798 10 13239 https://digitalcollections.lakeheadu.ca/files/original/2041bdb6485139eb068f001a0c3aaa5d.jpg 1c5f58327c1f182cb7339499104a9cd8 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 Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. 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 Paperpot Seedlings Sown April '71, Transplanted Aug '71, Photo June '72 for Comparison n.b. Seedling With Pot Still on Roots Description An account of the resource Paperpot seedlings sown April '71, transplanted Aug '71, photo June '72 for comparison n.b. seedling with pot still on roots. Black spruce, 1+1, transplant stock. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1972-06-15 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 Armson-Nurseries-299 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 - New Brunswick - Juniper Subject The topic of the resource Forest Products Industry https://digitalcollections.lakeheadu.ca/files/original/5fe4cedcae8eededc1c4e785da3ccdb7.jpg 13b1ad49a0c972fcbe1741eabc6d8454 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 Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. 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 Paperpot Seedling, Sown April’71, Transplanted Aug’71, Photo June’72 n.b. Root Development Subject The topic of the resource Forest Products Industry Description An account of the resource Paperpot seedling, sown April '71, transplanted Aug '71, photo June '72 n.b. root development. Black spruce, 1+1, transplant stock. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1972-06-15 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 Armson-Nurseries-300 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 - New Brunswick - Juniper https://digitalcollections.lakeheadu.ca/files/original/cbe8b15b26f4dc553d26e0ecf65f8a36.pdf 5859d5bfb8e9952e2e8ba545f13b3361 PDF Text Text NATIVE STUDIES STUDY GROUP REPORT LAKEHEAD UNIVERSITY May 1989 �NATIVE STUDIES STUDY GROUP REPORT LAKEHEAD UNIVERSITY May 1989 I I �I I I I I I I I I I I I I I I NATIVE STUDIES STUDY GROUP Members 1988/89 David Bates (Chairman 1988/89) Harold Linklater (Chairman 1987/88) Chairman, Pre-Service Teacher Education Program Director, Native Teacher Education Program Brian Beaton Native and Community Liaison Officer, Margaret Boone Steven Chase Kerrie-Lee Clarke Donald Copenance Ann Cox Renate Eigenbrod Paul Driben Ken Hartviksen Janice Henderson Gail Isaac Mae Katt Elizabeth Kenny George Kenny Joy Lawson Richard Lyons El Malta carol Martin Doug Martin Dennis McPherson Rod McLeod Kit Minor Bruce Minore Paul Nadjiwon Roy Napish Connie Nelson John O'Meara Contact North Northwest Regional Coordinating Centre Director, School of Nursing Lecturer (Education) Special Assistant/Institutional Research - Office of the VicePresident (Academic) Nishinabek Students Association Executive Director, Thunder Bay Indian Friendship Centre Sessional Lecturer (English) Professor (Anthropology) Assistant Professor (Business) Nishinabek Students Association Nishinabek Students Association co-ordinator, Native Nurses Entry Program Past-President, Lakehead University Nishinabek Students Association, Native alumnus Co-ordinator, Native Literacy Program, Thunder Bay Indian Friendship Centre Director, student Services Native Elder Associate Professor (Anthropology) Nishinabek Students Association Lecturer (Chemistry) Native alumnus Dean, School of Education Associate Professor (Social Work) Associate Professor (Sociology) Nishinabek Students Association Counsellor, Weendahmagen Associate Professor (Social Work) Lecturer (Education, Native Languages) �Native Studies Study Group, 1988/89 Bev Sabourin Ed Setliff Elsie Stoney Barbara Toye-Welsh Paul Watts Angie Wawia Dolores Wawia Geoffrey Weller Dianne Common John Whitfield Co-ordinator, Native Students Support Services Associate Professor (Forestry) Nishinabek Students Association, Sessional Lecturer (Native Language Instructors' Program) Co-ordinator, Native Language Instructors' Program Director, Centre for Northern Studies Nishinabek Students Association Assistant Professor (Education, Native Teacher Education Program) Vice-President (Academic) Dean, Faculty of Professional Studies Dean, Faculty of Arts and Science �I I I I I I I I I I I I I I I I I J I TABLE OF CONTENTS 1 2 3 4 INTRODUCTION . . . . . . . . . . . . . . . 1.1 Native Studies • • . • • • • • • . • . 1.2 The University's Native Environment A UNIVERSITY COMMITMENT . . . . . . . . . . 2.1 Submission to the Bovey Commission. 2.2 Academic Plan • • • . • • . • • • . A REVIEW OF UNIVERSITY ACTIVITIES IN NATIVE STUDIES 3.1 Native Education . • • • • • • . • . • . . • • • 3.1.1 Courses With a Native Focus ..•. 3.1.2 Programs and Courses for Native Students 3.2 Research Related to Native People . . . 3. 3 Community Service . • • • • . . . • . . . . . . 3.3.1 Businesses and organizations . . . . . . . ~ 3.3.2 Community and Social Services . . . 3.4 Some Points to Note . . . . . . . . • . . . . . NATIVE 1. 2. 3. 4. STUDIES STUDY GROUP PRIORITIES . . . . . . .. . . Identification of Native needs and interests. Developing a Native Students Access Program Promoting Native interests on campus • . . • . . Enhancing research and programs in Native Studies 1 1 2 5 6 7 10 10 11 12 13 14 14 15 16 19 19 19 20 20 5 IDENTIFICATION OF NATIVE NEEDS AND INTERESTS 21 6 NATIVE STUDENTS ACCESS PROGRAM . . . . . . . . 6.1 Previous Lakehead University Reports 6.1.1 Attracting Native Students. 6.1.2 Supporting Native Students • • • . . • o • • 6.1.3 Teaching Native students • • • • • • 6.1.4 Implementation. . • • • • • • • . ••. 6.2 Other University Transition/Access Programs 6.3 Present Lakehead Efforts • • • • • • • • • • • . 6.4 A Native Students Access Program Proposal • • • Recommendation 1 Recommendation 2 6.5 Distance Education at Lakehe~d University . . . 22 22 7 PROMOTING NATIVE INTERESTS ON CAMPUS 7.1 Native Faculty • • • • o • • • • Recommendation 3 i 24 27 28 30 30 34 35 39 41 42 �Table of Contents 8 ENHANCING RESEARCH AND PROGRAMS IN NATIVE STUDIES. 8.1 A Centre for Native studies • . . 8.2 8. 3 8.4 9 43 43 Recommendation 4 Native Language Instructors' Program • . . . . . Recommendation 5 Native Languages • ·• . . • • . Other Initiatives . . • • • • . FINANCIAL SUPPORT FOR NATIVE PROGRAMS. 9.1 Internal Funding • • . . • • • 9.2 Native Student Support Services . . • • • • 9.3 SUMMARY . . . . . . . 10.1 Recommendations 11 REFERENCES . . . . . . . . . . . 45 46 48 48 48 Recommendation 6 Assistance for the Native Studies Study Group Recommendation 7 10 44 49 . . 51 52 57 ii �I I I I I Lakehead University A Northern Vision I I I I I •••• •• •• • •••••••••••••••••••• ••••• ••• ♦• ••• ••• •• ••• •• •• •• •• •• •• • •• •• ••• •••• • • .,• •• ••• •• •• • ••• •• •• •• •• •• •• •• •• • . .. - I .•• ·• •• • •••• I I ·---"'"""--- . • ••••• •••• •••• •• •••• ••••• •••••••••••••• •••••• • Other Ontario Universitie~ x Off-Campus Centres 0 300km. Scale �I I I I I I I I I I I I 1 lol INTRODUCTION Native Studies Faculty have been involved in Native studies activities since the establishment of the University in 1965. The original activity was largely in Anthropology and Sociology. Native studies have been a consistent but relatively small interest compared to other northern studies. A Presidential Advisory Committee on Northern Studies and a new Centre for Northern Studies are putting a new focus at the University on studies of boreal forest regions, the provincial norths, and other northern studies. While such studies could include Native studies, the University wants to differentiate between northern studies in general and Native Studies as a particular focus. The Native Studies study Group was formed as part of the implementation of the University's Academic Plan prepared by the Senate Academic Committee and approved by the University Senate in February 1987. The Academic Plan included several proposals 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 present activities and propose new ones. The Study Group includes about thirty-five faculty, students, and staff, 1 �Introduction both Native and non-Native, and is supported by the office of the Vice-President (Academic). This report has been prepared by the Native Studies Study Group to provide a review of the work of Lakehead University faculty and staff in Native Studies, in the education of Native students, and with Native people in the region, and to provide direction to the University in further development of those activities. Although the term Native Studies is usually used to describe the formal study of Native people and matters, the interests of the Native Studies Study Group have also included the education of Native students and work with Native people and communities. This report considers all three aspects of this broader application of the term Native Studies at the University: Native education, studies of Natives and Native matters, and studies that assist Native people and communities with their work and needs. The report identifies major issues with respect to Natives and the University, discusses the objectives of the Native Studies Study Group, and considers four specific issues: (1) interaction with Native people and organizations, (2) an access program for Native students, (3) promotion of Native interests on campus, and (4) enhancement of research and programs in Native Studies. 