760 10 13247 https://digitalcollections.lakeheadu.ca/files/original/fb829198217e64fc95046fb2a357500b.jpg 596c2afcd7575fa1c92c3e980ed290b2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lumber workers Subject The topic of the resource Business and Industry Forest Products Industry Description An account of the resource Lumber workers with horses, 1938. Donor: Langila. Date A point or period of time associated with an event in the lifecycle of the resource 1938 Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context MG8_D12Ci69 Rights Information about rights held in and over the resource Public domain https://digitalcollections.lakeheadu.ca/files/original/9d4b654a41a3f0c51cd1a0c0768ee7d8.pdf 18ec2c6f9f1c4b3f28c1aa8ca41be610 PDF Text Text OFFLCLAL SOUVENLR PROGRAM ~,s BAS](~ ~ 0 ~~ ~< '9 MARCH 10-12 1995 C.J. SANDERS FIELDHOUSE THUNDER BAY, ONTARIO �LAKEHEAD UNIVERSITY PRESIDENTS MESSAGE As President of Lakehead University, I extend wannest greetings to all participants and guests of the CIAU Women's Basketball Championships. I would like to welcome athletes, coaches, parents and guests who have travelled from all parts of Canada to participate in this wonderful event at the Thunderdome. I hope your visit to Lakehead University will be an exciting and memorable one. In addition to the quality basketball being played over the next few days, I invite all to sample what Lakehead University and the Thunder Bay community in this beautiful Lake Superior region have to offer. Good luck and best wishes for a successful tournament. Sincerely, Dr. Bob Rosehart President Lakehead University En tant que President de l'universite Lakehead, je voudrais acceullir charleureusement tousles participants et invites au Championnat de ballon panier USIC feminin. J'aimerais souhaiter le bienvenue aux athletes, entraineurs, parents et invites qui ont voyage de differents endroits du Canada pour venir participer a cet evenement merveilleux au Thunderdome. En plus d'une qualite exceptionelle de ballon panier jouee durant les prochains jours, je vous invite adecouvrir ce que l'universite Lakehead, la communaute de Thunder Bay et cette merveilleuse region du lac Superieur a a vous offrir. Ministre des Communications Minister of Communications Message from Message de Michel Dupuy, P.C., M.P. Minister of Canadian Heritage Michel Dupuy, C.P., d~put~ Ministre du Patrimoine canadien I am very pleased to send greetings to all those participating in the women's basketball event, organized by the Canadian Interuniversity Athletic Union as part of a national competition program for men and women athletes. Lakehead University is to be commended for its contribution to the success of the series. Je suis tres heureux d'adresser mes salutations a toutes les participantes aux competitions de basketball feminin organisees par I'Union sportive inter-universitaire canadienne, clans le cadre d'un programme national de competition pour les hommes et les femmes. L'Universite Lakehead merite nos eloges pour sa contribution au succes de cette serie de competitions. Sport is a key element in Canadian life. The strength, skill and determination characterized by athletic endeavour are attributes that have long been associated with the growth and development of Canada. Our young men and women athletes, who are committed to teamwork, the pursuit of excellence and fair play, personify the energy and spirit of Canada. Through their efforts, we all gain a sense of the values that are a common thread throughout our country and have meaning for all Canadians. Le As Minister of Canadian Heritage, I am proud to offer my support and best wishes to our youth in Canadian universities, whose energy and time. is being devoted to keeping sport a thriving tradition in Canada. En ma sport est un element fondamental de la vie au Canada. La force, les aptitudes et la determination caracterisees par les realisations sportives sont des attributs qui ont longtemps ete associes a la croissance et au developpement du Canada. Nos jeunes athletes feminins et masculins, qui ont a coeur l' esprit d' equipe, la recherche de l'excellence et !'esprit sportif, personnifient l'energie et !'essence meme du Canada. Grice a leurs efforts, nous prenons conscience des valeurs qui sont communes ~ }'ensemble du pays et auxquelles tous les Canadiens et toutes les Canadiennes attachent de !'importance. qualite de ministre du Patrimoine canadien, je suis fier d' appuyer et d' encourager nos athl~tes universitaires, lesquels consacrent leur temps et leur energie a alimenter la tradition sportive canadienne. Bonne chance at meilleurs voeux de succes durant le toumoi. Sinc~rement, µJ'; Dr. Bob Rosehart President L'universite Lakehead ~ Michel Dupuy ., Ottawa, Canada K1A 0C8 �CIAU PRESIDENTS MESSAGE PRESIDENT'S MESSAGE 1994-95 has been a unique year in amateur athletics right across Canada. With strikes in both major league baseball and hockey, we had a rare opportunity to garner more of the sports spotlight than in previous years and were able to showcase elite university competition to more fans than ever before. I would like to encourage my fellow athletic directors throughout the CIAU to work to maintain the momentum that we have gained and keep working to increase the profile of C IAU sports and athletes. Ultimately, this is one of the key steps, if not the key step, in maintaining the health and viability of CIAU sports well into the twenty-first century. On behalf of the 46 member institutions of the Canadian lnteruniversity Athletic Union, I would like to offer hearty congratulations to all competitors in these 1995 national championships and a sincere thank you to all who support Canadian university athletics as fans, sponsors and volunteers. This will be my final championship season as president of the CIAU. I would like to thank my colleagues for their trust and support and wish them all the best of luck in preserving and enhancing opportunities for Canadian student athletes to train and study in their home country. Lakehead University Lakehead University's campus is situtated on approximately 150 hectares of scenic, wooded land overlooking the city of Thunder Bay. Most of the buildings are grouped around Lake Tamblyn, a man-made lake, with the residence complex hugging the banks of the McIntyre River. Many people take advantage of the paved trails leading into, out of and around the campus by walking, jogging, bicycling or, in the winter, cross-country skiing! Set in the rugged beauty of Northwestern Ontario, Lakehead University offers a wide range of personal educational opportunities - including Kinesiology; Forestry; Business; _ Outdoor Recreation, Parks and Tourism; Engineering; Nursing; Education; and Arts and Science programs. With an enrolment of almost 6000 full-time students, relatively small class sizes encourage communication between students and faculty. This allows the student greater opportunity for "hands-on" experience in labs, and easier accessibility to a wide range of facilities. The Student Union offers each student the opportunity to become involved in academic, political and social affairs both on and off campus. The OUTPOST, an exciting events hall complete with restaurant, is one of the busiest places on campus. A library housing 600,000 volumes, modern laboratories, extensive research facilities and lecture rooms all support the academic activities of the University. Many of the buildings are connected by underground tunnels for comfortable walking during inclement weather. In addition, the Alumni Bookstore, restaurants, a convenience store and Automatic Banking Machines are located on campus. This is and always should be our most important objective! Lakehead offers the unbeatable combination of quality education and one of the most beautiful locations in Canada - Thunder Bay. lvIBSSAGE DU PRESIDENT Nul doute que l'annee 1994-1995 fut unique dans l'hi~toire d':1 sport amateur au Canada. La greve dans le base-ball majeur et le lock-out clans la L1gue na~onale de hockey ont ete des plus benefiques pour le sport ~~ve~itaire ~t no~ _avons ete en mes~e d'off~r a ~ pu~lic toujours croissant des compennons mteruruvers1ta1res de grande quahte. J aimerais mCiter taus les directeurs et directrices des sports a continuer le travail amerce et a s'assurer que les sports et les athletes de l'USIC conserve1_1t ou augme1;1tent leur visibilite. ~•est_ce~ne~~nt l'une des mesures Jes plus importantes, smon la plus 1mportante, pour mamtemr la v1ab1hte de l'USIC et conserver le sport universitaire clans un etat sain a l'aube du XXJe siecle. Au nom des 46 etablissements membres de l'Union sportive interuniversitaire canadienne, j'aimerais feliciter def~on particuliere tousles athletes qui ont participe aces championnats nationaux de 1995 et remercier chaleureusement tous ceux et cell es qui ont donne leur appui au sport universitaire canadien au cours de l'annee, c'est-a-dire les partisans, les commanditaires et les benevoles. C'est ma derniere saison de championnat a titre de president de l'USIC. J'aimerais remercier mes collegues pour leur appui ainsi que la confiance qu'ils ont montree envers moi. Je leur souhaite bonne chance clans leurs efforts pour ameliorer et creer des occasions d'entrainement et de competition pour nos etudiants et etudiantes athletes au pays. C'est notre objectif le plus important et c'est bien ainsi! �Saxon Athletic CIAU All-Rookie Team RANIA BURNS MARJORIE KELLY Alberta Manitoba Position: Forward Age: 19 Hometown: Tofield, AB Faculty: Physical Education Position: Guard Age: 19 Hometown: Winkler, MB Faculty: Arts it is wwrr iris. ANI> -rtfAf!s ~ LARA ASPLIN Winnipeg A Position: Post Age: 19 Hometown: Winnipeg, MB Faculty: Arts Q:(Jff:ORA~ y~ClfOiCE.. JANICE MOSEYCHUK Cape Breton GEORGIA RISNITA Position: Post Age: 18 Hometown: Sydney, NS Faculty: B.A.C.S. Position: Forward Age: 19 Hometown: Mississauga, ON Faculty: Criminology Windsor Saxon Athletic Rookie of the Year The selection is made by the CIAU Women's Basketball Coaches. The announcement and presentation is made at the National Championship. 