts events throughout the academic year so the campus and broader community may experience Aboriginal cultural teachings, ceremonies, traditions, and worldviews . The Elders in Residence program provides supports and services to Aboriginal students, staff and faculty at Lakehead University; they attend the Aboriginal Student Lounge throughout the week to offer counselling and share their knowledge. As well, Elders make presentations during orientation and classes, arrange p.10 .. . . ~ ~ _.. --... -. --... ..... ... ~ 11111 �monthly Sweat Lodges, nurture a medicine garden and preside over four feasts per year and an annual cultural celebration/powwow. Cross-Cultural Awareness and Education The Office of Aboriginal Initiatives offers an Indigenous Knowledge Seminar Series to all faculty and staff. As well, Aboriginal Cultural and Support Services and the Aboriginal Awareness Centre collaborate to provide cultural workshops and ceremonial activities throughout the year, including an annual powwow, sweat lodge ceremonies on campus, traditional teachings, visiting artists, and guest speaker engagements, all of which are open to everyone interested in learning more about Aboriginal cultures and issues. Communication, Recruitment and Outreach to Aboriginal communities and learners is facilitated by the Office of Aboriginal Initiatives, through a Communication Plan. Promotional activities include advertising and feature interviews with regional and national media, attendance at schools and career fairs, community visits, and development of materials such as the Aboriginal Initiatives Handbook, the Aboriginal Student Handbook and the video "Follow Your Dreams". Faculties are involved in promoting alternate and nontraditional career options for Aboriginal learners, especially in the science and technology fields, using successful students as role models and ambassadors. The need for more permanent positions to assist with communication and outreach activities has been partly addressed through student internship programs and a temporary Aboriginal Community Liaison Officer position created in 2009. Scholarships and Bursaries are coordinated by the Office of Student Financial Aid which provides detailed information to students on a wide range of both internal and external scholarships, awards and bursaries available to them. This includes the most recently established bursary, the $5,000 Beverly Ann Sabourin Bursary, to be awarded to a female Aboriginal student enrolled in studies related to the environment, political science or nursing. Mechanisms for tracking students and measuring success include an integrated a self-identification process for Aboriginal students that has been in place since 2006-2007 as part of the University's registration process. Aboriginal Cultural Supports and Services, in collaboration with the Admissions and Recruitment Office, continue to develop additional strategies on how to reach out to Aboriginal students and to encourage them to self-identify. The Office of Aboriginal Initiatives and the department of Institutional Analysis and Government Relations are developing ways to analyze and report on the self-identification information. Nanabijou Aboriginal Graduate Enhancement Program (NAGE) developed in 2009, is a transition and mentoring program designed specifically to address the challenges faced by Aboriginal undergraduate students at Lakehead University who wish to pursue advanced degrees at the Master's and Doctorate level. NAGE's goals are to encourage and retain Aboriginal scholars' success in academic graduate work. An Aboriginal graduate student coordinates NAGE activities, which includes peer mentoring, sharing circles, Elder support, and pre-selected workshops on topics such as writing thesis papers. The Faculty of Graduate Studies will offer orientation and information sessions for Aboriginal under graduate students. This new initiative is being promoted in Aboriginal media and through brochures, role model posters and a website. Nanabijou will also link with SAGE (Supporting Aboriginal Graduate Education) initiatives at other postsecondary institutions in Ontario and British Columbia. An Aboriginal Alumni Chapter of Lakehead University Alumni Association was launched in 2009. The Chapter will create a database of Aboriginal graduates, develop and maintain a website, host alumni symposia, invite Alumni Chapter members to take part in promotion and recruitment activities, profile successful Aboriginal alumni through the website, Aboriginal media and magazines and role model posters, and highlight professional Aboriginal Alumni Chapter members as guest speakers. Partnerships with First Nations and Metis education resources improve the level of support to students from outside of the institution. Lakehead has arranged for Aboriginal postsecondary education counsellors to have regularly scheduled time and space on campus to meet with their students. These external education p. 11 ,I ·v ) <l .-D I V .-1 so.. �-... . ~ ~ units administer funding, monitor student progress, and offer varied transition supports including counselling, academic advising, housing assistance, newsletters, and social and cultural activities. Conferences, visiting scholars, artists in residence are some of the various events hosted by the University which highlight and advance Aboriginal education and issues. These events include visits by prominent Aboriginal and mainstream scholars invited as keynote speakers for public lectures, classes and discussions with students and faculty. The following are a few highlights: • The Biennial Aboriginal Peoples Conferences held in 1994, 1996, 1998 and 2000, which brought together local and international Aboriginal and non-Aboriginal scholars, Elders and students in discussions and debate about Aboriginal issues. • 2006 presentations by Dr. Rongo Wetere (former CEO for Te Wananga O Aotearoa University, New Zealand and Executive Host for the World Indigenous People's Conference on Education, New Zealand, 2005) on Literacy Alternatives for All: The Pathway Out - The New Zealand Maori experience and how it might apply in Northwestern Ontario. • Award-winning writer Drew Hayden Taylor's 2009 speeches and seminars. • 2009 guest lecturer John Ralston Saul addressing the question "Is Canada a Metis Nation?", from his book A Fair Country. • 2008 and 2009 Tomson Highway (Cree author, musician, and playwright) as guest artist-in-residence, in partnership with Negahneewin College. Honorary doctorates, Fellowships and Awards have been presented over the past two decades as Lakehead University publicly recognizes the wisdom and contributions of Aboriginal peoples. Honorary doctorates have been conferred to notables such as Elder Richard Lyons, political leader Phil Fontaine, Metis scholar Dr. Olive Dickason, lawyer and commissioner Roberta Jamieson, philanthropist and symphony conductor John Kim Bell, renowned artist Norval Morriseau, humanitarian Tom Jackson, creative leading light Buffy Sainte Marie, engineer and entrepreneur Melvin Pervais, internationally acclaimed architect Douglas Cardinal, stateswoman Nellie Cournoyea and educator/Woodlands artist Goyce Kakegamic. In 2005, as part of the celebrations marking Lakehead University's 40th anniversary, four of the 40 Northern Lights "forty extraordinary men and women who have made a difference to the growth and development of Lakehead" were past and present leaders in Aboriginal education at the University: the late Harold Linklater, founder of the Native Teacher Education program; Dolores Wawia Elder-in-Residence, storyteller, and Assistant Professor of Education; Fellow Mae Katt, first Aboriginal graduate of Lakehead's Bachelor of Science in Nursing program who went on to lead the development of the curriculum for the Native Nurses Entry Program; and Dr. Richard Lyons, Elder, who dedicated his life to the promotion of Aboriginal culture. ACADEMIC PROGRAMMING Lakehead University is comprised of nine faculties: Business Administration, Education, Engineering, Forestry and the Forest Environment, Graduate Studies, Health and Behavioural Sciences, Social Sciences and Humanities, and the Northern Ontario School of Medicine. / V ) <::I ...D I Aboriginal content and perspectives in academic programming span the entire University. An Inventory of Aboriginal Programming and Research completed by each faculty in 2008-2009 identified courses and research initiatives with an Aboriginal focus or emphasis, as well as suggestions for improvements which could appeal to more Aboriginal learners. V ,_J so... The following highlights academic offerings available to Aboriginal learners at Lakehead. The Native Access Program (NAP) is offered to people of Aboriginal descent who do not meet the regular or mature student admission criteria, and who require additional academic preparation and skills to become eligible for admission. On successful completion of the program, students are eligible to apply for admission to continue their studies in selected first-year programs. Special academic programming is offered along with tutoring, academic counselling, and a related support network to provide students with an atmosphere p. 12 - ~ ~ ~ ~ ~ fl!'i fl!', ~ • ff"i ..... • •• • •• •• •• .,• •• •. ~ . •. ~ ~ �conducive to successful program completion. The curriculum includes courses in English, Study Skills and Logical Reasoning, Indigenous Learning, Math and Science. "The Native Access Program made me feel like I was not alone on my journey and that it is never too late to get your education" (Cynthia Gomez, HBSc. Math). Faculty of Business Administration offers undergraduate, certificate and Masters level courses across six disciplines: accounting, finance, human resources management and industrial relations, information systems and operations management, marketing, and general/strategic and policy management. Faculty of Education Department Of Aboriginal Education offers the Native Teacher Education Program (B.A./B.Ed.), the Concurrent B.A./B.Ed. and Hon B.A./Hon. B.Ed. Indigenous Learning, the Native Language Instructors Program (for Teacher Certification and Diploma), Specialization as Teacher of Aboriginal Learners, and the Honours B.Ed. (Aboriginal) Program. The Faculty of Education also offers many courses with substantial Aboriginal content. Hon B.Ed. {Aboriginal Education) prepares people of Aboriginal ancestry to become teachers specially qualified to meet the needs of Aboriginal learners. The program is designed and delivered primarily by Aboriginal faculty, staff, and administration. Students can participate on a full- or parttime basis using community-based, on-campus, and distance delivery methods; it also gives NTEP diploma graduates an opportunity to work towards a full Bachelors degree. Native Teacher Education Program {NTEP) founded in 1974, has been converted from a two-year diploma program to a full B.A./B.Ed. Concurrent degree program, with graduates being certified by the Ontario College of Teachers. NTEP's mandate is to increase the number of qualified Aboriginal teachers through innovative programming delivered on campus. It has been carefully designed to offer students a mix of academic and professional courses and to create an environment that reflects the cultures and values of First Nation peoples. Native Language Instructors' Program {NLIP) which began in 1981 is a diploma program that results in specialized certification from the Ontario College of Teachers in teaching Ojibwe, Oji-Cree, and Cree as a second language. The program offers a selection of courses through the co-operative efforts of the departments of Languages and Education in a summer program for Native Language teachers, as well as a variety of Native language courses throughout the academic year. In 2009, The Indigenous Language Research Table was hosted by the department of Aboriginal Education to celebrate the 25 th Anniversary of NLIP. Alliances and networks were formed to support a proposed Indigenous Languages Research Institute to serve Indigenous language preservation, maintenance and revitalization efforts. ' Department of Indigenous Learning (IL) offers an interdisciplinary cross-cultural undergraduate program of over 20 courses which allows allow students to major in indigenous studies for a BA, HBA, and certificate programs. The BA and HBA degrees are offered concurrently with a Bachelor of Education degree. The program is committed to providing both Aboriginal and Non-Aboriginal students with a fundamental understanding of Aboriginal history, philosophy, culture, and values. Faculty of Forestry and the Forest Environment offers at least ten courses from first to fourth year levels which present Aboriginal perspectives and issues in the areas of technology, forest management, policy and legislation, ecology, environmental assessment and ethics. Specific courses include Forestry/ Indigenous Learning, and Aboriginal Peoples and the Forest. I '1 . .....J / In 2009, The Forestry Faculty hosted Community Forests, Northern Ontario Sustainable Communities Partnership (NOSCP) Conference. This two-day live web-streamed workshop, involved an unprecedented number of First Nations representatives (over 100) meeting with other northern residents to talk about their shared interests in lands and resources and how local communities might gain more control over decisionmaking in their stewardship of northern Ontario forests. p. 13 . .....J _,o .J\. a- v c... 0... �Faculty of Graduate Studies oversees more than 30 graduate programs at the