1.2 The University's Native Environment Thunder Bay is centrally located in Northwestern Ontario with respect to east-west distances and other population centres but is at the very south of the region and thus quite distant from many of the Native communities in the 2 �Introduction I I I I I I I I I I I I I I I I I north. Remote Native communities served by the University are as much as 800 Jan from Thunder Bay. For comparison, Toronto to Montreal is 540 Jan. Approximately 20% of the population of Northwestern Ontario is Native. The proportion of Native people in the region is increasing. Bill C-31, federal legislation redefining a status Indian, should increase the number of status Indians in the region and the Native birth rate is higher than that of the rest of the population. A few of the southern communities have a significant Native population but most of the southern Native population resides in reserves accessible by road. North of the road system there are thirty or so remote Native communities with a population range of approximately 25-1200. Linguistically, Thunder Bay is strategically located in two ways. First, it is in the centre of a large area of well-established use of the Algonquian languages of Ojibwe and Cree. Second, around and south of Thunder Bay the use of Ojibwe is generally as the second language while further north it is generally the first language. The University could be a major centre for the conservation of Native languages and the promotion of their use. As described, distances are great in the region served by Lakehead University. The ease of communication between the University and the people in the outlying communities becomes important. Natives in the southern part of Northwestern Ontario are generally served by road, telephone, TV, and scheduled air service in a nearby community. The western part of the region traditionally communicates more with Winnipeg than Thunder Bay while the Fort Frances area is closer to major centres in Minnesota than to Thunder Bay. 3 �Introduction In Northwestern Ontario north of Red Lake, Sioux Lookout, and Nakina there are no roads joining communities and scheduled or charter air service is the main means of travel between these communities and communities in the southern part of the region. More all season airstrips are being built in northern communities to provide an alternative to the still common use of float and ski equipped charter aircraft. Satellite TV and telephone are available in many of these communities although distribution within the community is often limited. Tele-health linkages are provided from five of the nursing stations in the Sioux Lookout zone and the Sioux Lookout Zone Hospital to two hospitals in Toronto and linkage with a Thunder Bay hospital may become available. The Wa-wa-tay Native communication centre in Sioux Lookout has provided a Native radio service for much of the northern region and has begun a TV service. Direct communication between the University and Native communities is generally restricted to that which can be provided by telephone and mail, but a few communities are being served by the technologically advanced Contact North Distance Education network and this service is expanding. 4 �I I I I I I I I I I I 2 A UNIVERSITY COMMITMENT Lakehead University, in common with other Universities, professes to three major functions: research and other scholarly work, teaching, and service to the profession and community. For Lakehead University the community includes many Natives and -Native organizations and communities. Part of the University's resources should be and are being directed toward the Native people of Northwestern Ontario as: 1) Education - providing opportunities for their learning 2) Research and other scholarly work - gaining insight into Native people and Native matters 3) Community Service - assisting them with their work and needs The University at various times has stated its intent to make educating and serving Native people in Northwestern Ontario a special focus of activity and to commit resources to that activity. Two documents in particular - the August 1984 submission to the Bovey Commission [Commission on the Future Development of the Universities of Ontario] and the February 1987 Academic Plan - have been used to emphasize this commitment. Relevant statements in those documents are summarized here. 5 �A University Commitment 2.1 Submission to the Bovey Commission Lakehead University stated in its submission to the Bovey Commission that, as a university for the north, it "has a role that helps in promoting an understanding of Northwestern Ontario (and the Boreal Zone in general) within the region, provincially, nationally and internationally and which also assists in the actual development of the region", and listed four broad areas of interest: (1) Social Development, (2) Economic and Political Development, (3) Renewable and Non-Renewable Resource Development, and (4) Cultural Development (Lakehead University, 1984:7-8). The Submission noted that the Native Teacher Education Program and the Native Language Instructors' Program were unique in Ontario (p. 10). It stated that, "With respect to Native students in particular, Lakehead views such [distance education] technology as being potentially useful for remedial type course offerings" (p. 28). on pages 37-39 some of the financial difficulties in offering courses in remote centres were described and recommended improved funding (p. 76-77). Increased demand for Native Language instruction was anticipated as a result of the provincial government's approval of Native language instruction the regular school day (p. 78). With respect to accessibil_ity, the Submission stated that, Lakehead University would certainly like to continue to explore with the Native population of this region the type of programs that are needed and which can be delivered. We do not think the problem here • • • is primarily technological and related to the mechanisms of distance education. We think it is linguistic, cultural, and related to the prior educational training of the Native 6 �I I I I I I I I I I I I I I A University Commitment population. It would seem certain that specially designed interfacing programs would be needed for which special funding would be a prerequisite. (p. 92) 2.2 Academic Plan In February 1987 the University Senate approved an Academic Plan on the basis of a recommendation from the Senate Academic Committee after it had examined the activities and plans of all parts of the University with the purpose of preparing a plan for the University's academic work. The following quotations are taken from it. Native Studies Study Group: 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 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. 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 Report 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. [p.34] 7 �A University Commitment Separate Centre: As noted earlier, Senate does not think that Native Studies should be included in the Centre for Northern Studies as advocated in the 1985 Presidential Advisory Committee Report. Native studies should be dealt with by a separate Centre, although there would, hopefully, be a great deal of cooperation between the two. [p. 39, see also p. 43] Masters Degree in Native Studies: A Native Studies Study Group should give serious consideration to the possibility of establishing an MA in Native Studies along with an undergraduate program if sufficient funding sources can be identified. (p. 42] Native Representation on the Board of Governors: Senate recommends that at least one member of the Board of Governors be a native Canadian from Northwestern Ontario. Senate is of the opinion that this would be a move that would not only symbolize Lakehead University's desire and intention to serve the Native population of the region but would be of great practical use to .the University in providing advice to the senior governing body on all aspects of university affairs from the perspective of Native residents of the region. Should it prove useful or worthwhile the Board might consider establishing a Board Committee on Native Affairs. (p. 78, Recommendation 12.4] Student Services: Senate recommends that the special residential, social, and cultural needs of Native students on campus be addressed. Senate is of the view that those who wanted to live with other Native students on campus should be able to do so. It was thought that the atmosphere that would result and the reinforcement that it would provide would assist, where necessary in the process of adaptation to both urban and university life. We should like to emphasize that this recommendation is not intended to separate out Native students from others where this is not desired. Experience in this country and in the United states reveals that inadequate housing is frequently a problem facing Native students and is often closely linked to loneliness, homesickness, and other causes 8 �I I I I I I A University Commitment of a lack of success. A social and cultural centre on the campus might also go some way to alleviating these problems. If such a social and cultural centre were established it could perform the role of educating the rest of the student body concerning Native culture, society, and problems. · Consideration should also be given to the hiring of a part time Elder in Residence who might be attached to a social and cultural centre or a Native residency if they are established. (p. 87, Recommendation 14.11] I I I I I I I I I 9 �3 A REVIEW OP UNIVERSITY ACTIVITIES IN NATIVE STUDIES Faculty have been involved in Native Studies since the University was organized and over the years the University activity in Native Studies has steadily increased. In this section there is a summary of this activity in education, research, and community service. The section concludes with a view of what we have learned in the course of this activity. 