1994/95 Marjorie Kelly, Manitoba 1 993/94 Carolyn Wares, Dalhousie 1992/93 Vicky Tessier, McGill 1991 /92 Theresa MacCuish, St. of X - 1 990/91 Darcel Wright, Ryerson 1989/90 Dianne Norman, Laurentian ,,_Aµ.~WGEDMelJlo fS~ . CIAIMitlGb ISE Nl'/1Hill6THAr ITS Nor. "4r,wHEN trco IT:S NOT Al.or. MS'll>("Agf, c;.ee �London Life All-Canadian First Team The Women's Basketball All-Canadian Team is chosen by a committee of Women's Basketball Coaches. London Life All-Canadian Second Team The Women's Basketball-All Canadian Team is chosen by a committee of Women's Basketball Coaches. 'fl' . MICHELLE HEALEY TERRI-LEE JOHANNESSON Memorial Manitoba 4th year Position: Guard Age: 22 Hometown: St Joseph's NF Faculty: Physical Education 3rd year Position: Point Guard Age: 22 Hometown: Winnipeg, MB Faculty: Arts JUSTINE ELLISON ANDREA HUTCHENS Toronto Winnipeg 4th year Position: Forward Age: 22 Hometown: Dundas, ON Faculty: Physical Education 5th year Position: Guard Age: 22 Hometown: St. John's NF Faculty: Science (Biology) CHRISTINA VAN AERT Winnipeg Victoria 5th year Position: Guard Age: 22 Hometown: Winnipeg, MB Faculty: Science (Biology) 5th year Position: Guard Age: 22 Hometown: Aldergrove, BC Faculty: Leisure Studies DIANNE NORMAN MICHELE VESPRINI VICKY TESSIER Laurentian Western McGill Calgary 5th year Position: Forward Age: 24 Hometown: Fredricton, NB Faculty: Ethics 4th year Position: Forward Age: 22 Hometown: Hamilton, ON Faculty: Kinesiology 3rd year Position: Forward Age: 22 Hometown: Chateauguay, PO Faculty: Chemistry 4th year Position: Wing Age: 21 Hometown: Calgary, AB Faculty: Science MEAGAN KOCH �Coach of the Year TOURNAMENT SPONSORS Selection of the Basketball Coach of the Year is made by the Coaches' Association for Women's Basketball. The announcement and presentation shall be made at the time and site of the National Championship. 1994/95 Tom Kendall, Winnipeg 1993/94 Tom Kendall, Winnipeg 1992/93 Tom Kendall, Winnipeg AUTHENTIC GAMEWEAR t 1 1991/92 Kathy Shields, Victoria 1990/91 Peter Ennis, Laurentian 1989/90 Donna Rudakas, Calgary 1988/89 Donna Rudakas, Calgary 1987 /88 Coleen Dufresne, Manitoba 1986/87 Peter Ennis, Laurentian 1985/86 Sherry Melney, Alberta 1984/85 Louisa Zerbe, Lethbridge 1983/84 Wayne Hussey, Bishop's 1982/83 Coleen Dufresne, New Brunswick 1981/82 Tom Kendall, Winnipeg '95 C/AU 1980/81 Wayne Hussey, Bishop's 1979/80 Kathy Shields, Victoria CHAMPIONSHIP SPONSORS 1978/79 Marilyn McNeil, Calgary 1977/78 Mike Gallo, Victoria T.S.N. Award This award recognizes excellence in athletics, academics, and community service. The presentation of the award shall be made at the National Championship. \ t, ) ~ 1994/95 Adair Duncan, UBC 1 993/94 Larisa Waschuk, Winnipeg �···················· WEL~to all players, coaches, 9111"1' -!llfia families to the ~.. ........ . :,, . CIAU vM.IEN'S THUNDEFl~~l,lf'S Ort&~~COMMUNITY SPOFlooS. REIClBT weekdays �UNIVERSITY OF MANITOBA 1994/95 WOMEN BISONS NO NAME POS HT 04 STACY YUEL PT 5'06 3 WINNIPEG MB 05 GLENDA CLARK PT 5'07 1 BRANDON MB 06 CHARLENE MASH-HADLOW F 5'10 5 KENORA ON 07 VICTC,RIA NEUFELD F 5'11 3 08KATHERINE PELTON p 6' 09 KYLA KOSKIE F 10 MAJORIE KELLY YR HOMETOWN NO NAME POS HT 04 KELLY DAVIDOFF G S'0S 2 CASTLEGAR BC INGRID MARCHAND G 5'08 2 LAVAL PQ 06 MELANIE GAGNE G 5'06 3 TRACY PQ WINKLER MB 07 ALLANA HENDERSON G 5'07 3 PIERREFONDS PQ 2 WINNIPEG MB 08 DANIELLE GOLDFARB F 5'10 2 TORONTO ON 5'10 2 WINNIPEG MB 09 KAREN RYCE G 5'07 1 KINGSTON ON G 5'08 1 WINNIPEG MB 10 ANNE GILDENHUYS F 5'10 2 OTTAWA ON 11 ROBIN OLSON p 6'01 1 WINNIPEG MB 11 LESLEY STEVENSON F 5'10 3 KINGSTON ON 12 LAURIANPALMER p 6' 1 WINNIPEG MB 12 JOSEE DELORETTO F 5'10 3 DORION PQ 13 LORISSA CRELLIN F 5'09 4 WINNIPEG MB 13 ANNABELLE AMBROISE F 5'08 3 STE-FOY PQ 14 JANATAYLOR F 5'10 1 WINNIPEG MB 14 VICKY TESSIER F 5'11 3 CHATEAUGUAY PQ 5'07 3 WINNIPEG MB 15 ISABELLE BEAUREGARD G 5'03 20 G 5'06 l NEPEAN ON G S'OS 2 SEPT-ILES PQ G 5'07 1 TRACEY PQ 15 TERRI-LEE JOHANNESSON PT COACH: COLEEN DUFRESNE ASST COACHES: JOEL THEMMEN/CHARLES WAL TON/JOSEPH OGOMS TRAINERS: DIONNE POTAPINSKI/CONNIE EHMANN LA UREN TIAN UNIVERSITY 1994/95 LADY VEES MCGILL UNIVERSITY 1994/95 WOMEN MARTLETS NISHI RAWAT 21 JENNIFER ST ACEY GENEVIEVE GAGNt YR HOMETOWN GRANBYPQ NO NAME MEMORIAL UNIVERSITY 1994/95 WOMEN SEA-HAWKS POS HT YR HOMETOWN G 5'07 1 HAMILTON ON G 5'08 3 06 MELANIE RATHBONE G S'IO 07 KATIE MALONE G 08 DIANNE NORMAN NO NAME POS HT 04 JAIME HEARN G 5'04 1 ST. JOHN'S NF WALKERTON ON 05 MICHELLE HEALEY G 5'08 4 ST. JOSEPH'S NF 3 FREDERICTON NB 06 LORI SQUIRES G 5'04 5'09 2 WHALEN CORNERS 07 LISARYAN G 5'08 1 - ST. JOHN'S NF F 6'01 5 FREDERICTON NB 08 SANDRA BLUNDON G 5'06 l DEER LAKE NF 09 LINDA CARRIERE G 5'06 3 L'ORIGNAL ON 09 TARA BULGIN p 6' 1 ST. JOHN'S NF 10 G 6' 5 MISSISSAUGA ON 10 KAREN CAMERON G 5'04 2 SUMMERSIDE PE F/P 6'03 2 WATERLOO ON 11 ANGELA TORRAVILLE G 5'09 5 MOUNT PEARL NF 12 JULIE THOMPSON P S'll 1 ETOBICOKE ON 12 ANDREA DINN F 5'10 3 ST. JOHN'S NF 13 SHELLEY DEW AR PG 5'09 1 SUDBURY ON 13 JENIFER DEVEREAUX F 5'10 2 TREPASSEY NF 14 TRACY ANDERSON p 6' 1 KENORAON 14 JANICE GILLINGHAM F 5'10 3 GANDER BAY NF 15 SHARON SLIWINSKI F 6' 1 PETERBOROUGH ON 15 JUDY BYRNE C 6'02 5 HOLYROOD NF 04 TANYA TATTI OS 11 SARAH KIEFFER SUSAN STEW ART JOY MCNICHOL COACH: PETER ENNIS A. THERAPIST: GLEN PARSONS ASST COACHES: SHIRLENE MCLEAN/ANGELA MACDONALD TRAINER: JODY COTNAM COACH: DOUG PARTRIDGE TRAINER: SUE QUINTON YR HOMETOWN ST. PHILLIPS NF ASST COACH: TAMI PENNELL COACH: LISEN MOORE UNIVERSITY OF TORONTO 1994/95 WOMEN BLUES NO NAME POS HT 04 LAURIE PINKNEY G 5'08 4 NEPEAN ON 04 CHRISTINA VANAERT G S'OS OS SHARON BUTLER G 5'09 4 OTTAWA ON OS KELLY OLYNYK G 5'07 06 KIMBERLEYJOHNSON G 5'10 5 OWEN SOUND ON 06 RACHEL SEXTION G/F 5'09 3 VICTORIA 07 F S'l 1 3 TORONTO ON 07 NARYN WATT 5'08 2 KAMLOOPS 08 RACHEL DEi-AMOAH S/W 5'09 HAMILTON ON 08 KERRI-ANNE BUTTERWORTH G 5'09 4 VICTORIA BC 09 JUSTINE ELLISON F 6' 4 DUNDAS ON 09 TAMARA CARRUTHERS G 5'09 3 CHILLIWACK BC 10 ELIZABETH HART S/W 5'11 2 BRANTFORD ON 10 CINDY MA VETY F/P 6'01 2 RICHMOND BC 11 PG 5'09 2 VICTORIA BC 12 CLAIRE KNECHTEL p 6' 1 CALGARY AB LISAFOOT YR HOMETOWN 3 NO NAME POS HT YR HOMETOWN 4 ALDERGROVE BC 11 KATE VRANCART F 5'11 3 ETOBICOKE ON 12 MAJA BABIC G 5' 08 l ETOBICOKE ON 13 ALICIA BRAND F 5'11 1 LONDON ON 13 CHERIE BIRTWISTLE C 6'05 5 VICTORIA BC 14 LAUREL JOHNSON F 6'01 3 OWEN SOUND ON 14 LISA BRIGHT F S'll 2 VICTORIA BC 15 G 5'10 3 TORONTO ON 15 LILY GROHOV AC P/F 6' 1 VICTORIA BC YVONNE SPICZYNSKI LISAKOOP KATHRYN McMATH COACH: MICHELE BELANGER LAKEHEAD UNIVERSITY 1994/95 WOMEN NOR'WESTERS UNIVERSITY OF VICTORIA 1994/95 WOMEN VIKES 5'09 COACH: KA THY SHIELDS VICTORIA BC NO NAME 04 POS HT YR ROBIN LAWRENCE P 5'10 05 VICKY YOUNG p 5'09 2 06 JACQUELINE FIELD G S'll 1 07 DONNA FOREMAN G 5'09 08 KATHARINE MASUN G 09 LEO ALTIERI 10 UNIVERSITY OF WINNIPEG 1994/95 WOMEN WESMEN HOMETOWN NO BARRIE ON 04 SANDRA CARROLL WAWAON OS NICHOLE JONKER AILSA CRAIG ON 4 5'08 G MICHELLE BLACK 11 NAME POS HT YR HOMETOWN 5'07 5 WINNIPEG MB G 5'10 2 WINNIPEG MB 06 NATALIE MCVICAR G 5'09 1 WINNIPEG MB BRAMALEAON 07 PAMFLICK G 5'09 5 BRANDON MB 2 PELHAM ON 08 JODYROCK p 6' 3 THE PAS MB 5'04 3 ELLIOT LAKE ON 09 ANDREA HUTCHENS G S'll 5 ST. JOHN'S NF G 5'08 4 THUNDER BAY ON 10 HEATHER CORBY F 6'01 1 WINNIPEG MB JACKIE SHAW G 5'05 1 GEORGETOWN ON 11 p 6' 12 PAULA ASHBY G 5'08 13 ALLISON SMITH p 6' 14 SARAH SIMSON G 15 AMY PINNEGAR F/P LARA ASPLIN WINNIPEG MB MILTON ON 12 TRACEY PETER G 5'10 THUNDERBAYON 13 LYNETTE LAFRENIERE P 6'04 5'07 GUELPH ON 14 SANDY CORBY p 6' 3 WINNIPEG MB 5'09 LONDON ON 15 MARNIE NECHWEDIUK G 5'08 2 WINNIPEG MB 2 COACH: TOM KENDALL 4 WINNIPEG MB WINNIPEG MB A. THERAPIST: BEN TRUNZO COA.CH: STU JULIUS ASST COACHES: BOB MAIN/PATTI GRACE TRAINER: CHRIS BULLEY ASST COACHES: KEITH PRUDEN/GAIL KENDALL/ CRAIG KENNEDY/CARLA LENZ MANAGER: JENNIFER HOW TRAINER: KERI KNIGHT �In life as in sport, a gameplan helps you win . London Life not only helps you with your personal gameplan through financial programs like Freedom 55· but also supports the gameplans of young athletes so they can turn their dreams into reality. What the winners are wearing. London ~Life ~~~ AUTHENTIC GAMEWEAR 33 Jarvis St., Brantford, Ontario N3T 4A7 Tel: (519) 752-3758 Fax: (519) 752-5214 Official Uniform Supplier to the C.I.A.U. Men's & Women's Basketball Teams �CIAU WOMEN'S BASKETBALL CHAMPIONSHIP DAYl •• DAY2 DAY2 MANITOBA(3) DAY3 DAY3 1:00pm MCGILL (6) 1:00 pm 6:00 pm MEMORIAL (7) 3:00pm LAURENTIAN (2) 10:00Am Sth Place 4:00pm GOLD VICTORIA(S) 6:00pm TORONT0(4) 8:00 pm 3:00 pm The convocation audience had a good laugh when Peter Mansbridge said he once thought higher education meant going to high shcool. WINNIPEG (1) 8:00pm When the CBC anchorman received his first honorary degree at Lakehead ·University in 1989, he issued his now-famous challenge: "Refuse To Be Ordinary". If you, a friend or relative are thinking of a further challenge, why not call Lakehead University. 