masters and doctoral levels. It assists students to be successful in graduate studies from registration through to thesis completion. Graduate Studies works with the Office of Aboriginal Initiatives to increase Aboriginal student participation in graduate level programs, partnering for example in development of the Nanabijou Aboriginal Graduate Enhancement program. Faculty of Health and Behavioural Sciences encompasses schools and departments of Kinesiology, Nursing, Psychology, Social Work, Gerontology and Masters of Public Health. Native Nurses Entry Program (NNEP) is a nine-month preparation program of the School of Nursing which helps Aboriginal learners acquire the necessary skills and academic preparation for successful completion of the four-year nursing degree program or the three-year compressed nursing degree program, open to NNEP graduates with 80% or higher. School of Social Work offers numerous courses at the third and fourth year levels which include Aboriginal perspectives on social work practice and theory. Faculty of Science & Environmental Studies (SES) has nine departments: Anthropology, Biology, Chemistry, Computer Science, Economics, Geography, Geology, Mathematical Sciences and Physics with a variety of programs that cross departmental boundaries which includes Applied Bio-Molecular Science, Environmental Studies, Water Resource Sciences, and Environmental Science. Faculty of Social Sciences and Humanities Department of English features Literature of Canada's First Nations, First Nations Women's Writing and Special Topics in First Nations Literature, as well as nine other courses with Aboriginal content, in areas that range from literary theory to poetry and children's literature. Department of History offers a strong emphasis on Canadian and Northern Ontario history and include a dozen courses at the undergraduate and graduate level which explore Aboriginal history. Department of Political Science's inventory includes a third year Aboriginal Peoples and the Law course, and fourth-year courses in Native and Northern Political Movements, and Politics in the Canadian North. Department of Women's Studies' eight courses with indigenous topics include third-year classes in Gender Relations in First Nations, Indigenous Women and Health, and Indigenous Women and their Changing Roles. / ·v :> Northern Ontario School of Medicine (NOSM) Aboriginal Affairs Unit NOSM is a joint initiative of Lakehead University and Laurentian University in Sudbury. At the earliest stages of development, NOSM engaged the Aboriginal communities of northern Ontario as part of its mandate to be accountable to the cultural diversity of northern Ontario. The Aboriginal Affairs Unit works to recruit and support Aboriginal students into and through medical school, partner with Aboriginal communities, and incorporate into the curriculum specific Aboriginal health priorities in an environment that respects Aboriginal history, traditions, and cultures. <1 . ...D I V ._J so... p. 14 _, ~ -.. --..• ~ ~ fl"i ~ 9'11! r •• •• •• ~ ... •..,. •.. ~ •• �ABORIGINAL RESEARCH Aboriginal research at Lakehead University is defined as research undertaken by any member of the academic community which specifically focuses on Aboriginal peoples and/or issues, as well as research that focuses on cultural groupings or issues where there are substantial and explicit references to the Aboriginal community or Aboriginal peoples. The Lakehead University Strategic Plan 2010-2013 has a specific objective committing the University to "continue to be involved in Aboriginal Research" with the expectation that "Aboriginal research should provide greater understanding of Aboriginal issues including social, economic, educational, and political issues confronting Aboriginal communities ... contribute to identifying solutions and to supporting Aboriginal peoples' aspirations for an improved quality of life in their communities". In addition to research initiatives across faculties throughout the year, some of which are outlined below, Aboriginal research is featured at Lakehead University's annual Research and Innovation Week through displays and presentations that showcase the work of faculty, students, and guest scholars. Graduate students compete in a research poster competition. In 2009, an Aboriginal Research Award was inaugurated. In March of 2009, Lakehead University's Department of Indigenous Learning, with the support of the Office of Aboriginal Initiatives, was able to send two Indigenous Learning students to the Aboriginal Policy Research Conference in Ottawa. The following are a selected sample of the University faculties' past and present Aboriginal research initiatives: Aboriginal Research Highlights Dr. Seth Agbo, Associate Professor, Faculty of Education, led the 2007-2010 Keewaytinook Internet High School (KIHS) Project: Participatory Action Research on culturally responsive education in Ontario's Far North. Dr. Kristin Burnett, Assistant Professor, History Department, is currently researching the relationship between health, race, and settlement in western Canada. Her book, Women's Healing and Nursing Care in Treaty 7 Communities, 1880-1940, will be published in the spring of 2010. She also has an article forthcoming on "The Healing Work of Aboriginal Women in First Nations and Newcomer Communities" in a book forthcoming from UBC Press called Place and Practice. Dr. Ethel Gardner, Department of Aboriginal Education, Faculty of Education, is currently in Year Two of a three-year SSHRC-funded research project to create a 15-year language plan for Anishinaabemowin revitalization in Treaty #3. The research supports Treaty #3's aim "to have fluent speakers in every community and within every age group and to have the Anishinaabe language heard, understood, and given the respect it deserves" (Ogichidaa, Grand Chief Arnold Gardner). Dr. Judy lseke, Canada Research Chair in Indigenous Education, conducts research focused on stories and histories of Indigenous peoples, examining the role played by storytelling in educating community members and the next generation. She has a particular interest in how storytelling contributes to pedagogic practice and Indigenous media. In lseke film, "A Living History," Metis grandmother Dorothy Chartrand tells the story of her Metis families, and the political and social change that impacted Metis lives in the 1800s until today (http://ourelderstories.com). Dr. Mary Lou Kelley, Professor of Social Work, and Holly Prince, Aboriginal Research Coordinator at the Centre for Education and Research on Aging and Health (CERAH), are working on a participatory action research project titled "Palliative Care in First Nations Communities: A Model to Guide Policy, Program and Human Resources Capacity Development" funded by the Aboriginal Health Transition Fund (AHTF) adaptation plan. The project aims to build community capacity to care for people who are dying in First Nations communities, using a Palliative Care Curriculum to teach front line care providers. p. 15 / ·v ) <l . ...o I V ....J S- Q_ �Dr. Judith Leggatt, Associate Professor of English, is currently working on a large project on Aboriginal Science Fiction, which aims to break down stereotypes not only of Native literature but also of Aboriginal peoples. She has given several conference papers on different aspects of this topic and recently submitted a paper on Trickster poetics in works by Lenore Keeshig Tobias and Annharte, and had encyclopedia entries published on Green Grass, Running Water, Ravensong, and Tricksters in Native American Literature. Dr. Geoff Read, Department of History, is working on a manuscript on Louis Riel entitled "Riel at Home and Abroad: The Construction of Louis Riel within the French and English North Atlantic Worlds." It will examine the treatment of Riel in French and English language presses in Canada, the US, Britain and France, and how his image was used for different purposes. Linda Rodenburg, Contract Lecturer, Department of English, specializes in postcolonial literature with a particular interest in Aboriginal and Maori cultural theory. She is currently finishing her thesis, which was submitted in May 2007 entitled, "Alter/Native Spaces': Re/placing the 'Native' in Canada and 'Maori' in New Zealand" through the novels of Thomas King and Patricia Grace. Dr. Teresa Socha, Associate Professor, Faculty of Education with co-investigators Dr. Lori Chambers, Women's Studies and Dr. Mehdi Zahaf, Business Administration, examine food availability and pricing in rural and remote northwestern Ontario Aboriginal communities. Dr. M.A. (Peggy) Smith, Associate Professor, Faculty of Forestry and the Forest Environment, researches the social impacts of forest management, including Aboriginal peoples' involvement in forest management, community forestry and public participation, forest policy and legislation, northern development, forest management planning, and forest certification. Dr. Marina Ulanova, Associate Professor, Immunology-Medical Sciences, Northern Ontario School of Medicine, conducts research that examines Haempophilis infulenzae type b (Hib) infections in the Aboriginal population of northern Ontario. She anticipates that the results will be important for health care policy in the region. Dr. Pamela Wakewich is a co-investigator on the research project "Using Photovoice to Explore Older Women's Perceptions on Barriers and Resources to Health", which includes focus groups in Aboriginal communities in both Northern and Southern Ontario. Dr. Warburton, Department of English, has an article in progress on Pocahontas and Mary Rowlandson about Indian captivity and the strategies of gendered racialization at work in the way European settlers/colonizers wrote about First Nations. / ·v ::, Dr. Douglas West, Associate Professor, Department of Political Science, has research and publications that focus on Aboriginal peoples. From 1994 to 2001, in a cooperative effort with Aboriginal scholars at Lakehead University, he helped establish and maintain an Aboriginal Resource and Research Centre which also hosted a series of four highly successful Biennial Aboriginal Peoples Conferences in 1994, 1996, 1998 and 2000. <l • ..D I V . ...J s- o.... p. 16 �Section Four: SUCCESSES, GAPS & OPPORTUNITIES When focus group and interview participants were asked how well they thought Lakehead University currently serves Aboriginal learners and communities, on the whole they responded very positively, agreeing that Lakehead has done well attracting, serving and retaining Aboriginal students. Lakehead University has become the university of choice for area First Nations and Matis learners due in part to location but more importantly because of the strong focus on Aboriginal culture and program development in areas that are of direct interest to Aboriginal communities. It is evident from Aboriginal enrolment numbers and retention rates that these programs, which are now woven into the fabric of the University and continue to expand, are benefiting learners. The challenge and opportunity at Lakehead, as with all postsecondary institutions, is to be increasingly responsive and creative in expanding the capacity to further the educational aspirations of Aboriginal peoples, to build on what has been proven effective and, where there are gaps or room for improvement, to evaluate and innovate. The broad gap is that Aboriginal learners' high school and postsecondary retention, performance and graduation rates continue to be half that of the non-Aboriginal population across Canada. "There are still not enough Aboriginal postsecondary graduates-we need a critical mass" (Focus group participant). The following section is a closer look at the successes, gaps and opportunities at Lakehead University in serving Aboriginal learners. SUCCESSFUL PRACTICES When asked to describe the University's strengths and accomplishments in relation to Aboriginal learners and communities, APSET planning participants cited the following. Aboriginal Cultural and Support Services' effectiveness, assisting students from the application process to graduation and beyond through a wide range of services and cultural activities, was most often mentioned as a major influence in student retention and completion rates. The Office of Aboriginal Initiatives in its senior administrative and coordinating role, with the accompanying Vice-Provost position, facilitates increased collaboration to support Aboriginal education within the University and with communities and outside partners. The Aboriginal Management Council is described as "a professional and effective" body with increasing influence, now represented on the Board of Governors, in the Senate and on the Deans Council (Lakehead University APSET Focus Group, August 2009). Increasing Elder involvement, through the Elders Council, Elders in residence, and as resources in classrooms, ceremonies and cultural activities, is seen a positive practice that should be broadened to benefit the entire University community. Access and Aboriginal specific programs, beginning in 1974 with the Native Teachers Education Program, offerings at Lakehead University that appeal to Aboriginal learners have grown to include the Native Language Instructor's Program, the Native Access Program, the former Native Acc~ss to Engineering Program, the Native Nurses Entry Program, the Indigenous Learning Department and an Aboriginal Education Department. Access is also improving by increasingly giving credit to Aboriginal students for prior learning. p. 17 / ·v ) <l .