761 10 13247 https://digitalcollections.lakeheadu.ca/files/original/d903c2d83858c9cab6e031b334cd1cc7.pdf c7519d86e1e3d48112b3f5b6e95780a8 PDF Text Text LAKEHEAD UNIVERSITY NATIVE ADVISORY COMMITTEE Preamble Lakehead University has a history of participating in Native endeavours. For example, the Native Nurses Entry Program, the Native Teacher Education Program, the Native Language Instructors' Program, and the Native Student Support Services Program are testaments to this institution's commitment to make the Native students' academic goals more successful. Most recently, Lakehead University established the Native Studies Study Group and the position of Co-ordinator of Native Programming to assist in the University's objectives of developing programming relevant to Native people and of helping Native students succeed. A further initiative by the University is to establish a Native Students Access Program to further the ability of Native students to enter University programs and to succeed in their work. Lakehead University is committed to involving and consulting the Native community at large with respect to such objectives and programs. It needs a mechanism for regular and mutually useful participation of representatives of the Native population. The University proposes to establish the Lakehead University Native Advisory Committee as a means of involving Native people in University programs of interest to them. The Committee would have the following terms of reference. TERMS OF REFERENCE 1. Advisory Relationship within the University The Lakehead University Native Advisory Committee (LUNAC) is established to give advice to the President at Lakehead University on programming in Native Studies, on University relationships with Native communities and students, and on other matters of interest to Native people and the University. 2. Membership The Lakehead University Native Advisory Committee shall consist of fifteen persons: I) 2) 3) 4) 5) 6) 7) 8) The The The The The The The The Grand Council Chief of the Nishnawbe-Aski Nation Grand Council Chief of Grand Council Treaty #3 Grand Chief of the Union of Ontario Indians Grand Chief of the Association of Iroquois and Allied Indians President of the Ontario Metis and Aboriginal Association President of the Ontario Federation of Indian Friendship Centres President of the Ontario Native Women's Association President of the Lakehead University Native Students' Association The elected leaders named above may be represented by such other qualified and formally designated representatives as she/he appoints. 9) 10) 11) 12) 13) Two Native persons from Northwestern Ontario to be nominated and appointed by the Committee, one of whom shall be an elder. The Chairperson of the Native Studies Study Group Two persons appointed by and from the Native Studies Study Group The Co-ordinator of Native Programming The Vice-President (Academic), who shall be Secretary of the Committee. �Native Advisory Committee Terms of Reference Page 2 The Chairperson of the Lakehead University Native Advisory Committee shall be a Native person, nominated and selected from the Committee membership. 3. Representation and Advice The representation of the Native community served by Lakehead University, with their special knowledge and trust within their community, are expected to represent the interests of their people in the deliberations of the Advisory Committee. They are in a position to know the concerns and needs of their people, to bring these to the attention of the Advisory Committee and the Vice-President (Academic), and to influence the actions of the university. 4. Responsibilities The Lakehead University Native Advisory Committee is established to: 1) 2) 3) 4) 5) 6) 7) 8) provide ongoing support and advice to Lakehead University through the Offices of the President and the Vice-President (Academic); review data and statistics on the recruitment and retention of Native students, the courses of study in which they are enrolled, and their -success in and after their University studies; review and advise on general policy additions and changes to University programs, as these relate to the Native communities and students, through such procedures as periodic program reviews and evaluations; advise on the promotion of University programs and services, program budgets, recruitment of Native staff, faculty and students, application procedures, admissions procedures and criteria, the support of Native students and proposals for Native specific initiatives; advise and educate the University and the general public on Native issues; assess ways in which courses of study may be offered in Native communities in northern Ontario; advise on the establishment of a Centre or Department of Native Studies, and, submit specific recommendations with regard to the above named matters. 5. Meetings The Committee may meet as often as it sees fit, provided that it does so within the budget provided. The University shall pay appropriate travel, meal, and accommodation expenses according to established University accounting practices. The University shall provide secretariat services through the Office of the Vice-President (Academic). July 1991 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Native Advisory Committee, Terms of Reference Subject The topic of the resource Universities Description An account of the resource Terms of reference for the Native Advisory Committee at Lakehead, July 1991. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991-07 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/ea2922f7c64637a10ee9bf1332919487.pdf ef7fdac283b0441985d754dbc49960a9 PDF Text Text DRAFT NATIVE STUDIES PROPOSAL Presented by · The Native Studies Study Group Lakehead University November 1991 �"Post-secondary education is essential to all First Nations activities that share this objective of self-determination." - Assembly of First Nations, Tradition and Education: Towards a Vision of Our Future (Ottawa, 1990), 92. �ACKNOWLEDGEMENT Native Studies Study Group 1991 D. Bates M. Boone G. Bruyere K.L. Clarke R. Eigenbrod E.Epp M. Hardy M. Johnston J. Lawson G. Locker D. Martin P. McGuire J. Naysmith D. Neegan J. O'Meara M. Pitawanakwat D. Rice E. Sabourin E. Setliff R. Slipperjack-Farrell B. Toye-Welsh D. Wawia D. West Note: Educaton Nursing Native Support Services Special Assistant/Institutional Research English History Native Programming Northern Studies/Geography Student Services Engineering Chemistry NNEP Forestry Lakehead University Native Students Association Education Community Community Contact North Forestry Education N.L.I.P. N.T.E.P. Poli ti cal Studies The names of the members of the Sub-Committee on Academic Programming in Native Studies are listed in bold-face. 11 �EXECUTIVE SUMMARY The overall purpose of the proposal is to achieve academic programming in Native Studies and Native Community Development in the Faculty of Arts and Science at Lakehead University. This programming will complement long-established programs in the Faculty of Professional Studies such as the Native Teachers Education Program and the Native Language Instructors' Program. Native organizations are keenly aware of the need to develop more opportunities for the post-secondary education of aboriginal people. Their concerns are recognized in this report and some of the responses of Lakehead and other universities are noted. The Academic Plan adopted in 1987 recognized the opportunity for Lakehead University to meet these Native needs, and the Native Studies Study Group declared the enhancement of research and teaching in Native Studies to be one of its four objectives in 1989. This report presents the plan that would make that objective a reality for Native and other students at Lakehead University. It is recommended that the Faculty of Arts and Science consider the following actions: 1.1 Establishment of a program in Native Studies incorporating the core courses in Native Studies that have long been part of the Anthropology listings in the Calendar plus a new introductory course and including cross-listed or recommended courses offered by various Arts and Science departments. 1.2 Creation of Double Major, Minor and Certificate options for the study of these Native Studies courses. 1.3 Development of a program in Native Community Development incorporating new courses in this area and courses already offered by the various Arts and Science departments. 1.4 Implementation of both the Native Studies and Native Community Development programs by means of a new department within the Faculty of Arts and Science and the appointment of a Native faculty member to begin to develop the new department. 1.5 Further consideration of curriculum development in Native Studies and Native Community Development by the Faculty of Arts & Science. iii �TABLE OF CONTENTS Page I. Introduction ............................ .. ........... . .. . . . . ....... . 2. Statement of Purpose .................. . .. . ................... . ..... . 3. The Expectations of Native People ..................... . .. . .. .. .... .. . 4. The Work of the Native Studies Study Group ......... . ......... . ... ... . 5. The Rationale for Establishing Programs ............... . . . .. . . . . .. .. .. . a) b) 6. Native Studies ..................... . ......... . . . .... .. . .... . . . Native Community Development ...... . .............. . .. .... . .. . The Proposed Format of the New Programs ............................ . a) b) Native Studies ............................................... . Native Community Development ............................... . 7. Recommendations .................................................. . 8. Conclusions iv �LIST OF APPENDICES Page I Calendar Entries - Native Studies Program ............... .. .. . . .... ... . II Draft Native Community Development Program ....................... . III Lakehead University Native Advisory Committee, Terms of Reference .... . IV Selected Native Studies Bibliography ................ .... ............. . V Proposal for a School of Native Studies .............. . ....... . ... .. . .. . V �1 ACADEMIC PROGRAMMING IN NATIVE STUDIES AND NATIVE COMMUNITY DEVELOPMENT 1. INTRODUCTION The development of research and teaching in Native Studies was recognized as one of the areas needing development in this Academic Plan adopted by Lakehead University in 1987. Soon after the adoption of the Academic Plan, a Native Studies Study Group began work on a number of initiatives to encourage research relating to Native people and their needs. In a report completed in May 1989, the Native Studies Study Group also recommended the establishment of a Native Access program for Arts and Science to complement the Native Teacher Education Program and the Native Nurses Entry Program in the Faculty of Professional Studies. A community-based proposal for a Native Community Development program was brought to the Native Studies Study Group during the I 989/90 Academic Year. Early in 1991, the Native Studies Study Group created a Sub-Committee on Academic Programming to develop both an interdisciplinary program in Native Studies and a quasiprofessional program in Native Community Development. The Native Studies and Native Community Development programs proposed in this report are designed to equip the Faculty of Arts and Science to meet its responsibilities to Native people in the Ontario region with the highest proportion of aboriginal people. The proposal recognizes the fact that, although the Faculty of Professional Studies offers a number of important programs to Native people and is developing others, the education needs of many Native people can only be met within the Faculty of Arts and Science. The proposal represents an acceptance of the Native Studies challenge offered by the Academic Plan of 1987 and will enable the Faculty of Arts & Science to enter a new phase in its academic service as the new Academic Plan is being formulated. The proposal also reflects the determination of Native people in the region to have Lakehead University meet their own needs for academic study and �2 professional preparation. At a time when Native people assert the right to plan there own futures, Native people employed by Lakehead University, as well as residents in our community, have asserted that Lakehead University should meet their education needs. �3 2. STATEMENT OF PURPOSE The Native Studies and Native Community Development programs proposed in this report are designed: a) to offer academic courses in the developing field of Native Studies to Native and other students, and b) to provide a quasi-professional program in the vital area of Native Community Development to Native students. These programs are designed above all to enable Native students from Northwestern Ontario and other areas both to explore their own cultures and to develop the specialized skills they need to develop their societies. This proposal will enable Lakehead University to meet the contemporary challenge of assisting Native people and their organizations to advance their education and develop their communities in the new era of Native self-government. �4 3. THE EXPECTATIONS OF NATIVE PEOPLE Native people in this region and across Canada are actively pursuing the benefits of post-secondary education. The Assembly of First Nations declared in 1990 that "postsecondary education is essential to all First Nations activities that share the objective of selfdetermination" (Tradition and Education: Towards a Vision of Our Future, 92). The expectations of Native people with regard to post-secondary education involve the training of Native professionals to meet the needs of developing and implementing strategies that will contribute to self-determination. Moreover, there is an expressed desire among Native people to exercise jurisdiction over their own education, including post-secondary education. The goal of direct participation in the formation of post-secondary educational policy has been expressed by a number of Native organizations. Their ambition is to create and . administer programmes which reflect the needs and concerns of Native people across the country. Because the quality of post-secondary education is important to the development of self-government and self-determination, Native people have specified cultural input, building on existing post-secondary programmes, teacher training, curriculum content and development, counselling, programme delivery to Native communities, and funding to be the most important areas of immediate concern. The overall aim of this involvement in the policy-making process is the improvement of the quality of Native post-secondary education. Quality education has been defined by the Assembly of First Nations as "the means by which history, values, ·beliefs, and knowledge are transmitted and new ideas are incorporated" (Tradition and Education: Towards a Vision of Our Future, 93). Post-secondary education should prepare students, Native and non-Native, for the job market. Native people are aware of the educational requirements relevant to today's employment situation in Canada. Moreover, they are aware of the need to foster a greater �5 understanding among Native and non-Native students of the needs of Native people with regard to cultural identity and awareness, language retention, and the relating of the concepts of Native self-determination and self-government. Therefore, it is important to recognize that the Nishnawbi-Aski Nation All-Chiefs Conference in August 1990 identified three important and related goals in the delivery of post-secondary education: a) to increase Native participation and completion rates in university and college programs; b) to increase the sensitivity and awareness of post-secondary institutions to native cultures and issues, and; c) the increase the extent and participation of Native peoples in decisions affecting Native post-secondary education (Keewatin Report, 32). The serious under-representation of Native people in Ontario post-secondary education institutions can only be rectified by concerted action. The Native Advisory Committee to the Ministry of Colleges and Universities, which included representatives of the Chiefs of Ontario Joint Indian Association, Association of Iroquois and Allied Indians, Nishnawbe-Aski Nation, Union of Ontario Indians, Ontario Federation of Indian Friendship Centres, Ontario Metis and Aboriginal Association and Ontario Native Women's Association has called for "the use of expanded and more flexible mature student admission and selectiqn criteria, the development of special access or bridging programs, the active recruitment of interested Native students and the expansion of distance education opportumties, particularly for people in northern Native communities." It is clear that Native people in this region and across Canada are actively participating in and directing the future of Native post-secondary education. This activity will provide Native students with the skills required to succeed in either Native or mainstream �6 communities. It is also clear that the University community at Lakehead is interested in working with Native people to help them to create the kind of post-secondary education that they require for the realization of self-reliance and economic and political self-sufficiency. In this spirit, the proposal for a Native Studies Program at Lakehead University is a first step in meeting the needs of both communities. �7 4. THE WORK OF THE NATIVE STUDIES STUDY GROUP Lakehead University has, through the first quarter century of its academic development, come to recognize the challenge that it faces in meeting the educational needs of a region characterized by a higher proportion of Native people than is to be found in any other part of Ontario. Northwestern Ontario is the home of dozens of First Nations and of thousands of urban Native people. The University has been most successful in developing such programs as the Native Teacher Education Program and the Native Language Instructors Program. For some time the Anthropology Department also offered a well-received Native Studies Program each Summer Session. The Academic Plan adopted by the Senate of Lakehead University in 1987 recognized the importance of academic services to Native people. Recommendation 4.5 of the Academic Plan stated: a major goal over the next five years be to try and introduce additional undergraduate and graduate programming of direct regional relevance. A series of study groups were formed "to coordinate and further develop courses and programs now being offered and investigate the feasibility of mounting new undergraduate programs in regionally relevant subject areas" (Recommendation 4.6). Specifically a Native Studies Study Group was recommended for the following reason: Northwestern Ontario has a significant Native population which is an increasing proportion of the regional total. Lakehead University should, therefore, increase its activities related to Native peoples in all respects as part of its regional mandate. This should be done in close co-operation and with the advice of the Native groups. Lakehead already has undertaken a number of program initiatives in the areas �8 of Nursing, Social Work, Anthropology, Native Languages, and Education. However, these are not coordinated and have not been analyzed in any comprehensive way. A Study Group should be formed to do this. The Academic Plan also recognized the importance of a distinct institutional setting for the academic services to Native people: Senate would like to note that, in its opinion, Native Studies initiatives should be organizationally distinct from Northern Studies initiatives. Although the two were linked in the Re port of the Presidential Advisory Committee on Northern Studies ( March 1985) so much is involved in each that it is likely to be less complicated to form two distinct organizational structures even though the two areas are intimately connected. As the Native Studies Study Group Report May 1989 indicated, the Senate recommendations relating to Native people were taken up soon after the Academic Plan had been adopted. The Native Studies Study Group focused its attention on four areas of priority: a) identification of Native needs and interests; b) developing a Native Students Access Program; c) promoting Native interests on campus; and d) enhancing research and programs in Native Studies. A substantial part of the Report was devoted to the creation of a Native Students Access Program modelled on the Native Nurses Entry Program but meeting the needs of Native students entering Arts and Science programs generally: �9 The Study Group also recognized that "the University's commitment to Native education will be demonstrated in part by the number of tenured Native faculty members it has, by actions designed to increase the number of tenured Native faculty members, and by its support of their efforts to develop professionally." The NSSG therefore recommended: "That Lakehead University take steps designed to increase the number of tenured Native faculty members" (p. 42). The Native Studies Study Group Report also recognized that "some centralized support and co-ordination of faculty activities would provide a continuity and visibility to University Native Studies that should enhance the effectiveness of the work and attract interest and funding" (p. 43). The Report, therefore, recommended "That the University obtain funds for the limited term appointment and support of a Co-ordinator of Native Studies to assist the Study Group in setting up a Centre for Native Studies and in other aspects of planning and implementing its programs in Native Studies" (p. 50). One of the specific issues that the Native Studies Study Group Report of May 1989 also dealt with was the academic location of the important Native Language program of the University: "Given the importance of Native languages within the Department of Languages, not only to Native people but also as a subject worthy of academic study, consideration should be given to enhancing the status of Native Languages within the Department of Languages or, alternatively, to locating Native Languages in another academic unit in the University" (p. 45). The Native Studies Study Group saw progress in the University's establishment of a Native Access Program during 1990/91 and has had the assistance of a Co-ordinator of �10 Native Programming since I 989. The need to focus effort on the academic development of Native Studies led to the creation of a Sub-Committee on Academic Programming in Native Studies in I 990. This Sub-Committee began consideration of an inter-disciplinary program in Native Studies. It also received a proposal in 1990 from a co~munity group, the "Animkee Education Council", to consider the establishment of a new quasi-professional program in Native Community Development. Native people have come to play a very important part in the work of the Native Studies Study Group and the Sub-Committee on Academic Programming in Native Studies. Lakehead University has also established a Native Advisory Committee (Appendix III) through which Native organizations advise the University on its responses to the educational needs of the Native people of Northwestern Ontario and the rest of the province. The Native Advisory Committee is now chaired by a Native person from the Lakehead community and provides the various Native governmental confederacies and other leading Native organizations with an instrument to guide academic development of concern to them at Lakehead University. The proposal for a new Department of Native Studies to offer Double Major, Minor and Certificate programs in Native Studies and a major program in Native Community Development was presented to the Native Advisory Committee at its meeting of 16 July 1991. The Native Advisory Committee has encouraged the University to continue working along the lines envisaged in these program proposals. The Native Advisory Committee has also received with interest a proposal from the President of Lakehead University for the establishment of a "School of Native Studies" that "would be comprised of two departments: an academic department to house academic and �11 research programs and support services departments where a full range of services such as social, personal and career counselling, orientation, and Native student advocacy would be provided" (The School of Native Studies: A Proposal Submitted to the Native Advisory Committee: July, 1991, p. 3). The "Proposal" envisages "the academic Department of Native Studies [as] a newly constituted department in the Faculty of Arts and Science" providing inter alia Native Studies Programs on an interdisciplinary basis "as described .. .in the report by the Native Studies Study Group sub-committee on Academic Programming" and a Native Community Development Program (p.5). �12 5. THE RATIONALE FOR ESTABLISHING PROGRAMS a) Native Studies Native Studies programs have become established in many Canadian universities to enable Native students to become more familiar with the experience and situation of their communities in Canada. Native Studies programs recognize that the historical experience of the First Nations. the social evolution of the Native peoples, the culture and way of life of aboriginal peoples generally are appropriate focuses for post-secondary study by both Native and non-Native students. Native Studies programs represent an instrument for cultural development and social empowerment by Native people as well as a forum within which nonNative persons can become more informed about the experience of their Native fellow citizens. Native Studies programs, which are sometimes regarded with concern as intrusions in the social or cultural life of Native peoples, have generally served to enable Native persons to make their own experience a legitimate focus for post-secondary education. This has certainly been true in Ontario of the Native Studies program at Trent University, which played a pioneering role in the development of programming and which has enabled Native people from every part of the province to achieve university degrees. A Native Studies program at Lakehead University will provide an opportunity for the Native people, particularly of Northwestern Ontario to explore the experience of their own people at the university of their region. The proposed program will enable them to combine this exploration with studies in a Double Major disciplinary context and thus became better prepared to act as leaders in their own communities. The Minor program will enable students to have some participation in Native Studies recognized on their transcripts. The Certificate in Native Studies will enable persons who have already achieved university degrees to add courses in Native Studies to their professional qualifications. �J 13 b) Native Community Development Native people are keenly aware of their need for professional qualifications to undertake work in the community development context. All communities hope to find the professional skills they need for economic and social development among their own members. Members of the community are most keenly aware of the needs and have the greatest stake in the development of programs and the achievement of results. What member of Native communities need is the opportunity to equip themselves in a quasi-professional way to meet the needs and plan the programs need for community development. A program in Native Community Development will enable Native students to combine study of the principles of community development with study of various courses offered by the existing departments of the Faculty of Arts and Science. . The economic development option will inevitably require a good deal of study in Economics whereas the social development option will focus study in Political Studies, Philosophy and Social Welfare. The Native Community Development program was proposed by a Native community group and will be developed further in discussion with First Nations and other Native organization. �14 6. PROPOSED FORMAT OF THE NEW PROGRAMS a) Native Studies The programs in Native Studies and Native Community Development off er students fundamental knowledge of First Nations' history; cultural and traditional values; political, constitutional, and sociological issues; and economic relationships with the mainstream society. The programs include a double major and a minor in Native Studies and a Certificate in Native Studies. The program in Native Studies combines relevant courses in the existing curriculum of various departments with core courses in Native Studies to enable students to complete the program. PROGRAMS I. B.A. {Native Studies Double Major) Three Year Program The double major in Native Studies consists of five courses in Native Studies and must be taken in combination with another Major whose requirements must be met. The following courses are required: First Year Native Studies 1100 Second Year - Native Studies 2431 and 2433 Third Year Native Studies 3435 and 3437 Note: Students in need of academic counselling should consult the Chair of the Department of Native Studies. �..J 15 2. B.A. (Minor in Native Studies) A minor concentration in Native Studies consists of at least three full-course- equivalents in Native Studies. An overall average of 60% is required in Native Studies 1100 and any two other Native Studies elective courses at the second year level or above. 