3.1 Native Education The most important role of the University with respect to Native people will be to help them obtain the education by which they can run their affairs and seek solutions to their problems. Lakehead University has provided some leadership in this area but there is much more that can be done. The first two parts of this section describe courses and programs that have been offered at Lakehead and the third part synthesizes the information in six campus studies, that in different ways, addressed university-related Native matters and made recommendations about them. 10 �I I I I I I A Review of University Activities in Native Studies 3.1.1 Courses With a Native Focus Five departments in the University list courses in the calendar that involve studies of Natives, their communities, their culture, or their language. Most are offered regularly. Some have been offered for more than a decade and others are relatively new. I The Report of the Presidential Advisory Committee on Northern Studies recommends that more departments offer such courses (Lakehead University, 1985:29). Currently the following are offered: I Anthropology I I t Languages/Education Social Work Education I I Nursing English Philosophy courses on various aspects of Native people and cultures courses on Native American Linguistics, Algonquian, Ojibwe, and Cree a course in Social Policy and Native People a Native Teacher Education Program, a Native Language Instructors' Program, a course in Contemporary Issues in Native Education, a course in Teacher of Native Children, courses in Native as a Second Language a Native Nurses Entry Program and a course in Transcultural Health Care a course in Canadian Indian Literature a course in Native Canadian World Views Several departments include Native issues and studies as part of other courses or as special studies topics. 11 �A Review of University Activities in Native Studies 3.1.2 Programs and Courses for Native Students Through the Native Teacher Education Program and the Native Language Instructors Program of the School of Education, Lakehead University has had a major role in preparing Native teachers. Under the direction of the Dean and a Native Canadian Program Director, the Faculty of Education began the Native Teacher Education Program (NTEP) in 1974 and in 1981 introduced the Native Language Instructors Program (NLIP). The first NTEP program graduated Native students with a diploma and certification for primary/junior teaching in Ontario elementary schools. students in the revised NTEP four-year B.A./B.Ed. program, which began in September 1987, will receive the two degrees and full teaching certification. The NLIP graduates students with diplomas in Native as a First Language (NAFL) and Native as a Second Language (NASL). A Ministry of Education Native Language Teacher Certification program (NLTC) for teachers of Native (Ojibwe or Cree) as a Second Language is also offered. The School of Nursing has a program for Native nurses and the Social Work Department is considering ways to prepare Native social workers in its programs. Other Native students study in a variety of University programs such as Anthropology, General Arts, Education, and Forestry. The Lakehead University Nishinabek Student Association (LUNSA) estimated there were 125 Native students in full-time or part-time studies in 1985/86 (Lakehead University Nishinabek Student Association, 1986:1). There were also about 90 students registered in the Native Language Instructors Program in the summer of 1986. The summer enrolment in NLIP in 1988 had increased to about 115 and the 1988/89 Fall/Winter enrolment of Native students in the University was about 200. 12 �A Review of University Activities in Native Studies Instruction in Native languages is well established. For example, Ojibwe has been offered since 1981 at Year 1 and has just been expanded to Year 2. Demand and feasibility could enable offering Year 3. All students are non-speakers, about evenly split between Natives and non-Natives. The students integrate well. Instruction is offered for first language speakers in Algonquian languages. I I I I I I I I I I I 3.2 Research Related to Native People Research and scholarly work on Native matters is conducted by about fifteen faculty members at the University. Research activities are concentrated in northwestern Ontario. A recent survey of departments to obtain information for a report to the Association of Canadian Universities for Northern studies (Lakehead University, [1986]:20-24) and other inquiries showed that the major fields of study are: - aboriginal sites in northwestern Ontario, relationships between the people and the environment (Anthropology) - current regional Native conditions, ethnology, and acculturation (Anthropology) - Native telecommunications (Sociology) - transportation (Economics) - socio-demographic studies of Natives (Anthropology, Social Work) health care in Native communities (Nursing, Political Studies) - Native language acquisition, syllabics phonebook (Languages, Education) - Native literature (Education/English) - Native education (Education) - Native language education (Education) 13 �A Review of University Activities in Native Studies Native helping principles and systems of social service delivery (Social Work) - social impact of resource development on Native communities (Social Work, Sociology) 3.3 Community Service Native people and their organizations and communities have needs that the University can serve. Native bands are assuming more responsibility for managing their communities, schools, social services, cultural, and political organizations. They enter into enterprises such as radio and television production and communication, snowshoe and canoe manufacture, air service, wild rice marketing, and timber extraction. Such activities often have heavy social, financial, and organizational responsibilities. While the Natives will have to identify those areas in which they would like to use the resources of the University and the ways to use those resources, experience has demonstrated roles for the University. 3.3.1 Businesses and Organizations The theories, practices, and skills of organizing and administering small businesses, communities, and organizations will have to be acquired by more Natives as they assume more control and responsibilities. The Small Business Assistance Program in the School of Business, the University's Centre for Regional Development, and faculty members in Sociology, Business, Biology, and Forestry have assisted a variety of Native people and organizations. These include Wa-wa-tay Communications in Sioux Lookout, Pays Plat canoe and snowshoe manufacturing, political 14 �I I ~ I I I I I I I I I I I I I I I I A Review of University Activities in Native studies organization in Aroland and Fort Hope, and Gull Bay timber harvesting. Several members of the School of Business participated with Indian and Northern Affairs Canada, Employment and Immigration Canada, and the Fort William Indian Band Council to offer the Ontario Native Youth Self-Employment Training Program. 3.3.2 Community and Social Services Community and social services such as education, family and children services, health care, and social planning require professional field workers and administrators. There is a demand for Natives who can provide these services to their own people. Native teachers have been trained in the Native Teacher Education Program and the Native Language Instructors Program of the School of Education and Natives have graduated from the M.Ed. programs of the School of Education. Native students have graduated in Social Work and Nursing and both of these departments have plans to develop programs more specifically addressing the needs of Natives and Native communities. Nursing and Social Work professors have used Northern Scientific Training Grants from the federal government to send senior students into Northwestern Ontario communities to study and gain experience in Native community social services. Some of these students have been Natives. Studies by some Social Work professors may establish more culturally relevant principles for providing social services to Natives. 15 �A Review of University Activities in Native Studies 3.4 Some Points to Note In the course of working with Native students, organizations, and leaders, a number of points seem worth noting in that they may be useful guides for those doing further work in Native Studies. 1) In Northwestern Ontario northern studies includes Native studies and vice-versa. The regional northern environment--boreal forest, isolation, distance, winter--and the Native people are inseparable. 2) Despite the preceding statement, it is not sufficient to use just the term "northern" when Native studies or activities are also included. Terms such as "Northern and Native Affairs" serve better to designate the University's particular interest in Native affairs and studies. 3) The successful establishment of the Education programs required (a) a need to be met, (b) political acumen and determination by the promoter(s), (c) start-up and maintenance funding from outside agencies, (d) Native consultation and participation, (e) continued cooperation with Natives and the federal department for Indian affairs (Indian and Northern Affairs Canada), and (f) adaptable faculty. These elements will be important in future endeavours. 4) The Native people bring a knowledge of their circumstances and aspirations. Failing to involve them early and genuinely in planning university initiatives is inconsiderate and unproductive. On the other hand, some care needs to be taken to ensure that the advice 16 �I I I I I I I I I I I I I I I I I A Review of University Activities in Native Studies received is relevant, useful, and representative of the opinions of Native people and Native communities. 5) Faculty members will be more effective in their work with Natives if they have an interest in and appreciation of Native history, culture, and circumstances. Some inservice training opportunities should be part of the implementation of programs for Natives. Travel to Native communities and interaction with Natives would be informative. 6) Care should be used to choose appropriate teaching methods in introductory courses so that Native students new to university may make a successful transition to university teaching and learning, with which many of them will be unfamiliar. 