343-8500 or Toll Free 1-800-465-3959 LAKEHEAD (8) 12:00 pm 3RDPLACE �Hosting the 1995 CIAU Championship � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Women's Basketball CIAU Championship 1995 Souvenir Program Subject The topic of the resource Sports Universities Description An account of the resource Souvenir programme for the 1995 CIAU/USIC Women's Basketball Championship, held at Lakehead University, March 10-12, 1995. Date A point or period of time associated with an event in the lifecycle of the resource 1995-03 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text 1995 President's Message program Women's Basketball Championship https://digitalcollections.lakeheadu.ca/files/original/eeb0fbea71d2337a463348c943b71b56.pdf a1b74a19b8bba2a28736f509671bb3a6 PDF Text Text Cam.pus Guide �_ _ _ _ _ _ _Where ACCOUNTS - Business Offices - UC To Find W h a t - - - - - - - HUMAN RESOURCES - UC Lower Level Lower level ADMINISTRATIVE OFFICES - UC INDIGENOUS LEARNING - SC 2nd tlr., above Agora Lower level AGORA-UC INFORMATION~ROMOTION-AC Main entrance Behind Residence Townhouses; off Reaume St. ALUMNI SERVICES-AC INFORMATION/SWITCHBOARD - UC Behind Residence Townhouses; off Reaume St. Inside main Agora entrance ARGUS (Student Newspaper)- UC INSTRUMENTATION LAB-UC Lower level Lower level ATiiLETICS- SB AVILA CENTRE - AC LEARNING ASSISTANCE CENTRE - SC Behind Residence Townhouses; off Reaume St. LECTURE THEATRES BOOKSTORE - UC Upper theatre, upstairs from Agora UC2011 Lower theatre, entrance off Agora UC0050 University Centre theatre UC 1017 Ryan Building theatre RB 1042 Lower level CAFETERIAS Main & Residence: UC, 2nd fir. Faculty Lounge: UC, lakeside CENTREFORNORTHERNSTUDIBS Oliver Road, across from parking lot 5 CHAPLAIN - UC Across from Switchboard/Information COMMUNICATIONS RESOURCE & TECHNOLOGY CENTRE-BB 1st fir. COMPUTER CENTRE-BB 1st tlr. CONFERENCE & SEMINAR CENTRE - BR CONTINUING EDUCATION-RC Lower level DEVELOP?\IBNT OFFICE - AC Behind Residence Townhouses; off Reaume St. DISTANCE EDUCATION - RC Lower level FINANCIAL AID/OSAP - SC Lower level Lower level LIBRARIES - Main (LI) & Education (BL) LOST & FOUND - UC Security Office NANABIJOU CHILD CARE CENTRE - PR OCCUPATIONAL HEALTH & SAFETY Adjacent to parking lot 5 OUTPOST (Events hall & Restaurant)- SC PARKING PERMITS Day permits (Main Entrance) Loog term (Accounts) PORTER'S OFFICE - BR POST OFFICE "Junction" - UC Downstairs from Bookstore PRINTING & MAILROOM - RB Lower level SECURITY - UC STORES Academic Offices Faculty/Dept/School Anthropology BB Biology CB Business Administration RB Computer Science RB Chemistry CB Economics RC Education BL Engineering CB English RB Forestry BB Geography RC Geology CB History RB Indigenous Learning RC Languages BB Library/Information LI Mathematics RB Music MV Nursing SN Outdoor Rec, Parks & Tourism SN Philosophy RB Kinesiology SB Physics CB Political Studies RB Psychology SN Social Work RC Sociology RB Visual Arts MV Books, UC Computer, BB Convenience, UC Clothing, SC GRADUATE STUDIBS & RESEARCH - UC STUDENT EMPWYMENT & CO-OP - UC 2nd tlr. off Agora Upstairs from The Study GRAPIDCS~HOTOGRAPHY - SN GREENHOUSE 2nd fir., off Agora STUDENT SERVICES - UC UC CB BB RB STUDENT UNION - SC LI GYMNASIA (2) C.J. Sanders Fieldhouse Lower level Bora Laskin Building University Centre, upstairs from Bookstore SB SN PH BL HEALIBSERVICES-UC Across from Security HEALIBSCIBNCESNORTH-HS Comer - Beverly & Balmoral St. HOUSING OFFICE - On & Off Campus - BR SWIMMING POOL C.J. Sanders Fieldhouse SWITCHBOARD/INFORMATION - UC To the right of main entrance TIIEA1RE-BL 2nd Floor 4th Floor 1st Floor 2nd Floor 4th Floor 3rd Floor 1st Floor 4th Floor 3rd Floor 1st Floor 2nd Floor 4th Floor 3rd Floor Ground Lev. 2nd Floor 2nd Floor 1st Floor 1st Floor 2nd Floor 3rd Floor 4th Floor 2nd Floor 1st Floor 3rd Floor 2nd Floor 2nd Floor Building Legend Adjacent to parking lot 5, lakeside STUDY - Games Room Bldg/Fir FB University Centre Centennial Building Braun Building Ryan Building Chancellor Paterson Library Sanders Fieldhouse School of Nursing Power Plant Bora Laskin Building Centre for Northern Forest Ecosystem Research RC SC R HS BR PR MV AC Regional Centre Student Centre Residence Townhouses Health Sciences North Bartley Residence Prettie Residence Music and Visual Arts Avila Centre �Lakehead University Campus Centre for N Shipping and .-sr. lllMallllotlll Conference & Seminar Centre Thunder Bay 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. To Mount Baldy Ski Area Centennial Park Boulevard lake To Lappe Nordic Ski Centre Hillcrest Park Waverly Park Keskus Mall Pagoda Tourist Information Centre Thunder Bay Marina Park Lakehead University Thu~de~ Bay Community Auditorium Canada Games Complex Port Arthur Stadium Thunder Bay Art Gallery Confederation College 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. Intercity Shopping Mall Canadian lakehead Exhibition Conservatory NWO Sparts Hall of Fame International Friendship Gardens Fort William Gardens Victoriaville Shopping Centre City Hall To Kakabeka Falls To Ski Centre: -Loch Lomond -Candy Mountain -Big Thunder -Kamview To Paipoonge Museum To Old Fort William Mission Marsh UC CB BB RB PRETTIE RESIDENCE BARTLEY RESIDENCE 1 2 3 4 5 6 Sioux Lookout Terrace Bay Atikokan Dryden Ear Falls Fort Frances 7 8 9 10 11 12 LI Geraldton Kenora Long Lac Marathon Nipigon Rainy River SB SN PH PR E = Emergency Phone 10 TH Avenue l University Centre Cent~nnial Building Braun Building Ryan Building Chancellor Paterson Library Sanders Fieldhouse School of Nursing Power Plant Prettie Residence BL FB Bora Laskin Building Centre for Northern Forest Ecosystem Research RC Regional Centre SC Student Centre R Residence Townhouses HS Health Sciences North BR Bartley Residence MV Music and Visual Arts Centre AC Avila Centre �PLACES OF INTEREST Who Should You Call? Cam.pus ~ &BANK MACHINES ~iII Jl Royal Bank - located in the Agora Important NumLers d.PA~G General inquiries After hours/emergencies Walk home service :.:,,:-~ ,:.:., CIBC - located across from Health Services • ~:i:!t~e;;cial Needs parking located at convenient points across campus See Campus Map for further details Meters Designated parking meters located at convenient points across campus See Campus Map for further details EMERGENCY PHONES ' 3 located at residences townhouses (Phases 1, 2,4) - attached to Laundry Buildings 2 located on pathway between Bora Laskin Building & Main Campus 1 located in Lot 10 across from Ryan Building ~ SHOPS & STORES lllJ Campus Technology Computer Store 1st floor, Braun Building Lakehead University Alumni Bookstore- University Centre The Junction Convenience Store & Post Office - Lower Level, University Centre The Intersection Clothing & Gift Store .. specializing in Official Lakehead University Wares & Wear - Lower Level, Student Centre l~WYFOODSERVICE _ _ _ _ __ afeterias - Main & Residence: University Centre, 2nd flr. Restaurant - THE OUTPOST - Student Centre Admissions/Registrar Alumni Services Bookstore Campus tours Clothing store (The Intersection) Continuing Education Convenience store (Junction) Counselling Centre Development Distance Education Employment Centre Fieldhouse (Gym) Financial Aid/OSAP/Scholarships Food Services Gender Issues Centre Health Services Human Resources Learning Assistance Centre Main Library Native Counselling & Support Parking inquiries President's Office Ombudsperson Research and Graduate Studies Residence/Conferences/Housing Room/University space bookings Special Events & Promotion Student Services Student Union 343-8110 343-8569 343-8569 343-8500 343-8155 343-8130 343-8500 343-8961 343-8133 343-8925 343-8018 343-8910 343-8210 343-8264 343-8213 343-8206 343-8142 343-8879 343-8361 343-8334 343-8047 343-8205 343-8084 343-8569 343-8200 343-8061 343-8283 343-8512 343-8495 343-8372 343-8522 343-8259 Guide � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Campus Guide, 1987 Subject The topic of the resource Universities Description An account of the resource Map and guide to the Lakehead University Campus. Probably 1987. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1987 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay 1987 campus guide Lakehead departments Lakehead map pamphlet https://digitalcollections.lakeheadu.ca/files/original/f73726900a52ccb45548d58186502740.pdf fd1e6fc26d8113e89956aec0ef0303b0 PDF Text Text ,g.p: Sunday, October 2, 1983, 1 - 5 p.m. You are invited to celebrate ~TIONAL UNIVERSITIES WEEK fun for the entire family: Contests • Tours • Displays Live Music • Art Shows Hands-on Micro Computers free tree seedlings PRIZES Win one of hundreds of woolly tuques drawn for throughout the day, also draws for a chain saw, an original art piece and donated equipment. lA.KEHEAD UNIVERSITY Refreshments and Food Available GJLB will be on location. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Open House Poster, 1983 Subject The topic of the resource Universities Description An account of the resource Poster for the Open House at Lakehead University held as part of National Universities Week. October 2, 1983. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1983-10 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay 1983 Lakehead events National Universities week open house https://digitalcollections.lakeheadu.ca/files/original/72ec6ffbf9e51019c0215c80afcfbf65.pdf d10ba89d1551b53fe932be28123c2e15 PDF Text Text Lakehead Univers·ty SCHEDULE OF EVENTS FOR EVENT TIME 7:30-9:00 Alumni Breakfast* 10:00-3:30 Continental Cafe & Art Exhibit 2:30-4:30 Lob-Ball Round Robin Tournament ''Research & Development'' conducted visits to selected working labs. 2:30 3:30 4:30 PLACE Alumni/Studen ts/Faculty Res. Cafeteria Everyone Agora Faculty/Students/Staff Playing Players &, Cheering Sections Fields Everyone (Interested friends meet guides at times indicated) University Centre Main Entrance Faculty, Staff, Students Beer Garden, Brass Band, Watershow Alumni & Friends University Centre Patio 5:30 Naming Ceremony "The Harold S. Braun Building" Former Main Bldg. 9:00 L.U.S.U. Semi-Formal Dance* 4:30-7:00 Family BBQ* Everyone Agora * ADVANCE TICKETS REQUIRED FROM VARIOUS CAMPUS LOCATIONS Switchboard Main Building LUSU Office University Centre Intramural Sports University Centre Residence Porter Alumni Services Library 4005 Athletics Office Field House Secretary, Board of Governors UC-2005A Main Gate Call 345-2121, Extension 204 for information. 1 I' I 1; 1f y A Ii i I I I II \i I ~ i, f\ /; ~ / I, 11 II 11 I 1 _I \I ' 1· 1 V I\ ' I , 1 11 , Sept.28 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Poster for University Day, 1981 Subject The topic of the resource Universities Description An account of the resource Poster for the University Day open house held at Lakehead University for National Universities Week, September 28, 1981. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1981-09 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Still image Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay 1981 Lakehead events poster Student Union University Day https://digitalcollections.lakeheadu.ca/files/original/e511bf97fa0a3126a502d9f51f298f9d.pdf 4ea9903ef611e51b9bd5940b5a4153f6 PDF Text Text f Lake head University CONTINENTAL CAFE IN THE AGORA 10 a.m. - 3:30 p.m. LOB-BALL TOURNAMENT AT THE FIELDHOUSE 1 p.m. - 4 p.m. Enter a team now - rules available by calling the Athletics Department - NAMING CEREMONIES FOR THE RESIDENCES 5 p.m. DISPLAYS AND ART EXHIBITS IN THE AGORA All day Alumni Association of Lakehead University FAMILY BAVARIAN BARBEQUE Lake Tamblyn Patio 5 p.m. - 9 p.m. German Sausage on a Bun and Sauerkraut Tickets ($1.00) available from L.U.S.U., Alumni House Switchboard, Fieldhouse L.U.S.U. BAVARIAN BEER GARDEN GERMAN OOMPA BAND Lake Tamblyn Patio 5 p.m. - 9 p.m. FAMILY SWIM Fieldhouse - 2:30-4 p.m., 7-8:30 p.m. Sept. 27th,l 982 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Poster for University Day, 1982 Subject The topic of the resource Universities Description An account of the resource Poster for the University Day open house held at Lakehead University for National Universities Week, September 27, 1982. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1982-09 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay 1982 poster Student Union University Day https://digitalcollections.lakeheadu.ca/files/original/46e52a5258189d00b49fcdc988065a05.pdf aa5f3b632d0aec01833832d66ebe5ca7 PDF Text Text �AGENDA September 24 - Scandia 1 9:00 a.m. - 9:45 a.m . 9:45 a.m. - 10:00 a.m. 10:00 a.m. - 10:30 a.m. Dr. R. Lyons and W. Linklater Welcome -Dr. R. G. Rosehart, P.Eng. and Chief B. Cheechoo Conference Agenda and Tasks Conference Facilitators: Dennis Macknak and Don Robertson Value of Career Oriented Training to Natives and their Communities -George Hickes, MLA, Point Douglas 3:30 p.m. - 3:50 p.m. Break - Scandia 2 4:00 p.m. - 5:00 p.m. Identification of Workshop Topics For Day Two Participants are to identify topics such as student needs/problems for Day Two workshops 5:00 p.m. Closure - W. Linklater 6:00 p.m. Complimentary Dinner - Ballroom 3 Opening -- September 25 - Viking Room 9:00 a.m. - 9:15 a.m. 10:30 a.m. - 11 :00 a.m. Break - Scandia 2 11 :oo a.m. - 11 :20 a.m . Engineering and its Role in Society -Doug Stone, P.Eng. My View as a Native Engineer -Derek Hill, P.Eng. 11 :30 a.m. - 11 :50 a.m. 12:00 p.m. - 1:00 p.m. 1 :00 p.m. - 1 :20 p.m. 1:30 p.m. - 1 :50 p.m. 2:00 p.m. - 3:30 p.m. 9:15 a.m. - 10:30 a.m. Complimentary Lunch - Scandia 2 LU's Engineering Program: What We have to Offer -- Dr. J.G. Locker, P.Eng. What is an Access Program? -Murray Cohen Work Shops and Reports-Scandia 1 & 3 Engineering in the Native Community: Discussions on such topics as 1) The supply and demand for engineers 2} Why more native students don't choose engineering? 3) How can the field of engineering be explained to the communities and potential students? Opening - W. Linklater Workshops - Viking & Icelandic Rooms Recruiting/Admission Criteria Workshop and Reporting Discussions on topics such as 1) Mature students; new high school graduates 2) Geographic distribution 3} How to identify highly motivated students 4} The Who, When, Where of recruiting 10:30 a.m. - 10:50 a.m. Break 11 :00 a.m. - 12:30 p.m. Worksl1op II and Reports 12:30 p.m. - 1 :30 p.m. Complimentary Lunch - Ballroom 3 1 :30 p.m. - 3:00 p.m. Workshop Ill and Reports 3:00 p.m. - 3:20 p.m. Break 3 :30 p.m. - 4 :30 p.m. Summary Discussion 4:30 p.m. Closure - W. Linklater � https://digitalcollections.lakeheadu.ca/files/original/86d6a974e20d323bd889eebfaf54db9e.pdf 6f8718f7e81cb9d1e5e5aa41cba9368d PDF Text Text PROGRAM ORIENTATION The Native Access Program in Engineering at Lak.ehead U Diversity expects to offer an orientation session for the incoming students, where the orientation session will act as a transitional phase for the student. During this time, staff and students will have the opportunity to get to know each other. The students will have time to become familiar with the university and the city of Thunder Bay, if they are not already. The staff will assess the students academic needs through course work and diagnostic testing in order to implement a suitable program of studies with the students in the Fall Term. Orientation is expected to consist of remedial course work in mathematics, science, English, along with possible training in computers and study skills. The intent of the Program Orientation is to help students acquire the necessary information, skills, and self discipline required to be successful at the university. The orientation is for the benefit of the student and it is expected that they will provide input into the process. Specific Orientation Objectives - To assist in securing accommodation, day care and schools for children, if necessary. - To adjust to being a student at the university, as well as in the city. - To develop and improve learning skills. - To develop a good understanding of program policies as well as the policies of Lakehead University. 1. What other orientation objectives should be considered? 2. What activities, both academic and social, do you think would be beneficial to incorporate into the orientation? 3. Do you envisage problems in developing a program for a small group of students with varied backgrounds? That is, age difference, varied life and educational experiences, making the transition from northern communities, and gender. What ideas do you have to make it work? 4. In what ways should the University program connect with the student's bands/educational authority in order to help with financing decisions? 5. How does the counsellor maintain a connection with the student's community since it is important for the counsellor to be aware of problems, stresses, which might originate in the community? �COUNSELLING The Native Access Program in Engineering at Lakehead University expects to offer academic and social support to promote student success. Cowiselling, which may begin immediately following admission to the University, is expected to form a significant portion of a summer orientation program and be available lllltil the student graduates. The program expects to have a qualified co\lllSellor to assist students with personal and social adjustments. The counsellor will work with students to solve problems that may arise in all areas of their lives. Since we may attract students from northern communities we must identify, as best we can, the potential problems/concerns and establish a natural learning/co\lllSelling process to intercept and alleviate the fears and unknowns that can arise from students moving to a "large city", and into an University to study the demanding field of Engineering. 1. What adjustments will students have to make to be successful at the university? 2. What should be the role of the counsellor? Who else or what other groups in Thunder Bay can help? 3. What qualifications and personal traits do you feel our counsellor should have? In most cases the students will work hard, attend classes, complete assignments, participate in laboratories and projects, or in other words, fulfil the obligations of being a student. However there may · be a few students, for whatever reasons, who are reluctant to do what it takes to be successful in engineering. In most university programs such students merely fall by the side and ultimately fail. 1. Is this process suitable for access students? 2. If the program should have tougher rules and regulations than those of the university, what rules and regulations do you suggest? 3. Do you have practical suggestions, other than additional rules and regulations, that might be successful in rectifying any situation? 