3. Certificate in Native Studies The program consists of four full-course-equivalents in Native Studies: a) Native Studies 1100 b) Native Studies 2431, 2433, 3435 and 3437 c) one full-course-equivalent Native Studies course On completion of all four courses with an overall average of 60%, registrants will be awarded a Certificate in Native Studies. �16 6. b) Native Community Development (Draft Proposal) This program is designed to equip the student with the qulification to assist with the development of their community. The Interdisciplinary Program in Native Community Development offers a Bachelor Degree in Native Community Development. Studies may opt to complete a Fourth Year and achieve an Honours Degree in Native Community Development. B.A. (Major in Native Community Development) Three Year Program Option I - Economic First Year: (a) Native Community Development 1000 (b) Native Studies 1100 (c) Business 1511 and 1512 (d) Economics 1100 (e) One elective course from Group II Second Year: (a) Native Community Development 2000 (b) Economics 2003 (c) Three elective courses, one of which is recommended to be Business 1513 Third Year: (a) Native Community Development 3000 (b) Economics 3211 (c) Political Studies 3351 (d) Three elective courses �17 Option II - Social First Year: (a) Native Community Development 1000 (b) Poli ti cal Studies l l 00 (c) Sociology 1100 (d) two elective courses Second Year: (a) Native Community Development 2000 (b) Philosophy 2805 (c) Political Studies 3351 (d) two and one-half elective courses Third Year: (a) Native Community Development 3000 (b) Social Welfare 3411 (c) Native Studies 3437 (d) three elective courses �18 RECOMMENDATIONS It is recommended that the Faculty of Arts and Science consider the following actions: I. I Establishment of a program in Native Studies incorporating the core courses in Native Studies that have long been part of the Anthropology listings in the Calendar plus a new introductory course and including cross-listed or recommended courses offered by various Arts and Science departments. 1.2 Creation of Double Major, Minor and Certificate options for the study of these Native Studies courses. 1.3 Development of a program in Native Community Development incorporating new courses in this area and courses already offered by the various Arts and Science departments. 1.4 Implementation of both the Native Studies and Native Community Development programs by means of a new department within the Faculty of Arts and Science and the appointment of a Native faculty member to begin to develop the new department. 1.5 Further consideration of curriculum development in Native Studies and Native Community Development by the Faculty of Arts & Science. �19 8. CONCLUSIONS The challenge from the First Nations and Native organizations is clear. These proposals will enable Lakehead University to join in meeting the challenge. "The provision of post-secondary education to First Nations students is an absolute necessity." - Assembly of First Nations 1990 "Post-secondary education is essential to all First Nations activities that share the objective of self-determination." - Assembly of First Nations 1990 "We want education to give our children a strong sense of identity with confidence in their personal worth and ability." - National Indian Brotherhood 1973 "Many First Nations communities today have 80 to 90 per cent unemployment rates, and government spends enormous sums on maintaining these people through the payment of social assistance that is a right for all Canadians. Our great hope for climbing out of this state of dependency is to produce a highly educated generation that can put its knowledge and skills to work in improving life on the reserves. In fact, it costs more to keep people uneducated and unemployable, either in the reserves or in the cities, than to put them through university. This is, for us, a definition of frustration." George Erasmus Drumbeat, (1989) �APPENDIX I COURSES NATIVE STUDIES PROGRAM �21 APPENDIX I COURSES NATIVE STUDIES PROGRAM The following courses are offered for the Native Studies degree program: CORE COURSES The following courses are offered for the Native Studies degree program: Native Studies I JOO - Introduction to Native Studies This course provides an introduction to the experience of Native people before and after the arrival of Europeans. The aim of the course is to assist the student in exploring Native traditions and understanding the current situation of Native people. ANTHROPOLOGY Native Studies 2431 - Anthropology 343 I Native People and the Past This course focuses on an analysis of Native cultures from prehistoric times through to the height of the fur trade. The aim of the course is to evaluate Native-European relations prior to Confederation. Native Studies 2433 - Anthropology 3433 Native People and the Government The aim of this course is to consider Native-government relations since the time of Confederation. Topics include the status of Native women, Native education, the role of Indian and Northern Affairs Canada, and the nature of treaty organizations. Native Studies 3435 - Anthropology 3435 -- Native People and the Land During the past few years, land ownership has emerged as a central issue in Nativegovernment relations. This course examines some of the main controversies centering on this issue. Native Studies 3437 - Anthropology 3437 Native People and the Issues The purpose of this course is to introduce the student to some of the key issues in contemporary Native life. Among others, the topics will include economic development, the impact of technology and education. �22 ELECTIVE COURSES The following Native Studies courses are listed under related disciplines where indicated and may be counted as Native Studies courses or as courses in the related discipline. All of the prerequisites established by the various departments for the following courses must be adhered to: ANTHROPOLOGY Native Studies 2lf3 -- Anthropology 2 lf3 -- The Archaeology of North America This course examines the archaeological techniques and methods of interpretation focusing on the excavations and analysis of material culture of prehistoric cultures of North America. Using the anthropological approach to reconstruct prehistoric societies beginning with the first movement of people onto the continent, the course surveys the evolution of the Indian cultures. Native Studies 2401 -- Anthropology 2401 -- Introduction to Native Canadian Studies This course focuses on an analysis of the customs and cultures of the aboriginal peoples of Canada from the time they entered the New World to the present. The course begins with an examination of the migration of Native People to the New World, traces the impact of Europeans on Native societies and deals with some of the day issues that confront Native Canadians today. ENGLISH Native Studies 2702 -- English 2702 -- Canadian Indian Literature An introduction to Canadian Indian literature from the seventeenth century to the present. Among those to be studied are Tecumseh, Brant, Johnson, Redbird and Copeway. HISTORY Native Studies 3304 -- History 3304 -- The North American Fur Trade A survey of the varied domains of the fur trade in North America and the scholarship that has developed on this topic; study of the social consequences as well as the economic nature of the trade; appreciation of the basic role of the Native people in this trade and assessment of the effect it had on their history. �•' 23 LANGUAGES Native Studies lXXX--Oiibwe 1010-- Introduction to Oiibwe I Introduction to basic Ojibwe phonetics, grammar and conversation. OR Native Studies l XXX -- Cree 1010 -- Introduction to Cree I Introduction to basic Cree phonetics, grammar and conversation. Native Studies l XXX -- 0 iibwe 1012 -- Introduction to O iibwe ll Development of conversational skills and practice in writing. OR Native Studies l XXX -- Cree JO 12 -- Introduction to Cree ll Development of conversational skills and practice in writing. Native Studies l XXX -- Algonquian 1210 -- Written Algonquian Structure Part I An introduction to the Algonquian language structure and syllabic orthographic principles through the study of examples from the various Algonquian languages represented by class members. OR Native Studies 1 XXX -- Algonquian 1212 -- Oral Algonquian Structure Part I Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Native Studies I XXX -- Algonquian 1230 -- Written Algonquian Structure Part ll Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proof-reading and correcting of unedited text. Advanced work in syllabic. OR �24 Native Studies 1XXX -- Algonquian 1232 -- Oral Algonquian Structure Part // Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Native Studies 2XXX -- Oiibwe 2001 -- Intermediate Oiibwe Development of basic skills. Introduction to reading materials. OR Native Studies 2XXX -- Cree 2001 -- Intermediate Cree Development of basic skills. Introduction to reading materials. Native Studies 2XXX -- O iibwe 2011 -- Field Study Special project to be pursued as a practicum on location. OR Native Studies 2XXX -- Cree 2011 -- Field Stu~y Special project to be pursued as a practicum on location. Native Studies 2211 -- Algonquian 2231 -- Written Algonquian Structure Part //I Continuation of the structural study of Algonquian languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. OR Native Studies 2XXX -- Algonquian 2213 -- Oral Algonquian Structure Part IV Continued Study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Native Studies 2XXX -- Algonquian 2231 -- Written Algonquian Structure Part IV Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. OR �25 Native Studies 2XXX -- Algonquian 2233 -- Oral Algonquian Structure Part IV Guided individual or small group work on selected Algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Native Studies 2XXX -- Native Languages 27 l l -- Introduction to Native American Linguistics A survey of the native languages of North America: present situation, historical relationships, sound systems, grammatical structures, geographic and social variation, writing systems and language maintenance. The basic principles of descriptive and historical linguistics will be introduced. Native Studies 2XXX -- Native Languages 2713 -- Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. Native Studies 3XXX-- Oiibwe 3001 -- Advanced Oiibwe Continued practice of aural, oral, reading and writing skills. Introduction to syllabic writing. Contrastive analysis of related languages. OR Native Studies 3XXX -- Cree 3001 -- Advanced Cree Continued practice of aural, oral, reading and writing skills. Introduction to syllabic writing. Contrastive analysis of related languages. Native Studies 3XXX-- Oiibwe 3011 -- Oiibwe Immersion Development of all language skills on location. OR Native Studies 3XXX -- Cree 3011 -- Cree Immersion Development of all language skills on location. Native Studies 3XXX-- Oiibwe 3211--Translation Theory and practice of translation. Problems of literary and technical translation. OR �26 Native Studies 3XXX -- Cree 3211 -- Translation Theory and practice of translation. Problems of literary and technical translation. Native Studies 3XXX -- Native Languages 3251 -- Translation Specific problems of translation. The topic of this seminar will vary from year to year. Native Studies 3XXX -- Native Languages 3511 -- Literature: The Oral Tradition Problems and methods of collection and analysis. Research and guided projects in oral literature. Native Studies 3XXX -- Native Languages 3531 -· Composition Expository and creative writing, research and guided project. Native Studies 3XXX -· Native Languages 3553 -· Literature Specific problems of extant literature or creative writing. The topic of this seminar will vary from year to year. Native Studies 3XXX -- Native Languages 3711 -- Native American Applied Linguistics Introduction to problems and research methods. Native Studies 3XXX -- Native Languages 3751 -- Linguistics Specific problems of theoretical or applied linguistics. The topic of the seminar will vary from year to year. Native Studies 3XXX -- Native Languages 380 l -- Special Sub iect Introduction to bibliography and independent research methods. Project on a literary, linguistic or language subject. PHILOSOPHY Philosophy 2805 -- Native Canadian World Views This course is designed to introduce the student to the manner in which the world is viewed from the perspective of the Native peoples of Canada. Through a comparative analysis of the many interpretations placed upon the Indian perspective by mainstream society basic insights into the traditional Indian world view can be gained. The course discusses some of the distinctive aspects of Indian cultural perspective. The significance of these aspects and their implications in contemporary issues concerning cultural, social, legal, political and economic matters is explored. �27 POLITICAL STUDIES Native Studies 3351 -- Political Studies 3351 -- Aboriginal Peoples and the Law An examination of the unique legal position of Aboriginal Peoples in Canada with particular emphasis on the political, economic and social impact of the law. Topics to be dealt with include: International Law and indigenous people. Aboriginal identity in Canada, the nature of aboriginal title, the scope of aboriginal rights, pre and post confederation treaties (particular emphasis on treaties in northwestern Ontario), land claim negotiations (specific and comprehensive land claims), self-government, constitutional developments, the nature of amendments to the Indian Act. Native Studies 4203 -- Political Studies 4203 -- Politics in the Canadian North An analysis of politics in the Canadian territorial - and provincial north. Comparisons will be made with other countries of the circumpolar north. SOCIAL WORK Native Studies 3411 -- Social Welfare 34 J J -- Social Policy and Indian People Examination of the historical development of social policy and social welfare services and programs with respect to Indians and the role of the profession of social work in meeting the needs of Indians. VISUAL ARTS Native Studies 2060 -- Visual Arts 2060 -- Native Arts and Cra {ts This studio/lecture course focuses on the traditional designs and craft objects associated with the indigenous groups of Canada from immediate pre-contact to the present. Historical and cultural contexts are analyzed as they relate to various Native groups and their artistic production. �APPENDIX II COURSES NATIVE COMMUNITY DEVELOPMENT (DRAFT PROPOSAL) �29 APPENDIX II CORE COURSES a) The following courses are offered for Native Community Development program: Native Community Development 1000 - Introduction to Native Community Development This course examines the theory of community development and the methods for facilitating aboriginal self-determination and self-government. It considers the history of the relations between First Nations and the federal and provincial/state governments of Canada and the United States. Lectures 3 hours Native Community Development 2000 - The Dynamics of Native Community Development This course explores the means that First Nations have used to develop their communities. First Nations have sought control of the administration of human services (including education, health, housing and social welfare) as well as policing and judicial services. They have endeavoured to develop and operate commercial enterprises, and they have asserted aboriginal rights on natural resources. This course enables students to apply these precedents to their own communities. Lectures/Seminars 3 hours Native Community Development 3000 - Program Planning and Evaluation in Native Communities This course provides instruction in assessment of community needs, application of program planning theory and practice, writing of program proposals and evaluation of programs. Studies will be encouraged to apply computer software packages to various communities whether rural or urban. Lectures/Seminars 3 hours �APPENDIX III LAKEHEAD UNIVERSITY NATIVE ADVISORY COMMITTEE TERMS OF REFERENCE �32 LAKEHEAD UNIVERSITY NATIVE ADVISORY COMMITTEE Preamble Lakehead University has a history of participating in Native endeavours. For example, the Native Nurses Entry Program, the Native Teacher Education Program, the Native Language Instructors' Program, and the Native Student Support Services Program are testaments to this institution's commitment to make the Native students' academic goals more successful. Most recently, Lakehead University established the Native Studies Study Group and the position of Co-ordinator of Native Programming to assist in the University's objectives of developing programming relevant to Native people and of helping Native students succeed. A further initiative by the University is to establish a Native Students Access Program to further the ability of Native students to enter University programs and to succeed in their work. Lakehead University is committed to involving and consulting the Native community at large with respect to such objectives and programs. It needs a mechanism for regular and mutually useful participation of representatives of the Native population. The University proposes to establish the Lakehead University Native Advisory Committee as a means of involving Native people in University programs of interest to them. The Committee would have the following terms of reference. TERMS OF REFERENCE 1. Advisory Relationship within the University The Lakehead University Native Advisory Committee (LUNAC) is established to give advice to the President at Lakehead University on programming in Native Studies, on University relationships with Native communities and students, and on other matters of interest to Native people and the University. 2. Membership The Lake head University Native Advisory Committee shall consist of fifteen persons: l) 2) 3) 4) 5) 6) 7) 8) The The The The The The The The Grand Council Chief of the Nishnawbe-Aski Nation Grand Council Chief of Grand Council Treaty #3 Grand Chief of the Union of Ontario Indians Grand Chief of the Association of Iroquois and Allied Indians President of the Ontario Metis and Aboriginal Association President of the Ontario Federation of Indian Friendship Centres President of the Ontario Native Women's Association President of the Lakehead University Native Students' Association The elected leaders named above may be represented by such other qualified and formally designated representatives as she/he appoints. 9) IO) 11) 12) 13) Two Native persons from Northwestern Ontario to be nominated and appointed by the Committee, one of whom shall be an elder. The Chairperson of the Native Studies Study Group Two persons appointed by and from the Native Studies Study Group The Co-ordinator of Native Programming The Vice-President (Academic), who shall be Secretary of the Committee. �Native Advisory Committee Terms of Reference 33 Page 2 The Chairperson of the Lakehead University Native Advisory Committee shall be a Native person, nominated and selected from the Committee membership. 3. Representation and Advice The representation of the Native community served by Lakehead University, with their special knowledge and trust within their community, are expected to represent the interests of their people in the deliberations of the Advisory Committee. They are in a position to know the concerns and needs of their people, to bring these to the attention of the Advisory Committee and the Vice-President (Academic), and to influence the actions of the university. 4. Responsibilities The Lakehead University Native Advisory Committee is established to: 1) 2) 3) 4) 5) 6) 7) 8) provide ongoing support and advice to Lakehead University through the Offices of the President and the Vice-President (Academic); review data and statistics on the recruitment and retention of Native students, the courses of study in which they are enrolled, and their success in and after their University studies; review and advise on general policy additions and changes to University programs, as these relate to the Native communities and students, through such procedures as periodic program reviews and evaluations; advise on the promotion of University programs and services, program budgets, recruitment of Native staff, faculty and students, application procedures, admissions procedures and criteria, the support of Native students and proposals for Native specific initiatives; advise and educate the University and the general public on Native issues; assess ways in which courses of study may be offered in Native communities in northern Ontario; advise on the establishment of a Centre or Department of Native Studies, and, submit specific recommendations with regard to the above named matters. S. Meetings The Committee may meet as often as it sees fit, provided that it does so within the budget provided. The University shall pay appropriate travel, meal, and accommodation expenses according to established University accounting practices. The .University shall provide secretariat services through the Office of the Vice-President (Academic). July 1991 �APPENDIX IV SELECTED NATIVE STUDIES BIBLIOGRAPHY �35 APPENDIX IV SELECTED NATIVE STUDIES BIBLIOGRAPHY Adams, H. Prison of Grass: Canada From a Native Point of View. Toronto: Viking Press, 1975. Asch, Michael. Home and Native Land: Aboriginal Rights and the Canadian Constitution. Toronto: Methuen, 1984. Barman, J., Y. Hebert, and D. McCaskill, eds. Indian Education in Canada: The Legacy. Vancouver: U.B.C. Press, 1986. Berger, Thomas. Northern Frontier, Northern Homeland: The Report of the Mackenzie Valley Pipeline Inquiry. Vancouver: Douglas and McIntyre, 1988. Berkhoffer, R. The White Man's Indian: Images of the American Indian From Columbus to the Present. New York: Knopf, 1978. Boisvert, D. Forms of Aboriginal Self-Government. Intergovernmental Relations, Queen's University, 1985. Kingston, Ont.: Institute of Boldt., Menno, and J. Anthony Long. eds. The Quest for Justice: Aboriginal Peoples and Aboriginal Rights. Toronto: University of Toronto Press, 1985. __. Governments in Conflict: Provinces and Indian Nations in Canada. Toronto: University of Toronto Press, 1988. Boldt, Menno, J. Anthony Long and Leroy Little Bear. eds. Pathways to Self-Determination: Canadian Indians and the Canadian State. Toronto: University of Toronto Press, 1984. Briggs, Jean. Never in Anger. Cambridge: Cambridge University Press, 1980. Brody, Hugh. The People's Land: Eskimos and Whites in the Eastern Arctic London: Penguin Books, 1975. __. Maps and Dreams: Indians and the British Columbia Frontier. Vancouver: Douglas and McIntyre, 1981. Cardinal, H. The Re-Birth of Canada's Indians. Edmonton: Hurtig, 1977. Clark, Bruce. Native Liberty, Crown Sovereignty: The Existing Aboriginal Right of SelfGovernment in Canada. Montreal: McGill-Queen's University Press, 1990. Cruikshank, Julie. Athapaskan Women: Lives and Legends. Ottawa: National Museum of Canada, 1979. Dosman, Edgar J. Indians: The Urban Dilemma. Toronto: McClelland and Stewart, 1972. Driben, Paul, and Robert S. Trudeau. When Freedom is Lost: The Dark Side of the Relationship Between Government and the Fort Hope Band. Toronto: University of Toronto Press, 1983. �36 Fiddler, Chief Thomas, and James R. Stevens. Killing the Shaman. Moonbeam, Ontario: Penumbra Press, I 987. Fisher, Robin. Contact and Conflict: Indian-European Relations in British Columbia 1774-1890. Vancouver: U.B.C. Press, I 977. Francis, Daniel, and Toby Morantz. Partners in Furs: A History of the Fur Trade in Eastern James Bay, 1600-1870. (Montreal: McGill-Queen's University Press, 1983. Franks, C.E.S. Public Administration Questions Relating to Aboriginal Self-Government: Aboriginal Peoples and Constitutional Reform. Kingston, Ont.: Institute of Intergovernmental Relations, Queen's University, 1987. Frideres, J. Canada's Indians: Contemporary Conflicts. 3rd ed. Scarborough, Ont.: Prentice-Hall, 1988. Getty, Ian A.L., and Antoine S. Lussier., eds. As Long as the Sun Shines and the Rivers Flow: A Reader in Canadian Native Studies. Vancouver: U.B.C. Press, 1983. Goldie, Terry. Fear and Temptation: The Image of the Indigene in Canadian, Australian and New Zealand Literatures. Montreal: McGill-Queen's University Press, 1989. Hawkes, David, ed. Aboriginal Peoples and Government Responsibility: Exploring Federal and Provincial Roles. Ottawa: Carleton University Press, I 989. Hawthorn, H., and M.A. Tremblay, eds. A Survey of the Contemporary Indians of Canada: A Report on Economic, Political, Educational Needs and Policies. Ottawa: Indian Affairs Branch, 1966-67. Jenness, Diamond Indians of Canada. Bulletin 65, Anthropological Series No. I 5. Ottawa: National Museum of Canada, 1932. __. Eskimo Administration: Canada. Montreal: Arctic Institute of North America, 1964. King, Thomas, ed. All My Relations: An Anthology of Contemporary Canadian Native Fiction. Toronto: McClelland and Stewart, 1990. Malloch, L. Dene Government Past and Future: A Traditional Dene Model of Government and its Implications for Constitutional Development in the Northwest Territories Today. Yellowknife: Western Constitutional Forum, 1984. Morrison, R. Bruce, and C. Roderick Wilson, eds. Native Peoples: The Canadian Experience. Toronto: McClelland and Stewart, 1986. Morse, Bradford W., ed., Aboriginal Peoples and the Law: Indian, Metis and Inuit Rights in Canada. Ottawa: Carleton University Press, 1991. 2nd edition. Penner, Keith. Report of the Special Committee on Indian Self-Government in Canada. Ottawa: House of Commons Standin~ Committee on Indian Affairs and Northern Development, 1983. Petrone, Penny, ed. First People, First Voices. Toronto: University of Toronto Press, 1983. �37 Ponting, J. Rick, ed. Arduous Journey: Canadian Indians and Decolonization. Toronto: McClelland and Stewart, 1986. Ponting, J. Rick, and Roger Gibbins. Out of Irrelevance: A Socio-Political Introduction to Indian Affairs. Toronto: Butterworths, 1980. Ray, Arthur J. The Canadian Fur Trade in the Industrial Age. Toronto: University of Toronto Press, 1990. __. Indians and the Fur Trade: Their Role as Trappers, Hunters and Middlemen in the Lands Southwest of Hudson bay 1660-1870. Toronto: University of Toronto Press, 1974. Richardson, Boyce, ed. Drumbeat: Anger and Renewal in Indian Country. Toronto: Summerhill Press and AFN, 1990. Tennant, P. Aboriginal Peoples and Politics. Vancouver: U.B.C. Press, I 990. Trigger, Bruce G. Natives and Newcomers: Canada's "Heroic Age" Reconsidered. Montreal: McGill-Queen's University Press, 1985. Van Kirk, Sylvia. Many Tender Ties: Women in Fur Trade Society in Western Canada 16701870. Winnipeg: Watson and Dwyer, 1980. Weaver, Sally. Making Canadian Indian Policy: The Hidden Agenda 1968-70. Toronto: University of Toronto Press, I 98 I. Woodward, J. Native Law. Toronto: Carswell, 1990. York, Geoffrey. The Dispossessed: Life and Death in Native Canada. London: Vintage Books, 1990. �APPENDIX V PROPOSAL FOR A SCHOOL OF NATIVE STUDIES �THE SCHOOL OF NATIVE STUDIES ...\ PROPOSAL SUBMITTED TO THE NATIVE ADVISORY COMMITTEE JULY, 1991 �40 INTRODUCTION Lakehead University has a long history of participation in Native education. The university's first experience in programming specifically addressed to Native students began twenty years ago with the introduction of the Native Teacher Education Program. The university's ongoing commitment to Native education is stressed in its Academic Plan ( 1987) where a course of action to increase activities related to Native peoples is outlined as part of the regional mandate of the university. It was noted that this should be done in close cooperation and with the advice of Native groups. This commitment was reinforced further when. in response to the Academic Plan recommendation. a Native Studies Study Group was formed to analyze and coordinate present activities and to propose new ones. In its Native Studies Studv Group Report (May. 1989), the Study Group noted the following: "A strong emphasis on service to Native people and Native communities would be a notable and worthwhile contribution by Lakehead University to the welfare of Northwestern Ontario and to its own efforts to establish a distinguished and characteristic specialization. The present state of interest and activity in Native studies and matters is primarily the result of (individual) faculty and departmental initiatives. A serious intent by Lakehead University to make Native studies and serving Native interests an intrinsic part of its operations will require concrete and sustained actions by the university as an institution. The Native Studies Study Group set four priorities ........ having to do with the identification of Native needs and interests through consultations with Native people, developing a Native Students Access Program, promoting native interests on campus. and enhancing research and programs in Native Studies at the university." �41 2 Although modest improvements have been seen in recent years in the participation rate of Natives in higher education, it is still considerably lower than the overall average for the general population. The problem is systemic and must be dealt with on a system-wide basis. Until participation rates for Native students approximate that of the general population, innovative solutions must be found to encourage Native students to see higher education as an attainable goal and to provide the necessary support for success once they are here. It is our wish to continue w·orking in partnership with the Native community to improve programming, both academic and support, for Native students and to work toward increasing the participation rate and success of Native students in higher education. The ideas we are presenting today come to a large extent from the efforts of the Study Group and follow from the recommendations of its first report. With the implementation of the Native Education Strategy by the Ministry of Colleges and Universities, the university sees an opportunity to move from a planning phase to an implementation stage and further enhance the value of the university to our Native students. The proposal that follows would see the establishment of a School for Native Studies to house the Academic Department of Native Studies and the Department of Native Support Services. The concept is discussed in greater detail in the report. �42 3 THE SCHOOL FOR NATIVE STUDIES As stated earlier, the concept of a School of Native Studies was first proposed in the 1987 Academic Plan and reinforced by the Native Studies Study Group. At that time the idea was posed that such a structure would co-ordinate and promote instructional and research activities by faculty and educational services for Native students. Today, the concept of a School of Native Studies has been extended to mean a centre for Native activities, both academic and support. Special professional programs such as Native Nursing, Education and possibly Engineering would remain in those schools but with support services and community liaison services provided by the School would be available to all Native students regardless of the program of enrolment. The School of Native Studies would be comprised of two departments: an academic department to house academic and research programs and a support services department where a full range of services such as social, personal and career counselling, orientation, and Native student advocacy would be provided. The organizational structure proposed is presented in Table 1. �SENATE NATIVE ADVISORY COMMITTEE Faculty of Arts and Science I Dept. of Native Stud les - B.A. (Native Community Development) - B.A. (Native Studies Program (double major) School of Native Studies (or appropriate tltle) l r Native Support Services Elder Counsellor Native Counselllng & Community Llason Officer Housing Officer - Native Access Program - Native Studies Cert If lcate - Native Studies Minor Program Specific Advisory Committees Professional Studies Native Programs Native Programs & Students "'" w �44 5 DEPARTMENT OF NATIVE STUDIES The academic Department of Native Studies would be a newly constituted department in the Faculty of Arts and Science. In this department a number of Native programs are possible. Native Access A program already implemented on a trial basis is a general Native Access Program. The Access Program is modelled after the very successful Native Nurses Entry Program and is intended to facilitate entry into university for individuals who do not have the necessary preparation for university admission. The program is a bridging year of special courses to provide students with the skills to begin a successful academic career. The Access Program f ea tu res specialized recruitment and admission procedures, program orientation and personal counselling, a curriculum that addresses deficiencies in preparation, tutoring services for academic courses, counselling in the area of financial assistance, and social and cultural support systems. Native Studies Programs By using an interdisciplinary approach to teaching Native Studies, the expertise of several academic departments could be drawn together to build a major in Native Studies. A certificate and a minor program could be offered as well using che same approach. Plans in this area are described further in the report by the Native Studies Study Group subcommittee on Academic Programming. Community Development Program Another approach being investigated fallows from a proposal made by the �__ __, 45 6 Animkee group that suggested that the university offer a program in Native Community Development. The intent of the community development program is to provide Natives with the skills and education needed in their self-government initiatives and the development of community and resources. -Such a program would be subject to the system-wide university program approvals process. It would require extensive planning and would be subject to rigorous scrutiny both internally and system-wide on curriculum. academic quality, societal need. student demand and many other points. �/ 46 7 SUPPORT SERVICES DEPARTMENT A significant element in the provision of special programs co minority students is the support system that must be in place to assist students in making the transition to a successful academic !if e. For this reason the university operates the Native Support Services Office. Students receive academic, personal and financial counselling as well as cultural support and understanding. Assistance is provided for academic course work and study skills. Tutors are provided through interface with the Learning Assistance Centre and a Native peer tutor system is in place. The office is a centre of Native student activity on campus and has an ambitious program of social and cultural events. Cultural support would be enhanced with a Elder in Residence program to provide the support of an Elder on a regularly-scheduled basis. The Native Support Services Office is staffed year round because of summer programs such as Native Languages and the number of students participating in a variety of summer courses. Additionally, it is proposed to enhance the Native support service function with a Native Counsellor and Community Liaison Officer and a Native housing officer. Native Counsellor and Community Liaison Officer Lakehead University recognizes that in order to be successful in our endeavours to encourage greater participation by Native students, we must reach out to the community to deliver the message that higher education is an option for Native Canadians and to communicate the range of programs available. Our belief is that if we target Native students more directly we can increase the number who will view university education as a viable al terna ti ve. In the report Native Student Drop-Out in Ontario Schools (1990), it was noted that northern Native students are in general at greater risk of dropping out than are their �47 8 southern counterparts. "There are particular geographical, social, economic, educational, and historical factors present in northern Ontario which both singly and together mitigate again a northern Native student experiencing the same chances of academic success as his or her southern counterpart". Factors contributing to this situation include low expectations due to a number of negative factors such as poor self esteem, low expectations from the education system, from their communities and families, the la,ck of positive Native role models and, most important, a feeling that their communities lack many of the employment opportunities that would make the struggle and sacrifices to graduate worthwhile. The reports went on to say that ~There was a high degree of agreement between Native and non-Native educators that Native dropouts lacked clear plans. Generally, these educators thought that the main reasons for this dearth of planning could be attributed to cultural factors, lack of role models, and to a lack of career counselling in both elementary and secondary schools". For these very compelling reason we propose to establish the position of Native Counselling and Community Liaison Officer who will be responsible for meeting directly with Native students, teachers, families and community leaders. As a Native person, the counsellor will present a positive role model who understands and is sensitive to the needs of these students. The counsellor will provide information to potential students, both mature students and high school students, guidance teachers, families and community leaders. Information on programs, facilities, career opportunities, support services at the university and information on the City of Thunder Bay would be communicated. The Liaison Officer would play the extremely valuable role of endeavouring to encourage greater participation in university programs, would coordinate efforts to present information on programs at the university that are specifically addressed to Native students as well as provide information about regular programming that is accessible to Native students. Liaison with university departments would take place as well in order to see that students are placed in programs that best suit their needs. f �48 9 The geographic area targeted will be northern Ontario with particular emphasis on northwestern Ontario. Emphasis will be on visiting outlying and remote areas where direct contact is most needed. Native specific programs will be stressed as will the fact that all university programs are accessible co Native students. Counselling on the accessibility of education using Distance Education technology and off •campus on•site delivery through Continuing Education also will be provided. Promoting university programs and recruiting in the target groups will result in reaching the goal of more Native students accessing university education. Native Housing Support Many of our Native students come from small, remote northern communities and are attempting to live for the first time in a larger urban city. Finding suitable accommodation is a major hurdle that Native students encounter in making the transition to an urban -university setting. As well, many of our Native students are mature students with families and these students have an even more difficult time finding suitable and reasonably priced accommodation. In order to assist these students in the transition, it is proposed that a part• time appointment be made to provide support to students in their search for accommodation and to act as an advocate for Native housing concerns. �49 JO STAFFING REQUIREMENTS Implementation of this plan would require the following staffing arrangement: Full time appointments: Senior faculty appointment for Native Studies and chair of the School. Faculty appointment for Native Access. Co-ordinator of Native Support Services. Native Counsellor and Community Liaison Officer. Secretarial Support Personnel (2) Part-time appointments: Tutors Native Housing Officer For the most part. these are either new or re-defined appointments based on role and funding considerations. The university currently has a Co-ordinator of Native Support Services and secretary in the Native Support Services Offices. These positions are funded from a grant that is being phased out. The positions of Co-ordinator of Native Access and the secretary are funded as a pilot project by the university pending finding a source of funds to fully implement the program. If the program continues. the co-ordinator position will become a faculty appointments. �50 ll SUMMARY Lakehead University would like to access the funds available from the Native Education Strategy and sees this as a window of opportunity to enhance and expand programming provided for our Native students. The advise of the Native Advisory Committee is sought in this initiative to ensure that the university works in partnership with Native leaders to provide an educational experience that meets the needs of the Native community. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Draft Native Studies Proposal Subject The topic of the resource Universities Description An account of the resource A draft of the Native Studies Proposal prepared by the Native Studies Study Group, November 1991, towards establishing an academic program at Lakehead University. Creator An entity primarily responsible for making the resource Lakehead University Native Studies Study Group Date A point or period of time associated with an event in the lifecycle of the resource 1991-11 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Indigenous students access program Indigenous studies Northwestern Ontario education proposal https://digitalcollections.lakeheadu.ca/files/original/2c81ed6e652e0c1ab7f7bc6df9e36eab.pdf 12894534a395c75559f207cad45b4579 PDF Text Text Lakehead University Organization 1992-93 BOARD OF GOVERNORS Mrs. Annette Augustine Prof. J. David Bates Mr. Duncan Bradley Mr. E. W. (Ted) O\ristiansen Mrs. M. V. (Mickey) Christiansen Dr. James T. Colquhoun Mrs. Maureen Doig Dr. Laurie Garred Mr. Paul Gordon Mr. David Hamilton Mr. Steve S. Hessian Mrs. Aorence Johnston Mr. Tom Jones Mr. James H. Lunny Mr. Ian Middleton Mrs. Dusty Miller Mr. Fredrick Nowgesic Mr. John P. O'Brien Mr. Patrick]. O'Brien Mr. Robert J. Paterson Ms Mary Jean Robinson Dr. Robert G. Rosehart Mr. Douglas Scott Mr. Anthony H. Seuret Mr. Fred Stille Mr. J. William Tennier Mrs. Bonny Wigmore Mr. Eric Wilson Dr. Ernst Zimmermann OFFICERS OF THE BOARD OF GOVERNORS Chair: Mr. Anthony H. Seuret Past Chair: Mr. Robert Paterson First Vice-Olair: Mr. Patrick O'Brien Second Vice-Chair: Mrs. Maureen Doig President: Dr. Robert G. Rosehart Secretary: Mrs. Beverley Stefureak Executive Committee Mrs. A. Augustine Prof J. David Bates Mrs. Maureen Doig Mr. Paul Gordon Mrs. Aorence Johnston Mr. John P. O'Brien Mr. Patrick J. O'Brien Mr. Robert J. Paterson Dr. Robert G. Rosehart Mr. Anthony H. Seuret, Chair Mr. Fred Stille Mr. J. William Tennier Lieutenant Governor's Appointees Mrs. M. V. (Mic.key) Christiansen Dr. J. Colquhoun Ms Mary Jean Robinson ST ANDING COMMITTEES OF THE BOARD OF GOVERNORS Audit Committee Mr. Steve S. Hessian Mrs. Dusty Miller Mr. Fred Nowgesic Mr. Fred Stille Mr. Eric Wilson Campus Development Committee Prof. J. David Bates, Chair Mr. E.W. (Ted) Christiansen Mr. Paul Gordon Mr. Ian Middleton Dr. Robert G. Rosehart Dr. Ernst Zimmermann Financial Planning Committee Mr. Duncan Bradley Mr. Paul Gordon Mr. Patrick}. O'Brien, Chair Mr. Douglas Scott Mrs. Bonny Wigmore Mr. Eric Wilson Fund Raising Committee Mrs. Mickey Ouistiansen Mayor David Hamilton Mrs. Aorence Johnston, Chair Mr. Tom Jones Mr. James Lunny Mrs. Bonny Wigmore Human Resources Committee Mrs. Maureen Doig, Chair Mrs. Dusty Miller Mr. John P. O'Brien Mr. Bill Tennier Investment Committee Mrs. Annette Augustine Mr. Duncan Bradley Mr. Steve S. Hessian Mr. Anthony Seuret, Chair (ex officio) Mr. Fred Stille Nominating Committee Prof. David Bates Mr. Ted Christiansen Mr. Lou Gallagher M.r. Paul Gordon Mr. G. Sydney Halter Mr. Robert Paterson, Chair (ex officio) Mr. Bill Tennier SENATE President and Chair: Dr. Robert G. Rosehart Vice-President (Academic): Dr. John H. M. Whitfield Chief Librarian: Mr.Fred H. McIntosh Registrar: Mr. Pentti A. Paularinne Deans of Faculties: Dr. James H. Gellert (Arts and Science), (Professional Studies) Heads of Teaching Departments Dr. J. Stewart (Anthrop::,logy) Dr. G. Ozburn (Biology) Dr. A. N. Hughes (Chemistry) Dr. B. Moazzami (Economics) Dr. M. Richardson (English) Dr. H. Rasid (Geography) Dr. M. Kehlenbeck (Geology) Dr. A. E. Epp (History) Dr. A. Mamoojee (Languages) Prof. M. MacLean (Library and Information Studies) Dr. C. Graham (Mathematical Sciences) Dr. G. Carruthers (Music) Dr. R. McKay (Native Studies) Dr. R. C. S. Ripley (Philosophy) Dr. V. V. Paranjape (Physics) Dr. G. Munro (Political Studies) Dr. K. Rotenberg (Psychology) Dr. R. Delaney (Social Work) Dr. G. Schroeter (Sociology) Prof. P. Vervoort (Visual Arts) Prof. Ken Hartviken (Business Admin.) Prof. Jan Thatcher (Pros. Curr. Yrs 1 +2) Prof. R. Glew (Prog. Curr. Yrs 3 + 4) Dr. A. Bowd (Education) Dr. A. Ponder (Cont. Teacher Ed..) Prof. J.D. Bates (Pre-Ser. Teacher Ed.) Dr. J. G. Locker (Engineering) Dr. L. Garred (O,emical Eng.) Dr. C. D. Johnson (Civil Eng.) Prof. D. Roddy (Electrical Eng.) Dr. S. H. L. Tsang (Mechanical Eng.) Dr. J. K. Naysmith (Forestry) Dr. R. Pulkki (Forest Management) Prof. R. Oarke (Forest Technology) Dr. L. McDougall (Nursing) Dr. H. Akervall (Outdoor Recreation, Parks & Tourism) Dr. J. Crossman (Physical Education) Dr. N. LaVoie (Physical Education and Athletics) Elected Faculty Members Dr. J.5. Griffith Prof. G. Knutson Prof. R. Thayer Dr. D.M. Barry Dr. G. Borradaile Prof. M.L. Kelley Prof. C. Benson Dr. M.H. Tripp-Knowles Dr. L.K. Roy �Chairs of Senate Committees Senate Continuing Education Committee Ethics Advisory Committee Dr. J. H. M. Whitfield (Academic) Dr. R. Delaney (Academic Appeal) Dr. R.C.S. Ripley (Academic Regulations) Arts & Science - Dr. R. Ruiperez Arts & Science - Prof. M. L. Kelley Professional Studies - Prof. B. Handford Professional Studies - Prof. E. Diem Arts & Science - Dr. G. Hayman Arts & Science - Dr. L. Malek Arts & Science - Dr. B. Kent Professional Studies - Dr. R. McLeod Professional Studies - Dr. P. Jasen Prof. K. Hartviksen (Budget) Prof. R. Glew (Computing) Mr. D. Pakulak (Continuing Education) Dr. R. G. Rosehart (Executive) Dr. C. Nelson (Graduate Scholarships and Bursaries) Dr. C. Nelson (Graduate Studies) Dr. G. Merrill (Honorary Degrees) Dr. U. Panu (Library) Prof. J. de Cangas (Nominations) Dr. E. Zimmermann (Organization) Dr. L. Malek (Research) Dr. M. McPherson (Teaching and Leaming) Dr. H. Rasid (Undergraduate Studies) Ms J. Himmelman (Undergraduate Scholarships and Bursaries) Elected Representatives From The Board of Governors Mrs. M.V. Christiansen Dr. J. Colquhoun Ms M.J. Robinson Student Representatives Mr. Rick Cox Mr. Paul Ellerman M . Christine Fisher Ms Colleen McLean Mr. Robin Squires Mr. Mark Tilbury FACULTY MEMBERSHIPS ON SENA TE COMMITTEES Senate Academic Committee Arts & Science - Prof. P. Vervoort Arts & Science - Dr. D. Kemp Professional Studies - Dr. RE. Pulkki Professional Studies - Dr. W.R. Crowe Senate Academic Appeals Committee Arts & Science - Dr. G. Schroeter Arts & Science - Dr. R. Delaney Professional Studies - Dr. L. Garred Professional Studies - Prof. L. Hoffman Senate Committee on Academic Regulations Arts & Science - Dr. R. Ripley Arts & Science - Dr. S. R. MacGillivray Professional Studies - Dr. L. Thomson Professional Studies - Dr. D. Cooper Senate Budget Committee Arts & Science - Dr. W.R. Allaway Arts & Science - Dr. G. Munro Professional Studies - Prof. K. Hartviksen Professional Studies - Dr. R.E. Pulkki Immediate Past Chairman - Prof. G. Knutson Senate Graduate Scholarships and Bursaries Committee Arts & Science - Dr. A. Macdonald Arts & Science - Dr. S. Goldstein Professional Studies - Dr. A. Osborn-Seyffert Professional Studies- Dr. D. Weeks Senate Committee on Teaching and Leaming Arts & Science - Dr. D. West Arts & Science - Dr. B. Phillips Professional Studies - Dr. M. McPherson Professional Studies - Dr. H.A. Fennell Senate Graduate Studies Committee Dr. C. Nelson Dr. W. Keeler Arts and Science Dr. R. Freitag Prof. N. Bonsor Dr. W.Heath Dr.S.Kinrade Dr. G. Borradaile Dr. B. Muirhead Dr. M. Hasegawa Dr. V. Paranjape Dr. W. Melnyk Dr.T.Dunk Professional Studies Dr. A. Ponder Dr. J. Kayll Dr. M. McPherson Senate Committee on Honorary Degrees Arts & Science - Dr. G. Carruthers Arts & Science - Dr. G. Merrill Professional Studies- Dr. D. Robinson Professional Studies - Dr. J. Naysmith Senate Library Committee Senate Undergraduate Scholarships and Bursaries Committee Arts & Science- Dr. M. Johnston Arts & Science - Dr. F. Allaire Professional Studies - Dr. S. Mansour Professional Studies - Dr. Y.H. Prevost Senate Undergraduate Studies Committee Arts & Science - Dr. H. Rasid Arts & Science- Prof. P. Vervoort Professional Studies- Dr. B. Singh Professional Studies- Prof. J. de Cangas Academic Colleague to COU Prof. J. D. Bates Alternate - Dr. K. P. Sa tinder Arts & Science - Dr. J.M. Richardson Arts & Science - Dr. M. Rappon Professional Studies- Dr. A. Bauer Professional Studies- Dr. U.S. Panu Senate Nominations Committee Arts & Science - Dr. A. Chen Arts & Science - Prof. D. Parsons Arts & Science - Dr. A. Carastathis Arts & Science- Dr. R. Omeljaniuk Professional Studies- Prof. J. de Cangas Professional Studies- Dr. K. D. Eigenbrod Professional Studies - Dr. T. Bauer Professional Studies - Prof. C. Benson Senate Organization Committee Arts & Science - Dr. E. Zimmermann Arts & Science - Prof. R. Dilley Professional Studies- Dr. M. Oosterveld Professional Studies- Dr. J. Kayll Senate Research Committee Arts & Science - Dr. M. Bombin Arts & Science - Dr. L. Malek Arts & Science - Dr. S. McBride Arts & Science - Dr. S.D. Kinrade Professional Studies - Prof. B. Handford Professional Studies - Prof. B. Payne Professional Studies - Dr. A. Sedov Professional Studies - Dr. P. Tripp-Knowles MEETINGS 1992-93 Board of Governors September 18, 12:30 p.m. November 16, 4:00 p.m. February 18, 4:00 p.m. April 15, 4:00 p.m. June 17, 4:00 p.m. September 16, 4:00 p.m . Senate September 28, 9:30 a.m. October 27, 2:30 p.m. November 25, 9:30 a.m. January 25, 2:30 p.m. February 23, 9:30 a.m. March 24, 2:30 p.m. April 22, 9:30 a.m. May 14, 2:30 p.m. �Chairman, Tony Seu.ref 1992-93 Lakehead University Organization Chart • SENATE BOARD OF GOVER..l\JORS Bob Rosehart PRESIDENT EXECUTIVE ASSIST ANT TO THE PRESIDENT DIRECTOR OF EXTERNAL RELATIONS Tohn Russell fo-Anne Silverman FOUNDATIONSOFFICER Rob Zuback DEVELOPMENTOFFICER Scott Fortnum MANAGER,ALUMNISERVICES Frances Harding CO-ORDINATOROFALUMNISERVICES - Beverley Stefureak ..... DIRECTOR OF RESOURCE CENTRE FOR OCCUPATIONAL HEALTH & SAFETY Katherine Shedden CO-ORDINATOR, INFORMATION ........................................... AND PROMOfION SERVICES .. , NORTHERNONTARIO : :......~.~.'?.~~~~.1:'.~~~.~.... J VICE-PRESIDENT (ACADEMIC) Pentti Paularinne DEAN OF ARTS AND SCIFNCE CALENDAR/GRADUATE Margaret Anderson STUDIES OFFICER Sarena Knanik ASSIST ANT REGISTRAR SPECIAL ASSISTANT/ INSTITUTIONAL RESEARCH • BIOLOGY :,,,NORTHERN ONTARIO WILD RICE PROGRAM ADMISSIONS CO-ORDINATOR, Darlene Althoff INFORMATION SERVICES SEC. SCHOOL Kim Duffy LIAISON OFFICER SEC. SCHOOL Andrea Duckert LIAISON OFFICER Donna St. James SEC. SCHOOL LIAISON OFFICER ASSISTANT REGISTRAR Brenda Nelson SYSTEMS AND RECORDS George Ozburn im raemer Fred Poulter Kerrie-Lee Clarke DIRECTOR OF SERVICES ECONOMICS ENGLISH Bakhtiar Moazzami Mike Richardson GEOGRAPHY Harun Rasid GEOLOGY Manfred Kehlenbeck RECORDS OFFICER HISTORY Ernie Epp SCHEDULING AND LANGUAGES Abdul Mamoojee DIRECTOR OF COMPUTING SERVICES PROGRAMMING SUPERVISOR Ian Dew HEAD OF BIBLIOGRAPHIC PROCESSING HEAD OF COLLECTIONS Ann Deighton MEDICAL LAB SCIENCFS Colin Graham Peter Spare MUSIC Glen Carruthers NATIVE STUDIES :.... NATNEACCESS DEPARTMENT Raoul McKay Tim Arnot EDUCATION LIBRARIAN - PHILOSOPHY Shirley Boneca HEAD OF REFERENCE & INFORMATION SERVICES - PHYSICS Charles Ripley V. V. Paranjape - POLITICAL STUDIES Gary Munro - PSYCHOLOGY Kenneth Rotenberg - SOCIAL WORK Roger Delaney Frank Sebesta ADMINISTRATIVE SERVICES Joy Himmelman DIRECTOR OF STUDENT SERVICES FINANCIAL AID ADMINISfRATOR UNDERGRADUATE AWARDS OFFICER CO-ORDINATOR COUNSELLING SERVICES Phyllis Bosnick Tracey Marks Ian Cull Gardon Bruyere CO-ORDINATOR, NATIVE SUPPORT SERVICES · S therla d ,essie u n CO-ORDINATOR, HEALTHSERVICES Sr. Alice Greer CHAPLAIN r . . CO-ORDINATOR, LEARNING Geraldine White ASSISTANCE CENTRE Emily Scott SPECIAL NEEDS ASSIST ANT INTERNATIONAL - STUDENT ADVISOR Hedi Kogel DIRECTOR OF RESEARCH AND GRADUATE STUDIES Connie Nelson NATIONAL RESEARCH COUNCIL/IRAP Doug Stone Anne Klymenko RESEARCH OFFICER DIRECTOR OF CONTINUING EDUCATION Dan Pakulak Gwen Wajda COORDINATOR, DISTANCE EDUCATION & CONTINUING EDUCATION Armand Colosimo Ken Brown Norm Bonsor OMBUDSPERSON INSTRUCTIONAL DEVELOPMENT ADVISOR DIRECTOR (Acting), CENTREFOR NORTHERN STUDIES - SCX::IOLOGY Gert Schroeter - VISUAL ARTS Patricia Vervoart BUSINES.5 ADMINISTRATION Ken Hartviksen PROGRAM CURRICULUM, YEARS 1 & 2 Jan Thatcher PROGRAM CURRICULUM, YEARS 3 & 4 Richard Glew EDUCATION Allan Bawd CONTINUING TEACH. EDUC. Art Pander PRE-SERVICE TEACH. EDUC. ENGINEERING David Bates Gary Locker CHEMICAL Laurie Garred CIVIL Claude Johnson ELECTRICAL Dennis Roddy MECHANICAL FORESTRY FOREST MANAGEMENT FOREST TECHNOLOGY CENTRE FOR THE APPLICATION OF RESOURCFS INFORMATION SYSTEMS (CARIS) Seimer Tsang Tohn Naysmith Reino Pulkki Richard Clarke Grant Mitchell ........................................... : NORTHERN FOREST : ···1 ........~!.?.~~0..~.~tJI~...... .l NURSING Lorne McDougall OUTDOOR RECREATION, PARKS& TOURISM Henry Akervall Phil Kempe Ct11'0l Otte NETWORKING AND RESEARCH SUPERVISOR OPERATIONS SUPERVISOR SYSTEMS PROGRAMMER Paul lnkila SYSTEMS ANALYSTS MANAGER, RESIDENCE & CONFERENCE SERVICES RESIDENCE LIFE OFFICER MANAGER, AUDIO-VISUAL SERVICES MICRO COMPUTER MAINTENANCE MANAGER, BOOKSTORE MANAGER, PRINTING SERVICFS MANAGER, SECURITY SERVICES MANAGER, GRAPHIC SERVICES MANAGER, FOOD SERVICES SUPERVISOR, LIQUOR SERVICES OFFICE SERVICES DIRECTOR OF CAMPUS DEVELOPMENT DEAN OF PROFESSIONAL STUDIES Don Watson MICRO COMPUTER SUPERVISOR LIBRARY AND INFORMATION STUDIES Margaret MacLean MATHEMATICAL SCIENCES Grant Walsh Peter Lee Alan Hughes Fred McIntosh Wim Baarschers K foe Stewart CHEMISTRY ny appe EXAMINATIONS OFFICER Ina Chmnyshyn SENIOR ADVISOR f VICE-PRESIDENT (ADMINISTRATION) ANTHROPOLOGY r· Donna Stecky To C llo Jim Gellert Very Rev. Lois Wilson CHANCELLOR ASSISTANTDIRECTOR MANAGER OF OPERATIONS SUPERVISOR,. HOUSEKEEPING BUILDING MAINTENANCE SHIPPING & RECEIVING GROUNDS DIRECTOR OF FINANCE ASSIST ANT DIRECTOR ACCOUNTS omcER ACCOUNTANT FINANCIAL SYSTEMS MANAGER PAYMASTER PURCHASING MANAGER RESEARCH ACCOUNTING OFFICER DIRECTOR OF HUMAN RESOURCES Darlene Yahn Jeff Hill Judy Mackie Maria Grady David Hare Nanna Jean Newbold Bob Angell Stephen Albanese Becky Hurley Stan Nemec Ben Kaminski John Rose Jam.es Marsh Rhonda Kelly JimPodd Peter Kerr Walter Trutenko Mike Turek Bill Roukkula Norm Galloway Andy McFall Les Miller Dave Christie Lyette Wirtz Rita Blais Bryan Tawnson Bonny Wigmore Ralph Mauro Bill Bragnalo PHYSICAL EDUCATION AND ATHLETICS Norm l.Avoie Moe Ktytor DIRECTOR OF STUDENT PLACEMENT AND CO-OPERATIVE EDUCATION CENTRE CO-ORDINATOR, John DiGiacomo CO-OPERATIVEEDUCATION Georgina Voulgaris STUDENT PLACEMENT OFFICER PHYSICAL EDUCATION Tane Crossman ATHLETICS CO-ORDINATOR John Garland AQUATICS FACILITIES MANAGER Peter Dika ATHLETICS FACILITIE.5 SUPERVISOR Bill Keeler HUMAN RESOURCES OFFICER HUMAN RESOURCES OFFICER HUMAN RESOURCES OFFICER HEALTH AND SAFETY Leana Wilson Bev Adams Marla Peuramaki � 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 1992-1993 Lakehead University Organizational Chart Subject The topic of the resource Universities Description An account of the resource 1992-1993 Lakehead University Organizational Chart 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 1992 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/79e980ea26362e4c6d8706a268100726.pdf 4506290aaacee56f187111f8efee49c2 PDF Text Text Native Education Strategy A SUBMISSION TO THE MINISTRY OF COLLEGES AND UNIVERSITIES N oveIDber 1992 ..... .... ······················· .. .. ..·· •• ..•• •• •• • ♦ • •• • • .. .... •• •• •• •• •• • • •• •• • •• •• •• •• • • ••• •• •• •• • • •• ••• • I •• ■ ■ ■ I • • •• •• • ■ a__.t---- •• •• •• •• •• •• •• ....... ♦ ••• ••• •• ....... ...... ·············· ······ 300 km. 0 • Other Ontario Universities x Lakehead University's - - - Off-Campus Centres Scale LAKEHEAD UNIVERSITY IN AND FOR THE NORTH �TABLE OF CONTENTS Page 1. Executive Summary ................................................ . I 2. Generic Criteria .· .................................................. . 9 3. Special Projects Fund - Program Development ......................... . 23 Native Studies Program ....................................... . Native Access Program ....................................... . 24 36 4. Support Services Core Fund ......................................... . 46 5. Support Services Enhancement Component a) b) Elders/Tutors ............................................... . Tutoring Program - Native Access .............................. . Healing Circles .............................................. . 55 63 Supplemental Core Fund ............................................ . 73 Native Teacher Education .................................... . Native Nurses Entry Program ................................. . Na ti ve Access Program ....................................... . 