7) The principles that work in the businesses, organizations, and community and social services that we normally are preparing students for may not be the principles that work best in Native ones. Not a lot is known about this; research in this area could be fruitful. Care and caution in what we teach is required. We can learn from our Native students. The resources available and the context in which such organizations work are often much different than the more urban-oriented resources and socio-cultural contexts with which we commonly work. 8) Professional programs must include a useful and significant practicum experience for students in Native organizations and communities. This requires disproportionately high costs for students and staff involved because of the distances and time involved, and because of the need to fly to most of the communities. It also requires productive interaction 17 �A Review of University Activities in Native studies and liaison with the Native organizations and communities. 18 �I I 4 NATIVE STUDIES STUDY GROUP PRIORITIES The Native studies study Group has set four priorities for 1988/89 and 1989/90. Each of these is considered in more detail in a subsequent chapter of this report. 1. Identification of Native needs and interests. Building on previous consultations, the Study Group intends to develop proposals with the help of representative Natives and organizations and to encourage regular interaction between the University and Native people and organizations. This is discussed in chapter 5. 2. Developing a Native Students Access Program. The Study Group believes that the interest of Natives in a university education and their success in university studies can be improved with a supporting program of courses and services for the particular needs of Native students. Such a program would supplement university courses being taken by the Native students and provide them 19 �Native studies study Group Priorities with access to all University programs. in chapter 6. 3. This is discussed Promoting Native interests on campus. The Study Group believes the University should demonstrate its stated commitment to the Native people in a variety of ways and make an concerted effort to accommodate their interests. This is discussed in chapter 7. 4. Enhancing research and programs in Native Studies. The Study Group believes that research and programs in Native Studies should be enhanced by co-ordination, promotion, and special emphases. This is discussed in chapter 8. 20 �5 IDENTIFICATION OF NATIVE NEEDS AND INTERESTS The Native Studies Study Group is building upon the work done in conjunction with previous Native programming and services to identify the needs and interests of Natives in the University. Formal and informal contacts have been made with many individuals and organizations. The Native Studies Study Group plans to arrange a meeting on campus with such people at an opportune time in the near future to continue the consultation needed to identify roles and actions the University can take. We consider continuing interaction with Native people for the purpose of maintaining a mutually beneficial relationship essential and one of our highest priorities. 21 �6 NATIVE STUDENTS ACCESS PROGRAM The Study Group ?elieves there is a need to provide many Native students with help in making a successful transition to the urban environment and university life and study. In this section we first review recommendations from six University reports on Native education. Then we summarize the main features of several post-secondary transition programs for Natives. Finally, we describe Lakehead's present efforts to help Native students have access to a university education and life and make a recommendation for an improved access program at Lakehead. 6.1 Previous Lakehead University Reports Six reports were prepared which considered the problems of Native students planning for and undertaking university education. A summary of the information in those reports follows. Reference will be made to these reports: 1. Lakehead University. "Lakehead, the University of Northwestern Ontario". A submission to the Commission on the Future Development of the Universities of 22 �I Native Students Access Program I I I I I I I I I I I I I I I Ontario [the Bovey Commission], August 1984. This will be referred to as the Bovey Submission or BS. 2. Corbett, Ruth, and Frewin, C. "A Review of the Native Teacher Education Program (N.T.E.P.) at Lakehead University, Final Report". A report prepared for the Faculty of Education, Lakehead University, February 1985. This will be referred to as the NTEP Review or NTEP. 3. Lakehead University. "Report of the Presidential Advisory Committee on Northern Studies", March 1985. This will be referred to as the Northern Studies Committee Report or NSC. 4. Lakehead University. "Northern Studies at Lakehead University", [1986]. This will be referred to as the Northern Studies at L.U. Report or NSLU. 5. Katt, Mae; Roberts, Liz; Rakosczy, Mary; and Boone, Margaret. "Workshop: A Dialogue with Native People's Entry into Nursing". A report from a workshop with some interested Native people sponsored by Lakehead University and the School of Nursing, June 1985. This will be referred to as the Entry into Nursing Report or EIN. 6. Lakehead University Nishinabek Student Association. "Lakehead University Native Student Services for Counselling and Tutoring". A report submitted to the Department of Indian Affairs, April 1986. This will be referred to as the Nishinabek Students Report or LUNSA. A number of themes occur in the discussions and recommendations of these reports. These themes are 23 �Native students Access Program described under three headings: Attracting Native Students, Supporting Native Students, and Teaching Native Studentso 6.1.1 Attracting Native Students Attracting Native students to the University involves such actions as (1) helping Native children see a university education as a reasonable possibility, (2) making the necessary information readily available, (3) setting appropriate admission standards, (4) providing special programs, (5) providing alternatives to full-time attendance on campus, and (6) reducing the financial burden. Promotion and recruitment: The successful recruitment of Native students will include establishing many contacts with Native leaders and organizations, preparation of promotional materials directed at Native circumstances and needs, sensitivity to Native characteristics and interests, use of Natives with experience and success to assist with University promotion and recruitment and as role models, and one or more Native staff members with responsibilities for promoting and recruiting. Most Natives do not yet think of a university educ~tion as one of their options. The University should be part of the efforts to change this common perception. Recruitment activities should be directed specifically at Native students in primary and secondary schools, at Natives previously enrolled in post-secondary institutions, and at those who would qualify as mature students. (NSC p. 24, EIN p. 20, 21, 27, LUNSA p. 4) Career counselling: Information on university education based careers of potential interest to Natives and on those offered at Lakehead should be provided to teachers and guidance counsellors in elementary and secondary schools in 24 �I I I I I I I I I I I Appropriate admission requirements: The education and life experience of Native people with university education aspirations and ability often differ significantly from most university applicants. Admission requirements should be sensitive to such differences and take them into account. While requirements that are not demanding enough have negative and undesirable implications, requirements that are too demanding prevent potentially successful students from gaining access to the education necessary to further their education and the advancement of Natives in general. Admission requirements to academic preparation courses for Native students to upgrade their education can be less demanding. Confederation College upgrading courses may also be utilized. (BS p. 70, NTEP p. 19, 44, EIN p. 23, 29) I I I I Special programs: Programs designed especially for the needs of Native students and taking into account their special circumstances are generally accepted as necessary. Experience with the Native Teacher Education Program indicates that these special programs should evolve and/or be phased out as the needs and circumstances of the Native students and communities change. While there was a desire by Natives to retain their identity, there was also a desire not to be segregated from the regular programs and courses unnecessarily and indefinitely. (BS p. 92, NTEP p. 44, 47, Native Students Access Program northwestern Ontario and perhaps in other parts of Ontario and Manitoba. (NSC p. 24, EIN p. 28, LUNSA p. 4) Calendar information: The University Calendar should contain a section describing the various programs, courses, and services of interest to Native students. (NSC p. 31) . NSC p. 29) Alternatives to full-time attendance: Program delivery through regional centres, by off-campus courses, by distance 25 �Native Students Access Program education, by co-operative education with appropriate institutions and organizations, with fewer and longer practicum placements, by short courses, by concentrating the on-campus time, and by appropriate distribution of on-campus sessions are some of the suggested ways to reduce the demands that full-time attendance in Thunder Bay place on mature students in particular and to make a university education more attractive and feasible. (NTEP p. 48, EIN p. 27) Distance Education: Delivery of courses by remote methods such as correspondence courses, telephone transmission, or by satellite is possible and could be attractive to students in remote communities. There would be considerable cost and effort to do so and particularly to do so effectively. Co-operative efforts by several universities and in consultation with Native leaders would increase the possibility of effective courses and delivery at acceptable costs. Aside from the cost, there was some question about the educational value of high-tech delivery methods. (BS p. 76, 92, 96, NSC p. 29, NSLU p. 6) Financial assistance: The University should