4. Are there certain conditions under which the student mtist leave the program in order that: a) the student does not jeopardize any future attempt in the program, or b) the student does not have a negative impact on other students? �SOCIAL AND CULTURAJ, IMPACI'S Floy Pepper, a member of the Creek tribe in Oklahoma who teaches at Rudolph Dreikurs Institute in Portland, Oregon, in a paper on social and cultural impacts on Native learning style and the implications for classroom practice, suggested that Native students are often: - skilled in non-verbal communication, - adept at processing visual and spacial information, - able to take a holistic approach to specific topics, - imaginative, - likely to learn through observation and practice, rather than discussion, - group-orientated, and - more comfortable in the informal setting that allows freedom of movement. 1. Do you agree with Pepper? What would you add or delete from the list? We need to be concerned about this issued because while the Native students for the most part will be in their own groups initially, they will ultimately join the regular student body. Can you suggest some appropriate teaching strategies that can be used for the instruction of Native students who will be attending university? 2. ' What are some of the social/cultural factors that might influence the students learning that instructors of these students should know? �THE.SERIOUS LACK OF NATIVE ENGINEERS The School of Engineering at Lakehead University is unaware of the exact number of Native engineers in Canada However in a period close to twenty years, only two Native engineers have graduated from La.kehead University, and comparable numbers are estimated from other universities. Whether the total number is twenty-five, fifty, or a hundred, it is still too low. 1. Will access programs such as that proposed for La.kehead University be adequate to improve the situation? What else might be required? 2. Why do many Native students tend to choose career paths other than Engineering at postsecondary institutions? 3. What common perceptions might the general Native community have in regards to engineering? 4. Do Native students tend to "shy" away from mathematics and science? 5. What level of mathematics do most students attain in high schools? If it is not University Entrance, what suggestions can be made to encourage students to take these courses? 6. What role might the University or any other organization play to encourage students to prepare themselves for and then possibly embark on an engineering career? We must have your help on this issue so that the recruitment/selection processes can encourage future students. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Access Program for Engineering: Consultancy Workshop Subject The topic of the resource Universities Description An account of the resource Materials for a workshop held towards developing a Native Access Program for Engineering. September 24/25, 1991. School of Engineering, Lakehead University. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991-09 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/46aad4c82a6cf6ec4339e766d8ffa5eb.pdf f7d0b1959e4a24de151f0e4290af0908 PDF Text Text N~ ~c~ Jr o~rC,J ~°1 THE SCHOOL OF NATIVE STUDIES A PROPOSAL SUBMITTED TO THE NATIVE ADVISORY COMMITTEE JULY, 1991 ~ �INTRODUCTION Lakehead University has a long history of participation in Native education. The university's first experience in programming specifically addressed to Native students began twenty years ago with the introduction of the Native Teacher Education Program. The university's ongoing commitment to Native education is stressed in its Academic Plan (1987) where a course of action to increase activities related to Native peoples is outlined as part of the regional mandate of the university. It was noted that this should be done in close cooperation and with the advice of Native groups. This commitment was reinforced further when, in response to the Academic Plan recommendation, a Native Studies Study Group was formed to analyze and coordinate present activities and to propose new ones. In its Native Studies Study Group Report (May, I 989), the Study Group noted the following: "A strong emphasis on service to Native people and Native communities would be a notable and worthwhile contribut.i on by Lakehead University to the welfare of Northwestern Ontari9 and to its own efforts to establish a distinguished and characteristic specialization. The present state of interest and activity in Native studies and matters is primarily the result of (individual) faculty and departmental initiatives. A serious intent by Lakehead University to make Native studies and serving Native interests an intrinsic part of its operations will require concrete and sustained actions by the university as an ins ti tu tion. The Native Studies Study Group set four priorities ........ having to do with the identification of Native needs and interests through consultations with Native people, developing a Native Students Access Program, promoting native interests on campus, and enhancing research and programs in Native Studies at the university." �2 Although modest improvements have been seen in recent years in the participation rate of Natives in higher education, it is still considerably lower than the overall average for the general population. The problem is systemic and must be dealt with on a system-wide basis. Until participation rates for Native students approximate that of the general population, innovative solutions must be found to encourage Native students to see higher education as an attainable goal and to provide the necessary support for success once they are here. It is our wish to continue working in partnership with the Native community to improve programming, both academic and support, for Native stude_nts and to work toward increasing the participation rate and success of Native students in higher education. The ideas we are presenting today come to a large extent from the efforts of the Study Group and follow from the recommendations of its first report. With the implementation of the Native Education Strategy by the Ministry of Colleges and Universities, the university sees an opportunity to move from a planning phase to an implementation stage and further enhance the value of the university to our Native students. The proposal that follows would see the establishment of a School for Native Studies to house the Academic Department of Native Studies and the Department of Native Support Services. The concept is discussed in greater detail in the report. �3 THE SCHOOL FOR NATIVE STUDIES As stated earlier, the concept of a School of Native Studies was first proposed in the 1987 Academic Plan and reinforced by the Native Studies Study Group. At that time the idea was posed that such a structure would co-ordinate and promote instructional and research activities by faculty and educational services for Native students. Today, the concept of a School of Native Studies has been extended to mean a centre for Native activities, both academic and support. Special professional programs such as Native N1:1rsing, Education and possibly Engineering would remain in those schools but with support services and community liaison services provided by the School would be available to all Native students regardless of the program of enrolment. The School of Native Studies would be comprised of two departments: an academic department to house academic and research programs and a support services department where a full range of services such as social, personal and career counselling, orientation, and Native student advocacy would be provided. The organizational structure proposed is presented in Table 1. �~ Table ~ NATIVE ADVISORY COMMITTEE J Faculty of Arts and Science [ Dept. of Native Studies - B.A. (Native Community Development) - B.A. (Native Studies Program (double major) School of Native Studies (or appropriate title) l Native Support Services Native Counselling & Community Liaison Officer Housing - Native Access Program - Native Studies Certificate - Native Studies Minor Program Specific Advisory Committees ~ Other Native Programs & Students throughout the University 9 M i}q1 1 lO �5 DEPARTMENT OF NATIVE STUDIES The academic Department of Native Studies would be a newly constituted department in the Faculty of Arts and Science. In this department a number of Native programs are possible. Native Access A program already implemented on a trial basis is a general Na ti ve Access Program. The Access Program is modelled after the very successful Native Nurses Entry Program and is intended to facilitate entry into university for individuals who do not have the necessary preparation for university admission. The program is a bridging year of special courses to provide students with the skills to begin a successful academic career. The Access Program f ea tu res specialized recruitment and admission procedures, program orientation and personal counselling, a curriculum that addresses deficiencies in preparation, tutoring services for academic courses, counselling in the area of financial assistance, and social and cultural support systems. Native Studies Programs By using an interdisciplinary approach to teaching Native Studies, the expertise of several academic departments could be drawn together to build a major in Native Studies. A certificate and a minor program could be offered as well using the same approach. Plans in this area are described further in the report by the Native Studies Study Group subcommittee on Academic Programming. Community Development Program Another approach being investigated follows from