-D �~ -. ~ Aboriginal Education is a high priority at Lakehead University, and in the Faculty of Education, evidenced by the creation of the Department of Aboriginal Education, the inclusion of five Aboriginal scholars, and a significant research agenda among Aboriginal and non-Aboriginal faculty members with diverse scholarly expertise. There is no other such Department in any publicly funded university in Canada. Increased communication and outreach includes community visits by the Vice Provost (Aboriginal Initiatives), the Aboriginal Community Liaison Officer and a number of other staff and faculty; meetings and discussions with key partners; and production of Aboriginal specific promotional materials such as the Follow Your Dream video, posters, ads and the Aboriginal Initiatives handbook which received a 2009 National Orientation Directors' Association award. Growing partnerships and collaboration within and between the University and Aboriginal communities support research, development and delivery of programs and services. Efforts of professors and staff ''getting involved, going out to communities, meeting people" are valued (Lakehead U. APSET Plan Interview) Expanded and more flexible learning options are available with the opening of the Orillia campus, the Northern Ontario School of Medicine, and a wider range of academic offerings on and off campus, including videoconferencing and on-line courses offered through the Continuing Education and Distributed Learning department, often in collaboration with resources such as K-Net and Contact North. Graduate program development includes the Honours Bachelors of Education in Aboriginal Education, establishment of the Nanabijou Aboriginal Graduate Enhancement program, and a Steering Committee formed to further explore and develop a graduate level program with an Indigenous focus. Celebrating success Honorary doctorates, keynote speakers and guest lecturers have put prominent Aboriginal people in the spotlight as role models and leaders. For example, four of the 40 Northern Lights awards marking Lakehead's 40 th anniversary celebrations were given to Aboriginal education pioneers and community leaders. Voluntary Self- declaration of Aboriginal identity has been included as part of the registration process at the University since 2006. Over time, analysis of this data base will provide valuable information on Aboriginal student trends, to guide the development of policies, programs and practices. Smaller class sizes with higher professor/student ratios is seen as a bonus to Aboriginal students who tend to do better in this type of learning environment. & OPPORTUNITIES The APSET planning process also identified gaps and challenges along with opportunities for Lakehead University to improve its services to Aboriginal peoples. GAPS / ·v ) <l . ..D I '7 . ...J Preparing learners for university "Students should not have to do extra preparation to enter university from high school-we need to find ways to raise the bar, especially at the primary school level" (S. Monteith, Keewatin Patricia District School Board). Most Aboriginal youth never get to the university doors because they are not finishing high school. Community-based educators stress that the gap between Aboriginal and non-Aboriginal students starts to widen as early at Grade 2. Too many Aboriginal learners are noticeably behind by grade eight. Students coming out of First Nation schools generally lag two years behind mainstream students in their academic performance, especially in English literacy, the sciences and mathematics. p.18 ~ ~ ~ ~ ~ ~ ~ ~ ""1 fl!', r r r r. ~ ~ ~ ~ ... .-. .., ~ ~ ~ r, ~ Pi .., .. •. . ~ Iii! ~ ~ = ~ fl ail �Participants in the APSET planning process cited a number of reasons for the gaps at elementary and secondary levels; lower funding levels for First Nations schools, lack of a "strengths-based" approach that focus on youngsters' natural interests, racism and discouragement when Aboriginal students attend mainstream schools, lack of parental and social supports, and too few role models. There is also concern that after decades of publicity on the statistics showing Aboriginal people as being less successful in education, there is perhaps an expectation that Aboriginal learners will be lower achievers. Opportunities A key to increasing enrollment is for Lakehead University to be more engaged and supportive in efforts to improve elementary, secondary school and adult education programs for Aboriginal learners. Representatives of school boards and Aboriginal education authorities who participated in the APSET planning process noted that they would welcome Lakehead's involvement in research and pilot projects to help improve these earlier stages of learning, because of the University's historic role in Aboriginal teacher education. High school and adult education enrichment models could be researched and developed through partnerships between Lakehead University and community based educators. Writing, research and study skills Many Aboriginal learners find English literacy, study habits and research a challenge. Skills in these areas significantly enhance student success in university. Faculty point out that writing and study skills are generally lacking, for mainstream and Aboriginal students alike. Lakehead has been actively exploring options to address this gap over the past few years, including a proposal to introduce a required course in this area, for all learners. Opportunities It was suggested at the Focus Group that summer literacy camps, on campus and in Aboriginal communities, with a focus on writing, mathematics and sciences could give students an academic boost and an orientation to university. The Northern Ontario School of Medicine already hosts week long science camps at Lakehead University's Thunder Bay campus, which provide Grade 8 to 11 students with an opportunity to explore health care careers, obtain hands-on experience, and find a mentor. Mentoring and role models The Focus Group stressed that as the number of educated Aboriginal people grows they become models of success, a great resource for students, faculty, staff and communities to draw upon. Mentors and role models for Aboriginal students are too few, with a relatively small number of Aboriginal faculty and staff at Lakehead University, and only a handful of Aboriginal alumni involved. Lakehead Aboriginal graduates number in the hundreds since the 1970's and many of them are recognized community leaders, exemplary professionals in self-government, health care, politics, and the arts. It makes a difference when students meet an Aboriginal person who has been there and made it through ... people who have gotten degrees, especially those in fields that are less familiar to First Nations studentsDoctors, Engineers. The one-to-one conversations and encouragement stay with you. (APSET Community Engagement Interview) / L ...D <l / ·v ) <l . ...o I Opportunities Increasing the number of Aboriginal faculty, staff, Elders and alumni at Lakehead University would provide more role models and mentors. The newly formed Aboriginal Alumni Chapter will be an avenue for graduates to become more active as allies in supporting today's students' success and transitions. Aboriginal Cultural and Support Services is setting up a peer mentoring program and a parent support group in the 2009-2010 academic year. V ._J S- Q_ p. 19 . �Limited resources, funding restrictions Postsecondary education funding for First Nations and Inuit students through Indian and Northern Affairs Canada (INAC) has been significantly reformed over the past decade, effectively reducing the number of First Nation students who can afford to attend university. And the current economic recession requires all institutions and individuals to do more with less. Resources are a challenge; they are limited and we all need them to meet expectations of performance; Lakehead University should be engaged in conversations with organizations and communities about expectations and resources; often as institutions we amass resources to succeed but don't always take the community with us; it's important to keep renewing and growing. (Community Engagement Interview) A growing demand for Aboriginal teachers As Aboriginal student numbers grow, fully qualified Aboriginal teachers, special education assistants and language instructors are in demand to staff classrooms across the province, especially in First Nation schools and in regions such as northwestern Ontario where Aboriginal youth represent 20 to 50% of the student body in mainstream schools. On and off reserve education authorities are searching far and wide for additional Aboriginal teachers and ways to upgrade the qualifications and skills of existing ones. For example, the Keewatin Patricia District School Board notes that currently "there are four Native Language instructor positions we can't fill" (APSET Community Engagement Interview). Ideally they would like to have Ojibwe language instructors with Bachelor of Education level qualifications as fully qualified classroom teachers. Orillia area graduates with Native Teacher Education Program (NTEP) diplomas are looking for ways to upgrade to a Bachelor of Education, through summer programs or distance education. And First Nations in central and southern Ontario have been lobbying to have a Native Language Instruction Program offered in their region to reduce travel costs, living expenses and the length of time students are required to be away from home. First Nation representatives are currently in discussions with Lakehead University to explore these options. Opportunities Lakehead University is known as a forerunner in the education of Aboriginal teachers and indigenous language instructors. Graduates of NTEP and NLIP work in public and band schools across Ontario, teaching approved Ontario curriculum. The newly approved Honours Bachelor of Education (Aboriginal Education) program provides an opportunity for NTEP diploma graduates to work towards a full Bachelors degree that focuses on Aboriginal Education. / ·v ) <l • .,J::, I V NLIP is currently undergoing external review, to be completed in early 2010, which will generate recommendations for further development of the program. NLIP graduates will benefit from opportunities to upgrade their professional credentials to the Bachelor's degree level. One approach is to ladder NLIP credits into the Honours Bachelor of Education (Aboriginal Education) or into the NTEP Concurrent degree programs, both of which permit students to obtain credit for their previous work. Full degree qualifications for NLIP graduates would improve their employability and level of expertise. ._J Aboriginal Community Liaison Officer Brendon Johnson suggested, offering NLIP in the Orillia area "could go a long way towards making Lakehead University a popular choice for local area Aboriginal students". p.20 �Graduate transitions - to careers and further studies In 2008-2009 there were close to 50 Aboriginal students enrolled in graduate programs at Lakehead. And opportunities for Aboriginal students to pursue Masters and Ph.D. level studies in Indigenous Learning are currently somewhat limited. This option is being explored. "One major gap for me was not having a graduate program in Indigenous Learning. I would have loved to continue my education in my discipline. These were the classes that I really participated in" (Aboriginal alumna, Community Engagement Interview) As well, Aboriginal learners would benefit from more work placements and co-op arrangements to ease the transition from studies to employment. This requires more active partnerships with business, industry and public sector employers. One discussion highlighted that some employers view graduates of Aboriginal programs as not being fully qualified, somehow falling below 'regular' academic standards. It was suggested that better promotion and education about these programs could change this stereotype so that Aboriginal specific qualifications come to be seen as an important "specialization" that will give employers an edge. Opportunities The Nanabijou Aboriginal Graduate Enhancement Program (NAGE) created in 2009, will encourage Aboriginal students to continue on to graduate studies and provide support for current graduate students. While the newly formed Steering Committee will explore the development of graduate level programming with an Indigenous focus as a vehicle for expanding graduate opportunities. The Office of Aboriginal Initiatives and the Career and Cooperative Education Services unit of the University, which has existing relationships with employers, are working together to further develop employment transition paths for Aboriginal learners, through career advising and co-op work placements. In addition, the AMC and Aboriginal faculty and staff at Lakehead have access to a wide network of workplace contacts to approach in seeking internships, practicum and placements. Community-based education and training programs are also available to provide on and off campus transition supports and services. Expanding Aboriginal enrollment and perspectives across faculties There is an expectation that access opportunities and programming will continue to expand and improve at Lakehead to qualify and prepare Aboriginal people for careers in already popular fields such as education, as well as attracting more learners into the sciences, engineering, and other fields where they are less represented. The University looks Aboriginal, when you see the artwork for example, but is it in terms of content throughout the disciplines? I took courses In Women's Studies where the literature looked at Christian, Jewish, African American, but there was nothing on Indigenous women." (Aboriginal alumna, Community Engagement Interview) / ·v ::, <l • ...D Curriculum and learning materials present limited perspectives. Aboriginal students and staff continue to be challenged by uninformed views of mainstream students, staff and faculty, for example that "natives get a free education". There is also an expectation that Aboriginal programs, courses and teachings should better reflect the diversity of First Nations, Metis and Inuit peoples, with an emphasis on specific knowledge rather than blanket perceptions. 