recognize the often difficult financial burden Native students incur in obtaining a university education by establishing scholarships and bursaries specifically for Natives. They often have families to support and often do not have the family resources and job opportunities that white students often have. In many instance$ families are separated while a member is at university. While the student may receive support from the federal government (Indian and Northern Affairs Canada) there is little or no support for the family. Financial support is especially important for non-status Indians and Metis who do not receive the support from Indian and Northern Affairs Canada (INAC) that status Indians receive. (NSC p. 26, EIN p. 25, 31) 26 �Native Students Access Program I I I I On-campus employment: Some government programs for providing on-campus employment for Natives have been operated by the University in recent years. Such experience is another way to provide financial assistance for Natives and an orientation to the University. Participation in such programs is recommended. (NSC p. 25, 32) 6.1.2 Supporting Native Students Supporting Native students in the University will include (1) continuing liaison with various Native groups and support agencies, (2) counselling and tutoring services, (3) assistance with accommodation needs, and (4) a Native social and cultural environment. Community liaison: Regular and effective liaison with Native communities, Native leaders, Indian and Northern Affairs Canada officials, schools where Native students attend, health and social service agencies, and others was considered an important part of establishing and maintaining understanding, support, and cooperation. (NTEP p. 49, NSC p. 24, LUNSA p. 5) Counselling: Counselling has been an intrinsic and important part of the Native Education programs in the School of Education. The NTEP Review reinforced the importance of this component of the Program. Similar counselling service was considered important by all the reports specifically addressing Native student issues. The Nishinabek Student report made detailed recommendations for a Native student counselling service with a Native counsellor. The value of a Native counsellor was supported in other reports. (NTEP p. 21, NSC p. 26, EIN p. 25, 31, LUNSA p. 2, 4-10) I 27 �Native students Access Program Tutoring: The University should ensure that Native students know what tutoring services are available and what financial support for tutoring is available. (EIN p. 24, 30, LUNSA p. 2, 6) Accommodation: Native students often have difficulty finding accommodation, particularly if they have their families with them. Discrimination undoubtedly exists. A Native residence on campus, particularly as part of a Native social and cultural centre, could provide some of the community that is so difficult for Native students to find. No attempt to force a segregation of Native students was advised. Support in any form possible for Native off-campus housing ventures such as the Kashadaying Residence would benefit the Natives and the University. (NSC p. 27, NTEP p. 21, EIN p. 25, LUNSA p. 5) Social and cultural: The social and cultural needs of Natives received attention. Removal from their Native cultural environment, adaptation to urban living, educational and family problems, and other stresses on Native students can be alleviated. A Native social and cultural centre, the presence on-campus of a Native Elder, orientation programs, peer assistance, mentors, a Native Student Council, and a Native residence were among the suggestions. A Native College and/or a Native social and cultural centre of some form would serve as a valuable focal point for Native students in particular and for the University's support of Natives and Native studies. (NTEP p. 49, NSC p. 12, 27, 28, EIN p. 24, 25, 30, LUNSA p. 5) 6.1.3 Teaching Native Students Teaching Native students should involve (1) programs providing suitable academic preparation where that is necessary, (2) inservice training for university 28 �I I I I I I I I I Native Students Access Program instructors, and (3) a suitable balance between integrated and segregated courses. Academic preparation: The varied and often relatively deficient educational backgrounds of Native students entering university require some upgrading opportunities. Students in the Native Teacher Education Program take a preliminary summer orientation program in English and Mathematics if that is considered necessary. Academic preparation courses, transition programs, remedial courses, or some other form of academic upgrading formed a part of many recommendations from the reports. Some of these should be suitable preparation for many University programs and 'need not be duplicated by different departments. (BS p. 69, NTEP p. 45, 47, NSC p. 28, EIN p. 22, 29) Instructors: Some in-service training for instructors of Native students to familiarize them with Native history, communities, culture, needs, and learning characteristics was recommended. (NTEP p. 14, 49, EIN p. 24, 29, LUNSA p. 7) Integrated or segregated: Experience with the Native Teacher Education Program and the recommendations of the NTEP Review suggest that segregated programs should evolve toward some significant degree of integration. The best integration was seen as two-way, with Native students taking some of their courses in the main teacher education programs and non-Natives able to take courses in the Native teacher education programs. External perceptions that a segregated program is inferior, Indian and Northern Affairs Canada policies, internal costs of separate programs, and the academic and social advantages of integrating the Native students into the mainstream of university life must be weighed against the academic and cultural advantages of segregated programs and courses. (NTEP p. 24, 45) 29 �Native Students Access Program 6.1.4 Implementation Successful implementation of Native studies initiatives will require a group of faculty that have or are willing to develop the necessary knowledge and expertise. Natives on the faculty will be necessary. Funding should include costs of inservice training for faculty in such areas as regional Native history, Native traditions and culture, ways of thinking, appropriate communication skills, and effective teaching methods. Faculty involved in Native studies activities should have opportunities for regular travel to Native communities and organizations. Such travel is expensive and time-consuming. It should also be done in different seasons and for extended periods. 6.2 Other University Transition/Access Programs In investigating possible models for the access program, several programs at other Canadian universities were examined. Programs at the University of Calgary, Dalhousie University, and the University of Manitoba are briefly described below. All of these programs have features that were considered to be imperative to the success of Native access programming. These features include specialized recruitment and admission procedures, program orientation, personal counselling, a curriculum that addressed deficiencies in preparation, a tutoring program for academic courses, specialized assistance in the areas of financial assistance, and social and cultural support systems. 30 �Native Students Access Program I I I I I I I University of Calgary The program is designed to provide a university entry year to students who are not fully matriculated. The program is structured in such a way as to help the student make a successful transition to university life. Additional _academic programming is provided with social, cultural, and financial aid counselling. The program is directed to Native students, at least 21 years of age who have completed Grade XI but who are not fully matriculated. Students register as "unclassified" students and take a total of three degree credit courses (Anthropology, Political Studies, English). In addition, students take Basic Math I and II, and Learning Strategies which covers problem-solving, organization, writing, reading, and study skills. Mandatory tutorials are taught in conjunction with the academic courses. Special events are also scheduled such as films or speakers series to complement the academic program. Financial assistance for students is provided through Indian and Northern Affairs Canada. Social and cultural activities are planned at the Native Centre. Dalhousie University The Dalhousie program provides a transition year to students who do not meet the normal admissions requirements. 