74 a) b) c) 6. a) b) c) 68 79 85 �EXECUTIVE SUMMARY INTRODUCTION In the process of adapting to its environment, Lakehead University's character has made it distinctive in the Ontario University system. Lakehead is a university with a dual role. It has the responsibility for bringing knowledge and an understanding of a broad range of the basic disciplines to Northwestern Ontario. As such, it strives to be a good general university for the purpose of regional accessibility. It is, in short, a university in the North. Lakehead also has the responsibility of gathering knowledge about the region for use in social and economic development and for transmittal to the rest of the province, nation and world. It has to be, therefore, a university for the North. In addition, through extensive offerings by Continuing Education, the classroom is taken to the more remote areas of the region. The result is that Lakehead is now truly a university "in and for the North". Lakehead University has a history of participating in Native education. For example, the Native Teacher Education Program, the Native Language Instructors' Program, the Native Nurses Entry Program, and the Native Student Support Services Program are testaments to this institution's commitment to enhance the success of Native students in achieving their academic goals. In response to the 1987 Academic Plan, Lakehead University established the Native Studies Study Group and, in response to its recommendations, created the Office of Native Programming which eventually led to the establishment of a Department of Native Studies in the Faculty of Arts and Science. In addition to academic programming, the Department is responsible for devising mechanisms for effective consultation with Native people and for the development of long range planning proposals. The University also began on a limited basis, a Native Students Access Program to further the ability of Native students to enter University programs and to succeed in their work. At this time, in response to Native principles of self-determination, the University has plans to create a separate School of Native Studies to be organized and developed in consultation with Native people. The concept was first proposed in the 1987 Academic Plan and reinforced by the Native Studies Study Group. Initially, it was suggested that such a structure would coordinate and promote the instructional and research activities of Lakehead 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. The School of Native Studies will be comprised of two departments: the academic Department within the Faculty of Arts and Science 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 will be provided. With such a structure, at some time in the future, the School would be poised to become an affiliated college or a separate institution, if circumstances so dictated. Considering the number of Native students at Lakehead University, it would seem a reasonable objective. According to sta ti sties provided by DIA ND, in 1990 /91 41 % of the students it supported at Ontario universities attend Lakehead University. Lakehead University has a policy to hire Native people in its Native programs and will continue this commitment for any new positions that are created as part of its Native Education Strategy. �3 2 B. 1. SUPPORT SERVICE PROPOSALS PROPOSALS FOR CONSIDERATION Native Support Services Core Fund (Resubmission) Programs that were approved last year are resubmitted here for continued funding. These are: Native Studies Program Native Support Services Core Support Services Enhancement (Elders/Tutors) Native Nurses Entry Supplementary In addition six new programs are submitted: Native Studies - continued development Native Access Supplementary - Native Teacher Education Supplementary - Native Access Program Support Services Enhancement - Native Access Tutors Healing Circles A. ACADEMIC PROPOSALS Native Studies Programs The programs in Native Studies, housed in the newly created Department of Native Studies, will be developed to offer students fundamental knowledge of First Nations' history, cultural and traditional values, political, constitutional, and sociological issues, and economic relationships with the mainstream society. The programs include a double major, a minor and a certificate in Native Studies. Currently, the program in Native Studies combines courses in the existing curriculum of various departments with core courses in Native Studies. However, the Aboriginal Management Council urges that a more comprehensive development take place and that additional courses in Native Studies be developed. The planning for this direction is underway and could be realized with the added support of the Strategy. Native Access Program The Native Access Program is a bridging year designed for students who do not meet the normal admission requirements. The program, offered on a limited basis, encourages Native students to enrol in any Lakehead University program. Moreover, it increases the participation rate of Native students and provides a framework for successful integration and completion of programs as well as academic support and a supportive social and cultural environment. The program includes core courses in English, Study Skills/Logical Reasoning, and Mathematics. Additional courses are chosen to meet the career objectives of the student. The two parallel streams available are Health Sciences Access and Arts, Science and Professional Studies Access. Native Support Services assists Native students by offering support, advice, counselling, information on programs and facilities and whatever else is necessary to promote their academic and personal success. These services are flexible and accommodate the needs of each individual student as the school year progresses. Services include student orientation, academic counselling, financial counselling, study counselling, personal counselling, tutorial services, social support system, student advocacy, cross-cultural awareness, native community liaison, career and employment counselling, the Student Centre and the Native Students Association. In 1991-92, Native Support Services moved to the new Student Centre giving it high visibility and access for Native students. In addition to the capital investment, the Centre was equipped with supplies and such equipment as a television and videocassette recorder and two computers. These recent developments recognize the needs of Native students and are an indication of the University's commitment to providing services to Native people attending the University. Lakehead University is requesting funding to continue to improve Native Support Services. Previously, the Counselling Foundation funded the Centre in annually decreasing increments. To provide services at the previous level, additional funds must be found to supplement the University's commitment. Native Support Services Enhancement (resubmission) In its declaration of jurisdiction over education, the Assembly of First Nations asserts that formal education must include a continuation of the cultural and linguistic instruction provided by the family and the community. Elders are the holders of knowledge, the teachers of culture, songs, heritage and survival, and are held in highest esteem and respect by Native and non-Native people at Lakehead University. The presence of Native Elders on campus enhances every aspect of Native student life and provides the environment for a successful academic experience. Aankokinomahget is an Ojibway word that means "a person helpful in teaching and a chain to what's going on already". This project enhances tutoring in course content, teach learning skills, train peer tutors, assist students with individual essays, and conduct workshops on writing, formatting and documenting essays/major papers. Native students currently have access to the Learning Assistance Centre which employs three full-time tutors, one of whom tutors Native students in English, Mathematics, Biology and Chemistry. To enable Native students to receive the comprehensive tutoring that is required, particularly at upper-year levels, Aankokinomahget provides a number of Native tutors who will spend their time exclusively with Native students. It is proposed to add to components to Native Support Services this year. A proposal to provide tutors to an enhanced Native Access program has been added as well as a proposal to establish a Healing Circle. �5 4 Special Tutoring Proiect for Students in the Native Access program Native Nurses Entry Program The Native Nurses Entry Program provides students with the necessary skills and academic preparation for successful completion of the four-year nursing degree. The program utilizes specialized recruitment and admission procedures, program orientation and personal counselling, a curriculum that addresses deficiencies in preparation, a tutoring program for academic courses, and specialized assistance for social and cultural support. Students are admitted, through the University's mature or extraordinary admission regulations, to the BA(General) program. This project to tutor students in the Native Access program is designed to provide the academic support so of ten necessary for successful post-secondary studies. The project will provide initial orientation to university life and in particular to the lecture mode, the teaching method most employed by universities. Further assistance will be provided in the content of individual courses and in gaining skills for successful learning. Thus, help will be provided at the beginning of the students' academic program, and on-going assistance will aid students in succeeding in their academic plans. Native Access Program Healing Circles This project will assist Native Support Services to host regular gatherings for the Native students at Lakehead University. These groups processes will provide a safe, confidential atmosphere students can share their experiences and seek healing and the support of their peers. The Women's Circle will be organized and conducted on a biweekly basis by the Counsellor of Native Support Services with the guidance of a female Elder. The Coordinator will assist a male Elder conduct a Men's Circle, also on a bi-weekly basis. The Native Access Program provides academic skills and special preparation for Native student to make a successful transition to University life. Special academic programming is offered along with tutoring, academic counselling and a related support network to provide the student with an atmosphere conducive to successful program completion. 2. PROPOSAL BUDGETS AND PROPOSAL PRIORITY The Budget is presented in Table I. Proposals have been prioritized in the following order by the Aboriginal Management Committee: A critical component of this project is the Children's Circle to be conducted simultaneously at Native Support Services. The initiation of a children's program will encourage students with childcare responsibilities to participate in the Healing Circles. The Children's Circle will make use of craftspeople, artists, and Elders to offer demonstrations of Native crafts, painting, Legends and storytelling. A variety of games and activities will complete the program. This part of the project will be organized and implemented by a group of Native University students to provide a meaningful work experience during the academic year and to provide a secure and responsible level of care for the children. Program previously submitted and funded: I. 2. 3. 4. Native Studies Program Native Support Services Core Support Services Enhancement - Elders/Tutors Supplementary - Native Nurses Entry Program New program submission: C. SUPPLEMENTARY GRANT PROPOSALS 5. 6. 7. 8. 9. 10. Native Teacher Education Program The Native Teacher Education Program is a concurrent Bachelor of Arts (General Program)/Bachelor of Education (Native Education) degree program. In order to be admitted to the Program, students must be of Native ancestry and be recommended by a Native organization. The purpose of the Program is to increase the number of qualified Native teachers through an alternative (but equal) program that prepares them to meet the special social and cultural needs of Native communities. The Program prepares teachers to provide educational programs that will assist Native people to sustain their culture and language while, at the same time, teach students the skills necessary to pursue their education. In addition to educational methodology and theory, the Program includes courses in Native culture, traditions and language. Students are required to do student teaching in Native schools. 3. Native Studies - continued development Native Access Supplementary - Native Teacher Education Supplementary - Native Access Program Support Services Enhancement - Native Access Tutors Healing Circles NATIVE COMMUNITY INVOLVEMENT IN PROGRAM DEVELOPMENT Lakehead University has an institutional Aboriginal Management Council whose role it is to provide input and to approve submission for projects, activities and programs related to Native people. A member of the Council has been appointed to the Board of Governors of the University. Lakehead University has been working with local and regional Native organizations and individuals to create and administer the Native Studies Program, the Native Teacher Education Program, the Native Language Instructors' Program, the Native Nurses Entry Program, the �7 I I .·- rl'J .::t ·a= =·;... ~ ~ Ill Cl.I .,,Ei- = ,.;i < rl'J 0 =,.. 0 ~ =,.. 0 0 0 0 0 0 r- r--- 0 0 M f"i' c--i' 0 0 0 0 0 V"l - 0 0 °'.. "' ~ \0 0r- ll") ll") I °' "'00 "' 0 V"l 00 N ("t'\ .,.; ll") V"l '° 0 0 0 0 0 0 "'0N 0 0 °'- - .,, 0 0 0 ll') f'f .,, ""~ 00 0 0 0 N \ti c--i' r--:- 0 0 "l:t' - M - - ~r--:NN 000 \00 "1:t'O 0 0 r- - - V"l N "'0 M - - .,.; 0 O'I V"l 0\0 0 0 0 \0 0 "l:t' M~ V"l ("t'\ 0 N 0 0 00 ll") Ct\ - M "l:t' 0 00 \00 \00 ("')0 r- N - - 0 N 0 0 "l:t' °' ~ 0 "l:t' 0 O'I NM 0 N -c--1 \Cl ll') r--- "'r ll') ll') Native Access Program, and the Native Student Support Services Program. The University's commitment to the Native educational agenda on campus includes the Native Studies Study Group, a forum for the discussion of Native curriculum development. In 1989, on the advice of the Study Group, the Office of Native Programming was created. The Group was able to secure interim funding for a Coordinator of Native Programming. I The Lakehead University Aboriginal Management Committee was created to enhance the direct access of the Native community served by the University in the discussion of programming initiatives in Native Studies and services in the area of Native support. The Aboriginal Management Council is an excellent source of information to facilitate community and University consultations. In developing a Native Studies Department and an Access Program, consultation with the Native community, University, business and service industry is essential. The Council provides an excellent forum for such consultation. It also provides numerous community contacts of "front line" advocates and staff providing services to First Nations, Metis communities, and tribal councils. """" "" 0 ~ \Cl The University has committed itself to an on-going relationship with the Native community which it serves. To this end, the Council meets on a regular basis to discuss issues of concern to its membership. In this way, Lakehead University has created a communication bridge that enhances Native programming to the Native communities of Northwestern Ontario. QO N N °' At a meenng of the Aboriginal Management Council held on November 12, 1992, it was agreed by consensus to reafftnn support for proposals submitted for the first AETS 1992 program . Individual resolunons were unanimously approved for all new proposals. 0 \Cl ~ RESPECTFULLY SUBMITTED ON BEHALF OF THE ABORIGINAL MANAGEMENT COMMITTEE BY John Whitfield, Acting President, and Richard Morris, Chair, Aboriginal Management Council 0 > ~ < . . ~ ~ ~ rl'J ·.::Q I 0 0 0 0 r--:- °' .c 0 0 0 0 r- c-i r-,: ll") N ll") "l:t' '° 0 0 N.. O'I O'I -~ 0 0 .,, It) r---._ Ct\ Ct\ -- < - ... en 0 Cl] Cl] = E- ~t e .... "O 0. "O 0 u en 0 0 ....> ... 0 ... ... ....- e :; = rn "O rll 0 Cl.I ~ E- 0 0. 0. .J:J 0 ~ = --- c.,-=... ... ~o= ... 0 c:: 0> rll 0 0 0 > e O ·;: - rn -0 0 o g. = e ....-; ~ 0 0 0. - rll rll < i:Q I 0. "O 0. 0 01) "I 0 -c:: .... > 0, 0. = rll u I -; .... Q E-I .c :s VJ ~, 0 0 0. rll < 01) ~ I 0 0 = z z o ... - o ... - ..c:= - ..C:= g.o - ... ... c:: = ....=g. g. l-c01) o- e oZ= 0 _,_ u 00 >o>oc::rnc::c:: o>o>o-o, ... ~ 0 ·.:: 0 ·.:: e B e -; oe=s =o o o -2. = = g E- g ::c: en 0 en e-z= e z= = =- -2. c:: 0 = ... ... ..c: 0 =0 0 ............. orllo < en c:: .... < 0 ....> c::-;,c::-.. 0 0 0 rn 9 .... ~ ~ c:: -== -z= ....u... - ... - -e en C::-.. O 0 0 0 ~ "O rn ~ c:: 0 =..c: ... 0 c., = 0 tE- < 11) 11) 0 C':S O 0 O 0 -c:: ........ > > o-- e == oZZ C. 0. = V) i:Q I I ,.;i < E- 0 E- 4. CONTACT AT LAKEHEAD UNIVERSITY Kerrie-Lee Clarke, Special Assis tan t/Insti tu tional Research, Office of the Vice-President (Academic), (807) 343-8339. �8 GENERIC CRITERIA J �9 GENERIC CRITERIA 1. NATIVE ACCESS TO THE GOVERNING BODY OF LAKEHEAD UNIVERSITY Since its inception, Lakehead University has been actively working with local and regional Native organizations and individuals in order to respond effectively to the academic needs of a variety of Native learners. The growth of Native participation in University affairs, along with the commitment of the University Senate and Board of Governors to expand the Native educational agenda on campus, led to the creation of the Native Studies Study Group (a Senate Academic Committee sub committee) in 1987. In the past five years, the Study Group has been operating as a forum for the discussion of Native curriculum development and Native access to the wide variety of degree programs offered at Lake head. In 1990, Lakehead University established the Native Advisory Committee , in order to enhance the direct access of the Native community served by the University to the discussion of programming initiatives for Native people. The Committee is now known as the Lakehead University Aboriginal Management Council. In order to directly access the Board of Governors, a member of the Council has been appointed to the Board of Governors. This is in addition to another Native appointment on the Board who sits as a community representative. The results of these relationships have been realized in the creation of the Native Teacher Education Program, the Native Language Instructors' Program, the Native Nurses Entry Program, the Native Engineering Access Program, the Native Access Program, and the Native Student Support Services Program. In I 992, with the assistance of the Strategy, a Department of Native Studies was initiated. 2. RELATIONSHIP OF THE ABORIGINAL COMMITTEE TO DECISION-MAKING BODIES The President is a member of the Aboriginal Management Council; the secretary is the Vice-President (Academic). Through this structure, direct access to the executive head of the University and to the senior academic administrator is realized. In 1992, in order to give Native organizations direct access to the main decision-making body of the University, a member of the Native Advisory Committee was appointed to the Board of Governors. Additionally, through the creation of the Department of Native Studies, a Native presence is established in the Faculty of Arts and Science and the Chair of the department holds a seat on the Senate of the University, the internal body in the University on which all chairs of academic departments sit and which deals with academic policy. 3. MANDATE OF THE ADVISORY COMMITTEE The Lakehead University Native Advisory Committee was established prior to the implementation of the Government's Aboriginal Education and Training Strategy (AETS). The structure devised in consultation with the Native community at that time is still in place. �11 10 However, the Committee has changed its name to the Lakehead University Aboriginal Management Council and is reviewing its composition and terms of reference. When this task is complete. the Council will report to the President with advice on the appropriate changes to the Council's composition and Terms of Reference. The current Council gives advice to the President of Lakehead University on programming in Native Studies, on University relationships with Native communities and students, and on other matters of concern to Native people and the Un1versity and is consistent in its approach with the spirit of the AETS. 4. THUNDER BAY, Ontario P7B 5El Ms. Linda Henry President Nishnawbek Students' Association Lakehead University · THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8065 (807) 343-8023 Madeline Moonias, Representative Ontario Native Women's Association c/o 530 N. McKellar Street THUNDER BAY, Ontario P7C 4A2 Tele: Fax: (807) 625-5548 (H) (807) 623-3442 (W) (807) 623-1104 Dr. Raoul McKay Chair Department of Native Studies Lakehead University THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8902 (807) 343-8023 Ms. Joanne Fisher-Wade, Representative Union of Ontario Indians c/o 536 Edison Road THUNDER BAY, Ontario P7B 5S3 Tele: (807) 344-7994 (H) (807) 623-4227 (W) Ms. Verna McDonald, Representative Ontario Metis and Aboriginal Association c/o Wesawkwete Inc. Zone One Longbow Lake P.O. LONGBOW LAKE, Ontario POX lH0 Tele: Fax: (807) 548-1490 (807) 548-1492 Tele: Fax: (807) 622-6437 (807) 548-5041 Mr. Richard Morris, Representative Nishnawbe Aski Nation c/o Kitche-Nichmay-Koosib Education Authority General Delivery BIG TROUT LAKE POV IGO Tele: Fax: (807) (807) (807) (807) Ms. Anne Cox Executive Director Tele: Fax: (807) 345-5840 (807) MEMBERSHIP OF THE ABORIGINAL MANAGEMENT COMMITTEE The Lake head University Aboriginal Management Council consists of fifteen persons: I) 2) 3) 4) 5) 6) 7) 8) The The The The The The The The Grand Council Chief of the Nishnawbe-Aski Nation Grand Council Chief of Grand Council Treaty #3 Grand Chief of the Union of Ontario Indians Grand Chief of the Association of Iroquois and Allied Indians President of the Ontario Metis and Aboriginal Association President of the Ontario Federation of Indian Friendship Centres President of the Ontario Native Women's Association President of the Lakehead University Native Students' Association The elected leaders named above may be represented by such other qualified and formally designated representatives as s/he appoints. 9) 10) 11) 12) 13) Two Native persons from Northwestern Ontario nominated and appointed by the Committee, one of whom must be an Elder The Chairperson of the Native Studies Study Group Two persons appointed by and from the Native Studies Study Group The Coordinator of Native Programming The Vice-President (Academic), who is Secretary of the Committee. The Chairperson of the Lakehead University Aboriginal Management Committee is a Native person, nominated by and selected from the Committee membership. The Committee also recognizes the need for local community representation. To this end, two Native persons from the region sit on the Committee, one of whom is an Elder. Members of the Lakehead University Aboriginal Management Council 1992/93 Dr. R.G. Rosehart President Lakehead University THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8200 (807) 343-8075 Dr. John Whitfield (Secretary) Vice-President (Academic) Lakehead University Tele: Fax: (807) 343-820 I (807) 343-8075 Ms. Lu Ann Bruyere, Representative, Treaty #3 #2 - 1035 McIntosh Street (P.O. Box 1720, Kenora) THUNDER BAY. Ontario P9N 3X7 P7C 3B2 537-2553(W) 537-2316 537-2264(School) 537-1040(H) �13 12 In 1987, the Academic Plan approved by the Lakehead University Senate recommended the immediate creation of the Native Studies Study Group. The Study Group, chaired by a Native faculty member, had the responsibility of finding new ways to meet the needs of the Native population served by the University in Northwestern Ontario. In 1989, the Study Group recommended the creation of the Office of Native Programming and was able to secure interim funding for a Coordinator of Native Programming. The first Coordinator was a respected Native Elder who travelled throughout Northwestern Ontario gathering valuable information on the academic needs and desires of Native organizations and individuals. This extensive survey revealed the need for a Native Access Program and for a permanent Native Advisory Committee, both created in 1990. Lakehead University has committed itself to an ongoing relationship with the Native community which it serves. To this end, the Aboriginal Management Council meets on a regular basis to discuss issues of concern to its membership. In this way, Lakehead University has created a communication bridge to the Native communities of Northwestern Ontario. Thunder Bay Indian Friendship Centre 401 N. Cumberland Street THUNDER BAY, Ontario P7A 4P7 Dr. A.E. Epp, Representative Native Studies Study Group c/o Department of History Lakehead University THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8341 (807) 343-8023 Ms. Evonne Sabourin, Representative Native Studies Study Group c/o Contact North Lakehead University THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8020 (807) 344-6807 Dr. Doug West, Chair Native Studies Study Group c/o Department of Political Studies Lakehead University 955 Oliver Road THUNDER BAY, Ontario P7B 5El Lakehead University has contacted the provincial organizations in all cases. All seven Aboriginal organizations have made appointments to the Council with the exception of AIAI which is changing its appointee and has so advised us. Fax: Tele: (807) 343-8304 (807) 343-8023 6. TERMS OF REFERENCE OF THE ABORIGINAL MANAGEMENT COUNCIL The Lakehead University Aboriginal Management Council is an institutional committee and gives advice to the President of Lakehead University on programming in Native Studies, on University relationships with Native communities and students, and on other matters of concern to Native people and the University. TBA Representative Association of Iroquois & Allied Indians 466 Hamil ton Road LONDON, Ontario N5Z 1R9 (formerly D. Skye) Tele: Fax: Mrs. Carol Martin Member-at-Large c/o 128 Duke Street THUNDER BAY, Ontario P7A 5Tl Tele: (519) 652-3251 (519) 679-1653 (807) 344-497 4 The Aboriginal Management Council also functions as the Program Management Committee for Native Studies and Native Access. The representatives of the Native community served by Lakehead University, with their special knowledge and trust within their community, represent the interests of their people in the deliberations of the Advisory Committee. They are in a position to know the concerns and needs of their people, to bring these to the attention of the Council and the Vice-President (Academic), and to influence the actions of the University. The Lakehead University Aboriginal Management Council: 1) 2) Ms. Agnes Adams Member-at-Large (Elder) (Address to be provided) 3) 5. 4) PROCESS FOR THE ESTABLISHMENT OF THE LAKEHEAD ABORIGINAL MANAGEMENT COUNCIL The Lakehead University Aboriginal Management Council has been established and operational since 1990. All seven aboriginal groups have been contacted and have made appointments to the Committee. The process was as follows: 5) provides ongoing support and advice to Lakehead University through the Offices of the President and the Vice-President (Academic); reviews data and statistics on the recruitment and retention of Native students, the courses of study in which they are enroled, and their success in and after their University studies; reviews and advises on general policy additions and changes to University programs, as these relate to the Native communities and students, through such procedures as periodic program reviews and evaluations; advises on the promotion of University programs and services, program budgets, recruitment of Native staff, faculty and students, application procedures, admissions procedures and criteria, the support of Native students and proposals for Native specific initiatives; advises and educates the University and the general public on Native issues; �15 14 6) 7) 8) 7. programming in Native Studies was submitted by the Native Studies Study Group to the Lakehead University Social Science and Humanities Sub-Committees on Academic Programming and approved in October 1991. Following Lakehead University protocol, it was then sent to the Faculty of Arts and Science Council and the University Senate, where it was approved in December 1991. The completed Action Plan was approved by the Native Advisory Committee and the Senate in January 1992 and implementation continues at this time. assesses ways in which courses of study may be offered in Native communities in northern Ontario; and advises on the establishment of a Centre or Department of Native Studies, and, submits specific recommendations with regard to the above named matters. ACTION PLAN The Lakehead University Native Action Plan has been subject to incremental development over the last five years and is contained in several documents. It began with the recommendations of the J 987 Lakehead University Academic Plan to enhance the accessibility and retention rates of Native students at Lakehead University. The initial stages of the Plan saw the creation of the Native Studies Study Group, whose mandate was to develop the recommendations of the Academic Plan vis-a-vis Native initiatives. The work of the Study Group led to the establishment a Native Advisory Committee, the Office of Native Programming, and led to the work of a Sub-Committee on Academic Programming in Native Studies. The Office of Native Programming became responsible for the implementation and coordination of the Native Access Program, begun in a limited way in 1990 as a bridging program offered to Native people who do not meet regular admission criteria and have special academic needs. At the same time, the Sub-Committee on Academic Programming in Native Studies, made up of representatives from both the Arts and Science and Professional Studies Faculties as well as Native students, began working on a new stage of the Action Plan, the creation of a School of Native Studies and a Department of Native Studies. Both of these initiatives are designed to promote Native access to academic programs and to encourage the retention of Native students at Lakehead University. The Department of Native Studies at Lakehead University was established in 1992. Moreover, the continuous evaluation of Native Studies programs by the Aboriginal Management Council will ensure that the needs and desires of the Native community of Northwestern Ontario (and beyond) are served. The Lakehead University Native Action Plan will continue to develop as the priority of Native Studies continues to be realized. Through the creation of the Aboriginal Management Council, the University has ensured the on-going participation of the local and regional Native community. Moreover, Lakehead University is committed to the enhancement of the Native Teacher Education Program, the Native Nurses Entry Program, the Native Access Program, the Native Language Instructors' Program, the Native Language Minor Program, and the Native Engineers Access Program. 