'Aboriginal' is too broad a focus, for example, many Metis have never participated in powwows, smudging, sweat lodges ... this pan-Indian view of culture that's developed in recent decades doesn't recognize, p.21 I V ._,I / . ....J ...D .J\. er v �embrace, or allow for diversity of peoples experiences-history, language, practices .... We need to differentiate yet embrace all of what it means to be 'Aboriginal'. (Community Engagement Interview) The Aboriginal Programming and Research Survey completed by faculties and departments in 2008 offered some insights and ideas. Some participants in the survey were unsure of what is expected or appropriate in terms of Aboriginal course content or research and are looking for direction; others cite low numbers of Aboriginal students in their classes and would like to attract more. There is a willingness to expand offerings, and a desire for guidance from Aboriginal Initiatives. There is interest in seeing the Indigenous Learning department expand its reach and perspectives, including the hiring of more Aboriginal faculty, offering of community-based classes, and graduate studies. Opportunities The Lakehead University 2010 to 2013 Strategic Plan includes a commitment that all students take one course in diversity with an emphasis on Aboriginal issues, which by 2012 will be a requirement for graduation. A Senate Academic sub-committee which includes representatives from the Aboriginal Management Council and the Aboriginal Advisors Committee is now responsible for ensuring Aboriginal perspectives in relevant academic decision making. "This sub-committee has a role to play in developing new policies related to awareness and understanding''. (Lakehead University Strategic Plan 2010-2013) The Aboriginal Programming and Research Survey of 2008 began an ongoing collaboration between faculties and the Office of Aboriginal Initiatives to improve academic programs and attract Aboriginal learners across the disciplines. Data Collection and Information Analysis Reliable and researched information is essential to evaluating and improving programs and services to Aboriginal learners and to substantiate decision-making and proposals for allocation of resources. Further developments in record keeping and analysis of data are necessary to make best use of the Aboriginal self-identification process that is now in place at the University. While it will take a few years to fully build this database, there are immediate opportunities to make better use of the information that is currently available. / L ...0 <J ,5 ::1 -q a... a... / ·v Opportunities The Institutional Analysis and Government Relations office at Lakehead will continue to work with Aboriginal Initiatives to expand, interpret and report on self-identification baseline data, which could include analyses of Aboriginal learners' gender, age groups, grades, and time spans for completion of programs and degrees. Community-centred, shared learning approaches A recurring theme in the APSET interviews and focus group discussions was the need for more creative, flexible options so that Aboriginal learners can acquire a university education closer to home. :, <J . ...o I V .-1 For Aboriginal people today, education, employment and training are key motivating factors for making the move to urban centres. However, a sense of home and history keeps drawing people back to their communities, often in more isolated settings, even though there are fewer jobs and limited postsecondary education opportunities . Encouraging younger people to maintain their knowledge of and connection to the land is of particular concern to Elders in the face of technological changes sweeping through Aboriginal communities. They want to see younger people rooted in their culture and at the same time confident to go into the world. £- a... Models and best practices for community-centred learning are emerging. Mennominee College for example, offers a Biology degree on reserve and non-Native students come in from nearby towns to attend. p.22 fl1'r '1 �Athabasca University has found that community delivery clearly improves student success. Jessica Ball, of the University of Victoria, worked with B.C. elders to develop a community teaching centre approach with curriculum reflecting local indigenous knowledge. Meeting the challenge of serving Aboriginal learners in remote and rural communities across a vast geographic expanse definitely requires innovative and collective efforts. Opportunities Pikangikum, one of the largest First Nations in Northwestern Ontario, wants to nurture mutual learning through a teaching centre located in their community where Elders and mainstream educators can share knowledge. Priding itself on having Elders with lifelong knowledge of the land, the lowest rate of outmigration of any reserve and one hundred percent of its members still fluent in the Ojibwe language, Pikangikum is committed to building a sustainable community based on traditional knowledge, aided by university research and forestry best practices. The Whitefeather Forest Research Co-operative, supported by Lakehead University, lays out the principles for co-operation between the community and researchers. First Nation and Matis education institutes and authorities are looking for partnerships with universities which allow more influence in tailoring faculty, curriculum and learning modes to better meet community needs. Community-based education authorities, boards and schools have close ties with First Nations and Matis communities. These institutes have been developing over the past two decades and offer a range of innovative learning options for adult learners with unconventional course schedules and concentrated curriculum which allow students with full-time employment and families to pursue their postsecondary studies closer to home. The Lakehead University Strategic Plan 2010-13 sets the goal that "Individuals may obtain degrees, certificates and/or credits through non-traditional structures and delivery modes. These programs may include research collaboration; support services; policy development; credit and non-credit courses; certification programs; and preparation programs for provincial accreditation"This includes the expectation that Academic units, Technology Services Centre (TSC) and Continuing Education and Distance Learning (CEDL) will be required to develop business plans for their existing initiatives ... and new opportunities ... " Several programs at Lakehead offer opportunities for further development of 'laddered' credits from certificate and diploma programs into full degree programs. Making Partnerships Work - a Shared Responsibility Within the University In light of Lakehead University's public commitment to Aboriginal learners, the challenge is to fully engage the staff, faculty, programs and services throughout the institution in carrying out this effort. Too often things "Aboriginal" are seen by non-Aboriginal resource people as solely the domain of Aboriginal programs and staff. / Most mainstream staff and faculty have limited knowledge of and involvement in Aboriginal initiatives and concerns. Even though they are invited to participate in cultural awareness activities, few do. Yet many express genuine interest in being more supportive of Aboriginal learners. Heightened awareness and involvement can make a difference. ·v "The first week of October in the Bookstore an Anishinaabe woman, I think she must work there as faculty or in another role, came up to me and spoke to me in Anishinaabemowin (Ojibwe), acknowledged me; she reached out and asked if I needed anything, was very friendly. This is what we need ... to be acknowledged more." (Community Engagement Interview) •.....1 ) <l .-D I " / . .....1 -D .J\. g- \/ p.23 �Opportunities The Lakehead University Strategic plan 2010-13 includes a commitment to come up with "strategies to facilitate interaction of staff and faculty with students, staff and faculty of diverse cultures." The Aboriginal Programming and Research Survey of 2008 is a basis for follow up discussions between Aboriginal Initiatives and faculties on their increased involvement in Aboriginal education. Community Partnerships Community partnerships - existing and potential - are valuable sources of information and expertise in designing and delivery of education and training programs. Lakehead University has a number of established links and formal partnership agreements with Aboriginal education and training institutes, First Nations, and community organizations. And there are potential allies in the Orillia area, such as Six Nations Polytechnic, First Nations Technical Institute and Kengewin Teg Education Institute, and in northern Ontario with Keewatin Patricia District School Board, Windigo Education Authority and Constance Lake. Some of the existing and potential partners who participated in interviews noted the benefits and drawbacks of collaboration. Community groups and the University have limited financial and human resources and already pressing demands. Some expressed doubts on one hand about the prospects for productive partnerships, noting on the other hand examples of good relationships with faculty and staff who gladly contribute time and resources and expertise to joint efforts. Opportunities The Lakehead University Strategic Plan 2010-13 includes a specific goal to "advance relationships with Aboriginal communities by 201 O" and an objective of "supporting academic units in developing new opportunities and expanding upon existing partnerships for cooperation with the private and public sectors; First Nation, Metis and Inuit communities; and appropriate international partners" Nationwide there is an intensified focus on consultation and partnerships with Aboriginal communities in light of court rulings on the duty to consult in resource development. Lakehead University is in a strategic position to be a leader in this area by researching and developing its own best practices. A far reaching web of alumni, both Aboriginal and from the broader population, are available as a resource to the University in increasing collaborative efforts. Outreach and Promotion "Lakehead University needs to raise their profile .... I would like to see more communication, more contacts." (Community Engagement Interview) / ·v ) <1 ,..0 I V ...:.i Thunder Bay-based First Nation education counsellors and coordinators would like to see a greater number of Aboriginal learners from fly-in remote northwestern Ontario communities come to Lakehead University and suggest more visits by Lakehead staff and a steadier flow of information to encourage interest. There is also room for improving web site access by Aboriginal learners. It is acknowledged that it is a challenge, given the distances, the numbers of small communities (65 First Nations in the northwestern Ontario alone) and the travel costs, for staff and faculty to visit area communities, but it is a connection that needs fostering. One already established way to do this is the Aboriginal Postsecondary Information Program (APSIP) formerly known as "The Road Warriors" which sends recruiters from a variety of universities on the road together to visit high schools and various community events. For a number of years Lakehead University was noticeably absent from this effort, until the fall of 2009 when the Aboriginal Community Liaison Officer joined their travels. p.24 �The Aboriginal Community Liaison Officer's 2009 report highlights the need for shared responsibilities within the institution for Aboriginal-specific promotion and recruitment. It emphasized that all recruiters should have the appropriate training to answer questions about Aboriginal programming and services at Lakehead University because the standardized marketing and communication currently used may not be as relevant or applicable to Aboriginal students. Opportunities APSET participants would like to see more University publicity campaigns focused on the accomplishments and contributions of Aboriginal peoples. This would include posters and other media to profile speakers, alumni and events. Aboriginal students, alumni, Elders, First Nations schools, Aboriginal education authorities and institutes are easily accessible contacts and channels for promoting and raising the profile of Lakehead's initiatives. Aboriginal presence and space The APSET Focus Group discussed the benefits of a stronger Aboriginal physical presence on both Lakehead University campuses, through increasing Aboriginal faculty, staff, and acquiring dedicated, consolidated space for Aboriginal programs and services. Aboriginal professors and staff while gradually growing in number over the past decade, are still relatively few compared to the total number of staff and the