31 �Native students Access Program The program is directed to Native and Black students. Admission requirements are flexible with maturity and motivation assessed individually. Students take a program that includes a course in basic English language skills, a basic mathematics course, a Black and Native studies course to increase self-awareness and confidence, and~ study skills course. In addition, a regular first year course is taken for credit or audit. Additional programs in orientation to campus life, personal and academic counselling, guest lecturers, and cultural events are offered to assist the transition to campus life. Tutoring is also available. Financial counselling and support is also provided. University of Manitoba The University of Manitoba offers two programs designed to provide university training for people who have not had the opportunity for such experience because of social, economic, or cultural reasons, or because of lesser academic preparation. The Access Program is not directed exclusively to any one group of people, but priority is given to low-income men and women, Native people, and residents of northern Manitoba. Students register in regular academic programs with a reduced load of three courses rather than five. Approximately half the students are enrolled in Arts programs and half in a variety of other programs such as Science, Nursing, Social Work, Engineering, Education, and Law. 32 �Native Students Access Program I I I I I The Special Pre-Medical Studies Program is designed to allow residents of Manitoba of Native ancestry to train as professional in the health field. The special program allows students to take four years to complete what is normally a three-year program. Students complete the program with a pre-medicine degree in Science. There are special transition courses for the Native students in Chemistry (three courses) and Physics (one course). The program also has non-credit Physiology and Introduction to Medicine courses for the Native students. Students take the rest of their program with regular students. These include required courses in Biology, English (a literature course), and electives. Electives are carefully chosen with a counsellor to meet the specific prerequisites for different programs in Medicine, Pharmacy, and Dentistry. Tutorial help is provided students in order to help them keep up with course work. Financial assistance is provided to meet living costs as well as medical insurance, moving costs, tuition, and books. Assistance with the social and cultural adjustment to campus life is provided through various programs at the Native Student Centre. Factors Contributing to Student Success Studies have shown that certain factors significantly influence the success of minorities in higher education. These include: - career guidance to translate nonspecific educational goals into programs of study where course work and desired outcomes are clearly linked 33 �Native Students Access Program - summer or special bridging programs to accustom minority students to university-level course work and the campus atmosphere - special orientation programs and help with choice of courses and registration - strong academic assessment programs coupled with courses designed to offset gaps in preparation - adequate tutoring services, learning laboratories, and organized "mentoring" programs - intrusive academic advising to guide selection of course and to intervene before small problems become major. (Richardson, 1989) 6.3 Present Lakehead Efforts The University has provided transition and access support for Native students in many ways since the introduction of the Native Teacher Education Program in 1974. These include: - communication skills and math courses in the Native Teacher Education Program - Native faculty and counselling in Education - Native Nurses Entry Program - Native co-ordinator in Nursing - Native Support Services office in Student Services - Native Student Centre - Native residences in summer NLIP - Native sessional lecturers in NLIP - Lakehead University Nishinabek Student Association support - summer employment program for Native students 34 �Native Students Access Program I 6.4 A Native Students Access Program Proposal After considering the University's experience with Native students and that of other institutions we arrived at our idea of a Native Students Access Program for Lakehead University. RECOMMENDATION 1 The Native studies Study Group recommends: That Lakehead University establish a Native students Access Program with the following characteristics: A. Purpose. The purpose of the Native students Access Program is to encourage Native people to enrol in Lakehead University programs, to provide academic support for them while in those programs that will help them be successful, and to provide a supportive social and cultural environment. The Program will be directed at students of Native ancestry who have not completed secondary school graduation requirements or who, for various reasons, are concerned about their preparation for undertaking university studies successfully. The Program will be designed to attract and support students from the many small, remote communities for whom attending university introduces a number of particular difficulties. B. University level work. students in the Program will take university credit courses in their first year of study. 35 �Native Students Access Program c. Eligible students. students of Native ancestry will be eligible to enrol in the Program but no Native student will he required to enrol. D. components. The program would not be a single preparatory or transition year but would be continuing preparation and support program with several discrete elements - (1) appropriate admission criteria and process, (2) special Year 1 skill-based courses, (3) reduced rate of progress initially, (4) directed Year 1 and Year 2 academic program, (S) culturally sensitive counselling, (6) tutoring, and (7) social and cultural environment. Initially at least, there would be two parallel streams: (1) an Arts, Science, and Professional studies stream, and (2) a Health Sciences stream. E. Admission. In addition to the University's normal academic achievement based admission, there would he appropriate . criteria and processes under the Adult student and Extraordinary Admission regulations. This could include exemption from some of the course requirements where appropriate. F. Study and basic skills improvement. The academic program will include entry support courses to provide students with some of the knowledge and skills necessary for success in university courses. These courses would teach basic English communication, basic mathematics, and undergraduate study and research skills. G. Reduced rate of progress. students in the first year of the Program will be limited to three degree credit courses instead of the normal five courses. These 36 �I Native students Access Program I courses will be selected for their appropriateness for students in the Native Students Access Program and may offer some choice depending on a student's intent to pursue Arts, Science, · or Professional Studies programs. The three degree courses and the support courses would be selected and planned so that they complemented each other and constituted a manageable work load for the students. This course load in the first year should improve the student's opportunity for success. I I I H. Full-time enrolment. A definition of full-time enrolment for funding purposes will be sought that ensures that students in the Native Students Access Program will be eligible for full funding support. The Program probably would have three full courses credited toward an undergraduate degree and two support courses recorded on the transcript but not credited toward a degree. I. UCEP funding. The Program would be designed to qualify students for UCEP (University and College Entrance Program) funding from Indian and Northern Affairs Canada. J. Compatibility with NTEP and NHEP. students enrolled in either the Native Teacher Education Program or the Native Nurses Entry Program could enrol in the Native Students Access Program. The Native students Access Program would be made compatible with NTEP and NNEP. K. Counselling. The University would provide specialized and culturally sensitive counselling. L. Tutoring. There would be tutorial services in addition to those available to all students. 37 �Native Students Access Program M. Social and cultural support. A supportive social and cultural environment such as a Native Drop-in Centre, promotion of Native arts, crafts, and traditions would be provided. Native Elders, perhaps as Elders-inresidence, could contribute to the conservation of Native culture by formal and informal means. N. co-ordinator. The Program would need a co-ordinator with office support for managing the Native students Access Program and providing services to Native students. Initially this person would be responsible to the Chairman of the Native studies study Group with the prospect that this office would eventually become part of a Centre for Native studies or similar office. Students registered in the Native Students Access Program would be governed by the policies and regulations of the Program and be able to use all services. Native students registered in other University programs would be able to use the services described in sections K, L, and M. A Native Students Access Program as proposed includes elements that are not included in the normal operating funding from the Ministry of Colleges and Universities. RECOMMENDATION 2 The Native Studies Study Group recommends: That Lakehead University apply to the Ministry of Colleges and Universities and to Indian and Northern Affairs Canada for special continuing funding for the proposed Native students Access Program. 38 �Native Students Access Program 6.5 Distance Education at Lakehead University A great deal has changed in the field of Distance Education since the release of the reports quoted in 6.1. In the past few years the Continuing Education office in the University has created a Distance Education program called Signal North. Signal North is involved in developing, delivering, and supporting a variety of courses. These provide students away from Thunder Bay with opportunities to take courses in several University programs, including Bachelor of Arts, Post R.N. (Registered Nurse) Bachelor of Science in Nursing, Additional Basic Qualifications for teachers, Environmental Assessment certification, and Tourism and Recreation Resources Management certification. The University is also developing the capacity to produce new Distance Education courses as needs and resources are identified. Distance Education courses are becoming the choice of many Native learners. With the introduction of an organization called Contact North and its interactive communication technologies on campus for Distance Education course delivery, the possibility of being able to taking courses in their own community is an attractive and practical option. Students meet regularly with their instructor electronically and are able to develop and transmit their work and receive the instructor's responses. There are various support systems available for Distance Education students provided by the University and Contact North. More work is needed to develop effective support 39 �Native Students Access Program programs for the native learner studying to complete university work at home. Writing and study skills courses designed specifically for Native students could assist them in successfully completing. their Distance Education courses. Many of the issues about distance education in Northwestern Ontario have been discussed in a report titled "Scanning the Dawn of High-Tech Education in the North" prepared for Contact North and the Ministry of Colleges and Universities (Nelson and Minore, 1988). Most distance education facilities are available in Attawapiskat, Big Trout Lake, Sandy Lake, Seine River, West Bay, and Wikwemikong. Basic facilities are available in Bearskin Lake, Cat Lake, Chapleau, Fort Hope, Fort William, Grassy Narrows, Mobert, and Sachigo Lake. More communities will be serviced by the Contact North facilities and facility improvement will be made as needs and interests develop and resources are made available. 