a proposal made by the �6 Animkee group that suggested that the university offer a program in Native Community Development. The intent of the community development program is to provide Natives with the skills and education needed in their self-government initiatives and the development of community and resources. Such a program would be subject to the system-wide university program approvals process. It would require extensive planning and would be subject to rigorous scrutiny both internally and system-wide on curriculum, academic quality, societal need, student demand and many other points. �7 SUPPORT SERVICES DEPARTMENT A significant element in the provision of special programs to minority students is the support system that must be in place to assist students in making the transition to a successful academic life. For this reason the university operates the Native Support Services Office. Students receive academic, personal and financial counselling as well as cultural support and understanding. Assistance is provided for academic course work and study skills. Tutors are provided through interface with the Learning Assistance Centre and a Native peer tutor system is in place. The office is a centre of Native student activity on campus and has an ambitious program of social and cultural events. Cultural support would be enhanced with a Elder in Residence program to provide the support of an Elder on a regularly-scheduled basis. The Native Support Services Office is staffed year round because of summer programs such as Native Languages and the number of students participating in a variety of summer courses. Additionally, it is proposed to enhance the Native support service function with a Native Counsellor and Community Liaison Officer and a Native housing officer. Native Counsellor and Community Liaison Officer Lakehead University recognizes that in order to be successful in our endeavours to encourage greater participation by Native students, we must reach out to the community to deliver the message that higher education is an option for Native Canadians and to communicate the range of programs available. Our belief is that if we target Native students more direcdy we can increase the number who will view university education as a viable al tern a ti ve. In the report Native Student Drop-Out in Ontario Schools (I 990), it was noted that northern Native students are in general at greater risk of dropping out than are their �8 southern counterparts. "There are particular geographical, social, economic, educational, and historical factors present in northern Ontario which both singly and together mitigate again a northern Native student experiencing the same chances of academic success as his or her southern counterpart". Factors contributing to this situation include low expectations due to a number of negative factors such as poor self esteem, low expectations from the education system, from their communities and families, the lack of positive Native role models and, most important, a feeling that their communities lack many of the employment opportunities that would make the struggle and sacrifices to graduate worthwhile. The reports went on to say that "There was a high degree of agreement between Native and non-Native educators that Native dropouts lacked clear plans. Generally, these educators thought that the main reasons for this dearth of planning could be attributed to cultural factors, lack of role models, and to a lack of career counselling in both elementary and secondary schools". For these very compelling reason we propose to establish the position of Native Counselling and Community Liaison Officer who will be responsible for meeting directly with Native students, teachers, families and community leaders. As a Native person, the counsellor will present a positive role model who understands and is sensitive to the needs of these students. The counsellor will provide information to potential students, both mature students and high school students, guidance teachers, families and community leaders. Information on programs, facilities, career opportunities, support services at the university and information on the City of Thunder Bay would be communicated. The Liaison Officer would play the extremely valuable role of endeavouring to encourage greater participation in university programs, would coordinate efforts to present information on programs at the university that are specifically addressed to Native students as well as provide information about regular programming that is accessible to Native students. Liaison with university departments would take place as well in order to see that students are placed in programs that best suit their needs. �9 The geographic area targeted will be northern Ontario with particular emphasis on northwestern Ontario. Emphasis will be on visiting outlying and remote areas where direct con tact is most needed. Na ti ve specific programs will be stressed as will the fact that all university programs are accessible to Native students. Counselling on the accessibility of education using Distance Education technology and off-campus on-site delivery through Continuing Education also will be provided. Promoting university programs and recruiting in the target groups will result in reaching the goal of more Native students accessing university education. Native Housing Support Many of our Native students come from small, remote northern communities and are attempting to live for the first time in a larger urban city. Finding suitable accommodation is a major hurdle that Native students encounter in making the transition to an urban university setting. As well, many of our Native students are mature students with families and these students have an even more difficult time finding suitable and reasonably priced accommodation. In order to assist these students in the transition, it is proposed that a parttime appointment be made to provide support to students in their search for accommodation and to act as an advocate for Native housing concerns. �IO STAFFING REQUIREMENTS Implementation of this plan would require the following staffing arrangement: Full time appointments: Senior faculty appointment for Native Studies and chair of the School. Faculty appointment for Native Access. Co-ordinator of Native Support Services. Native Counsellor and Community Liaison Officer. Secretarial Support Personnel (2) Part-time appointments: Tutors Native Housing Officer For the most part, these are either new or re-defined appointments based on role and funding considerations. The university currently has a Co-ordinator of Native Support Services and secretary in the Native Support Services Offices. These positions are funded from a grant that is being phased out. The positions of Co-ordinator of Native Access and the secretary are funded as a pilot project by the university pending finding a source of funds to fully implement the program. If the program continues, the co-ordinator position will become a faculty appointments. �. 11 SUMMARY Lakehead University would like to access the funds available from the Native Education Strategy and sees this as a window of opportunity to enhance and expand programming provided for our Native students. The advise of the Native Advisory Committee is sought in this initiative to ensure that the university works in partnership with Native leaders to provide an educational experience that meets the needs of the Native community. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The School of Native Studies: A Proposal Submitted to the Native Advisory Committee. Draft, July 1991. Subject The topic of the resource Universities Description An account of the resource An internal proposal for Lakehead to establish a School of Native Studies, which would then hold the Department of Native Studies (later, Indigenous Learning), support services, and other programs. This document is a draft for discussion and revision, and includes handwritten notes. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991-07 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text 1991 Academics Indigenous students Indigenous studies proposal The Native Advisory Committee https://digitalcollections.lakeheadu.ca/files/original/9a5e32dccff5d1ad96fe234d71249870.pdf dd1458f40313eaaec771837157c3c63e PDF Text Text -· · NATIVE NURSES ENTRY PROGRAM <1cr,-1crcr ~poq.x N·nq.aa. t>c..rq.aa. 0 A Commitment To Sharing Native Nurses Entry Program Lakehead University Thunder Bay, Ontario �Lakehead University Native Nurses Entry Program Small, modern, and set in a rugged area of Ontario, Lakehead University offers a wide range of personal educational opportunities. Relatively small class sizes encourage communication between students and faculty, allow greater opportunity for "hands-on" experience in labs and easier accessibility to a wide range of facilities as diverse as computers and squash courts. A variety of campus clubs bring students together on the basis of shared interests and goals. Many clubs are involved with local and national endeavours in addition to serving the immediate needs of their members. The Student Union offers each student the opportunity to become involved in academic, political and social affairs both on and off-campus. Classic and modern movies are screened on a weekly basis; local dramatic groups present their work in the campus theatre. Dances and concerts, showcasing national and regional talent, are held regularly. A library housing 500,000 volumes, modern laboratories, extensive research facilities, and lecture rooms of all sizes support the academic activities of the University. In deference to our northernly location, many of the buildings are connected by ground tunnel for comfortable walking during inclement weather. The Native Nurses Entry Program is a nine month preparation program designed to provide the necessary skills and academic preparation required for successful completion of the four (4) year nursing degree program. The program is based on two (2) semesters of twelve ( 12) weeks each, as well as a two (2) week field experience. The student may choose field experiences in their own community or other Native health setting. The program offers four academic preparation courses and three special-purpose courses taken over the University academic year. 1st Term Preparation Vear English 1805 Chemistry 1060 Nursing 1190 Mathemat ics 1030 Biology 1191 Communications 1090 Leet. 3 Profl!s~1011dl Orienta11011 1091 Lab 0 2nd Term Leet. Ldb 3 0 2 2 2 2 3 3 0 l 0 0 3 0 2 0 3 0 0 2 0 0 3 0 0 0 Upon successful completion of the above courses the student will enter the Honours Bachelor of Science in Nursing degree program at Lakehead University. 