significant representation of Aboriginal students. Experienced, skilled Aboriginal educators, professionals and administrators are nationally still a small pool, therefore in demand, hard to find and retain. "Finding enough qualified Aboriginal faculty members is a challenge; this is a strong draw for many Aboriginal learners-to study with their own teachers and see themselves reflected not just in the curriculum but in front of the classrooms as well." (Community Engagement Interview - School Board) While having Elders more involved through the Aboriginal Management Council and Aboriginal Cultural Support Services is an accomplishment, the Focus Group stressed that the Elders have yet to meet their full potential, which depends on the extent to which they are supported, recognized and utilized throughout the University community. Currently Aboriginal programs and services are in varied and separate locations spread across the Thunder Bay campus. Orillia as yet lacks any designated Aboriginal office or gathering area, support staff or faculty. "We need Aboriginal spaces, spaces where the Aboriginal population can be together, to practice important ceremonies, a space to bring friends, a space that is Aboriginal friendly, a space that Aboriginal people feel ownership and pride, a space that reflects Aboriginal architecture and embellishments. We need a building comparable to the First Nations House of Learning at UBC. (Lakehead University Aboriginal Programming and Research Survey 2008) Dedicated space would increase the sense of community and support among Aboriginal learners, staff and faculty. Basic cultural practices and gatherings could be better accommodated in an Indigenous learning facility or centre. For example, currently when someone is going to do smudging they have to apply two weeks in advance, in effect discouraging a fairly common ceremony. "It is vital for the culture of learning that the school reflect the community, that the community and its people see themselves reflected in the school ... Schools must have a culture or ethos that values Aboriginal culture, that includes Aboriginal ideas, languages and rituals in its curriculum, and that recognizes different ways of learning in its practices." (Henchey. 2005. Moving Forward in Aboriginal Education quoting the Chiefs of Ontario) p.25 I V ._J / . ..J ...0 .J\. er v �Opportunities The Aboriginal Management Council formed a committee in 2008 to develop a proposal for an International Indigenous Learning Centre, which would not only house all of the Aboriginal programs and services at Lakehead, but would be a research and teaching centre focusing on Indigenous knowledge, inviting guest lecturers, visiting scholars and international exchanges. Lakehead has identified their commitment to this Centre in their long-term plan. The AMC has approved the development of an Aboriginal recruitment plan to help identify policies and practices that will attract and retain candidates. -.,., --,,.. '1 ~ ~ f1"i ~ ~ f1!A: f1!'i "",,. f!"i ~ ~ / r, r'i f"'1 L ...D <l .5 y ~ -9 / ,. ) ~ ~ 9a_ ~ .., ·v <1 • ...D ~ ~ I V ~ .--1 fi' / .--1 ~ ..JJ .J\. er ~ v ~ a.. p.26 ~ ! �Section Five: STRATEGIC PLAN As "a northern university in the middle of Indian country" (Aug 27 Focus Group), Lakehead University is strategically situated to be at the forefront in creating more innovative and effective strategies for Aboriginal learners success in reaching their education and training goals. Lakehead's 2010-13 Strategic Plan approved by the Senate in November 2009 acknowledges this potential. Lakehead University has an opportunity to provide leadership in the area of Aboriginal education, given its locations, the high Aboriginal student populations in northern and central Ontario, and the potential for growth at both campuses. Because of the high Aboriginal student populations in northern and central Ontario, and the commitment to acknowledge the unique place of Aboriginal peoples in the Canadian Constitution ... and the growing involvement of Aboriginal peoples in resource development in the north, there will be a strong emphasis on Aboriginal issues. VISION Lakehead University will grow in its reputation as the university of choice for Aboriginal students in northern and Central Ontario through a community-centred, shared learning approach. A visioning exercise in the APSET planning Focus Group depicted a vibrant Aboriginal presence woven into the fabric of the University. A large visible First Nation, Metis and Inuit student population on and off campus, supported by faculty, staff and alumni, will be linked in a spirit of shared learning with Aboriginal and non-Aboriginal communities, private and public sectors, forming the heart of a prominent Indigenous Learning Centre supported by leaders and knowledge keepers. This focus would earn Lakehead and its partners an international reputation for academic excellence, ethics and research, inviting cultural and academic exchanges with other Indigenous peoples around the world. STRATEGIES Toward this vision, the following four key strategies reflect the Aboriginal and Postsecondary Education and Training Plan priorities of Lakehead University for 2010 to 2013. • Enhance learning options and transitions • Strengthen programs and services • Raise the Aboriginal profile • Advance key partnerships GOALS AND OBJECTIVES ,, Lakehead University's Strategic Plan 2010-2013 includes specific and clear objectives to support the commitment in its Mission Statement to "working with Aboriginal peoples in furthering their educational aspirations". These goals and objectives, quoted below, guide the APSET Plan. Objective (S15): A Communications Plan will be developed to promote greater awareness about Lakehead University, enhance public perception, and attract students and funding. Rationale: To raise the profile of Lakehead University and to meet enrolment targets, the Office of Communications, working with appropriate units such as the Offices of Admissions and Recruitment and University Advancement, will promote greater awareness of the University and its Faculties through publicity venues. Ultimately, this exposure should be directed toward increasing recruitment and increasing donations. Messages will consistently portray the benefits of attending Lakehead University as well as its p.27 ·v ::> <l .-D ,, . ....J _o .J\. 'T V c_ o... �.,. strengths in research and academics. Regional marketing needs may be addressed through distinct communications strategies and resources developed for each campus. Expectation: Lakehead University will build on its experience in the Office of Communications to produce dynamic, up to date and measurable communication strategies using available technologies and innovative approaches to market the University to students and potential donors. These communication strategies will include the promotion of faculty, staff, administration and student successes, projects and activities that strengthen and promote Lakehead University to targeted audiences including Aboriginal communities. Objective (C1 ): Academic planning and implementation at Lakehead University will require collaboration among relevant academic units, committees, and administrative offices at both campuses. Rationale: Lakehead University is one university with two campuses. Collaborative planning and participation of faculty from both campuses will facilitate openness and transparency in the academic operations of the University and program development at both campuses. Expectations: Processes in place for the review and approval of programs will be applied consistently between Thunder Bay and Orillia. Faculty from both campuses will be involved in the academic planning and approval processes. The Senate approval process for programs developed in Orillia will be consistent with the procedures used to review and approve programs on the Thunder Bay Campus. The Senate Academic Committee will continue to develop and monitor strategic academic planning. The Aboriginal Management Council will continue to play a key advisory role at both campuses pertaining to Aboriginal issues from support services, recruitment and retention, to academic programming. Objective (C9): Lakehead University will continue to pursue its proposed Law School Program. Rationale: The proposal for a Law School Program was created in response to requests from outside organizations including the Nishnawbe Aski Nation (NAN). Lakehead University made a commitment to these organizations to pursue a Law School Program. A Law School Program would offer Lakehead University the opportunity to provide a northern Ontario Law School with Aboriginal, natural resource, and small legal practice foci. Expectation: Lobbying for the Law School Program will continue with a goal to having it operational by fall term 2012. Objective (R6): Lakehead University will continue to be involved in Aboriginal research. Rationale: Aboriginal research should provide greater understanding of Aboriginal issues including social, economic, educational, and political issues confronting Aboriginal communities. / ·v ) <l ,...D Aboriginal research should contribute to identifying solutions and to supporting Aboriginal peoples' aspirations for an improved quality of life in their communities. Expectations: Lakehead University will encourage Faculties and Departments to address Aboriginal issues as part of their research activity and will facilitate research based partnerships with Aboriginal communities. Objective (01 ): Lakehead University will promote awareness, understanding and respect for diversity. Rationale: A culturally diverse representation of students, faculty and staff at Lakehead University interacting in discussions about cross-cultural experiences in the classroom and interacting in social situations promotes understanding and respect for diversity. p.28 --..,,, ~ ~ ~ ~ fl', fll'i ~ ~ t ,i ~ •• ......r •r •• • •• •• ... • . . tr ~ • ~ ~ ~ .• •.. .••. �Because of the high Aboriginal student populations in northern and central Ontario, and the commitment to acknowledge the unique place of Aboriginal peoples in the Canadian Constitution (with its legal implications) and the growing involvement of Aboriginal peoples in resource development in the north, there will be a strong emphasis on Aboriginal issues. In 2008, Lakehead University established a sub-committee to the Senate Academic Committee which includes representatives from the Aboriginal Management Council and the Aboriginal Advisors Committee. This sub-committee is responsible for ensuring Aboriginal perspectives are included in relevant academic decision-making. This sub-committee has a role to play in developing new policies related to awareness and understanding. A heightened level of internationalization at both Lakehead University campuses requires designated measures aimed at insuring a welcoming environment for visiting students, staff and faculty. The natural and convenient tendencies for individuals and groups of differing nationality, language and race to segregate and isolate need to be challenged with respect and sensitivity. Appropriate and deliberate interaction in both academic and social settings is key to improving cross-cultural understanding and appreciation. Expectations: Lakehead University will implement the requirement that all students prior to graduating from Lakehead University take one course from an offering of several courses across the curriculum on awareness and understanding of diverse cultures, with a strong emphasis on Aboriginal interests. This requirement would be implemented by September 2012. The Senate academic committees will determine the criteria for such a course and the Senate Undergraduate Studies Committee will evaluate which courses meet these criteria. Administration will develop strategies to facilitate appropriate interaction of staff and faculty with students, staff, and faculty of diverse cultures. As part of the strategy to promote interactions with other cultures on campus, Lakehead University will increase efforts to recruit Aboriginal and international students and will provide a structure for the purpose of supporting and retaining these students through broadening the respect for and knowledge of diverse cultures. Faculties and departments will develop and advance Lakehead University's relationships with Aboriginal communities and international relationships with other universities and institutions by the end of 2010. Objective (02): Lakehead University will increase the number of Aboriginal students on both campuses and at a distance, and increase Aboriginal involvement in a wider spectrum of programs and activities. Rationale: Through the Aboriginal Management Council, membership organizations have identified the need for Aboriginals with postsecondary education in a broader spectrum of academic specializations and activities. Through new and continued collaborations with Aboriginal communities and Lakehead University, recruitment and retention to the postsecondary academic programming needed in Aboriginal communities can be addressed. Expectations: The total number of self-declared Aboriginal students enrolled will be increased annually across university programs. The Faculties, in conjunction with Aboriginal Initiatives, the Aboriginal Management Council, and CEDL (as applicable for distributed learning programming), will work to develop programs and strategies that meet the needs of the Aboriginal communities for postsecondary education, including the significant