40 �I I 7 PROMOTING NATIVE INTERESTS ON CAMPUS A variety of actions can be taken in the University to enhance life for Native students and to serve the Native community in general. such actions could include: - more Native faculty - a Senate Native Studies Committee - Native people on the Board Governors - a Native college or a Native residence - a permanent Native Student Support office - a supporting Library collection and archives - a permanent Native Advisory Committee - a publication program - an educational and cultural centre. - an employment equity program to increase the participation and number of Native people in all parts of the University The Study Group will be consulting with interested parties and discussing the promotion of Native interests on campus in more depth in the coming year. We will be making other recommendations and taking actions to implement them. 41 �Promoting Native Interests on Campus 7.1 Native Faculty 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. At present there are two Native faculty members, both tenured Assistant Professors. In addition to their academic contributions at the University, Native faculty could be expected to serve as role models for Native students and to be active in providing a supportive Native social and cultural environment. The University should be prepared to use means such as the Study Leave provisions of the collective agreement to help new Native faculty in their professional development and career advancement. RECOMMENDATION 3 The Native Studies Study Group recommends: That Lakehead University take actions designed to increase the number of tenured Native faculty meml:>erse 42 �I I I I I I I I I I I I I I 8 ENHANCING RESEARCH AND PROGRAMS IN NATIVE STUDIES A significant number of faculty and students are interested in Native Studies. Various actions could be taken by the University to enhance research and teaching in Native Studies. 8.1 A Centre for Native Studies 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. A full-time co-ordinator for Native Studies would coordinate and promote instructional and research activities by faculty and educational services for Native students. While a number of means are possible to achieve these ends, the establishment of a Centre for Native studies paralleling in many ways the Centre for Northern Studies seems to the Study Group to be. an appropriate means. We will present a more detailed proposal in the near future. 43 �Enhancing Research and Programs in Native Studies RECOMMENDATION 4 The Native Studies Study Group recommends: That the University establish a Centre for Native studies or a comparable institution for co-ordinating the University's activities in Native education and Native studies. 8.2 Native Language Instructors' Program. The Native Language Instructors' Program has been operating since 1981 and has flourished. In addition to the interest of Native people in teaching their languages, the authorization of instruction in Native languages into day school programs and a Native as a Second Language curriculum by the Ministry of Education should ensure the continued necessity and viability of the Program. It is clearly an important component of a Native Studies program and a program that the University is well suited to offer. Nevertheless, the University continues to depend upon outside sources for funding and limited term contract or sessional lecturer appointments for staffing. RECOMMENDATION 5 The Native Studies study Group recommends: That the School of Education take the steps necessary to make the Native Language Instructors' Program a part of its permanent academic program regardless of the level of external funding and that Lakehead University fund the Native Language Instructors' Program on a continuing basis 44 �I I Enhancing Research and Programs in Native studies and make the co-ordinator position a permanent full-time academic appointment. I I I I I I I I I I I I I 8.3 Native Languages Academic location. Lakehead University offers a series of courses in Native Languages, Algonquian, Ojibwe, and Cree. There are a variety of courses for fluent speakers of Ojibwe and Cree and for second language learners. Although these courses are calendared in the Department of Languages, Native language courses have always been taught by staff affiliated with the School of Education, largely because of the close relationship between Native language courses and the Native Language Instructors' Program. To date the actual involvement of the Department of Languages with Native language courses has been quite limited. Recently the University recognized the importance and value of Native Languages by appointing a full-time faculty member (in the School of Education) specializing in Algonquian languages. 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. Transfer of credits. A significant number of Native students who enrol or consider enrolling at Lakehead University are from communities in southern Ontario where Mohawk is the traditional language. Lakehead University offers no courses in Iroquoian languages such as Mohawk. 45 �Enhancing Research and Programs in Native Studies The University would be more attractive to Native students from Mohawk speaking communities if it could provide a more systematic and publicized means of transferring credits from institutions with courses in Mohawk, such as Trent University. As well, at present the Ojibwe language courses at Lakehead University teach only the Severn dialect, which is one of the major Ojibwe dialects of Northwestern Ontario. This limitation is a function of the regional importance of Severn Ojibwe and of the limited resources at Lakehead for Native language instruction. Since there are Native students at Lakehead University from areas where other dialects of Ojibwe are spoken, consideration should be given to offering Ojibwe language courses in dialects other than Severn for which there is sufficient demand. Alternatively, the University should try to facilitate the transfer of credit from appropriate equivalent courses available at other universities or colleges. The Study Group will pursue both of the above matters with faculty involved and the Registrar. 8.4 Other Initiatives The Study Group will be consulting with interested parties and discussing the enhancement of research and programs in Native Studies in more depth in the coming year. We will be making recommendations and taking actions to implement them. The Study Group thinks the following actions should be considered but has not discussed them in depth: - a Bachelor of Arts Program in Native Studies - a Master of Arts Program in Native Studies 46 �Enhancing Research and Programs in Native Studies I - a Department of Native studies a Northern Health Studies Program a Northern Educational studies Program field experiences in northern communities. I I I I I I I I I I I I I I I 47 �9 9.1 FINANCIAL SUPPORT FOR NATIVE PROGRAMS Internal Funding Most of the funding for Native Studies programs should be built into the annual operating budget of the University. Making Native programming dependent on external funding will demonstrate a tentativeness and lack of commitment. The current status of the Native Language Instructors' Program is a case in point. Contrasted with that is the commitment by the University to phase in full operating support for the Native Student Support Services over five years as external funding is phased out. 9.2 Native Student Support Services The Study Group commends the University for establishing the Native Student Support Services office. It has provided Native students with a meeting place and a set of support services that provides some of the social, cultural, and tutoring support that the Study Group considers important for successful adaptation to the University and the city and to their academic success. The establishment of the office was made possible by an external grant that is to be phased out over a five year period, with the University assuming 4e I I I I �Financial Support for Native Programs I I I I I I I I I I I I I I I I more of the costs each year. The study Group considers the continuing presence of a Native student Support Services office able to provide sufficient support for Native students to be essential for meeting the stated interest of the University in providing an hospitable academic environment for Native students. RECOMMENDATXON 6 The Native Studies Study Group recommends: That the University, in assuming an increasing proportion of the costs of operating the Native student support services office, ensure that the office can provide a sufficient level of support for its Native students. 9.3 Assistance for the Native Studies Study Group The Native Studies Study Group is not able, on its own, to implement the recommendations made in this report and will need assistance in order to make progress on establishing a Centre for Native Studies, on operating and promoting a Native Students Access Program, on consultations with Native people, and on the enhancement of research and programs in Native Studies. 