9. APPROVAL OF THE ACTION PLAN As stated above, the Action Plan was approved by Senate in January 1992 and implementation continues at this time. 10. EXCEPTION N/A 11. SUMMARY OF SPECIALIZED PROGRAMS, COURSES AND SERVICES A. MANAGEMENT COUNCILS Institutional Aboriginal Management Council The Native Advisory Committee, subsequently the Aboriginal Management Council, was established on the recommendation of the Native Studies Study Group and met for the first time in May 1990 . The establishment of the Native Advisory Committee recognized the University's commitment to involving and consulting the Native community on matters of importance to them. The current Council is comprised of fifteen members from Native organizations and the University who work in partnership to enhance the value of the University to the Native community. The Council acts as the Program Management Committee for the Native Studies Department and the Native Access Program. The Aboriginal Management Council also functions as the Program Management Committee for Native Studies and Native Access. Native Nurses Entry AdYisory Committee 9. PROCESS TO DEVELOP THE LAKEHEAD UNIVERSITY NATIVE COMMUNITY ACTION PLAN In the past five years, the process of approval for the Lakehead University Native Community Action Plan has involved the Aboriginal Management Council, the Native Studies Study Group, every level of the University administration as well as organizational and individual members of the local and regional Native community. The development of the Action Plan has led to the proposal for a School of Native Studies, approved in principle by the Council in July 1991, which would include a Department of Native Studies and a Department of Native Support Services. The proposal for the establishment of a Department of Native Studies in the Faculty of Arts and Science and for The Native Nurses Advisory Committee was established at the inception of the program in 1986/87 to review and advise on curriculum, recruitment, candidate selection, application procedures, program promotion, and program evaluation. Native Support Senices AdYisory Committee The Native Support Services Advisory Committee was established in response to a request, particularly from Native students, that Elders representing the regional Native treaty organizations provide input and advice to the University concerning support services and counselling for Native students. The Committee is chaired by a �17 16 Native Elder and advises on the role and structure of Native Support Services, staffing, and other matters that enhance the quality of support for Native students. Native Engineering Access Committee A Native Engineering Access Program began in 1992 following extensive consultation with the Native community and with the support of the Aboriginal Management Committee. A member of the AMC site as a regular member on the Engineering Management Committee. Native Teacher Education Management Committee The School of Education has reestablished its Aboriginal Management Committee and a member of the AMC sits as a regular member on the Committee. B. ACADEMIC PROGRAMS Native Studies Programs The programs in Native Studies, housed in the newly created Department of Native Studies, offer students fundamental knowledge of First Nations' history, cultural and traditional values, political, constitutional, and sociological issues, and economic relationships with the mainstream society. The programs include a double major, a minor a certificate in Native Studies. The program in Native Studies combines courses in the existing curriculum of various departments with core courses in Native Studies. The double major in Native Studies consists of five courses in Native Studies and must be taken in combination with another Major whose requirements must be met. A minor concentration in Native Studies consists of at least three full-course-equivalents in Native Studies including Native Studies 1100 and any two other Native Studies elective courses at the Second Year level or above. The certificate program consists of four full-course-equivalents in Native Studies. Native Teacher Education Program (Bachelor of Arts (General Program) - Bachelor of Education (Native Education)) Lakehead University's first experience in programming specifically addressed to Native students began in the early l 970's when it became increasingly apparent that the Ontario education system was not meeting the needs of Native students. In 1974, the Native Teacher Education Program was introduced and graduated Native students with a diploma and certificate for primary/ junior teaching in Ontario elementary schools. The program was revised in 1987 to become a four year BA/Bed program. The purpose of the Native Teacher Education Program is to increase the number of qualified Native teachers through an alternative program which will prepare them to meet the special social and cultural needs of Native communities, taking into account such factors as heritage and language. Native teachers who have an intimate understanding of Native traditions, psychology, way of life, and language are best able to create a learning environment suited to the habits and interests of the Native child. The Native Teacher Education Program prepares teachers to provide educational programs that assist Native people in sustaining their culture and language while at the same time teach school pupils the skills necessary to pursue further education. In addition to educational methodology and theory, it includes courses in Native culture trad_itions and language. Students are also required to do some student teaching i~ Native schools. St~dents who successfully complete the program are eligible for an Ontario Teacher's Certificate. Native Nurses Entry Program The Native Nurses Entry Program began in 1987 in response to the need for improved health care delivery in Native communities. It is a one-year program designed to provide the skills and academic preparation required for successful completion of the four year Nursing Degree Program. The program is organized as two semesters of twelve weeks each, in addition to a two week field experience. The student may choose field experience in their own community or another Native health setting. Upon successful completion of their preparation, the student enters the First Year of the Honours Bachelor of Science in Nursing program at Lakehead University. A recent evaluation of the program noted that the majority of students entering the program complete it successfully. Native Access Program The Native Access Program introduced in 1990 on a restricted basis pending funding for development of a complete program. The program will be developed in such as way as to: 1) 2) 3) 4) 5) encourage Native students to enrol in any Lakehead University program, incr~ase the participation rate of Native students of Lakehead University, provide a framework for successful integration and completion of programs, provide academic support while in the programs, and provide a supportive social and cultural environment important for success. Core courses in English, Study Skills/Logical Reasoning, and Mathematics will be developed using a culturally sensitive pedagogy. Additional courses in the program would depend on the proposed career objectives of the student. Two parallel streams are possible in Health Sciences Access, or Arts, Science and Professional Studies Access. Native Language Instructors' Program The purpose of the Native Language Instructors' Program is to increase the number of Native Language teachers through summer programs which will prepare them to instruct in "Native As a First Language" or "Native As a Second Language" courses. Native Language teachers who have an understanding of the structure of the Native Languages, pedagogical principles and the basic methods and techniques for teaching Native Languages will promote and maintain the teaching of these Native Languages. Course requirements are met through a combination of course work and student teaching. The Native Language Instructors' Program has three components: �19 18 Native As a First Language (NAFL) Diploma Native Studies 2433 -- (Anthro.3433) Native People and the Government -a four-summer program; training in Native language enrichment and literacy skills; preparation of teachers who will be teaching Cree, Ojibway or another Algonquian language. Native Studies 3435 -- (Anthro.3435) Native People and the Land Native Studies 3437 -- (Anthro.3437) Native People and the Issues Native As a Second Language (NASL) Diploma Ojibwe 1010 -- Introduction to Ojibwe I -a four-summer program; training in teaching Native as a second language; preparation of teachers to teach students whose first language is English. Cree 1010 -- Introduction to Cree I Ojibwe 1012 -- Introduction to Ojibwe II Native Language Teacher's Certificate (NLTCJ Cree 1012 -- Introduction to Cree II -a three-summer program; training in teaching Native as a second language to students whose first language is English. A Permanent Letter of Standing in NL TC is issued by the Ontario Ministry of Education upon successful completion of this program. Native Language Minor Program The Native Languages of Cree and Ojibway are offered as a minor program that can be taken in conjunction with other programs. For example, both Native and nonNative students, enroled in programs such as Social Work, Nursing, and Education, or other Arts and Science or Professional Studies programs may enrol in the Native language minor. Native Engineers Access Program The University has determined in consultation with Native communities and organizations the need for a Native Access Engineering Program and obtained advice on the nature and development of such a program. The program began in July 1992. Native Teacher Education On-Site Delivery The University is delivering on-site in Sandy Lake, Ontario the Native Teacher Education Program. With on-site delivery, courses are offered in Sandy Lake by faculty members of the School of Education. This program is offered in conjunction with the Continuing Education B.A. program which has been under way for three years and will allow Native students to complete the BA/Bed degree and to become fully qualified teachers. Algonquian 1210 -- Written Algonquian Structure Part I Algonquian 1212 -- Oral Algonquian Structure Part I Algonquian 1230 -- Written Algonquian Structure Part II Algonquian 1232 -- Algonquian 1232 -- Oral Algonquian Structure Part II Ojibwe 2001 -- Intermediate Ojibwe Cree 2001 -- Intermediate Cree Ojibwe 2011--Field study Cree 2011 -- Field Study Algonquian 2231--Written Algonquian Structure Part III Algonquian 2213 -- Oral Algonquian Structure Part IV Algonquian 2231--Written Algonquian Structure Part IV Algonquian 2233 -- Oral Algonquian Structure part IV Native Language 2711 -- Introduction to Native American Linguistics Native Language 2713 -- Algonquian Linguistics C. NATIVE SPECIFIC COURSES Native Studies 2060 -- (Visual Arts 2060) -- Native Arts and Crafts The following courses are Native specific courses in the Faculty of Arts and Science. These courses are available to all students. Additional program specific courses, listed in the Native Studies 2103 -- (Anthropology 2103) -- The Archaeology of North America C_alendar in Native Teacher Education, Native Engineering Access, Native Nurses Entry and Native Access, are not listed here. Native Studies 2401 -- (Anthropology 2401) -- Introduction to Native Canadian Studies Native Studies 2702 -- (English 2702) -- Canadian Indian Literature Native Studies 1100 -- Introduction to Native Studies Ojibwe 3001 -- Advanced Ojibwe Native Studies 2431 -- (Anthro.3431) Native People and the Past �21 20 Cree 3001 -- Advanced Cree students, (3) promotion of Native interests on campus, and, (4) enhancement of research and programs in Native Studies. Ojibwe 3011 -- Ojibwe Immersion Cree 3011 -- Cree Immersion 0 ji bwe 3211 -- Translation Cree 3211 -- Translation Native Language 3251 -- Translation Native Studies 3304 -- (History 3304) -- The North American Fur Trade Native Studies 3351 -- (Political Studies 3351) -- Aboriginal Peoples and the Law Native Studies 3411 -- (Social Welfare 34ll) -- Social Policy and Indian People Native Language 3511 -- Literature: The Oral Tradition Native Language 3531 -- Composition Native Language 3553 -- Literature Native Language 3711 -- Native American Applied Linguistics Native Language 3751 -- Linguistics Native Language 3801 -- Special Subject Native Studies 4203 -- (Political Studies 4203) -- Politics in the Canadian North Philosophy 2805 -- Native Canadian World Views D. SUPPORT GROUPS Native Studies Study Group The Native Studies Study Group was formed in 1987 following a recommendation in the University's Academic Plan prepared by the Senate Academic Committee and approved by the University Senate in February 1987. The Academic Plan recognized the need to increase the University's activities in Native education and Native Studies and recommended the formation of a Native Studies Study Group to analyze and co-ordinate existing activities and to propose new ones. The Study Group includes faculty, staff and students both Native and non-Native as well as Native persons from the community who have helped to guide the group in its deliberations. The Study Group identified four specific areas it wished to pursue. These are: (1) interaction with Native people and organizations, (2) an access program for Native As a result of recommendations from this Study Group, the Native Advisory Committee was formed, the Native Programming Office was put in place, and the Native Access Program was implemented. As well, work continues on additional programs and support initiatives, many of which are presented in this submission. Native Programming Office/Native Studies and Access In response to recommendations from the Native Studies Study Group the Office of Native Programming was established and staffed on a half-time basis for the 1989/90 academic year to coordinate programs which enhance the value of the University to Native people. The office was responsible for devising mechanisms for effective consultation with Native people and developing long range plans. On l July 1990, the position of Coordinator of Native Programming was made a full-time appointment in order that the office could implement and co-ordinate the Native Access Program. The Native Access Program is a bridging program offered to Native People who do not meet regular admission criteria and who require additional academic preparation to become eligible for admission. The activities of the Native Programming Office have been subsumed by the Native Studies and Native Access Departments with the implementation of this department July 1992. Native Support Services Native Support Services assists Native students in every way possible by offering support, advice, counselling, information on programs and facilities and whatever else is necessary to promote the academic and personal success of Native Students. These services are flexible to accommodate the needs of each individual student as the school year progresses. Services include student orientation, academic counselling, financial counselling, study counselling, personal counselling, tutorial services, social support system, student advocacy, cross-cultural awareness, Native community liaison, career and employment counselling, the Student Centre and the Lakehead University Native Students' Association. Special programs such as the Elders Program and the Learning Assistance Tutorial Programs are also provided. Lakebead University Native Students' Association The Native Students Association (LUNSA) is an organization of students which provides academic, cultural and social support to the Native student body. This group organizes activities for social events, sponsors Native speakers and elders and provides special activities that enhance the Native students experiences at the University. It also sponsors activities that enable the University community to understand and appreciate Native culture. LUNSA supports its members in their quest to complete their academic programs successfully. It is actively involved in maintaining contact with Native organizations and the Native community generally and providing culturally sensitive encouragement to fellow students. �22 12. 23 CURRENT ENROLMENT According to statistics supplied by DIANO, in 1990/91, 432 Native students were supported at Lakehead University. This represents 10.2% of full-time enrolment at Lakehead University comprising almost double the percentage of Native students at any other Ontario university. When the non-status population is added it is estimated that as many as 600 to· 700 students attend Lakehead. Approximately 250 students are registered with Native Support Services. In addition, approximately 225 attend the Native Language Program each summer. 13. ABORIGINAL FACULTY Four Aboriginal faculty members are employed by Lakehead University. There are two positions in Education, one in Social Work and one in Native Studies. All positions are Establishment (tenure track) positions; one is filled by a tenured faculty member and three are term appointments. 14. SENSITIVITY AND AWARENESS PROGRAMS Sensitivity and awareness programs are offered by Native Support Services to the university community, senior administration, academic departments and to faculty and staff. Public lectures by noted Native people are offered to all members of the university community and are open to the public. Powwows and other cultural activities are advertised and the public is welcome to attend. SPECIAL PROJECTS FUND 1. NATIVE STUDIES PROGRAMS 2. NATIVE ACCESS PROGRAM �24 , -·, ·§& QQVER§HW Plea.so aubmit a scparat.o cover sheet for Aboriginal Bduc:ation and Tmlnlns Stnltegy. atJ1 proposal submitted under the MCI; Institution Lakehoa~ University Name of 1be Proposal Sp~oiel Project• - Progr,-m O.V•l~~ent (Mtt1Ye St11.Q~Hl - N,W - MctJ Pnuds Bequest«cd, XMt J Xc1L2 YearJ Support Services Core Fund s s s Special ProjedS Fund • Su.ppon Services s $ s - Progtma Devt. Component <NEW> $ 14(', 206 $ 1B1 1 170 $ 154,193 Suppl•montary Grant Fund $ s $ Enh~maocComponollt Please RANK this proposal In relation to the odler proposals for which tunds have been requestc:',1 \lnder the sttAtcgy, 10 • This prQpO...u Is llillkcd # 6 Qdt of propows submittcdt • Is this proposal dcpendimt upon Uae approval of any other propo_sal subm.ftted? If yes, which one and Wh)'? · Project y~er: Name Dr. Raoul McKay T"J.tle Chair, Departmvnt or N«~tve Studi~a & Aoae■s (807) 343-8984 November 27, 1992 Date November 27, 1992 Date Cnllcge/Univcrsity Aboripnal committee Attfsb the rcmlutf on appmvod prgposa]. by the la,tJtuiiwwJ AbodsinAJ comnunce sup.portin1 this �::' .... . . . 25 Please submit • &cparate <:OYer sheat for as;b proposal submitted under the MCC Aborigfual Edueatlon ud TralniDg Strate&Y• · ~titutiott ~cdceh&ad Univer~ity Name of the Proposal Nati~~ Studies - Continuing Program Developm•nt MCLl Eunds BeQJ.1t~1ed; ~ar 1 ,;;~A $ $ 19921,, Support Strvicc:1 Core Fund RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - CONTINUING SUPPORT FOR THE PROGRAM IN NATIVE STUDIES ,~125~ s WHEREAS: the Native Studies program has the foundation on which continued growth and enhancement of programming for Aboriginal students will continue; WHEREAS: this program plays a significant role in the success of Aboriginal student. Special Projecu Fund • Support Services Enhancement Component - Ptogram. Devt, Component $ s s 551,!00 $ 58,350 $E,SOO Supplementary Gram fund $ $ s Please RANK thfs proposal in relation tO the other prop~ for whjcb funds hAve been requested under the strategy. "rhu proposal is ranked # 1 out of 1 o proposals aubmiited. Is this proposal dependent upon the approval of any otbor propo_sal submitted? If yes, whi~h one and why? BE IT RESOLVED: that the program be resubmitted for continuing funding. RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - NATIVE STUDIES PROGRAM WHEREAS: the Native communities within the Lakehead University catchment area have requested the University to offer a Native Studies program; WHEREAS: the university has successfully launched the program and its introductory course in 1992 attracted over sixty students; and, WHEREAS: additional support is necessary to expand further the department; Project Leader: Name nt1e Phone Dr. Raoul McKay ________ _________ Chair, Nativ• Qtudiae & ACCQJHI ..,.... November 27. 1992 Date November 2?, 19~1 Date College/Uni¥er!fty Aboriginal Attach (:Omm1ttoe the rosolutjpn approves;! bv thp fmdtutf onal Allmisiu@J cnmmittec supponjlli tlYs propoSal BE IT RESOLVED: that the Lakehead University Aboriginal Management Council seek funding from the Ministry of Colleges and Universities to maintain and expand the Department of Native Studies for the benefit of the Native communities and students of Native Studies. �27 26 First Year Second Year Third Year SPECIAL PROJECTS FUND Native Studies 1100 Native Studies 2431 and 2433 Native Studies 3435 and 3437 PROGRAM DEVELOPMENT COMPONENT 2. A minor concentration in Native Studies consists of at least three full-courseequivalents in Native Studies. A minimum average of 60% is required in Native Studies 1100 and any two other Native Studies elective courses at the Second Year level or above. NATIVE STUDIES PROGRAMS 1. TYPE OF INITIATIVE Curriculum development initiative to develop the Native Studies curriculum in the Department of Native Studies. 3. The University established a Department of Native Studies in the Faculty of Arts and Science with the assistance of the Aboriginal Education and Training Strategy in 1992. This proposal will allow the University to continue its program and curriculum development in this new department and allow for consultation with the Aboriginal community during this development stage. It is anticipated that the initial development will have a five-year horizon. a) b) c) 4. 2. Certificate in Native Studies The program consists of four full-course-equivalents in Native Studies: Native Studies l 100 Native Studies 2431, 2433, 3435 and 3437 one full-course-equivalent Native Studies course On completion of all four courses with an overall average of 60%, registrants will be awarded a Certificate in Native Studies. EVIDENCE OF PROGRAM NEED NAME OF PROGRAM NATIVE STUDIES PROGRAMS 3. B.A. (Minor in Native Studies) DESCRIPTION OF THE PROGRAM The Native Studies programs below are designed first of all to off er academic courses in the developing field of Native Studies to Native and other students. Moreover, these programs are designed to enable Native students from Northwestern Ontario and other areas both to explore their own cultures and to develop the specialized skills they need to develop their societies. The program recognizes the fact that, although Lakehead University offers a number of important professional programs to Native People and is developing others, the education needs of many Native people can only be met within the Faculty of Arts and Science. This represents an acceptance of the Native Studies challenge stated by the Academic Plan of 1987 and will enable the Faculty of Arts and Science to enter a new phase in its academic service as the new Academic Plan is being formulated. It also reflects the determination of Native people in the region to have Lakehead University meet their own needs for academic study and professional preparation. Native people in this region and across Canada are actively pursuing the benefits of post-secondary education. The Assembly of First Nations declared in 1990 that "postsecondary education is essential to all First Nations activities that share the objective of set/determination" (Tradition and Education: Towards a Vision of Our Future, 92). The expectations of Native people with regard to post-secondary education involve the training of Native professionals to meet the needs of developing and implementing strategies that will contribute to self-determination. Moreover, there is an expressed desire among Native people to exercise jurisdiction over their own education, including post-secondary education. Post-secondary education should prepare students, Native and non-Native, for the job market. Native people are aware of the levels of education required in today's employment situation in Canada. Moreover, they are aware of the need to foster a greater understanding among Native and non-Native students of the needs of Native people with regard to cultural identity and awareness, Native Language retention, and Native self-determination and self-government. The Nishnawbe-Aski Nation All-Chiefs Conference in August 1990 identified three important and related goals in the delivery of post-secondary education: a) b) 1. B.A. (Native Studies Double Major) Three Year Program c) The double major in Native Studies includes five courses in Native Studies and must be taken in combination with another Major whose requirements must be met. The following courses are required: to increase Native participation and completion rates in university and college programs,· to increase the sensitivity and awareness of post-secondary institutions to Native cultures and issues, and; the increase the extent and participation of Native peoples in decisions affecting Native post-secondary education ( Keewatin Report, 32). �29 28 a "mascot" status by traditional departments in certain universities. Only so long as their Indian "mascot" generated Indian program funds were these programs supported. Very seldom do we find any of these programs generating tenure track positions to help to ( 1) truly institutionalize the federal program, and ( 2) to help to attract and hire Indian professors. The serious under-representation of Native people in Ontario post-secondary education institutions can only be rectified by concerted action. In their guidelines for the development of a Native Education Strategy, the Aboriginal Council to the Ministry of Colleges and Universities, which includes representatives of the Chiefs of Ontario Joint Indian Association, Association of Iroquois and Allied Indians, Nishnawbe-Aski Nation, Union of Ontario Indians, Ontario Federation of Indian Friendship Centres, Ontario Metis and Aboriginal Association and Ontario Native Women's Association has called for "the use of expanded and more flexible mature student admission and selection criteria, the development of special access or bridging programs, the active recruitment of interested Native students and the expansion of distance education opportunities, particularly for people in northern Native communities," (p. 16). It is this exact syndrome which Lakehead University wishes to avoid by supporting the development of a Native Studies program. The Aboriginal population of Northwestern Ontario continues to grow, and with it the expectation that culturally sensitive courses an approaches will continue to be offered. Rouillard continues his discussion: Beatrice Medicine, in the Indian Historian, has identified three major types of Indian Studies programs. The first type was started as a part of the Third World movement. These are typically urban programs which concentrate on social activism within the Indian community. The second type is organized within the university as a traditional academic department. The third type is organized to provide remedial and support services to Native students. All three major types of Indian Studies programs are found in most Indian Studies programs, although most have evolved away from the radical activism type. ... Programs that do not have the status of an autonomous department. or something similar, will never have the protection that accrues with tenured faculty or the ability to provide academic policy at the department level. Of course, my present experience teaches me that departmental status and tenure is not sacrosanct in the face of planning for cutbacks which relate to enrolment decline or other factors related to the economic crisis faced by education and society at large. The Aboriginal population in Northwestern Ontario well understand the implications of autonomy outlined by Rouillard in the excerpt of the article, American Indian Studies and the Future. Autonomy in program development and in policy development are part and parcel of the same struggle to become autonomous and self determining in the maelstrom of Canadian evolution. Anthony D. Brown, in his article, Adjustment Programs For The American Indian College Student, refers to a typical program: The Indian Studies Program at California State University at Long Beach is a representative example of the Indian Studies programs found across the nation. The academic staff consists of one full time individual at the associate professor level, and one person who serves jointly as faculty and as the program's director ...Courses are offered in Indian law, history and culture ... Native People in this region and across Canada are actively participating in and directing the future of Native post-secondary education. This activity will provide Native students with the skills required to succeed in both Native and mainstream communities. In this spirit, the proposal for a Native Studies Program at Lakehead University is an important step in meeting the needs of Native communities. While acknowledging that Indian Studies programs are firmly ensconced at institutions of higher learning, there are persistent problems: 5. The identity problems of many students who have come from urban backgrounds and thus do not fully know their tribal culture; The problem of creating a curriculum that encompasses the diverse tribal backgrounds of the nation's Indians. The problems outlined are those which need to be addressed through the proposed project: affirming the identity of the Aboriginal student, and creating a curriculum which envelopes the many Nations represented at Lakehead University. Professor John Rouillard, a distinguished educator and former Chairperson of North American Indian Studies, San Diego State University in American Indian Studies and the Future, discusses a crucial issue in planning Native Studies Programs: ... I hope that we have learned a lesson that teaches us to be resourceful in the face of a gradual or an abrupt loss of funding. For far too long, many Indian programs have been accepted only so long as these programs are maintained as (what I refer) INVOLVEMENT OF ABORIGINAL COMMITTEE The goal of direct participation in the formation of post-secondary educational policy has been expressed by a number of Native organizations. Their ambition is to create and administer programmes which reflect the needs and concerns of Native people across the country. Because the quality of post-secondary education is important to the development of self-government and self-determination, Native people have specified cultural input, building on existing post-secondary programmes, teacher training, curriculum content and development, counselling, programme delivery to Native communities, and funding to be the most important areas of immediate concern. The overall aim of this involvement in the policy-making process is improvement of the quality of Native post-secondary education. Quality education has been defined by the Assembly of First Nations as "the means by which history, values, beliefs, and knowledge are transmitted and new ideas are incorporated" (Tradition and Education: Towards a Vision of Our Future, 93) . The overall scheme to develop the curriculum and to establish rapport with other academic units has been discussed and discussions will continue by the Aboriginal �31 30 University has received a proposal from Animkee, a local Native education group, for the creation of a Native Community Development Program. This proposal needs to be developed for approval by the University and the Ontario Council on University Affairs. Management Council on December 11, 1992. It established a sub committee including the Chairperson, Richard Morris, Dr. Raoul McKay, Chair, Department of Native Studies and two other committee members to set an agenda for a two-day meeting in January 1993 to plan the overall-strategy for further development of the Native Studies program. 