enhancement of transitional and access programming and co-op options. Distributed learning courses will be offered to and/or in remote communities to encourage participation in university level courses to those unable to leave their home to come to the University campus. Faculties and departments, especially those offering support and administrative services such as the Registrar's Office, Admissions and Recruitment, Student Affairs, Instructional Development Centre, Human Resources, and other relevant departments, will raise their own awareness about Aboriginal issues and p.29 • ✓ ·v ) <l . ..D I V . ....J �become integrally involved and supportive of Aboriginal recruitment, support services, initiatives and programming. These Faculties, departments and relevant administrative units will work with the Aboriginal Initiatives Office to examine the results and comments from the Aboriginal Cultural Support Services (ACSS) student surveys and other studies such as the Report prepared for the Association of Universities and Colleges of Canada "Redressing the Balance: Canadian University Programs in Support of Aboriginal Students, to identify and improve recruitment and retention of Aboriginal students." Objective (D3): Lakehead University is committed to supporting academic units in developing new opportunities and expanding upon existing partnerships for cooperation with the private and public sectors; First Nation, Metis, and Inuit communities; and appropriate international partners. Rationale: The Lakehead University Vision Statement states that "Lakehead University is dedicated to working with Aboriginal peoples in furthering their educational aspirations. Building on its accomplishments and partnerships and recognizing its role in Northwestern Ontario and Central Ontario, Lakehead University reaches out regionally, nationally and internationally." Lakehead University will reach out to provide academic opportunities that meet identified regional, national, and international needs. It is important to expand the physical and visible presence for Aboriginal students and faculty. (_ _r:, Expectations: Academic units, Technology Services Centre (TSC) and CEDL will be required to develop business plans for their existing cooperative initiatives. The plans will include descriptions of the programs, return on investment and financial sustainability, the duration and continuity of the programs, the major method of delivery, and their impact on the academic and service units. New opportunities for cooperative initiatives will be developed by the academic units in consultation with TSC and CEDL and where applicable with Career & Co-operative Education Services. Individuals may obtain degrees, certificates and/or credits through non-traditional structures and delivery modes. These programs may include research collaboration; support services; policy development; credit and non-credit courses; certification programs; and preparation programs for provincial, national and international designations such as CA, CMA, CGA and CFA. The plans will be consolidated by the Faculty Dean and prioritized before being reviewed by the Deans' Council in May 2010. The recommendations of the Deans' Council will be submitted to the VP (Academic and Provost). The units will be responsible for implementing their plans and achieving their objectives. Start up funding needed for new initiatives that can demonstrate a sound business plan will be part of the budget decision for the 2011-2012 budget year. <l .5 The Action Plan which follows outlines the steps which will advance these objectives and expectations. :1 -9 a... a.. / ·v ) <I . ...D I V . ....J / . ....J ...D .1' CF v p.30 •• •• •• •• �t t ► t ► DETAILED APSET ACTION PLAN t ► APSET ACTION PLAN ► • ► • ► ► ► ► 20102011 Learning Options Partner with Continuing Education and Distance Learning (CEDLJ to develop, design and deliver varied distributed and distance learning courses, through partnerships with community based educators and Aboriginal institutes (see Advance Key Partnerships section) ✓ ✓ ✓ ✓ ✓ Identify and advance community-based learning initiatives in remote First Nations ✓ • Initiate discussions with NOSM, NNEP and others to explore the idea of an Aboriginal training hospital ✓ • • • 20122013 1. ENHANCE LEARNING OPTIONS and TRANSITIONS • ► 20112012 Transitions - to university Research enrichment activities and incentives to encourage Aboriginal learners in elementary, high school and adult academic upgrading programs and help prepare them for university; with a focus on English literacy skills, science and math, i.e. academic credits, awards, tuition waivers, summer camps. ✓ ✓ ✓ Develop transition enhancement proposals in partnership with NOSM, Aboriginal community partners and school boards, and implement ✓ ✓ ✓ • Re-establish the Native Access to Engineering Program ✓ ✓ ✓ t Arrange Campus visits, University tours by high school and academic upgrading, adult learners ✓ ✓ ✓ Establish writing, research and study skills courses ✓ ✓ ✓ Facilitate Aboriginal postsecondary education and training counsellors/coordinators monthly campus visits ✓ ✓ ✓ Arrange video/web conferencing for students to be in touch with home communities, family ✓ ✓ ✓ From university to employment and further studies Design and deliver a mentoring program involving faculty, staff, Elders, graduate students and alumni -with a focus on career goals ✓ ✓ ✓ Work with Career & Co-operative Education Services to increase job placements, coops, exchanges, internships, wage subsidies, career mentoring and apprenticeships - within the University and externally with Aboriginal and mainstream private and public sector employers ✓ ✓ ✓ • • • ► ► ► ► ••~ ~ ••• •• •• • --t t ~ t • •• t Explore funding possibilities with private or public sector sponsors to provide students with laptops Identify existing and potential partners in industry and commerce to support student research, co-op placements and training apprenticeships; formalize agreements I V . .....J ,, . .....J ...D ✓ ✓ ✓ .J\. a- v so... p.31 �APSET ACTION PLAN Continue to build the Nanabijou Aboriginal Graduate Enhancement Program, Aboriginal graduate program with an Indigenous focus, and the Aboriginal Alumni Chapter, with involvement of staff, faculty and graduate students 20102011 20112012 20122013 ✓ ✓ ✓ Enhance Aboriginal Student Research awards ✓ ✓ ✓ Increase participation in Research Innovation Week and at relevant conferences ✓ ✓ ✓ Performance Indicators • Increased number and variety of distributed and distance learning courses • Developed community-based learning options • Established transition activities and incentives • Operational Native Access to Engineering Program • Number of high school, adult student campus visits and University tours • Increased participation of Aboriginal learners in writing, research and study skills courses • Campus hours kept by external Aboriginal postsecondary education and training staff • Video/web conferencing contacts between students and families, communities • Increased private and public sector sponsors for Aboriginal student supports • An established student mentoring program, number of mentors and students • Increased job placements, coops, exchanges, internships, wage subsidies, career mentoring and apprenticeship matches • Fully established Nanabijou Aboriginal Graduate Enhancement Program • Increase of Aboriginal learners in graduate studies • Increased membership and participation in the Aboriginal Alumni Chapter • Increased interactions between Aboriginal students, staff and faculty • Written feedback from participants in meetings, courses and programs 2. STRENGTHEN PROGRAMS and SERVICES Aboriginal Cultural & Support Services Maintain and enhance existing student support services ✓ ✓ ✓ Increase wellness educational sessions ✓ ✓ ✓ Increase tutoring hours ✓ ✓ ✓ Develop and maintain a peer support system for students, including a parents' support group ✓ ✓ ✓ Develop and maintain a volunteer program ✓ ✓ ✓ Develop and implement a student well-being tool and a pre-post evaluation tool for student educational sessions ✓ ✓ ✓ Follow up on ACSS student survey - including an Annual Focus Group with students to develop new directions and strategies ✓ ✓ ✓ / ·v :> <I • ..!) I V .-1 SQ_ p.32 �APSET ACTION PLAN Academic Programming Assess and enhance Aboriginal specific academic programs with discussion and input from key community groups and potential employers Follow up on the recommendations of the 2008 Aboriginal Programming and Research Survey, through group and one-one discussions with each Faculty to act on recommendations to increase Aboriginal content and perspective in curriculum and participation of Aboriginal learners across disciplines 20102011 ✓ ✓ 20112012 20122013 ✓ ✓ ✓ ✓ Pursue the proposed Law School Program - with Aboriginal, natural resource, and small legal practice foci ✓ ✓ ✓ Develop and submit proposals to industry and commerce, lobby for program and research support ✓ ✓ ✓ Data Collection, Analysis and Evaluation Expand and refine analysis of self-declaration data to produce reports on retention, academic achievement, and graduates as a basis for proposals and decision making ✓ ✓ ✓ Gather and analyze enrolment statistics from elementary and secondary First Nation schools and boards of education to project potential postsecondary population over next 1O years in northwestern and central Ontario ✓ Develop definitions and measures of success, with performance indicators, in consultation with MTCU ✓ ✓ ✓ Performance Indicators • Increased completion of Aboriginal learners • Development of new strategies to increase Aboriginal learners' completion • Delivery of student support services • Increased wellness educational sessions and tutoring hours • Established peer support system for students, and parents' support group • Established volunteer program • Administered student well-being tool and a pre-post evaluation tool for student educational sessions • Written feedback on ACSS student satisfaction survey and annual focus group • Enhanced Aboriginal specific academic programs • Increased number of courses with Aboriginal content and perspective • Increased participation of Aboriginal learners across disciplines • Established Law School Program - with Aboriginal focus • Increased support from industry and commerce for Aboriginal research and programs • Expanded and refined analyses and reports on self-declaration data • Enrolment statistics from elementary and secondary First Nation schools and boards of education gathered and analyzed • Definitions and measures of success developed and agreed upon with MTCU p.33 ;' ·v ) <l .-D I V ._J �APSET ACTION PLAN 20102011 20112012 20122013 3. RAISE the ABORIGINAL PROFILE Presence and Space Establish an Aboriginal faculty/staff recruitment plan Acquire more prominent and consolidated space for Aboriginal initiatives, programs and services at the Thunder Bay campus ✓ ✓ ✓ Establish Aboriginal space and staff at the Orillia campus ✓ ✓ ✓ Conduct cultural activities in various spaces at both campuses - Aboriginal Awareness Week, powwow, monthly sweat lodges, seasonal feasts, workshops and teachings, speakers ✓ ✓ ✓ Design, plant and nurture Medicine garden ✓ ✓ ✓ Maintain the sweat lodge ✓ ✓ ✓ Expand the library's Aboriginal resources ✓ ✓ ✓ Celebrating success Profile and honour past visionaries, alumni, current students success through posters, displays, ceremonies, awards and events ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Coordinate an annual Aboriginal promotion and recruitment calendar of key dates (i.e., NNEC, Windigo teachers professional development, Orillia career fair) with schedule of meetings and visits, who will go where ✓ ✓ ✓ Update existing promotional materials - the website, calendar, mailings, video, calendar, and Aboriginal Initiatives handbooks ✓ ✓ ✓ Coordinate, update and circulate Aboriginal community contact lists among departments and units ✓ ✓ ✓ Design and publish an Aboriginal Initiatives brochure ✓ Develop promotional materials with community Aboriginal community partners to target their communities and publicize through media on campus ✓ ✓ ✓ Participate in recruitment and promotion events at schools, career fairs, educational conferences - participate in the APSIP tour ✓ ✓ ✓ Discuss with Elders and the AMC the possible design of an Aboriginal convocation regalia, or hood and an Aboriginal graduation celebration Communication and promotion Meet with Communications and recruitment staff to review Aboriginal specific approaches and materials Promote Aboriginal Initiatives through communications targeting specific areas - i.e., publications, NAGE, Indigenous Knowledge seminars, speakers events, non-traditional academic fields, bursaries and scholarships, Research Innovation week, cultural events, CEDL (Continuing Education and Distributed Learning) courses ,, ·v :, <l . ...o I V . ....J / . ....J ...0 .J\. a- v ✓ c,_ 0... p.34 �APSET ACTION PLAN Design and deliver presentations for business and industry employers on the benefits of hiring Aboriginal graduates Invite the Business Administration faculty to research the impact of Aboriginal students on the Thunder Bay economy, and design a presentation for community and University awareness Develop and carry out advocacy strategies to promote equitable education funding to improve Aboriginal access and preparedness for postsecondary education 20102011 ✓ 20112012 20122013 ✓ ✓ ✓ ✓ ✓ ✓ Performance Indicators • Established Aboriginal faculty/staff recruitment plan • Expanded, consolidated and prominent Aboriginal space at Thunder Bay campus • Established Aboriginal space and staff at the Orillia campus • Level of cultural activities in various spaces at both campuses • Established Medicine garden • Continued use and maintenance of the Sweat Lodge • Expanded Aboriginal resources in the library • Increased events, promotional materials celebrating Aboriginal success • Establishment of recognized Aboriginal graduate regalia and ceremonies • Increased and updated Aboriginal specific promotional materials and activities • Increased partnerships between Aboriginal Initiatives staff, Communications and Recruitment units of the University • Increased promotion and recruitment activities, community visits • Increased promotion partnerships with Aboriginal community groups • Coordinated and distributed Aboriginal community contact lists • Developed presentations for business and industry employers on the benefits of hiring Aboriginal graduates • Established presentation on the impact of Aboriginal students on the Thunder Bay economy • Increased strategic lobbying activities to promote equitable funding for Aboriginal postsecondary education 4. ADVANCE KEY PARTNERSHIPS Within the University Aboriginal Initiatives and the AMC meet with the new Lakehead University president (2010) to review Aboriginal education strategies and plans Invite key individuals and groups - union reps, administrative and support staff - to attend and contribute to activities -Aboriginal Awareness Week, cultural celebrations, powwow, fall/spring feasts, community events ✓ ,I ·v :, ✓ ✓ ✓ <l • ...D I V Aboriginal Community Liaison Officer and other recruitment staff partner and attend key events together ✓ ✓ ✓ Develop and deliver Indigenous Knowledge seminars in partnership with the Instructional Development Centre ✓ ✓ ✓ Create a Cross-Cultural Awareness Team to brainstorm and develop University wide campaigns, slogans and symbols ✓ p.35 . ....J �20102011 APSET ACTION PLAN 20112012 20122013 With Communities AMC provide direction on key partnerships each year; Al meet with partners to identify possible activities and projects, the resources and processes required to carry them out, and develop proposals to acquire needed additional resources Identify and involve supportive key partners from the private and public sectors. Research, document and discuss best practices in community consultation and partnerships, within the University and externally; provide expertise and leadership in this area ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Performance Indicators • Established support and involvement of new President in Aboriginal Initiatives, with the AMC • Increased participation of staff and faculty in Aboriginal events • Increased collaboration between staff of the Offices of Aboriginal Initiatives and Admissions and Recruitment • Increased participation of University staff and faculty in Indigenous Knowledge seminars • Established Cross-cultural Awareness Team with equitable Aboriginal and non-Aboriginal representation • Identified key partnerships each year • Increased activities and projects with partners • Additional resources identified and acquired to support partnerships • Researched and documented best practices in community consultation and partnerships are used as a guide for meetings, development processes EXISTING AND POTENTIAL PARTNERS The following are some of the key partners identified through the APSET planning process who are interested in or already committed to active partnerships with Lakehead University. Also noted are a few of their areas of interest. • Pikangikum Whitefeather Forest Initiative - forestry, environment, education / • Seven Generations- Ojibwe language, social work, teacher education, Indigenous knowledge ) • Ogemawahj Tribal Council and south/central FN Ed institutes - Ojibwe language, teacher education, high school enrichment, promotion • Keewatin-Patricia District School Board - teacher education, elementary and secondary school enrichment • Constance Lake - mining and hydro electric development, community based high school • KNet, Sioux Lookout and Contact North - web based learning, videoconferencing, multi-media, technology development in remote communities • Oshki Pimache-0-Win Training & Education Institute • Anishinaabek Training and Employment Services ·v <l • ..D I V -~ SQ_ p.36 - �• Shooniyaa Waa Bitoong Training & Employment for Treaty #3 • Northern Nishnawbe Education Council - Dennis Franklin Cromarty and Pelican Falls high schools, teacher education Windigo Education Authority - teacher education, special needs, student tracking • EVALUATION AND PERFORMANCE MEASURES Evaluation of the progress, effectiveness and relevance of Lakehead University's programming in relation to Aboriginal learners is coordinated and reviewed by Lakehead's Office of Aboriginal Initiatives, with the involvement of the Aboriginal Management Council and the Office of Institutional Analysis and Government Relations, as well as senior University faculty and staff. Maintaining and increasing Aboriginal student enrollment, retention, completion and satisfaction are considered holistic measures by which performance may be measured and such measures are monitored regularly. Performance indicators are taken from the following Performance measures and evaluations implemented by the University include the following: • Annual Multi-year Accountability Agreement reports • Ontario University Graduate Survey • National Survey of Student Engagement • Canadian Graduate and Professional Student Survey • Canadian University Survey Consortium • Reports to MTCU • Analyses and reports on enrollment, retention, success and completion rates, by the office of Institutional Analysis and Government Relations Analyses, using the data base on Aboriginal students gathered from the self-declaration process at registration and from information kept by Aboriginal specific programs In addition, the Office of Aboriginal Initiatives uses the following internal processes: • Review of data kept by the Aboriginal Cultural Supports Services (ACSS) to track students' use of their supports and services • Aboriginal student satisfaction surveys and an annual student focus group by ACSS to gather information on students' use, appraisal and recommendations to improve supports and services • Follow up with department leaders and faculty regarding the 2008 Aboriginal Programming and Research Survey • On-going dialogue with Elders and records of Elders Council meetings • Regular contact with Aboriginal Postsecondary Education counsellors Other evaluation measures in place include academic program reviews through the Undergraduate Program Review Audit committee (UPRAC); and the Aboriginal Education programs all undergo accreditation by the Ontario Colleges of Teachers. All of these evaluation and measurement strategies will permit Lakehead University to achieve greater efficiencies in existing and future programming and supports, to increase and enhance Aboriginal student access and participation, completion, transitions and partnerships. / ·v ) <l . ...o I V ._J p.37 �Section Six: IN CLOSING This three year APSET Plan and Lakehead University's Strategic Plan for 2010-2013 provide a foundation for the University to focus its efforts in a community-centred spirit of shared learning with First Nations, urban Aboriginal communities and the public and private sectors, to support Aboriginal learners in realizing their goals to attend university, excel in their studies, complete their degrees and diplomas, and move on to meaningful careers and graduate work. Lakehead's Mission of "working with Aboriginal peoples in furthering their educational aspirations" is an ongoing, evolving effort, as with all endeavours, dependent upon human and material commitments, the will and the skill to respond to changing conditions and needs. The APSET Plan reflects countless hours of thoughtful input by individuals and groups from across University Faculties and Departments, Elders, alumni and students, community based educators and school boards, Aboriginal education institutes and support services. The planning process was a valuable, determined effort, an occasion for everyone involved to look back and forward from varied perspectives. The opportunity to reflect enriches and renews the shared dedication to improving the future of Aboriginal learners. As one of the community engagement participants concluded: "This type of research, hearing the voices of different people from different areas - it all helps our students get the education they deserve. Thank you Lakehead University for doing this." / ·v ) <l . ...D I V ...:t so... p.38 �LITERATURE CITED Canadian Millennium Scholarship Foundation. Sep 2005. Research Note# 2. Changing Course: Improving Aboriginal Access to Postsecondary Education in Canada. Retrieved from http://www.millenniumscholarships.ca/imaqes/Publications/mrn-changing-course-en.pdf Moving Forward in Aboriginal Education, Chiefs of Ontario, 2005) Government of Canada. Indian and Northern Affairs. Education Policy and Planning. Dec 2008. Postsecondary Education Program: A preliminary review of First Nation and Inuit participation in postsecondary education based on findings from available research literature. Statistics Canada. Germain, Costaand Kelly-Scott. 2006 Aboriginal Population Profile for Thunder Bay. http://www.statcan.gc.ca/pub/89-638-x/2009001/article/10832-eng.htm Aboriginal Peoples in Canada in 2006: Inuit, Metis and First nations, 2006 Census: Findings http://www12.statcan.ca/english/census06/analysis/aboriqinal/index.cfm t - Government of Ontario Ministry of Aboriginal Affairs. 2009. Fact Sheet, 4 Feb 2009. Focusing on Economic Development, Job Skills, Education and Training. Retrieved from http://www.aboriginalaffairs.qov.on.ca/english/news/2009/020409bg03.asp Ministry of Northern Development, Mines and Forestry/Ministry of Energy and Infrastructure. 2009. Backgrounder, 23 Oct 2009. Proposed Growth Plan for Northern Ontario. Retrieved from http://www.news.ontario.ca/mei/en/learnmore/growth plan aims to strengthen northern ec onomy/PNGP Backgrounder FINAL ENG.pdf Henchey, Norman. Feb 2005. Moving Forward in Aboriginal Education: The proceedings of a national policy roundtable addressing systemic barriers in aboriginal schooling. Concordia University, February 22, 2005. Society for the Advancement of Excellence in Education. Retrieved from http://www.saee.ca/pdfs/028.pdf Keewatin-Patricia District School Board. n.d. Strategic Plan 2009-2013. Retrieved from http://www.kpdsb.on.ca/communications/docs/strategicactionplan/StrategicPlan09.pdf Lakehead University Mission Statement. Dec 2009. http://www.lakeheadu.ca/about/index.php?id=23 Strategic Plan 2010-2013, approved by Senate Nov 6 2009. Revised final version, October 23, 2009. Office of Aboriginal Initiatives (Al) Aboriginal Cultural and Support Services (ACSS) Jul 2009. Student Survey Final Results & Executive Summary Aboriginal Initiatives Handbook, Jul 2009 Expanding Aboriginal Programming & Research Survey Apr 2008 Postsecondary Education reps Meeting Notes, 6 Jul 2009 Feb-Apr 2009 Report of the Aboriginal Community Liaison Officer, Orillia, APSET Planning 2010-2013 Community Engagement Notes Focus Group, August 29, 2008 Interviews Summary, October 2008 APSET Steering Committee meeting notes, 2 Jun 2008 Office of Institutional Analysis and Government Relations, p.39 / ·v :> <l ·-" I V . ....J / . ....J _o .J\. 'F v �Statistical Summaries Aboriginal Declarations by Geographic Location, 2007/2008 and 2008/2009 Aboriginal (all terms) by county, 2008-09 Aboriginal Declarations by Program, Fall 2007, Fall 2008 Northern Nishnawbe Education Council website 2009. http://www.nnec.on.ca Postsecondary Education Program http://www.nnec.on.ca/psp Northern Ontario School of Medicine. n.d. Aboriginal Communities in Northern Ontario. http ://www.normed.ca/communities/aboriginal affairs/qeneral.aspx?id=4082&ekmensel=c580fa7b 2 14 242 4082 1.2009. The Learning Partnership. Winter 2007. The Face of Public Education in Canada is Changing: Based on a Discussion paper "The Changing Face of Canada's Public Education System by Laura Eggertson. http://www.tlpresources.ca/policy research/QualityReport-3.pdf 8 / fill ..D ~ L <l .5 y -9 Q_ ~ a.. ~ / ~ ·v ) <l . ..D I ~ V @ . .-1 / . .-1 @! ..D .J\. 'F v ~ a.. p.40 �LITERATURE REVIEWED Anishinabek Nation website. n.d. Anishinabek Educational Institute. http://www.anishinabek.ca/index.php?option=com content&task=view&id=26&Itemid=36 Canada Millennium Scholarship Foundation. 2009. www.millenniumscholarships.ca Baldwin, Noel and Parkin, Andrew. Feb 2009. Research Note #8: Persistence in Postsecondary Education in Canada: The Latest Research. Retrieved from http://www.millenniumscholarships.ca/imaqes/Publications/090212 Persistence EN.pdf Berger, Joseph. Apr 2008. Research Note #6: "Why Access Matters" Revisited: A Review of the Latest Research. Retrieved from http://www.millenniumscholarships.ca/imaqes/Publications/080411 RN6 EN.pdf Chiefs of Ontario. Sept 21, 2009. PSE Update. http://chiefs-of-ontario.org/Assets/PSE.FORUM.PDF Council of Ministers of Education. Oct 2003. Access, Inclusion and Achievement: Closing the Gap; Country Response: Canada. Government of Canada. Indian and Northern Affairs. Aboriginal Education in Canada -A Brief History. n.d. or author Policy Research Initiative. 