3. Communication for Native Nursing Students - 1090 A practice-oriented course that examines selected aspects of communication theory related to professional nursing and cross-cultural communication. Students will be engaged in a variety of learning experiences including small group discussions, observation, role playing and simulation. 4. Professional Orientation for Native Nursing Students -Nl091 An introduction to the nursing profession including: history of nursing; history of Native nursing; Native health services and impact on health; roles and different levels of nurses. Guest speakers, including Native Elders and health professionals will present topics on: culture, values and cultural change; traditional approaches to health care; child rearing practices; and social and health problems arising from family disorientation. 5. Introduction to Human Biology for Native Nursing Students - Nl191 Specific Courses: 1. Mathematics for Nursing - 1030 Our residence, composed of ten "houses" named for towns in Northwestern Ontario, is built along the banks of the McIntyre River. This mixture of trees, lawn and rushing water creates a serene yet invigorating atmosphere. Each floor has a common lounge and kitchenette and each house, a Resident Assistant who is responsible for the well-being and conduct of the house members. Six hundred and forty students can be accommodated in the ten houses. The University infirmary, located in the residence complex, is managed by a full time nurse. Doctors from a local clinic are available on a regular basis. A course in the basic mathematics necessary to further study of quantitative methods. Topics include: algebra; multiplication; division; squaring; powers and exponents; simple formulas; factoring; equations; graphs; word problems. Mathematics for nursing students - weights and measures (metric); computing dosages; calculation of IV flow rate; preparing solutions. Our University is situated on approximately 150 hectares of scenic, wooded land overlooking the city of Thunder Bay. Excellent shopping, dining, cultural, sports and recreational facilities are available in the city, many of them within walking distance of the University. A thorough study of the effective elements of communication, including style; letter and essay writing; research, planning and organizational techniques; formal and informal report writing; oral communication techniques; reader adaptation and communication situations. Native literature and health related articles will be utilized . 2. English - 1805 An introductory course that will examine the structure, function, and role of major body systems. The student will become familiar with biology terminology; apply scientific method for recording, observation, and reporting data; apply biological principles in relation to health disease processes; and, be able to draw relationships between biology and the other health sciences. 6. Chemistry - 1060 A course in the basic principles of physical, inorganic, and organic chemistry for students without Advanced (Grade 13) Chemistry or equivalent. Topics include: the states of matter; chemical bonding; oxidation and reduction; organic c~>mpounds. �7. Study Skills/Logical Reasoning - N 1190 Formal instruction will cover such topics as time management; effective listening and note taking; how to research and write a term paper; memory/learning; reading efficiently and summarizing textbooks; exam writing; giving seminars. Students will also complete a self-directed program on logical reasoning and reading comprehension that will improve problem-solving techniques. FOR FURTHER INFORMATION CONTACT: Admissions Office Lakehead University Thunder Bay, Ontario P7B SEI Call (807) 343-8500 Toil Free 1-800-465-3959 or School of Nursing Native Nurses Entry Program (807) 343-8446 Facilities • olympic length pool with 1 and 3 metre diving boards • squash courts • weight training and exercise rooms • indoor track and outdoor jogging and walking trails • gymnasium - badminton, basketball, soccer, volleyball • fenced tennis courts • the Thunder Bay Country Club, directly adjacent offers an 18 hole golf course • regular City transit service • cafeteria and variety store on campus • the University bookstore stocks a wide range of stationery, gifts and textbooks • "The Study" (on campus pub) LAKEHEAD UNIVERSITY � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Nurses Entry Program brochure Subject The topic of the resource Universities Description An account of the resource Brochure for the Native Nurses Entry Program, circa 1991. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay 1991 academic access programs brochure Indigenous Lakehead Native Nurses Entry Program NNEP Nursing programs https://digitalcollections.lakeheadu.ca/files/original/12ae7e47e7b87744dbd9912e390d776c.pdf a99825b8b74b286663ebf2d657f3fe08 PDF Text Text 1991/92 .-,•. •, ��NATIVE NURSES ENTRY PROGRAM - SUMMARY REPORT INTAKE PROCESS: i) FIRST INTAKE In January 1987, Lakehead University admitted twelve Native students into the Native Nurses Entry Program. These students represented the following communities: ** ** ** Bearskin Lake Fort Hope Fort William Gull Bay Kasabonika Lake Lac La Croix ** Long Lac #58 Long Lac #77 Maniwaki, Quebec Shoal Lake Spanish River Walpole Island Of the first intake, ten of twelve students completed the program and were admitted into Year One of the Honours Bachelor of Science in Nursing Program in September 1987. ii) SECOND INTAKE In September 1987, Lakehead University admitted twelve Native Students into the Native Nurses Entry Program to begin the Second intake. These students represented the following communities: ** ** ** Attawapiskat Bearskin Lake Fort Severn Gull Bay Lac Seul Lake Helen Lake Helen Mississauga Nanisivik, N.W.T. Pangnirtung, N. W. T. Sucker Creek Thunder Bay Of the Second Intake, ten of twelve students completed the program and were promoted to the nursing degree program for September 1988. In addition, one student from the First Intake completed program requirements and entered Year One of the nursing degree program in September 1988. �iii) THIRD INTAKE In September 1988, Lakehead University admitted twelve students into the Native Nurses Entry Program. These students represented the following communities: ** ** ** ** ** Spanish River - 2 Bearskin Lake NAN COMMUNITY/BAND Couchiching Lac La Croix Sandy Lake Long Lac #58 North Spirit Lake Shubenacadie, Nova Scotia Schefferville, Quebec Summer Beaver Mobert ** Six of these students were promoted to the H.B.Sc.W. program for the 1989/90 year. Two students failed NNEP course requirements; one was transferred to Lakehead University B.A. program. Two had failed averages and will repeat NNEP. One withdrew for personal reasons. iv) FOURTH INTAKE In June 1989 twelve students were admitted into NNEP to begin the fourth intake. These students represented the following communities: ** ** ** Sachigo Lake Allanwater Aroland Fort Hope Walpole Island ** Whitefish Bay Red Lake Macdianmid Constance Lake Spanish River Six of these students were promoted to the H.B.Sc.N program for the 1990/91 year. One student will repeat two NNEP courses & nursing electives; two are continuing in Bachelor of Arts courses; two did not return to L. U.; one withdrew for personal reasons. �v) In June 1990, Lakehead University admitted thirteen students into NNEP to begin the Fifth intake. These students represent the following communities: ** Fort Frances Sachigo Lake Blind River ** Hudson Thunder Bay ** Big Trout Lake Whitehorse, Yukon Sioux Lookout Manitoulin Kingfisher Lake The Pas, Manitoba The Fifth intake students began NNEP in September 1990, this intake is currently under evaluation, although unofficially it appears that ten (10) will be eligible to continue into the nursing degree program. Two (2) of these students withdrew for personal reason, and one ( 1) will be returning in the fall of 1991 /92. ********************************************* NATIVE NURSES ENTRY PROGRAM (NNEP): The Native Nurses Entry Program (NNEP) at Lakehead University is a nine-month preparatory program. It is designed for the Native adult students who do not have the prerequisites for direct entry into the university