6. The time frame pr~posed for which a Native Studies curricula will be developed is: SHORT AND LONG TERM RESULTS 1993/94 Development of second year courses begins. Entry interviews with students regarding curricula. Consultation with Aboriginal Management Council continues. Literature search conducted. Needs Assessment begun. Begin development of curricula content. Network to access print and audio-visual resources. 1994/95 Development of third year courses begun. Monitor resource materials usage patterns. Arrangements with illustrators and printing. Conduct exit interviews with first graduating class regarding course development. 1995/96 Extension of the program from a BA program to an honours program. Will require development of fourth year level courses in accordance with the Strategic Plan of the University to develop to as a minimum an honours program. Continue to monitor development of course, i.e. effectiveness of materials chosen, impact of audio-visual supports, etc. Ongoing The Strategic Plan of the University addresses the development of Masters programs in Native Studies. Begin evaluation process which takes place in accordance with University undergraduate program review policy which provides for a review every five years. Short Term Results: Lakehead University introduced the Department of Native Studies (the first phase in development) in 1992. An introductory course was taught allowing students to plan to complete their minors and majors in Native Studies. The Native Studies Department included in its curriculum Native languages. In the 1992/93 calendar entries, it cross-listed courses from other departments. The B.A. Native Studies Program was submitted to the Ontario Council on University Affairs for consideration for funding approval. The Council approved the program and made a recommendation to the Minister of Colleges and Universities that the program be approved for funding and the Minister has accepted the recommendation. The Program can now be developed within the University with the guidance of the Aboriginal Management Council. Long Term Results: The long term results which are anticipated are: - the development of additional courses to reflect the desire of Aboriginal people to meet the needs of their communities through the execution of an Aboriginal Community Development Program; - the development of curricula which reflects the contributions of Aboriginal societies to the development of Canada; - the development of graduate programs in Native Studies; - the establishment of tenure track positions for Aboriginal faculty of Lakehead University; - the development of up-to-date print and audio-visual resource materials prepared by and about Aboriginal people; 8. CURRICULUM DEVELOPMENT/START-UP INITIATIVES INVOLVEMENT OF ABORIGINAL DEVELOPMENT AND REVIEW COMMUNITY IN CURRICULUM The Aboriginal Management Council is an excellent source of information to facilitate community and university consultations. In developing a Native Studies Department and an Access Program, consultation with the Native, University, business and service industry communities is essential. The Aboriginal Management Council provides an excellent forum for the development of the Native Studies program. It also provides numerous community contacts of "front line" advocators and staff providing services to First Nations, Metis communities, tribal councils with portfolio's in education, health care, social services and community and business management. POTENTIAL USE OF PROGRAM THROUGHOUT THE SYSTEM 7. WORK PLAN Native Studies Department - C~rriculum Development The funding in 1992 allowed for the development of Native Studies 1100. The other courses in the major, minor and certificate programs will be developed in consultation with the Native community to meet their needs. As well, Lakehead The University is willing to share its expertise in Native Studies with other universities and colleges in the system to promote the accessibility of native people to post-secondary eduction in Ontario. �33 32 Department of Native Studies for the benefit of the Native communities and students of Native Studies. EDUCATION AL MATERIALS AV AIL ABLE TO OTHERS Lakehead University acknowledges that copyright of materials developed will be vested with the Aboriginal authors and developers of culturally appropriate curricula and can be shared with their concurrence. BUDGET INSTITUTION AL AND MINISTERIAL APPROVAL Native Studies Department The proposal to establish a School of Native Studies to house the Department of Native Studies in the Faculty of Arts and Science and the Department of Native Support Services was approved in principle by the Aboriginal Management Council in July 199 I. The complete proposal submitted to the Native Education Strategy was approved by the Aboriginal Management Council and the Senate in January 1992. In addition, the Faculty of Arts and Science approved the establishment of the Department of Native Studies in November 1991. Salaries: The B.A.(Native Studies) program has been approved by the Ministry of Colleges and Universities. 9. 12. EXCEPTIONAL COSTS INITIATIVES Through its Department of Continuing Education, Lakehead University operates an extensive network of community-based sites in which it delivers the Bachelor of Arts program as well as programs in Nursing, Education, and Library and Information Studies. The expectation is that the B.A. (Native Studies) will also be offered through the Department of Continuing Education in the future. Although there are exceptional costs involved in this community-based delivery, the program would be offered as the demand arises and can be met within the University's northern mandate and commitment. Chair, Native Studies Program Aboriginal Professor Secretary Benefits $74,000 55,000 30,000 31,800 $190,800 Other Costs; Community Liaison/Council/Management Materials, Supplies Travel Publishing Costs Communications (Telephone, Fax) Materials, Supplies Memberships Books & Periodicals Computer Equipment & Software (students) Total Other Costs $45,000 TOTAL COSTS 10. $15,000 $ 3,500 10,000 6,000 2,000 3,500 500 1,000 3,500 $235,800 INITIATIVES INVOLVING MORE THAN ONE INSTITUTION SUMMARY: N/A 11. COPY OF RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL 1992-93 DEPARTMENT OF NATIVE STUDIES WHEREAS: the Native communities within the Lakehead University catchment area have requested the University to offer a Native Studies program; WHEREAS: the university has successfully launched the program and its introductory course in 1992 attracted over sixty students; and, WHEREAS: additional support is necessary to expand further the department; BE IT RESOLVED: that the Lakehead University Aboriginal Management Council seek funding from the Ministry of Colleges and Universities to maintain and expand the Budget 1992/93 Less LU contribution Total AETS $90,500 (33,300) 57,200 1993/94 Continuing 58,350 LU contribution 34,000 Additional Request 143,450 Total $235,800 1994/95 Continuing LU Additional AETS 59,500 34,700 146,300 Total $240,500 1995/96 LU /Continuing Additional AETS 96,000 149,300 Total $245,300 �35 34 SECTION II A Search Committee was established to screen and interview candidates. The Committee consisted of members of the Aboriginal Management Council, the Dean of Arts and Science, a faculty member and was chaired by the Vice-President (Academic). 13. REPORTING RELATIONSHIP ACTIVITY REPORT With the support of the Aboriginal Education and Training Strategy, the University was able to hire Dr. Raoul McKay, an historian with several years of experience in Native education. Dr. McKay is chairing the new Department of Native Studies and has begun to work on the development of the programs in Native Studies that will truly reflect the needs of the Aboriginal community. The Native Studies 1100 YA course is taught by Dr. McKay. CURRICULA The curricula for the first course in Native Studies was developed by Dr. R. McKay. The Native Studies 1100 YA is a first year introductory survey course outlining the tribal grouping of Native Canadians in pre-contact times, the historical relationship between Indians and EuroCanadians and the impact of legislation on Native people. ENROLMENT This position reports to the Dean of Arts and -Science and to the Lakehead University Aboriginal Management Council. 15. FINANCIAL STATEMENT Native Studies Program Statement of Receipts and Expenditures as at October 31. 1992 Advances from the Ministry of Colleges and Universities Expenditures: Salary and related costs Other Costs Overhead The initiative began with the approval of the program outline which is listed in the university calendar. A faculty tenure track position was created, a Chair of the Native Studies Department installed, students enroled in courses and curricula development begun. The initial impact of this course on the Native students suggests that major revelations have occurred in understanding the role of Native people in Canada's historical development. 14. PERSONNEL JOB DESCRIPTION The position is a tenure track appointment as a faculty member whose responsibilities are described in the Collective Agreement with the Faculty Association. Duties include the tradition tripartite tasks of Teaching, Research and Scholarly Activity, and Service. The incumbent also serves as the Chair of the Native Studies Department RECRUITMENT PROCEDURES This position was advertised in academic periodicals, Wawatay News and the Globe and Mail. SII,312 3,302 6,864 There are 65 students enroled in Native Studies. SUMMARY $57,200 Total Expenditures Funding to be used in the remainder of 1992/93 fiscal year $21,478 $.15,722 �36 ... .. , ' :. ,----. ... ,, l . . .. 37 ~ Please submit a acparate cove,:- sheet fo1· ~ prupuui momlued unoer me MCLi .Aboriginal Education and Tr.iiniug Strategy, ~Dkeh•ad OnivecBity Institution ·S pecial l'J:ojecta - ProQraDI Dev•lopraent Name of the Proposal RESOLUTION OF THE LAKEHEAD UNIVERSITY COUNCIL - NATIVE ACCESS PROGRAM ABORIGINAL MANAGEMENT (Native AcceAe} - New 3 WHEREAS: there is a large number of Native adults who have not completed high school and remain uneducated and unskilled; MCII fnnm Requested; Year 1 Xe&i:2 Yelf Support Service$ Core Fund s $ $ WHEREAS: there is a growing demand for trained professional workers in Native communities; and, s s s WHEREAS: Lakehead University is capable of delivering an Access Program within the Department of Native Studies; S 102,800 S 104_.900 Special Projects Fund - Support Services Enhancement C~pbncpt - Progi·aua Devt. Component $100,800 Supplcmen$ry Orm1t Fund s 0 , . s s Please RANK this proposal mrelation to the other prop;>sals for which funds have been requcmed under the $tratel)'. • 1bis proposal Is ranked# 6 out of 10 ptopoaals submitted. " Is this proposal dependent \lpou Iha approval of any other propo,sal submitted? If yos, which ono and why? Project Leader: Name nr. Raoul t,e!Qy Title . Phone -----------------~80'7) 343-8984 Date November 29. 1992 s Date C:Ollcge/Univershy AborigiIJ,,. conurdttee Attach tho rosolytign AJlPfPYOd h;v 1be ·1nstjrutfpnat Aborfglnal committee suPJ>ooins thh pmpo1nl, BE IT RESOLVED: that the Lakehead University Aboriginal Management Council support Lakehead University's grant application to the Aboriginal Education and Training Strategy, Ministry of Colleges and Universities for the development of its Access Program. �38 Figure 2 - Native Students Access Program Year I SPECIAL PROJECTS FUND PROGRAM DEVELOPMENT COMPONENT Core Courses 30 - 45 Students NATIVE ACCESS PROGRAM 1. TYPE OF INITIATIVE Curriculum development initiative Englis·h l 8XX 1.0 FCE Study Skill/Logical Reasoning 0.5 FCE Mathematics 0.5 FCE Total 2.0 FCE Course Equivalents 2. NAME OF PROGRAM Native Access Program 3. DESCRIPTION OF THE PROGRAM The Native Access Program is a bridging year structured in such a way as to provide academic skills and special preparation to enable students without the usual educational background required for university admission to make a successful transition to university life. The program has several discrete elements consisting of an appropriate recruitment and admission process, special Year 1 skill based courses, directed Year 1 and 11 academic programming, possibly at a reduced rate of progress initially, and culturally sensitive counselling, tutoring and social environment. Special academic programming is offered along with tutoring, academic counselling, and a related support network to provide the student with an atmosphere conducive to successful program completion. Arts, Science, Professional Studies 15 - 20 Students Heal th Sciences Core 15 - 25 Students Three courses chosen in consultation with a counsellor designed for specific career goals. Chemistry I 060 Human Biology Up to 3 Full Course Equivalents Total 1.5 Full Course Equivalents 1.0 FCE 0.5 FCE The academic portion of the Native Access Program is presented in Figure 2. In addition to a limited number of first-year degree courses, the curriculum includes core courses in English, Study Skills/Logical Reasoning and Mathematics. Students also will take regular Arts and Science courses designed for their specific program objectives. 4. EVIDENCE OF PROGRAM NEED Lakehead University wishes to improve the participation and success rate of Natives in higher education. Although we are pleased with the increase in Native enrolment in the past few years, the rate of participation should be much higher to approximate that of the rest of the population. In the report entitled Commission of Inquiry on Canadian Education ( 1991 ), Dr. Stuart L. Smith stated that "Native peoples are seriously under-represented at Canada's universities. Native peoples are one-third as likely to attend university as non-natives and for those who do, less than half as likely Nursing Stream 10 - 15 Students Pre-Medical Program 10 Students Professional Orientation 0.5 FCE Communication for Nurses 0.5 FCE Nursing Theory Develop. 0.5 FCE + Nursing Practicum 1.5 courses chosen in consultation with a counscJlor designed for specific career goals. Tota! 1.5 Full Course Equivalents Total 1.5 Full Course Equivalents �41 40 to earn a degree. In I 986, 1.3 percent of the native population in Canada over fifteen had a degree, compared to 9.6 percent of the general population." 7. WORK PLAN Native Access Program - Curriculum Development Northwestern Ontario has a significant Aboriginal population which is increasing due to impact of Bill C-31 and a higher birth rate among Native people. In the report on Native Student Drop-Out in Ontario Schools ( 1990 ), it was noted that northern Native students are in general at greater risk of dropping out of school than are their southern counterparts. "There are particular geographical, social, economic, educational, and historical factors present in northern Ontario which both singly and together mitigate against a northern Native student experiencing the same chances of academic success as his or her southern counterpart". In spite of shortcomings in statistical information, a report on Native student drop-outs in high schools estimated that in the past 10 years, the number of status Indians who attend secondary school and successfully graduate from Grade 12 is as few as 10%. This is particularly true in Northwestern Ontario remote communities (Figure 3) where there is often no secondary school in the community and students must move to a larger community such as Thunder Bay. In the 1986 Boarding Home Study, it was found that in the Lakehead District, only thirteen Native students out of three hundred graduate from secondary school. This study was concerned with students in off-reserve living situations as well as commuter students. The idea of introducing a Native Access Program was presented to the University by the Native community. It followed from the implementation of the Native Nurses Entry Program. As the coordinator of the Native Nurses Entry Program travelled throughout the northern regions of the province, she was approached on several occasions by people who were interested in a university education but looking for alternatives. 5. INVOLVEMENT OF ABORIGINAL MANAGEMENT COUNCIL As noted earlier, the goal of direct participation in the formation of postsecondary educational policy has been expressed by the Native community and is being addressed through the Aboriginal Management Council. All activities are brought to the Council. 6. SHORT AND LONG TERM RESULTS The intent of the program is to address the needs of the mature Native student who would not normally qualify for admission to the University. The short term result will be to provide an opportunity for immediate participation by Native students in this situation. Continuation of the program will be determined by the demand for the program. In an ideal world, Native students will eventually qualify in the regular way and Access will no longer be needed. The work plan with time frame is more particularly described in the section called Time Frame. There are three main features of the Access Program which require further review and development so that a maximum number of students may be accommodated from year to year at Lakehead University. The Curriculum now consists of the following preparatory courses: Study Skills/Logical Reasoning, English for Native Access Students, Mathematics for Native Access Students. During the 1992-93 academic year, these courses will be reviewed and revised according to the needs of the student. It may be desirable to expand the three credit half courses to full courses so that more in depth studies maybe done in Mathematics and Study Skills. It is generally accepted that the Study Skills should be a full course so that students can better develop these important skills. Through research and further course development, the Access Program will give mature students sound educational skills upon its completion. In response to student requests, the Department has set up an optional computer tutorial for .Access students during the 1992-93 academic year to assist them in their courses. Considerably more research is required to determine the most effective methods of combining preparatory courses with first year university credit courses at Lakehead University. This is a crucial point because the students' academic standard and ability to cope with a regular university work load has to be taken into consideration in relationship to their funding. It is pointless to have students take a full course load during an eight month period to meet the requirements of funding agencies if they are going to fail. It may be possible to further enhance the students' potential of improving their academic skills while gaining credits by taking spring or summer session courses. The Department needs to explore the points raised above. In cooperation with the Native Student Support Services will develop an appropriate tutorial system to better meet the needs of the Access students. The two key points to be considered here are: improvement of the students' academic achievement and student retention from first year to the upper university years. The department may off er students individual and group tutoring extending beyond the first year so that students may maximize their chances of completing the courses and academic program with minimal failures. The Department will also explore the most effective way of delivering the Access program so that Native learning styles are better accommodated. For instance, a combination of lecturing and tutorials may be developed. In certain courses a tutorial system with competency-based learning may meet the needs of the Native adult learning more effectively. In any case, self-directed learning for adults should be taken into consideration. The process of curriculum development is an ongoing process. The time frame proposed here would see initial development in the first year, testing of the revised �Figure 3 REMOTE NORTHERN COMMUNITIES IN ONTARIO 43 curricula in the second year and development of a process for follow-up and evaluation of student progress in the third and subsequent year. Progress of students would be evaluated as they move through their academic programs and success and retention evaluated vis-a-vis the curriculum. In this way, over the initial period of the program, restructuring will take place to meet need. The time frame for this activity is as follows: Year 1 Begin development of curricula content; Literature search conducted; Begin needs assessment; Begin literature search; Request permission of publishers for use of published materials; Networking to access print and audio-visual resources; First draft begun; 8"'.'"-,i,RSKJN L.Al<E • ■ ■ ~AT LAKE •RED LAKE ... NEVI Year 3 Follow up on progress of students in academic programs to track student progress and evaluation of curriculum in meeting student needs. ■ i..AKE POPLAR Hil.L A. A MAC~OW:'.U. !..AKE • Testing of revised curricula; Revisions begun after testing; Final draft completed and distributed. WAflEKEKA • 21G lRCUT KASABONIKA ,A. LAKE ■ SANDY LAK! MUSKRAT DAM aLCNG 0:-OG LAKE ■ KINGFlSHER 1£1.CAMOW ■ ■ Iii ■ VteEQUIE WJNNUMMIN ID a. NC~TH SFIRIT LAKE SUMM~ BEA VER PIKANGIKUI-' Year 2 • LAKE PICKi.£ LANSOO'NNE HOUSE FORT HOPE ® SL.A1E ~ALLS 8. CURRICULUM DEVELOPMENT AND START-UP INITIATIVES a) Involvement is assured as described earlier in this document through the Aboriginal Management Council and the Native Studies Study Group . (!l OGCIO/\IARTIN F'ALLS b) ARMSlRONG ;-~r,I"" BAY Potential Use of Program Throughout the System: The University is willing to share our expertise in Access programming with other universities and colleges in the system to promote the accessibility of Native people to post-secondary education in Ontario. The University has expertise in the delivery of Native Access Programs through the access components of the Native Teacher Education Program and the Native Nurses Entry Program and is continually called upon to share this expertise. ~OWN-c: & _..t.L.'DEN GULL Involvement of Native Community in Development and Review G£RA1.DTON NIPIGON c) Educational Materials to Government, Native Education Council and Other Institutions: The University is willing to make materials available subject to conditions of the copyright laws and contractual obligations to our faculty. u. s. >- d) Institutional and Ministerial Approval: The proposal to establish a Native Access Program was approved in Senate in 1989 and begun on a limited basis in an attempt to demonstrate the need and viability of running the program. Continuation is contingent on receiving funding to adequately address the special needs of students and to develop a suitable curricula tested against needs, retention and success of the students. ~ e 11'18CS CIH a.a:lltlc.M. al> ■ RDIOtt COMMUNmE! -.m COMMIINlTY,EU:Cff!IC.AL. S"'1&1S (CNT. H'l'DRO) i3 UMGtt COl,IWUS111£5 'MlM CCW.nr.TY a.E~l:::AL S'l'S'TDIS (BAH~ ~ .. RSIOlE CCl,ulWflTIES ',OIJ™CUT Cf)UI.IUNITY !LLC'!ftl'-'I. sn':EMS Students in the Access Program are enroled in the B.A.(General) degree and is therefore approved. The Access part of the program is not funded. �44 45 12. 9. The exceptional costs are those associated with providing the special needs of Access, such as skills courses, tutoring, and counselling. These expenses are noted in the budget submission .. 10. BUDGET EXCEPTIONAL COSTS INITIATIVES INTER UNIVERSITY INITIATIVES Native Access Program Salaries Coordinator /Curriculum Developer Sessional Stipends Benefits $45,000 14,000 11,500 N/A 11. RESOLUTION - NATIVE ACCESS PROGRAM WHEREAS: there is a large number of Native adults who have not completed their high school and remained uneducated and unskilled; WHEREAS: there is a growing demand for trained professional workers in Native communities; and, WHEREAS: Lakehead University is capable of delivering an Access Program within the Department of Native Studies; BE IT RESOLVED: that the Lakehead University Aboriginal Management Council support Lakehead University's grant application to the Aboriginal Education and Training Strategy, Ministry of Colleges and Universities for the development of its Access Program. $70,500 Administrative Costs AV Material Development Print Material Development Print Shop Charges Consumable Supplies Miscellaneous Books & Periodicals (Library) Telephone - Long Distance Fixed Costs Office Equipment/Software Travel Expenses 5,000 5,000 1,500 1,500 750 1,000 500 250 1,000 3,000 $19,500 Sub-Total Overhead 12% Total Year I $90,000 $10,800 $100,800 Total Year II ( +2%) $102,800 Total Year III (+2%) $104,900 �46 SUPPORT SERVICES CORE FUND �47 Please submit a soparate cover sheet for Aborigmal E4.,.~tion -11d 1ndoing S"1\t.gy.. am propos;u ...~....;.__;,::~-~•~~ ;;~>:::: ·_;: :. i -1CU Instituti~ t.6Jtehead Universi~Y Name of the Proposal . S~pport servioa~ MCJ ZFnnd5 BcQvsuncd; xar 2 ~ Year - continuil!i 3 Year• $69,250 $70,650 $'121000 Special Projects Fund ... Support Services Enhancement Component s $ $ - Program Devt. Component $ Supplementary Grant Fund s s s Suppon Services O>re Fund !61 , goo $ s Please RANK this proposal in relation to the other proposals for which funds have bee;; roquuted under the strategy. • This proposal is iankcd # a out of 1 0 • Is this proposal dependent upon thd approval If yes. which one t1.0d why? Project Leader: proposals submitted. ot any other proposal submitted? Name Mr. Ot>rd Bruyere Title C(tQrdinotor, tfaH va Support Serv,lces Phone (807) 343-8084 November 27. 1992 Mc,vember 27, 1992 Date College/University Aborisinal committee Auacb the rcsQlutign approvod RY the ·•uwurlonal Abcm&jnal mmrn;uee sup,pnntn1 sbia pmposat, �49 48 SUPPORT SERVICES CORE FUND SECTION I RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - NATIVE SUPPORT SERVICES CORE 1. NATIVE COUNSELLORS CURRENTLY EMPLOYED ON-CAMPUS Lakehead University currently employs two full-time counsellors for Native students on campus in Native Support Services. Native Support Services operates under Student Services and are available to all Native Students. Native Support Services also employs one part-time Receptionist. WHEREAS: the Native Support Services Department is one of the foundation on which continued growth and enhancement of programming for Aboriginal students will continue; WHEREAS: this program play a significant role in the success of Aboriginal student. Funding for the Coordinator and the Secretary/Receptionist positions of Native Support Services is allocated from the University's operating budget. BE IT RESOLVED: that this program be resubmitted for continuing funding. 2. DESCRIPTION OF THE POSITION It is hoped that this strategy will provide continued funding for the full-time position of Counsellor, Native Support Services. Attached are descriptions of the classification, job description, reporting structure and recruitment strategy for the Counsellor. (Please ref er to Section II). 3. EVIDENCE OF THE NEED FOR POSITION . . . . In l 98~, before the existence of Native Support Services, and during early m1t1attves to implement programs for Native students, Native students presented a proposal to the President of Lakehead University identifying the need for ongoing assistance to Native students attending the University. The proposal described the specific obstacles encountered and students' perceptions of how a counsellor could ameliorate opportunities for success. This proposal is recognized as the foundation for the support services that have since evolved. Native Support Services offers a diverse range of services providing cultural activities, academic support, and personal counselling. Academic and personal counselling for students is simply a genesis for provision of services to meet the unique needs of Aboriginal students. It has been the experience of those associated with Native Support Services that effective program delivery necessitates viewing those needs in a holistic manner, addressing not only academics but also physical, emotional and spiritual well-being. When these qualitative aspects of a person's life are in balance it . . ' 1s more likely that academic success can be pursued without hindrance. Students making the transition from Native communities to an urban setting must confront the need to find housing, day-care facilities, bus routes and schedules, not to mention acclimating themselves to the university environment. The addition of a second Counsellor to Native Support Services has allowed for ~o.re time to be devoted counselling needs. The Counsellor has initiated a community liaison role by visiting community organizations and local high schools to sensitize potential students to the challenges they face during post-secondary education. This helps to establish an initial link to Native Support Services and Lakehead University �51 50 in general. The Coordinator is pursuing ways to improve the range and quality of specialized support services for Native students such as organization of traditional cultural ceremonies and academic program planning. 5. BUDGET FOR COUNSELLOR OF NATIVE SUPPORT SERVICES Year I AETS Counselling Foundation Lakehead University TOTAL There has been a substantial increase in Native students attending Lakehead University in recent years and this trend has continued with the demand for transitionyear programs and with the implementation of the program in Native Studies. Since the inception of Native Support Services in 1987, the proportion off emale Native students has increased annually to the current estimation of 75% of the total population. Female students now have a choice if they feel their needs are better met by a female Counsellor. 