2008. Hope or Heartbreak: Aboriginal Youth and Canada's Future. Horizons. Vol 10, Number 1. Retrieved from http://policyresearch.qc.ca/doclib/HOR v1 0n1 200803 e.pdf 2003. Not Strangers in These Parts: Urban Aboriginal Peoples. Eds. Newhouse, David. and Peters, Evelyn. Retrieved from http://policyresearch.qc.ca/doclib/AboriqinalBook e.pdf Statistics Canada. Signner and Costa. 2005. Aboriginal Conditions in Census Metropolitan Areas, 1981-2001. 2006 Aboriginal Peoples Survey: An Overview of the Health of the Metis Population: Fact Sheet. Government of Ontario Environmental Registry. 2009. Regulation of Dedicated Protected Areas, identified in the Whitefeather Forest and Adjacent Areas Land Use Strategy (2006) (Whitefeather Strategy}, as provincial parks under the Provincial Parks and Conservation Reserves Act (2006). Retrieved from http://www.ebr.qov.on.ca/ERS-WEB-External/ Environmental Registry. 2009. Declaration Order for Environmental Assessment Act coverage for Forest Management on the Whitefeather Forest. Retrieved from http://www.ebr.qov.on.ca/ERSWEB-External/ / ·v ) Ministry of Aboriginal Affairs. 2009. <:J Fact Sheet, 4 Feb 2009. Focusing on Economic Development, Job Skills, Education and Training. Retrieved from http://www.aboriqinalaffairs.qov.on.ca/enqlish/news/2009/020409bg03.asp Nov 2008. New Approach Initiatives, Aboriginal Education .-D I V . .....1 / . .....1 -D Ministry of Education .J\. 2009. Backgrounder, 24 Feb 2009. Aboriginal Education in Ontario. Retrieved from http://www.edu.qov.on.ca/eng/aboriqinal/supportinq.html ~ v f- a... p.41 �Glaze, Dr. Avis and Mattingley, Ruth. May 2008. Aboriginal Education. Ministry of Education. A powerpoint presentation. Ministry of Training, Colleges and Universities. 2009. APSET Terms of Reference, Guidelines. Hull, Jeremy. June 2005. Postsecondary Education and Labour Market Outcomes Canada 2001. Prologica Research Inc. Lakehead University Aboriginal Management Council Strategic Plan for Aboriginal Education, 2005-2010 and updated/progress report 18 May 2008 Retreat Summary, 9 Jun 2008 Annual Report 2007-2008. Facts and Year in Review. Retrieved from http://annualreport.lakeheadu.ca/0708/index.php Office of Aboriginal Initiatives (Al) Aboriginal Cultural and Support Services (ACSS) Student Survey Final Results, Jul 2009 Student Survey, Executive Summary, Jul 2009 Aboriginal Initiatives Handbook, Jul 2009 2009. Aboriginal Postsecondary Education contact lists (2). 2008. Follow Your Dreams, Promotional DVD 6 Jul 2009. Postsecondary Education reps Meeting Notes, Feb-Apr 2009. Report of the Aboriginal Community Liaison Officer, Orillia, 30 Apr 2009. Special Projects Report 2007-09 and 2009-2012. Aboriginal Education and Training Strategy Proposals, to Ministry of Training, Colleges & Universities Organizational Chart Strategic Plan 2005-2010 Matawa First Nations. Matawa Postsecondary Program webpage. n.d. www.matawa.on.ca/article//matawapostsecondary-program-241 .asp Mendelson, Michael. Jul 2008. Improving Education on Reserves: A First Nations Education Authority Act. Caledon Institute of Social Policy. Matis Nation of Ontario. Strategic Plan 2009-2014. Richards, John. Oct 2008. Closing the Aboriginal/non-Aboriginal Education Gap. C.D. Howe Institute Backgrounder, Social Policy. Seven Generations Education Institute website. n.d. http://www.7generations.org. 2009. / ·v ) -<1 University of Toronto, First Nations House & the Centre for Aboriginal Initiatives. 2009. Aboriginal Strategic Plan: Epiitiiyan: Aboriginal Presence and Educational Excellence at the University of Toronto 20092011. . ..o I V University of Waterloo; Aboriginal High School Enrichment Program webpage. 2009.http://aboriqinalservices. uwaterloo.ca/aboriginalHiqhSchoolEnrichmentProgram-events.html#B . .J Whitefeather Forest Management Corporation. 2005. Guided by our Elders: Whitefeather Forest Teaching & Training Centre Feasibility Study. ~ a... p.42 �APPENDIX A: MILESTONES IN ABORIGINAL EDUCATION AT LAKEHEAD UNIVERSITY 1965 Lakehead University founded 1974 Native Teacher Education Program (NTEP) launched 1981 Native Language Instructors Program (NLIP) began 1984 NLIP first cohort graduates 1985 LUNSA-Native Student Association formed 1986 Native Nurses Entry Program (NNEP) begins 1987 1st powwow on campus, to honour graduates 1987-88 Native Support Services (now Aboriginal Cultural Support Services) established Native Advisory Committee set up 1989-90 Native Access Program launched 1991-92 Ontario Aboriginal Education and Training Strategy (AETS) funding begins Native Advisory Committee evolves to Aboriginal Management Committee (AMC) with formal representation from major Aboriginal organizations 1992-93 Department of Native Studies ( Indigenous Learning) emerges Native Access Program for Engineering (NAPE) in place until 2002 Native Canadian World Views course offered Native Philosophy Project funded by The Rockefeller Foundation to 2000 BA/Bed, Hon. BA Indigenous Learning Aboriginal Representation on Board of Governors 1994 Biennial Aboriginal Peoples Conferences, 1994, 1996, 1998, 2000 2000-01 Aboriginal Innovations in Arts, Science and Technology Aboriginal Awareness Centre of LUSU (Student Union) created 2001-02 Partnership protocol formalized with Nishnawbe Aski Nation 2002-03 Department of Aboriginal Education formed, Chair appointed 3 new Aboriginal professors hired Associate Vice-Provost (Aboriginal Initiatives) position created 2004-05 Cultural Protocol Policy approved by AMC / ·v :) 5 year Aboriginal Strategic Plan to MTCU to support AETS funding <l .-D Whitefeather Forest Research Cooperative Agreement signed I V Elder retained for Native Nurses Entry Program ._J S- a... p.43 �2005-06 Northern Ontario School of Medicine opens at Lakehead and Laurentian University campuses, with an Aboriginal Affairs Unit and Advisory Committee Four Aboriginal faculty, alumni and leaders chosen for Lakehead University's 40th anniversary Northern Lights awards Orillia Campus opened Sweat Lodge erected Elders Council and Program formalized 2007-08 AMC representation on Board of Governors Associate Vice Provost (Aboriginal Initiatives) becomes Vice Provost (Al) Beverly Anne Sabourin Bursary created to support Aboriginal women in Health Careers, Business Administration, Political Studies and Law Aboriginal Academic Programming and Research Survey conducted Nanabijou Project funded to develop supports for Aboriginal Graduates Indigenous Knowledge Cultural Seminar series initiated - Drew Hayden Taylor guest speaker ~ Aboriginal Community Liaison Officer created, visits to Orillia area ..• • •..• .....-...... .. .... .... - Aboriginal Alumni Association launched ~ International Indigenous Learning Centre development committee formed Promotional DVD "Follow Your Dreams" produced ~ Vice provost (Al) visits Ontario north shore/ Robinson Superior and Orillia area communities Partnership agreement signed with Oshki Pimache-O-Win Training & Education Institute / ..D <l Elders' increased presence on campus and in classrooms 2008-09 Fall Harvest inaugurated ~ Tomson Highway artist-in-residence community cabarets raise $28,000 -9 Aboriginal Initiatives Communications Strategy developed with Wawatay Native Communications Society to promote non-traditional career options y 9- a.. / V Research and Innovation Week featured Aboriginal research, graduate students' poster display and awards ) <) ..D Nanabijou Aboriginal Graduate Enhancement Program (NAGE) developed to support Aboriginal graduate programming with an Indigenous focus I V ACSS Student Survey conducted ,_J Renewed partnership with Seven Generations Education Authority / ,_J ..D ,J\. g-- v ~ •• • Short-term Aboriginal Career Advisor intern position created for Aboriginal Initiatives in partnership with Career and Co-operative Education Services L •-- ..-... . ~ £- a.. p.44 �Appendix B: LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL Lakehead Lakehead Lakehead Lakehead Lakehead Lakehead University President University Vice-President (Academic) University Vice-Provost (Aboriginal Initiatives) University AMC Advisors Committee University Board of Governors University Native Student Association Member-At-Large Anishinabek Employment & Training Services Fort William First Nation/ Union of Ontario Indians Matawa First Nations Metis Nation of Ontario Nishnawbe Aski Nation Thunder Bay Indian Friendship Centre Orillia Campus Advisory Committee Ogemawahj Tribal Council Secretary to AMC (Non-Voting) Advisors Committee Chair, AMC Advisors Aboriginal Education Senate Research Ethics Board Aboriginal Education Faculty Aboriginal Cultural & Support Services Engineering (Dean's Alternate) Indigenous Learning (Chair) Native Access Program Native Language Instructors' Program Aboriginal Education Programs Coordinator Native Nurses Entry Program Northern Ontario School of Medicine Vice-Provost (Student Affairs) Deans Business Education Engineering Forestry & the Forest Environment (Interim) Graduate & International Studies Health & Behavioural Sciences Northern Ontario School of Medicine Social Sciences & Humanities Science & Environmental Studies Guests Negahneewin College Negahneewin College Council Dr. Frederick Gilbert Dr. Laurie Hayes Beverly Sabourin Dr. Peggy Smith Judy Flett Alec Oombash Sarah Nelson William Perrault Nancy Bouchard Vacant Paul Capon Tim Pile, (Chair) Dobi Dawn Frenette Ethel Sault Senator Ruth Wagner Janet Beaver Karen Roche Dr. Peggy Smith Dr. Ethel Gardner Dr. Sandra Wolf Laura Buker Lisa Wabange Heather Moynihan Dennis McPherson Gloria Hendrick-Laliberte Charlotte Neckoway Judy Flett Sandra Cornell Orpah McKenzie Marian Ryks-Szelekovszky Dr. Dr. Dr. Dr. Dr. Dr. Dr. Dr. Dr. Bahram Dadgostar John O'Meara Henri Saliba Ulf Runesson Philip Hicks Lori Livingston Roger Strasser Gillian Siddall Andrew P. Dean Dean S. Brenda Small Mr. Jerry Perrault, Chair ;' ·v ) <l • ..D I " •....J ;' •....J -" 'T .J\. v p.45 �(- ~ ~ ~ .., • •• APPENDIX C: COMMUNITY ENGAGEMENT PARTICIPANTS LIST LAKEHEAD UNIVERSITY APSET 2010-2013 PLAN FOCUS GROUP August 27, 2009, Lakehead University, Thunder Bay (17 ppl) Lakehead University Elders Council (2) • Gerry Martin, Elder, Vice-Chair AMC, Thunder Bay • Isabelle Mercier, Elder, AMC, Thunder Bay ••. •.• ..• ... .., -... . -i Community representatives (6) • Denise Bluebird, Anishinaabeg of Kababikitowangag Resource Council, Education Unit, Sioux Narrows • Yolanda Fobister, Grand Council Treaty #3, Education Policy Analyst, Kenora • Carolyn Chukra, Lakehead District School Board, Thunder Bay • Ann Magiskan, Thunder Bay District Catholic School Board, Thunder Bay • Mark S_ault, Seven Generations Education Authority, Thunder Bay • Marlene Pierre, Robinson Superior Women's Council, Thunder Bay r ~ Lakehead University Staff & Faculty (8) • Beverly Sabourin, Vice-Provost (Aboriginal Initiatives) • Lisa Wabange, Coordinator Aboriginal Cultural Support Services • Brendon Johnson, Aboriginal Community Liaison Officer • Heather Moynihan, Faculty of Engineering • Dr. Peggy Smith, Faculty of Forestry, AMC • Sandra Cornell, Native Nurses Entry Program, AMC • Charlotte Neckoway, Native Language Instructors' Program • Orpah McKenzie, Northern Ontario School of Medicine ~ ~ ~ . ... ... Visitor • Emerance Baker, University of Waterloo ~ ~ ONE-ONE INTERVIEWS (20 ppl) Andrew & Karen Chapeskie, researchers, Kenora Whitefeather Forest Initiative, Pikangikum First Nation ~ ~ Myra Bannon, Postsecondary Education Coordinator Fort William First Nation ~ ~ Jan Beaver, Education Advisor Ogemawahj Tribal Council, Rama First Nation ... Nancy Bouchard, Program Coordinator (alumna) Anishinabek Employment & Training Services, Thunder Bay ~ ~ / ·v ) <] • ..D I V •....J / •....J ..D .J\. a- v ~ Brian Beaton, K-Net Coordinator Keewaytinook Okimakanak Northern Chiefs Council, Sioux Lookout ._. ~ Leonas Favell, Program Officer Shooniyaa Wa-Biitong Training & Employment Centre for Treaty #3, Dryden ~ p.46 �Ingrid Green, Regional AHRDA Coordinator (Alumna, Hon B.A. 2009) Ontario Native Women's Association, Thunder Bay Sharon Stinson Henry, Chief Chippewas of Rama First Nation Laura Horton, Director Postsecondary Education (Alumna Hon B.Ed) Seven Generations Education Institute, Fort Frances Debbie Lipscombe, Interim Executive Director, former Education Policy Analyst Grand Council Treaty #3, Kenora Yvonne McLeod, Program Services Director Windigo Education Authority, Sioux Lookout Barry Mcloughlin, Postsecondary Education Coordinator Northern Nishnawbe Education Council, Sioux Lookout Sean Monteith, Assistant to Director of Education Keewatin-Patricia District School Board, Kenora Arthur Moore, Chief Constance Lake First Nation Rosie Mosquito, Executive Director Oshki- Pimache-O-Win Education & Training Institute Georgette O'Nabigon, Postsecondary Education Counsellor Matawa First Nations, Thunder Bay Chris Paci, Manager of Education & Training Metis Nation of Ontario, Ottawa Leona Scanlon, Postsecondary Education Counsellor Northern Nishnawbe Education Council, Thunder Bay ✓ L _o <J Carol Terry, Community Development Consultant (Alumna, B.A.) Sioux Lookout -~ y -q 9- a.. ✓ ·v :) <J . ..o I V ._I ✓ ._I _o .J\. g- v ~ o.. p.47 �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Gichi Ken-daa-si-win : Higher Learning, Higher Knowledge and Education at Lakehead University, 2010-2013. Subject The topic of the resource Universities Description An account of the resource Report and plan by Lakehead University "to grow as the University of Choice for Aboriginal students in northern and central Ontario through a community-centred, sharedlearning approach." Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2010 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text