baccalaureate nursing program. The goal of NNEP is to provide First Nation adult students with the necessary academic skills and orientation to enter the nursing program. In addition, it also takes into consideration the Native traditional holistic approach to health. Successful completion of NNEP would enable the students to gain entry into the four-year baccalaureate nursing program at Lakehead University. NNEP is funded on a three-year developmental basis by the Ontario Region Indian and Inuit Health Careers Program (IIHCP) of Medical Services Branch (MSB). The program was originally funded for three academic years from 1987 to 1989. There were two student intakes in 1987. The funding has now been extended to April 1993. It is co-funded by Medical Services Branch and Ministry of Health. �Back&round of the Proeram: First Nations and the Canadian government are cognisant of the need to improve the delivery of health care services to First Nation communities. Well qualified and trained nurses are an integral and indispensable part of these services. Native nurses have an inherent cultural sensitivity to the socioeconomic realities in First Nation communities. Presently there are 326 Native nurses in Canada. Approximately 20 % of these nurses have nursing degrees. First Nations recognize that they need more Native nurses with degrees to work in their communities. Lakehead University has a tradition of working with First Nations in helping their people access university education. In 1983, the Nishnawbe Aski Nation (NAN) which represents 43 First Nation northern communities, approached the School of Nursing at Lakehead University. NAN requested that Lakehead University explored the feasibility of providing a preparatory program for entry into nursing for First Nation students. This was prompted by the fact that without a preparatory program many First Nation students, especially adults would not have the pre-requisites to apply for entry into the baccalaureate nursing program. A consultation workshop was held at Lakehead University in May 1985. Participants at this workshop included Native leaders, health professionals, educators, Lakehead University staff and the staff of Medical Services Branch. A small working group was formed at the end of this workshop. Members of this group included Native nurses, educators and Lakehead University staff. The group's mandate was to work on the design and development of the Native Nurses Entry Program (NNEP). This group later became the NNEP Advisory Committee. NNEP started as a seven-month program in January 1987, and has been changed to a nine-month program since September 1987. The change was recommended by the NNEP students as it was easier for them and their families to relocate and attend school from September to May. Since January 1987 there have been four intakes of students into NNEP. Twelve students were admitted in each intake. At the time of this report, a total of forty-eight students had been admitted to NNEP. Of these forty-eight students, twelve have just started the program in September 1989 and thirty-six students have gone through NNEP. �Major Findines of The Evaluation: The following is a summary of the major findings of this evaluation: 1. Of the students who complete NNEP, the majority continued into the intended nursing program at Lakehead University. However, some students have moved into other Lakehead University programs, and some are attending other university and college programs. The breakdown of the above mentioned students are as follows: (a) Of the thirty-six students from the first three NNEP intakes, twenty-nine students successfully completed the course. This represents an overall successful completion rate of 80.6% of the NNEP population from January 1987 to May 1989. (b) Twenty-seven of the twenty-nine students entered the Honours Bachelor of Science Nursing (H.B.Sc.N.) program at Lakehead University. This represents 93 % of those who completed NNEP. (c) Of the above mentioned twenty-seven students, nineteen (69%) are still in the H.B.Sc.N. program. In addition, one student is taking a combination of NNEP courses and a first year elective. The status of the above mentioned twenty NNEP students in the nursing program at Lakeh~d University are as follows: - Two students are in third year nursing; - Three students are in second year nursing; - Fourteen students are in first year nursing; (Of the latter fourteen students, six are in first year nursing for the first time, six are repeating first year courses, and two are taking electives as they have passed first year nursing). One student is taking a combination of NNEP course and first year nursing elective. (d) Nine students left the H.B.Sc.N. program at Lakehead. Two of these students are continuing their education at the university level (Social Work; Bachelor of Arts). Two of the students are now taking college courses one in nursing and one in Arts and Science. One student is working in the Baffin Health Board NWT. Three students are at home with small children, and one student is deferring entry into second year nursing at Lakehead University for personal reasons. �(e) Therefore the number of NNEP students who are still in various university studies including nursing is twenty-two out of twenty-nine students or 76%. In addition to these twenty-two university students, two other NNEP students are attending college. Thus, the number of NNEP students who are attending universities and colleges is twenty-four out of twenty-nine or 83 %. (t) Seven students did not complete NNEP. Four withdrew for personal reasons, one for medical reasons and two failed the program. Of the two students who failed the program, the first student was from Quebec and had difficulty with written English, the other was not able to handle the sciences. The student from Quebec is now taking nursing in French at the University of Ottawa and the other is in the General Bachelor of Arts program at Lakehead University. The above analysis took into consideration the students who have successfully completed NNEP and their progression into the nursing and other post secondary programs. An alternative approach of evaluating the students' progress globally is to consider the total NNEP student population who started the program and trace their progress in post secondary education. This would then include students who did not complete NNEP but advanced on their own to the nursing program and the Bachelor of Arts program in other universities. (Therefore, of the thirty nursing program and the Bachelor of Arts program in other universities.) Therefore, of the thirty six students who attended NNEP, twenty eight (78 %) continued into nursing. At the time of this report, twenty one out of the thirty six students are still in nursing. One second year nursing student is taking a year off for family reasons. Therefore the percentage of students who are in nursing at the university level is 61 % (22 out of 36 students). Regardless of which approach is used in analyzing the NNEP students educational progress, the end result is that the majority of the NNEP students are continuing their education in the nursing program while some are in other post secondary programs. 2. NNEP is presently providing the students with the opportunity of accessing nursing at the university level. The overall success of NNEP in providing for graduate nurses to work in First Nation communities or with First Nation people in health institutions can only be fully evaluated in the next two to three years. It is anticipated that the two third year nursing students will graduate by 1992/93. In conclusion the evaluation found that NNEP has effectively met its goals and objectives to the extent that it has provided the students with the opportunity to access the Honours Bachelor of Science Nursing program at Lakehead University and other post secondary programs. A more �.. • comprehensive assessment of how effectively NNEP has met all its goals in providing the opportunity for the students to graduate from the nursing program and work with First Nation communities can be only be evaluated when the students graduate from the nursing program in the next two to three years. These goals and objectives are consistent with the wishes for First Nations, Medical Services Branch hiring policy and the policy of transfer of control of health care services in First Nation communities to First Nations. The reality however is that until Indian education focuses more on the sciences and there are more secondary school graduates at the advanced level, preparatory programs like the NNEP are essential. Without such programs, many Native people would not have the opportunity to access university education. NNEP has demonstrated that such a preparatory program can work for Native people. Therefore it is imperative that long-term funding be secured for the continuation of this program. Taken directly from Kin Wan External Evaluation, Native Nurses Entry Program, released Spring 1990. This evaluation includes the first three intakes, thirty-six students. There are presently sixty students who have gone through NNEP. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Nurses Entry Program, Chief's Report Subject The topic of the resource Universities Description An account of the resource A report on the success to date (1991) of the Native Nurses Entry Program at Lakehead. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text