67,000 13,200 45,000 Year II (Portion supported from AETS Salary Benefits Overhead (12%) Subtotal 4. LONG TERM PLANS FOR NATIVE SUPPORT SERVICES AT LAKEHEAD UNIVERSITY Aboriginal Resource Library Materials Consumables/Print Shop Cultural Events Advertising/Promotion Memberships Travel/Community Liaison Subtotal Other considerations that demonstrate this long-term commitment are initiatives being undertaken to expand Native Programming as noted in the University's proposal for programming support. In concert with the social support available in the Native Student Centre from their peers and from Native Support Services, Lakehead University is seeking to reduce the attrition rates among Native students. The permanency of Native Support Services place within the structure of Lakehead University is illustrated further by established protocol that enables Native students unrestricted access to services provided through the Learning Assistance Centre and other components of Student Services, such as Financial Aid and the Career and Counselling Centre. Free tutoring and access to emergency loans are examples of how the University attempts to allay the impediments to academic success for Native students. In addition, it is hoped that Government will show its commitment to the Strategy by establishing a permanent funding Envelope to support these initiatives. 38,500.00 7,500.00 5,520.00 51,520.00 Other Costs: In 1991-92 Native Support Services moved to the new Student Centre giving it high visibility and readily accessible for Native students. In addition to the capital investment, the Centre was equipped with supplies and furniture and such equipment as a television and video-cassette recorder and two computers. These developments recognize the needs of Native students and are an indication of the University's commitment to providing services to Native people attending the University. As part of long range plans to develop programs for Aboriginal people, the University has implemented an infrastructure to allow for input from the Native community, including Elders. The University established the Aboriginal Management Council which is comprised of representatives from Native organizations, Elders, student representatives and University administration. This Committee provides Native people a forum to advise the University on program development, to work in partnership to enhance the value of the University to the Native community. Within Native Support Services itself, an Advisory Committee has been established, consisting of three Elders, two students, the Coordinator of Native Support Services, and the Director of Student Services. The mandate of this Committee is to ensure that Native Support Services provides relevant service to Native students in accordance with Anishinabe cultural values. 115,200.00 1,500.00 1,000.00 2,000.00 1,000.00 230.00 12,000.00 17,730.00 Year II - TOTAL $69,250.00 Year III $70,650.00 Year IV $72,000.00 SECTION II 6. DESCRIPTION FOR COUNSELLOR, NATIVE SUPPORT SERVICES GENERALLY Reporting to the Coordinator, Native Support Services, the Counsellor is responsible for providing personal, career and educational counselling to prospective and enroled Native university students; advising and consulting with University faculty and staff regarding counselling services to Native students; liaison with individuals, high schools, First Nations, and Native organizations in the communities of Northwestern Ontario. �53 52 COUNSELLOR, NATIVE SUPPORT SERVICES SPECIFICALLY The incumbent will be responsible for offering personal and cultural support by providing counselling, programming and information services to enroled and prospective Native students at Lakehead University; liaising with community schools and First Nations to off er guidance and information to potential Native students in Northwestern Ontario. Duties to include: assisting students through formal and informal orientation to the University. educational° counselling (e.g. study skills, test anxiety, etc.). developing and leading group programs and information sessions that are relevant to Native students. Applicants should possess a university degree or a combination of formal education and relevant work experience; excellent communication and personal relation skills; demonstrated ability to establish helping relationships; and, an appreciation and sensitivity to Native cultures. participating in and/or facilitating programs in spirituality, wellness, Native culture, etc. This position requires applicants of Native ancestry who possesses intimate knowledge and experience in women's issues. telephone advising and counselling. Interested candidates are invited to submit a resume, including references, by Wednesday July 14, 1992. personal counselling to Lakehead University students. liaising with relevant University departments and community agencies to coordinate services to individual students. 7. working with professors, housing officials, and other student services professionals regarding individual student needs. Lakehead University sends copies of all advertisements for Native positions to Native Band's and Organizations in Northwestern Ontario. Potential positions are also advertised in Thunder Bay and regional newspapers (Chronicle Journal, The Post, Wawatay). advising the Coordinator of Native Support Services on changing student needs, programming and services. consulting with and advising the Coordinator of Native Support Services on individual cases, programs for Native students, counselling issues, etc. 8. 9. a person of Native ancestry; willingness to travel. Applications are invited. for the following one year term position, effective as soon as possible, in Native Support Services, a division of Student Services. REPORTING STRUCTURE The Counsellor is classified within Lakehead University's internal structure as Schedule 2, Grade 9. The Counsellor reports directly to the Coordinator of Native Support Services. The Coordinator's position within the University structure is Schedule 2, Grade IO. This places the position within the Management/Professional module. The Coordinator reports directly to the Director of Student Services, as Native Support Services is a division of Student Services. The Director of Student Services is accountable to the University's Vice-President (Academic). excellent communication and personal relation skills, intimate knowledge and experience in women's issues and demonstrated ability to establish helping relationships with women; ADVERTISEMENT FOR POSITION COUNSELLOR'S POSITION STATUS The Counsellor has been hired on a contract basis effective from August 24, 1992 to the University's fiscal year-end of April 30, 1992 with the expectation of renewal. POSITION QUALIFICATIONS a university undergraduate degree in the Social Sciences or a combination of formal education and relevant work experience; RECRUITMENT STRATEGY 10. COUNSELLOR ACTIVITY REPORT The Counsellor began her contract on Monday, August 24, 1992. The following two weeks were spent in acclimating to the University environment and establishing initial links to various support staff and resource personnel necessary to carry out the counselling role. �55 54 L··· ,:. ··.- ·.... . _ M:fl SHEEt Registration Week was spent in assisting students in course selection and scheduling their classes and negotiating through the registration process. The Counsellor also conducted orientation sessions for the students in the Native Access Program and offered similar sessions to the general Native student population. The Counsellor's outreach to students included attendance at classes in Native Studies, Ojibway L·anguage, and Native Teacher Education Programs. Other outreach activities include communication with Native organizations (e.g. Ontario Native Women's Association and Aboriginal Education Councils). lnstinltfon L:lkehead University Name of the Proposal Support Services Enhancement (Slde:e-s/Tutors) - Continuin\l Mcu Fun4, Boqu<-Sted; Year 1 Ysat2 Yoar~ Suppon Senices Core Fund $ s s Special Projects Fund .. Support ScrYl* 5.i,,,00 $50,850 s s $ In November, the Counsellor will attend a local high school's Career Day for Native Students and the development of pr~grams for Native women such as the proposed Women's Circle. • Program D~vt. Component $ Supplemental)' Orant Fund s s 5 FINANCIAL STATEMENT Plea,~ RANK this proposal in relatioa. to the other proposals for which funds bave 'bee"·, rcqueated under th~ 1traiegy. · · • This proposal Js raokod # 3 out of 1 o proposals submlttod. • la this proposal dependent '1.PQD cha approval of any other prop~sal submitted? Individual counselling sessions comprised the Counsellor's greatest time commitment. In September, the bulk of enquiries were of academic concerns and questions on programs. During the month of October, counselling appointments were increasingly concerned with personal issues as well as academic issues and appointments continued to increase. Seventy-five percent of the formal contact has been with female students. 11. Pl~. submit a ~parate a:wer &beet for ~ proposal 111bmittcd unaer tile MCU Aboriginal Sducatioll ad Tn.hJJ.Dg Semtcgy. · If yes, whfoh Statement of Receipts and Expenditures as at October 31. 1992 $67,900 13,207 45,000 Advances from the Ministry of Colleges and Universities Counselling Foundation Lakehead University Contribution Enhancement Component Project Leader: oDc and Name Title why? 51,900 • ------~----- $126,107 Phone Coorclinator, Native Support Se.r11.i.o•• ·c so,> 343-aoa4 Expenditures: Salary and related costs Overhead Other Costs $7,500 8,148 12,700 Novembe~ 27, 1992 $28,348 Funding to be used in the remainder of 1992/93 fiscal year ~~ • Date tl/41, 'itJ/7L• , 1 ~llege/Un1Yer$ity Aborlgmal commlttcc Salaries and related costs funded by LU $31,315 Total Expenditures Date ead $59,663 $66,444 Attach ¥30 resotutian mroyec, 1lY the 1ns111ut1ona1 Ahori,Jnal committa mmwnJ111 this pro,ppsfi,, �57 56 SUPPORT SERVICES ENHANCEMENT COMPONENT (SPECIAL PROJECTS FUND) RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL- NATIVE SU~PORT SERVICES ENHANCEMENT-TUTOR/ELDER PROGRAM WHEREAS: the Elder /Tutors program is a foundation on which continued growth and enhancement of programming for Aboriginal students will continue; SECTION I 1. COUNSELLORS ON CAMPUS WHEREAS: the program play a significant role in the success of Aboriginal student. Two full-time counsellors, the Coordinator and Counsellor of Native Support Services, are available to all Aboriginal students at Lakehead University. BE IT RESOLVED: that the Elder /Tutors Program be resubmitted for continuing funding. 2. NAME OF THE PROJECT FOUNDATIONS IN TRADITIONS: ELDERS-IN-RESIDENCE and AANKOKINOMAHGET STUDENT TUTORING. 3. PROJECT DESCRIPTION The FOUNDATIONS IN TRADITIONS project is becoming part of a learning circle where Elders, tutors and students share their skills and experiences to reinforce individual strengths and thereby build a supportive group network. This project seeks to enhance the well-being of Native students on campus by addressing spiritual and cultural needs and by providing reinforcement for academic issues. a) The ELDERS-IN-RESIDENCE component brings Elders and other traditional teachers from diverse Aboriginal cultural groups to Native Support Services. The program provides students with .another source of support and adds another dimension to the University learning experience. b) AANKOKINOMAHGET is an Ojibway word that means "a person helpful in teaching " and "a chain to what is going on already". In order for Native students to receive the comprehensive tutoring that is required, AANKOKINOMAHGET provides a number of Native tutors who spend their time exclusively with Native students. Tutoring is done by a combination of Learning Assistance Centre tutors and peer tutors with each student being matched with a tutor who is particularly skilled in the subject in which the student is having difficulty. Tutorial services expand to include tutoring in course content, presenting workshops on topics such as study skills and essay writing, and training peer tutors. The tutors bring their own learning styles and study skills to the program which models success for students who may be struggling academically. 4. EVIDENCE OF PROJECT NEED The University's Native student population is constantly increasing. In addition to the number of students entering programs directly from high school, the number of mature students is rising. Mature students face unique challenges. Typically they have been out of the classroom for some time and often are poorly prepared academically. �58 They also incur stress related to family and personal responsibilities. The balancing of these stressors can be alleviated by services sensitive to student needs. pass on traditional teachings helps to complete a circle of sharing where students can demonstrate their respect and honour for traditions. Due to the large numbers of Native students attending Lakehead University, the Learning Assistance Centre has seen a constant rise in demand for the tutoring services it provides. The a~ount of tutoring allotted to each student is limited by the number of tutors available and by fiscal considerations. In the case of Native students this limitation is a concern. Demands are being made from regular Native students as well as the growing numbers entering the University via transition programs who need to build the foundation of study skills and written communication skills. These students need ongoing academic support in course content to complete assignments and to succeed on tests and examinations. Commitment is essential to a student's success. Any student who seeks tutoring does so on a voluntary basis which is an indication of a student's commitment to his or her studies. Tutoring most effectively improves academic performance and lowers the attrition rate of Native students. Native students use tutoring as a means to "keep up" rather than to "catch up" with material. In its declaration of jurisdiction over education, Traditions and Education. the Assembly of First Nations states that, "Education of First Nations students includes instructions in the values held in esteem by First Nations communities and families so that education is clearly an extension of the culture and the instruction provided by the family. Education helps the student to develop a strong sense of pride and respect for the First Nations community, culture and family." The Elders are the holders of knowledge, the teachers of Native culture, songs, heritage and survival, and are held in the highest esteem and respect. In a I 986 proposal, the Native students of Lakehead University identified the need to weave the presence of Elders as role models into the fabric of Native Support Services to assist in the transition to urban living and the University environment. Elders have met with students through Native Support Services and were well received. These responses are an indication of the importance attached by students to their cultural values and spirituality. Since 1987, Native Support Services, in cooperation with the Lakehead University Nishnabek Students Association have organized Feasts and Pow-Wows during both the Fall and Winter terms of each year. These functions are well attended, not only by the students, but also by families and friends from Thunder Bay and the surrounding region. Attendance by University faculty and the non-Native population demonstrates interest in and support for Native cultural activities. The combined elements of this project must be available for students in need of support and to assuage the challenge of learning to balance numerous course requirements and personal commitments outside the classroom. S. 59 SHORT AND LONG TERM BENEFITS In the short term, Elders serve an informal counselling role for students, offering support and encouragement during the academic year. Attending ceremonies held on campus affords Native students the opportunity to interact with peers outside the classroom setting. Elders often speak of the importance of having a sense of identity and believe that to make full use of the tools and knowledge gained from a university education, there must be a parallel education - a holistic approach to life is necessary to balance physical, mental, emotional and spiritual needs. Education in cultural traditions encourages Native students to return to their home communities and share their cultural and educational experiences with other Native people. Inviting Elders to The appointment of Native tutors to complement the staff at the Learning Assistance Centre augments the process of establishing rapport with Native students and helps raise the comfort level of Native students seeking tutoring. Native tutors serve as role models and encourage Native students to take advantage of this learning experience. 6. WORK PLAN ELDERS-IN-RESIDENCE The following identifies the tasks to be completed in order to ensure weekly visits by Elders during the Fall and Winter terms at Lakehead University. a) In May /June, begin identifying potential Elders to be invited by gathering input from students via the annual survey conducted by Native Support Services in April. Further input may be elicited from Native members of the University's Aboriginal Management Council and from the Native Support Services Advisory Committee during their regular meetings. b) In July and August, hire a Native University student to initiate contact with Elders by attending Pow-Wows and consulting with the local and regional Native community. Establish tentative dates. c) In August, schedule weekly sessions by setting up exact dates for specific Elders and arrange for interpreters if necessary. Advertise the schedule. d) Monitor the project implementation and provide a mechanism for student feedback. AANKOKINOMAHGET a) June/July- Begin ongoing recruitment of Native tutors. b) August/September- Orientation and training under the supervision of the Coordinator of the Learning Assistance Centre. c) September- Begin ongoing advertisement of tutoring services for Native students to the University community, including academic departments. Offer individual and group tutoring to Native students. �61 60 d) Ongoing- Assess needs and offer workshops in essay writing and develop workshops as required, in consideration of mid-term and examination periods. 7. ELDERS-IN-RESIDENCE SCHEDULE October 21 29 Richard Lyons Edna Manitowabi November 4 John Pierre PROPOSED BUDGET This budget describes a detailed three year plan to implement the FOUNDATIONS IN TRADITIONS project. Tutoring salaries in the Learning Assistance Centre ranges from $10.03/hour to $24.06/hour depending upon qualifications and functions of the tutor. For the purpose of estimating the cost of AANKOKINOMAHGET, $18.50/hour for 1650 tutoring hours is used. $36,000 Salaries, Honouraria, Benefits Meals, Accommodations, Materials 8,500 5,400 Overhead Total Year I $49,900 Total Year II $50,850 (+2%) 11 Michael Thrasher 18 Vern Harper 25 Liza Mosher December 2 Freda McDonald January 13 Ernie Benedict 27 Total Year III (+2%) February 10 8. Ann Jock $51,900 CONTINUED PROJECT FUNDING The University commitment to Native Support Services is illustrated by the fact that it is currently making a significant contribution to this office. It is anticipated that this support will continue at least at the current level through the combined efforts of the Government and Lakehead University. Alex Skead 24 Vera Martin March IO Art Solomon 24 Janice Longboat NOTE: During the Winter term, additional Elders will be invited to attend. SECTION II 9. ACTIVITY REPORT AANKOKINOMAHGET ELDERS-IN RESIDENCE Recruitment of tutors began in August on campus and in the community. The Learning Assistance Centre Coordinator is responsible for administration of tutorial services and worked with the Coordinator of Native Support Services in the recruitment process. A tutoring schedule was established for Native Access students to receive tutoring in course content, essay writing, microcomputer use, and study skills. In addition, Native peer tutors have been recruited to supplement the tutors of the Learning Assistance Centre; one to tutor in Native Studies and one to tutor in an Ojibway language course. The majority of tutoring takes place between October and April of each year. In the first few weeks of classes, 48 Native students sought the assistance of 18 Native and Non-Native tutors for a total of 392 hours. A list of the courses for which students have sought tutoring is included. In addition, Native students attended a workshop on Essay Writing in early October. This workshop will likely be repeated in the Winter term and it is hoped that tutoring services will be available to students year round. In July, 1992 a summer student was hired by Native Support Services to develop this project for the 1992-93 academic year. The student attended Pow-Wows in Northwestern Ontario and Minnesota, and consulted with local Elders to get advice on how to proceed. During July and August this student contacted Elders and determined travel costs and liaised with Confederation College to explore possible joint ventures. By September 1992, the program was tentatively established and began on September 16 and continues weekly thereafter during the Fall/Winter terms. The summer student was retained on a part-time basis to enhance his experience and to assist project implementation. The schedule of Elders' visits follows. The project completion date will be March 1993 and an accurate accounting of project cost will be available at that time. �63 62 _. . ·-.· fl.SHEET RECRUITMENT STRATEGY All tutoring on campus is done through the Learning Assistance Centre. Peer and full-time Centre tutors report to the Coordinator of the Learning Assistance Centre, a division of Student Services at Lakehead University. Recruitment of Native tutors have proceeded on two levels. Recruitment of peer tutors requires advertisement on campus through the local Canadian Union of Educational Workers. Subsequent to this procedure, newspaper advertisements in community newspapers was implemented through the University's Human Resources Department. Ongoing recruitment of Native peer tutors is undertaken in the Native Student Centre by the staff of Native Support Services. 11. Please submit a separate covor &hGat for Aboriginal Education a:aid Tl'alllll'lg Stratety. .IIIGb prOJ>OSIU suiJDllm:li unu=t w~ """""u Lakehead Unviex-$it)' lnstitution SUppor~ ~ie('ral!I Bnhancemant Name of tbe Proposal Native Acc1@e 'J:utors - WW MCJ J Funds Requested; Year J Y•;at~ Year~ Suppon Services Core Fund s $ $ J2!S, f'JOO $ 25 ,!500 5H,000 Elders were contacted by telephone and mail for those residing outside of the Thunder Bay area and were approached in person if they resided in Thunder Bay. All Elders committed verbally to participate after being offered tobacco in the traditional manner. • Pi-o,ram Dcvt. Component s s s FINANCIAL STATEMENT Supplementu)' Grant :Fund $ $ $ Statement of Receipts and Expenditures as at October 31, 1992 Advances from the Ministry of Colleges and Universities $49,900 Exp en di tu res: Tutors Elders Overhead Special Projects Fund • Support Serrices Enhancement Component Please RANK this proposal in relation io the other proposals for which funds have b"n requested under the strategy. • This proposal i& ranked # 9 out of 10 proposals submltt$CI. • Ia tbi4 ptopasal depcmdent upon the approval of any otb" pn>posat submitted? IC yes, which one and why? $4,400 2,000 5,988 Total Expenditures $12,388 Funding to be used in the remainder of 1992/93 fiscal year $37,512 Project Leader: Name ntle "8, C.rAldirt.o Wbito --------------------- ----------------Ooor4!neot.r, t.e•rning Assistance Centre Diltc _J"· ~~~~,J£,1-:M~~~..L,J.,S:.~~.:::: ii'S1r::, Novombe~ 27, 1992 Date 0,llege/Umversity Aborlsinal oQmqUH Attach the resolution &Rmved b,y tho,.inmwdonaI Aborlstna.1 c;pmmtttee mm,outng thf& prnprnml, �64 65 SPECIAL PROJECTS FUND SUPPORT SERVICES ENHANCEMENT COMPONENT RESOLUTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - TUTORING OF STUDENTS IN THE NATIVE ACCESS PROGRAM WHEREAS: the Native Access program is a means of access to higher education for students who would not otherwise qualify to enter university; .NATIVE ACCESS PROGRAM TUTORS 1. WHEREAS: without significant tutorial assistance, these students chances of success will be limited; BE IT RESOLVED: that the Lakehead University Aboriginal Management Council support the grant application for the Access Tutoring Program. COUNSELLORS ON CAMPUS' The Coordinator and Counsellor of Native Support Services are the two full-time counsellors available to all Aboriginal students at Lakehead University. 2. NAME OF THE PROJECT Tutoring of students in the Native Access program 3. DESCRIPTION OF THE PROJECT This project to tutor students in the Native Access program is designed to provide the academic support so of ten necessary for successful post-secondary studies. The project will provide initial orientation to university life and in particular to the lecture mode, the teaching method most employed by universities. Further assistance will be provided in the content of individual courses and in gaining skills for successful learning. Thus, help will be provided at the beginning of the students' academic program, and on-going assistance will aid students in succeeding in their academic plans. 4. THE NEED FOR THIS PROJECT Students who enter university from high school have difficulty adjusting to the new academic environment which exists in universities. Students who enter under the Mature Student admission process have even greater difficulty because of the length of time they have been away from formal education and those who enter under special status such as in the Access Program have an even more difficult time. Further, Native students who have the opportunity to study at university and who are inadequately prepared for the transition to this new experience, need support in many areas. One of the most useful ways to help Native students is to provide tutoring help, both in gaining learning skills and in better understanding the academic content of individual courses. 5. SHORT AND LONG TERM BENEFITS EXPECTED FROM THE PROJECT The aims and benefits of the Tutoring Project are both short and long term. Initially, it will be important to help the Native students in the Access program to become as comfortable as possible with the university environment. The students will learn of the support available to them from the Program tutors and from other areas of the University. This initial part will be important in convincing the students that they �66 67 should stay in the Native Access program. The long term aim of the project is for the Native students be successful in whatever academic route they choose at the end of the Access program. Benefits 2,400. 2,520. 2,640. Supplies 600. 700. 800. 2,760. 2,900. 3,052. $25,760. $27,120. $28,490. Admin/OH 6. WORK PLAN This tutoring project involves many components including: TOTAL Summer - hiring tutors who will provide tutoring to students in the Native Access program. It should be noted that, as these students move on to higher years of study, tutoring will continue to be available to them through the Tutoring Program available to all Native students. The project being presented here is only for students in the Native Access program. Early Fall - training these tutors in the skills and methods of tutoring. - providing sensitization to Native culture and learning modes for any tutors who are not of Native ancestry. Late Summer and Early Fall - providing assistance to the students in settling into life in a new location, especially in a bigger city. - orientating the students in the Native Access program to the University environment. - providing skills to the students to help them adjust to courses at the post-secondary level (for example, the skill of taking notes in lectures). 8. CONTINUED FUNDING The University commitment to Native Support Services is illustrated by the fact that it is currently making a significant contribution to this office. It is anticipated that this support will continue at least at the current level through the combined efforts of the Government and Lakehead University. - providing coping skills for integrating their academic and personal lives (for example, time management). On-going - providing on-going academic support in course content for the individual courses being taken by the Native Access students. - teaching the students various learning skills which are held by successful students. - building confidence on the part of the students, which is one component of the tutoring program. - teaching learning skills to the students, which is another component of the tutoring program. 7. BUDGET FOR THE WORK PLAN The salaries of tutors in the Learning Assistance Centre at Lakehead University vary according to the qualifications of the tutors. Currently tutors are paid salaries ranging from $10.03 per hour to $23.10 per hour. For the purpose of estimating a budget, the rate of $20.00 an hour will be used since it is expected that senior tutors will be needed for this project. Year 1 Salaries $20,000. 1000 hrs.@ $20./hr. Year 2 Year 3 $21,000. $22,000. ll �69 68 Please submit a separate mver sheet 1:;:, ~·:-__ .·}. •,-, ,.; .. ·_.· · .- : . ·--=-. < . . •, -,.:- -,,. MCU Al>orisinal .Bducatic;m and Traiuiug Strategy~ ~akehaaa Unvierbity Institution ~ Name of the Proposal '1App~t. f?l'N"v.lce ■ Bnhono~ent eircle - New MCU Funds Bcaquesred: Year t Year2 fiai:a Support Services Core F\lIJd $ $ s Sp~i\l Projcc;t& Fund - Support Services Enhanecmcnt Component $10,S00 $10,500 $ 10 .100 - Prograin DcM. Component s $ Supplementary Grant Fuo.d $ $ s s RESOLUTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - HEALING CiRCLES WHEREAS: the Healing Circles will play a significant role by providing culturally sensitive support for students; BE IT RESOLVED: that the Healing Circles Program be supported. Pleo.se RANK ibis proposal in relation to the other proposals for which funds have bf.sn requested under the strateS)'. • Thia propo5-J its ranked # 1 0 out of 10 proposals submined. la this proposal dependent upon the approval Qf any other propo~al submitted? If yes, which one bet why? Project Leader: Name M;r ~ OQi-c,1 Title Coordinator. Native support SerYiC6a 'Rruyere teO"I) 343-8084 1I Date Date Attach lht woJutlon IPJ)l'.PYM by Jbc ·iPitimtiOJ11J Mod,toal sommlttee gpporttns Jht~ r,~::.~,;;~'. �71 70 Many issues arise for these students during the academic year. Some are challenged as single parents, others struggle with non-supportive partners, and others are also trying to resolve personal issues related to sexual abuse or addictions. These issues have varying degrees of effect on a person's well-being and on success in the classroom. SPECIAL PROJECTS FUND SUPPORT SERVICES ENHANCEMENT COMPONENT 1. At present there are no formal support groups on campus that can help to address these issues. Individual departments of Student Services offer a variety of workshops to help deal with stress, eating disorders, separation and loss, and there two mental health counsellors and a psychiatrist available for all students. However, Native students are often hesitant to make use of these services: Healing Circles would provide the choice of a culturally sensitive source of guidance and healing. COUNSELLORS ON CAMPUS The Coordinator and Counsellor of Native Support Services are the two full-time counsellors available to all Aboriginal students at Lakehead University. 2. Financial constraints are one of the main stressors Native students face and the secondary element of this project, the Children's Circle, is necessary to provide a free alternative childcare arrangement to the students who wish to attend the Healing Circles. By designing a children's program that is entertaining and meaningful for Native children, the hope is to give further incentive for students to participate. NAME OF THE PROJECT HEALING CIRCLES 3. PROJECT DESCRIPTION 5. This project will assist Native Support Services to host regular gatherings for the Native students at Lakehead University. These groups processes will provide a safe, confidential atmosphere students can share their experiences and seek healing and the support of their peers. The Women's Circle will be organized and conducted on a biweekly basis by the Counsellor of Native Support Services with the guidance of a female Elder. The Coordinator will assist a male Elder conduct a Men's Circle, also on a bi-weekly basis. The major benefits to this project are both short term and long term. It will allow Natives to explore changes within their lives, to cope with these changes, and to integrate these changes into personal growth. Not only will it strengthen the individual but may also serve to strengthen the families of these students. It may be difficult to quantify, but the positive effect on academic success is likely to be felt on two levels: Healing Circles will alleviate stress affecting academic performance and will allow men and women to learn more about the Native way of healing and learning. In sharing their experiences with other female students, the Healing Circles may enrich the student's peer support network, which is of particular benefit where there is hesitation to seek out formal means of support. A critical component of this project is the Children's Circle to be conducted simultaneously at Native Support Services. The initiation of a children's program will encourage students with childcare responsibilities to participate in the Healing Circles. The Children's Circle will make use of craftspeople, artists, and Elders to off er demonstrations of Native crafts, painting, Legends and storytelling. A variety of games and activities will complete the program. This part of the project will be organized and implemented by a group of Native University students to provide a meaningful work experience during the academic year and to provide a secure and responsible level of care for the children. 4. The project will also provide some respite from childcare responsibilities for those students with children and will give these children an opportunity to learn different elements of Native culture. From the logistical point of view, this project will integrate the services offered to Native students at Lakehead. It will serve as a means of outreach to students for the Counsellor, provide income and experience for students assisting with the Children's Circle~ entrench the presence of Elders on campus, and provide an alternative means of support to complement the services already in place. EVIDENCE OF PROJECT NEED Lakehead University has acknowledged the need for special support services for Aboriginal students with the permanent establishment of Native Support Services. The attempt to enhance these services must take into consideration critical demographics of the Native student population at this institution. Information voluntarily supplied by Native students each year suggests that approximately 70% are female students. In particular, an effort must be made to provide support to the women who enter as Mature students and whose academic responsibilities must be balanced with family and childcare responsibilities. SHORT AND LONG TERM BENEFITS 6. WORK PLAN a) July/ August- The Coordinator of Native Support Services will hire one student with experience in organizing and delivering youth programs. This student will work with the Counsellor of Native Support Services to develop a varied program of activities for the Children's Circle by gathering games, arts and crafts materials, videos and appropriate resource people to assist in the program. �73 72 b) August- The Counsellor will approach Elders in the traditional manner with a gift of tobacco to seek aid in conducting the Women's Circles. A schedule will be devised and finalized for bi-weekly sessions including when each Elder is to attend and where the Men's Circle, Women's Circle and Children's Circle will take place on campus. Contact local Native organizations and student sponsors to advertise the project. c) September- ·Retain summer student on a part-time basis and recruit a pool of part-time students to assist in the supervision of children and the delivery of the Children's Circle program. Begin project activities in the second half of September. The Counsellor will attend Native programmes and classes to invite student participation. 7. PROPOSED BUDGET SUPPLEMENTARY GRANT FUND Honorariums -Women's Circle Elders (14 sessions x $150.00/diem) 2100.00 1. NATIVE TEACHER EDUCATION l. NATIVE NURSES ENTRY PROGRAM -Mean's Circle Elders (I 4 sessions x $150.00/diem) 2100.00 3. NATIVE ACCESS PROGRAM -Children's Circle Resource People (14 sessions x $150.00/diem) 2100.00 Student Wages-Children's Circle -Four part-time positions (224 hours x 9.00/hr) 2000.00 Resource Materials-Children's Circle (moosehide, beads, assorted craft supplies board games and children's toys, video rentals) 2000.00 Total $10,300.00 TOTAL YEAR I $10,300 TOT AL YEAR II $10,500 TOT AL YEAR III $10,700 �74 Ple~~ submit a acparate cowr sbeet for .am proposn.i Aboriginal :Education aad 'n'ainiag Suategy. .~~ · ~:·: lnr.titlltion ~•head tJniveraity Nwne of the Proposal r_etive Teaotter Education~ Hew • -.•. - Supplementary Grant MCU fu.ndo Rcqpesnd; Year l Yeat,2 Xcm:3 S'Llpport Services Core Pund s s s Special Project.\ FllDd .. S\lpport Sernoes s $ s $ __ s $ $1 U,468 $129,509 $153,366 Enhancenumt Component - Program Devt. Component Supplementary Grant Fuud Ple&se RANK this proposal in rclati9n to tbe other propoaals for which funds have been requested under the strategy. • This proposal Is ranked t# 1 ou, of 10 proposals submitted. 1s this proposal dependent upon the approvil ol any other propo,al submitted? Ir yes. wbfoh one ud why? . Project Leader: Name Profe••~r Ruby 8lipperj~ek-Farrell Title coorclintatot', Native Teaoher Education {807) 343-8720 Date Movl!lllber 27, 1992 Daw C:.Ollegcs/Unfvcrsity Aoorfginal committee &tub th, tff<>Jutinn am,mveo kY the inmtu1tona1 AbQriaiJU!I ~mmfttec wwortJni th·~~ pro,posal, · �76 75 NATIVE TEACHER EDUCATION PROGRAM 1. RESOLUTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL COUNCIL - NATIVE TEACHER EDUCATION (SUPPLEMENTARY) MANAGEMENT WHEREAS: Aboriginal teachers are the basis on which the education of future generations will be founded. BE IT RESOLVED: NAME OF THE PROGRAM The first program requested for designation as a Native Specific Program under the Supplementary Grant Fund is the Native Teacher Education Program. 2. DESCRIPTION OF THE PROGRAM that the Native Teacher Education Supplementary Grant be supported. The Native Teacher Education Program is a concurrent Bachelor of Arts (General Program)/Bachelor of Education (Native Education) degree program. In order to be admitted to the Program, students must be of Native ancestry and be recommended by a Native organization. Students who successfully complete the Program are eligible for an Ontario Teacher's Certificate and are then fully qualified teachers. The purpose of the Native Teacher Education Program is to increase the number of qualified Native teachers through an alternative but equal program which will prepare them to meet the special social and cultural needs of Native communities, taking into account such factors as heritage and language. Native teachers who have an intimate understanding of Native traditions, psychology, way of life, and language are best able to create a learning environment suited to the habits and interests of the Native child. The Program prepares teachers to provide educational programs that will assist Native people to sustain their culture and language and at the same time to teach school pupils the skills necessary to pursue further education if they so desire. In addition to educational methodology and theory, the Program includes courses in Native culture, traditions and language. Students are required to do student teaching in Native schools. In order to provide positive role models and a culturally sensitive approach, the Native Teacher Education Program has a core staff of two Native faculty members, one of whom serves as the Coordinator of the program. 3. DEMAND FOR THE PROGRAM The Native Teacher Education Program was introduced in 1974 following extensive consultation with the Native community. The program was initiated as a diploma program to graduate Native students with a diploma and certificate for elementary school teaching. Students graduated from the program with the first year Arts and could continue to complete their degree as many have done over the years. In 1987, at the urging of the Native community and the federal government, the program was revised to the four year BA/Bed degree program. The Native community urged the University to provide a program equal to the regular teacher education program and to graduate Native students as fully qualified teachers holding both an Education degree and an Arts degree. �78 77 Until this year, enrolment in the program has been steady since its inception. Approximately 25 to 30 full time students were enroled between 1983 and 1987. With the change to a degree program, enrolment has gradually increased to 37 students in 1990/91 and 42 in 1991 /92. While first year intake has in the past been approximately 15 students, this year first year intake was 29 students. With increased emphasis on the importance of having fully qualified, culturally sensitive teachers, it is anticipated that demand will continue and first year intake will average 20 to 30 students. 8. CULTURAL CONTENT In addition to educational methodology and theory, the program includes courses in Native culture, traditions and language. Students teach in Native schools and are of Native origin. 9. Interest also has been expressed by northern communities for community based delivery of the Native Teacher Education Program. Unfortunately, funding for such a project has not been available and the program could not be offered at the expense of the regular program. Recently, the University was approached by the Sandy Lake Education Authority to offer a community based delivery of NTEP. Pending funding approval (from an alternate source), the program will begin in March 1992. The delivery would consist largely of on-site courses in Sandy Lake combined with campusbased sessions and practice teaching in Thunder Bay schools. A very important consideration for the University in providing on-site delivery in Sandy Lake is the fact that our Continuing Education Department has been offering on-site credit courses toward a B.A. degree in Sandy Lake for the past three years. By combining the B.A program with the Education program, Sandy Lake residents will become fully qualified teachers holding a BA/Bed degree. PROJECTED ENROLMENT FOR PERIOD 1991/92 TO 1994/95 If current interest is maintained in Native Teacher Education and first year intake is 25 to 30 students, enrolment in the program will increase over the next three years to approximately 70 to 75 students as noted below: 1992/93 1993/94 1994/95 - (Minimum estimated enrolment) FUNDING PRIOR YEARS N/A 4. ROLE OF PROGRAM MANAGEMENT COMMITTEE 11. The Program Management Committee has been struck and in the early stages the Committee will devise the terms of reference under which it will function. 5. PROGRAM MANAGEMENT COMMITTEE COMPOSITION The Aboriginal organizations represented on the committee are: Northern Nishnawbe Education Council Rainy Lake Ojibway Education Authority Treaty 3 6. I. May M Sault Lou Ann Bruyere STATUS OF PROGRAM The Native Teacher Education Program is an existing program which was initiated in 1974 as a diploma/certificate program. In 1987, the program was revised to a four year BA/BEd program. Students who graduate from the program are eligible for Ministry of Education certification and are then fully qualified teachers. 7. ELIGIBILITY FOR MCU OPERATING GRANT FUNDING The Native Teacher Education Program is eligible for MCU grant funding. 66 students 72 students 90 students PROGRAM EVALUATION N/A �80 79 Lakehaad Institution Oniv~raity 9upp1omont4ry Gran~ - Native Name of the Proposal MCJJ funds Reguested; l:,11: l 1992/93 Support Services Core Fund s Special Projects Fund • Support Services Enhancement CompotiaiU: $ s s 22,soo - Program Dcvt. Component Supplemmnwy GraDt Flllld Yem: 2 ~•Q~ - conttnUihS x,1[J 1993/94 $ 1994/95 $ s $ s s $15,000 S 20z500 Projc:ci Leader: · Name Me, Jone 'ritJe Acting Coordinator, Native Nurses o I k-1.n . Entry Pror.3i~am (8()7) 343-88'146 November 2D , . 1992 Date Signature o au o · le Date Colle1c/Unfvc~ity Aboriginal commlttcc Attach the resoJurlon approved by Jhe ·1nstJtutlona1 AbpriginaJ committee ,u~aJjiDJ tllt.~~. ~; :~I , : .. \ ·. ,, • {' : WHEREAS: the Native Nurses Entry program is the foundation on which continued growth and enhancement of such programming for Aboriginal students will continue; WHEREAS: this program plays a significant role in the success of Aboriginal student in the Nursing Program. BE IT RESOLVED: that the Native Nurses Entry program be resubmitted for continuing funding. Please RAN1' ibis propaal in relation to the c,ther p r o ~ for whfoh funds havo beien requested under the strategy. · 4 1 0 • This proposal is ranked # out of proposals submJtted. • Ia this F.O.P~ dependent upon tbe approval of any Other propo,sal submitted? If yes, which o~ and why? RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - NATIVE NURSES ENTRY PROGRAM �81 82 5. The following is a list of the individuals and organizations represented on the Native Nurses Entry Program Management Committee: NATIVE NURSES ENTRY PROGRAM 1. New Credit First Nation Nishnawbe-Aski Nation Sandy Lake First Nation Iroquois and Allied Indians Aboriginal Health Authority Nishnawbe-Aski Nation . Windigo Tribal Council Indian & Inuit Nurses Northern Nishnawbe Educ. Council NAME OF THE PROGRAM Native Nurses Entry Program. 2. DESCRIPTION OF THE PROGRAM The Native Nurses Entry Program is designed to provide students with the necessary skills and academic preparation required for successful completion of the four year nursing degree program. The program utilizes specialized recruitment and admission procedures undertaken in conjunction with the Native Nursing Advisory Committee, program orientation and personal counselling, a curriculum that addresses deficiencies in preparation, a tutoring program for academic courses, and specialized assistance for social and cultural support. Students are admitted through the University's mature or extraordinary admission regulations to the BA(General) program. Students take a combination of degree and non-credit courses designed to prepare them for entry to the regular Nursing program and to provide them with the necessary skills and attitudes for success in a very challenging program. 3. DEMAND FOR THE PROGRAM The Native Nurses Entry Program began in January 1987 in response to a well documented need for improved health care delivery in Native communities. In I 983, the Nishnawbe-Aski Nation, a Native organization representing 25,000 Ojibway/Cree in 43 northern communities, approached Lakehead University's School of Nursing to explore the feasibility of establishing a program to prepare Native people for the nursing profession. In May 1985, Lakehead University held a consultation workshop with Native leaders. In making its recommendation that a preparatory program be implemented that enabled Natives to proceed to a degree nursing program, this committee considered the importance of the role of a nurse in northern communities. The intent of the program was to provide Native people with the opportunity to attain the credentials and knowledge necessary for them to assume a leadership role in health care within their own communities. L Angeconeb H. Cromarty N.Day C. George J. Gordon M Katt S. Melvin M. Ross TBA The Committee consists of Registered Nurses of Aboriginal origin, the Director of the Indian and Inuit Nurses of Canada, representation from Native Education Authorities, Native community representation from Northwestern Ontario, and the Director of the School of Nursing. Native Nurses represent all areas of the province, both northern and southern Ontario. In addition, members are seconded from government, community, education and Native organizations to address specific issues. A member of the University's Advisory Committee sits on the Nursing Committee as a liaison person between the two committees. 6. STATUS OF PROGRAM The Native Nurses Entry Program is an established program. 7. ELIGIBILITY FOR MCU OPERATING GRANT FUNDING The Native Nurses Entry Program is eligible for MCU grant funding by virtue of the fact that students are registered in the BA(General) program. However, only a very small portion of the programs support actually comes from operating income because of the fact that with the particular design of the program, only a small percentage of the program is comprised of degree credit courses. Much of the emphasis is on bridging, skills improvement and professional orientation courses. 8. 4. PROGRAM MANAGEMENT COMMITTEE COMPOSITION CULTURAL CONTENT ROLE OF PROGRAM MANAGEMENT COMMITTEE In addition to advice from the University's Aboriginal Management Committee, the Native Nurses Entry Program Advisory Committee is the Program Management Committee dealing specifically with matters concerning the Nursing program. The Committee was established at the inception of the program to provides advice on curriculum, recruitment, candidate selection, application procedure, program promotion, and evaluation of the program. It acts as a resource and support for the Coordinator of the Program and the Director of Nursing and as a community liaison body. The content of NNEP is pertinent to Aboriginal students and reflects Aboriginal culture in many ways. While subjects such as Chemistry, Biology, English, Math, Study Skills/Logical Reasoning do not lend themselves readily to a reflection of Aboriginal culture, the teachers of these subjects meet on a regular basis to discuss each individual's problems and progress, and receive materials to help them come to some understanding of Aboriginal history, ways of learning styles, values, child rearing practices, etc. Specific handouts as for this year include: �84 83 l. "Characteristics of Teachers who have Been Successful with Native Students" 5. The health status of Native people compared to the general Canadian population. 2. "Areas of Tension Between Native Values and School Practices" 6. The role of the community health nurse in adolescent health issues in the community. 3. excerpt from the "Hawthorne Report: A Survey of the Contemporary Indians of Canada" 7. Community participation: the role of the Native Nurse in community health action and planning. The Communications 1090 and Professional Orientation 1091 courses do reflect Aboriginal culture and do include a text, program material and methods of teaching pertinent to Aboriginal students. 8. The relationship between the community, its organization, and its health. The text "The Sacred Tree" from the Four Worlds Development Project Series is used to discuss concepts, teachings and principles of the Sacred Tree and the Medicine Wheel. 9. Since its inception, the Native Nurses Entry has admitted approximately 15 students each year. The design of the program is such that small classes are necessary to assure student/faculty interaction and specialized attention that is necessary for these students to succeed. Classes are expected to remain at this level. Articles related to subject matter and content that reflect Aboriginal issues include: I. "Walking two trails" (from Old Sun Community College Health Sciences Program) 2. "Use of personal power: a self-inventory" (from the Teachers' Guide to "The Sacred Tree") 3. "In the Spirit of the Family" (Canadian Living, Oct. 199 l) PROJECTED ENROLMENT 10. FUNDING PRIOR YEARS Funding in 1992/93 was $22,500 Videos used include: l. "Walking with Grandfather: Great Wolf and Little Mouse Sister" 2. "The Honour of All" Elders, traditional teachers and Aboriginal guest speakers are invited to participate in the program on a regular basis, and students are encouraged to make use of Native Student Support Services and to maintain their culture by attending Powwows, feasts, gatherings, etc. that occur at the university and the community. Classes are conducted in a circular format, and each seminar class begins with an "opening" done by a different student each week. This is followed by the "circle check" in which each student and the teacher pass sweet grass in tern and relate their feelings, problems, concerns and comments to the group. Further, many of the assignments done by the students relate to Aboriginal issues. The best example here would be the group project assignment in Professional Orientation. Topics they work on are: I. Primary Health Care: making it work at the community level 2. Health Promotion: Native traditional and modern concepts 3. Caring for the Dying in the Community: professional and ethical issues 4. Issues in the history of Native health care. 11. PROGRAM EVALUATIONS One copy of the Final Report "An Evaluation of the Native Nurses Entry Program, Lakehead University, dated February 29, 1990 is enclosed �85 86 Pleqc submit a separate cover sheet for Aboriginal Education and Tnww:ag Strategy. am pro~ lliJLIU~,~..:. Imtitutl011 LakobAAd Vniv~•ity Name of th~ Proposal Supplementary Grant. (Netive Acoess) - New .. . • .. 1 >'•• ·- - • ... RESOLUTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL COUNCIL - NATIVE ACCESS PROGRAMS (SUPPLEMENTARY) WHEREAS: the importance of the Access program is duly noted in the Aboriginal Management Councils' submission in support of the Access Program. Mcu Funds Bequest£d; Year 1 YQBLZ xear3 Support S4ivicm1 Cote Fund s s $ Speclal Projects Fund - 5upport Scrvi=a :Enhancement Component $ s s .. Program Dcvt. Componen& s $ $ Sup_p1emantary Orant Fund s:u,ooo $27,265 $ 34 ,ODO PleNc RANK lhis proposal in relation to requMtcd under thJ strai..,;gy. • • -me other proP9Sals for which funds have been Th!s proposal II ranked 1/1 8 out of 10 proposals submitted. ls this proposal dependent upon tho approval of any other propo,sal submitted? If yes, which ono and why? Project Leader: NalDe Dr - Raoul McKay Title ittrllb,·man, Department o~ Native Studies Pbone ceo7 > 343-8984 Date November 27, 1992 s Pate College/Univenity Aborigiui\l oo.Q).U).ilt.o Attssb tbf t0$obJtigp aJ;Zproved by the,.hwitutfgnaJ Aborl&lnaJ MANAGEMENT commtnee mgpgninz thfa BE IT RESOLVED: that the Native Access Program Supplementary Grant be supported. �87 88 6. STATUS OF PROGRAM NATIVE ACCESS PROGRAM 1. The Native Access Program is currently being offered on a limited enrolment basis pending funding arrangements and is hereby submitted for funding approval as an Access Program. NAME OF THE PROGRAM Native Access Program. 7. 2. Students enroled in the Native Access Program are eligible for MCU grant funding by virtue of the fact that they are registered in the BA(General) program. However, because only a limited component of the program is comprised of BA degree credit courses, the money that accrues to the University is limited to the traditional programming elements. DESCRIPTION OF THE PROGRAM The Native Access Program is a bridging year structured in such as way as to provide academic skills and special preparation to enable student to make a successful transition to university life. Special academic programming is offered along with tutoring, academic counselling and a related support network to provide the student with an atmosphere conducive to successful program completion. In addition to a limited number of Year I degree courses, the curriculum includes core courses in English, Study Skills/Logical Reasoning and a recommended course in Mathematics. ELIGIBILITY FOR MCU OPERATING GRANT FUNDING 8. CULTURAL CONTENT The program is culturally sensitive and addresses the needs of mature Native students. See Access Program proposal for further information. 3. DEMAND FOR THE PROGRAM With the inception of the Native Nurses Entry Program, demand began to generate from the Native community for a program that would allow students with interests in programs other than Nursing an opportunity to bridge to university programs. The matter was pursued with the Native Studies Study Group and in 1989 a proposal to establish a Native Access Program was submitted to Senate and approved. 9. The design of the program is such that small classes are necessary to assure student/faculty interaction and specialized attention that is necessary for these students to success. Enrolment is anticipated to range from 20 to 30 students per year. In 1992/93, 17 students are enroled. Pending finding a source of funding to support the Access Program, the University has offered as a pilot project on a very limited basis. The framework is in place, however, there is much to be done to incorporate input from the Native community and to develop culturally sensitive methodology and material. In the event that a stable source of funding can be found, approximately 20 to 25 students per year will be admitted. PREVIOUS FUNDING N/A 11. 4. PROJECTED ENROLMENT PROGRAM EVALUATION ROLE OF PROGRAM MANAGEMENT COMMITTEE N/A The Native Access Program receives it Program Management advice from the University's Aboriginal Management Committee. 5. PROGRAM MANAGEMENT COMMITTEE COMPOSITION See Aboriginal Management Committee. � 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 Education Strategy: A Submission to the Ministry of Colleges and Universities Subject The topic of the resource Universities Description An account of the resource A major document titled "Native Education Strategy" prepared for the Ministry of Colleges and Universities, prepared by Lakehead November 1992. 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 1992-11 Format The file format, physical medium, or dimensions of the resource JPG Language A language of the resource English Type The nature or genre of the resource Text 1992 Indigenous access program Indigenous education strategy https://digitalcollections.lakeheadu.ca/files/original/27ddd9693426763b7cc1aae545f70030.jpg 3f17c4154714e855ad5aaf3410d2d6db 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. Donor: Langila. 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_D13Ci70 https://digitalcollections.lakeheadu.ca/files/original/0eabe8ba67c441d5687a09dfbcd8dec1.jpg 49d86081d2b682dfedc086d4131a4e30 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 Loads of pulpwood Subject The topic of the resource Business and Industry Forest Products Industry Description An account of the resource Loads of pulpwood hauled by horse teams, 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_D13Ci71 Rights Information about rights held in and over the resource Public domain https://digitalcollections.lakeheadu.ca/files/original/91adbf2bea004f29689be32f4f19182b.jpg 94a50e6ada717400636070e4fa93c933 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 Loads of pulpwood Subject The topic of the resource Business and Industry Forest Products Industry Description An account of the resource Loads of pulpwood hauled by horse teams, 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_D13Ci72 Rights Information about rights held in and over the resource Public domain https://digitalcollections.lakeheadu.ca/files/original/32f6706b698855a17c9248a46d487b33.jpg 9a263106f2f5b6c65c648aac3d79db91 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 Boom to float logs Subject The topic of the resource Business and Industry Forest Products Industry Description An account of the resource Boom to float logs down the Mcintyre River, Lappe. Donor: Mr. Luhtala. 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_D13Ci73 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 - Lappe https://digitalcollections.lakeheadu.ca/files/original/87d7dac45e74f0f3031925ceec9a0106.jpg b1df14d16c8157026a76bf71ef37654c 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 Cutting and loading timber Subject The topic of the resource Business and Industry Forest Products Industry Description An account of the resource Cutting and loading timber. 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_D13Ci74 https://digitalcollections.lakeheadu.ca/files/original/384296fdcf4557eace5ce8802ef29f16.jpg 6d04c51c869a0210b274b6ccbd5432ec 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 Truck accident with wood load Subject The topic of the resource Business and Industry Forest Products Industry Description An account of the resource Truck accident with wood load. 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_D13Ci75