49 �Financial Support for Native Programs RECOMMENDATION 7 The Native Studies Study Group recommends: That the University obtain funds for the limited term appointment and support of a co-ordinator of Native stud.ies 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. 50 �10 I I ~ I I I I I I I I I SUMMARY 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 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 for 1988/89 and 1989/90 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. At this point the Study Group is prepared to make six recommendations pertaining to these priorities. 51 �Summary 10.1 Recommendations RECOMMENDATION 1: Native students Access Program {po 35) That Lakehead University establish a Native students Access Program with the following characteristics: A. Purpose. The purpose of the Native Students Access Program is to encourage Native people to enrol in Lakehead University programs, to provide academic support for them while in those programs that will help them he successful, and to provide a supportive social and cultural environment. The Program will he directed at students of Native ancestry who have not completed secondary school graduation requirements or who, for various reasons, are concerned about their preparation for undertaking university studies successfully. The Program will he designed to attract and support students from the many small, remote communities for whom attending university introduces a number of particular difficulties. B. University level work. students in the Program will take university credit courses in their first year of study. c. Eligible students. students of Native ancestry will be eligible to enrol in the Program hut no Native student will he required to enrol. D. Components. The program would not he a single preparatory or transition year hut would he continuing preparation and support program with several discrete 52 �Summary elements - (1) appropriate admission criteria and process, (2) special Year 1 skill-based courses, (3) reduced rate of progress initially, (4) directed Year 1 and Year 2 academic program, (5) culturally sensitive counselling, (6) tutoring, and (7) social and cultural environment. I I I I I I I I I I I Initially at least, there would be two parallel streams: (1) an Arts, science, and Professional studies stream, and (2) a Health sciences stream. E. Admission. In addition to the University's normal academic achievement based admission, there would be appropriate criteria and processes under the Adult student and Extraordinary Admission regulations. This could include exemption from some of the course requirements where appropriate. F. study and basic skills improvement. The academic program will include entry support courses to provide students with some of the knowledge and skills necessary for success in university courses. These courses would teach basic English communication, basic mathematics, and undergraduate study and research skills. G~ Reduced rate of progress. students in the first year of the Program will be limited to three degree credit courses instead of the normal five courses. These courses will be selected for their appropriateness for students in the ·Native students Access Program and may offer some choice depending on a students' intent to pursue Arts, Science, or Professional studies programs. The three degree courses and the support courses would be selected and planned so that they complemented each other and constituted a manageable work load for the 53 �Summary students. This course load in the first year should improve the student's opportunity for success. H. Full-time enrolment. A definition of full-time enrolment for funding purposes will be sought that ensures that students in the Native students Access. Program will be eligible for full funding support. The Program probably would have three full courses credited toward an undergraduate degree and two support courses recorded on the transcript but not credited toward a degree. I. UCEP funding. The Program would be designed to qualify students for UCEP (University and College Entrance Program) funding from Indian and Northern Affairs Canada. J. Compatibility with NTEP and NNEP. Students enrolled in either the Native Teacher Education Program or the Native Nurses Entry Program could enrol in the Native students Access Program. The Native students Access Program would be made compatible with NTEP and NNEP. Kc Counselling. The University would provide specialized and culturally sensitive counselling. L. Tutoring. There would be tutorial services in addition to those available to all students. M. Social and cultural support. A supportive social and cultural environment such as a Native Drop-in centre, promotion of Native arts, crafts, and traditions would b~ provided. Native Elders, perhaps as Elders-inresidence, could contribute to the conservation of Native culture by formal and informal means. 54 �summary N. co-ordinator. The Program would need a co-ordinator with office support for managing the Native Students Access Program and providing services to Native students. Initially this person would be responsible to the Chairman of the Native studies study Group with the prospect that this office would eventually become part of a centre for Native studies or similar office. RECOMMENDATION 2: Funding for NSAP (p. 38) That Lakehead University apply to the Ministry of Colleges and Universities and to Indian and Northern Affairs Canada for special continuing funding for the proposed Native students Access Program. RECOMMENDATION 3: Native faculty (p. 42) That Lakehead University take actions designed to increase the number of tenured Native faculty members. RECOMMENDATION 4: I I I I I I Centre for Native studies (p. 44) That the university establish a centre for Native studies or a comparable institution for co-ordinating the University's activities in Native education and Native Studies. RECOMMENDATION 5: Native Language Instructors' Program (p. 44) That the School of Education take the steps necessary to make the Native Language Instructors' Program a part of its permanent academic program regardless of the level of 55 �Summary external funding and that Lakehead University fund the Native Language Instructors' Program on a continuing basis and make the co-ordinator position a permanent full-time academic appointment. RECOMMENDATION 6: Native student support services (p. 49) That the University, in assuming an increasing proportion of the costs of operating the Native student support services office, ensure that the office can provide a sufficient level of support for its Native students. RECOMMENDATION 7: support staff for Study Group (p. 50) That the University obtain funds for a limited term appointment and support of a co-ordinator of Native studies to assist the committee in setting up a centre for Native studies and in other aspects of planning and implementing its programs in Native studies. 56 �11 I I I I I I I I I I I REFERENCES 1. Bates, J. David. "Lakehead University and Native People. An Emphasis on Northwestern Ontario: Research, Education, Community Service." In Adams, Peter and Parker, Doug (eds.). Canada's Subarctic Universities. Ottawa: Association of Canadian Universities for Northern Studies, 1987. 2. Corbett, Ruth, and Frewin, C. "A Review of the Native Teacher Education Program (N.T.E.P.) at Lakehead University, Final Report". A report prepared for the Faculty of Education, Lakehead University, February 1985. 3. Katt, Mae; Roberts, Liz; Rakosczy, Mary; and Boone, Margaret. "Workshop: A Dialogue with Native People's Entry into Nursing". A report from a workshop with some interested native people sponsored by Lakehead University and the School of Nursing, June 1985. 4. Lakehead University. "Lakehead University Academic Plan". A report approved by the Senate of Lakehead University, February 1987. 5. Lakehead University. "Northern Studies at Lakehead University". A report prepared for the Association of Canadian Universities for Northern Studies. [1986]. 57 �References 6. Lakehead University. "Report of the Presidential Advisory Committee on Northern Studies", March 1985. 7. Lakehead University. "Lakehead, the University of Northwestern Ontario". A submission to the Commission on the Future Development of the Universities of Ontario [the Bovey Commission], August 1984. 8. Lakehead University Nishinabek Student Association. "Lakehead University Native Student Services for Counselling and Tutoring". A report submitted to the Department of Indian Affairs, April 1986. 9. Mitchell, M. "A 'Vision' of Algonquian Languages at Lakehead University. A submission to the Dean of Education, Thunder Bay, [May 1986]. (Photocopied). 10. Nelson, c. H. and Minore, J.B. "Scanning the Dawn of High-Tech Education in the North". A report prepared for the Northwest Contractor for Contact North/Contact Nord and the Ministry of Colleges and Universities, October 1988. 11. Richardson, Richard c., Jr •• "Point of View". The Chronicle of Higher Education. January 11, 1989: p. 48. 12. Royal Commission on the Northern Environment. North of 50°: An Atlas of Far Northern Ontario. Toronto: University of Toronto, 1985. 58 � 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 Studies Study Group Report Subject The topic of the resource Universities Description An account of the resource Report of the Native Studies Study Group, Lakehead University, May 1989. "This report has been prepared by the Native Studies Study Group to provide a review of the work of Lakehead University faculty and staff in Native Studies, in the education of Native students, and with Native people in the region, and to provide direction to the University in further development of those activities." 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 1989-05 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 study group May 1989 https://digitalcollections.lakeheadu.ca/files/original/8c91de4a16d72b77e90c4897db84ecd2.pdf 62577c6049cbcf00ce0567963ea10475 PDF Text Text Proposal NATIVE STUDENTS ACCESS PROGRAM Lakehead University May 1989 �I I I I I I I I I I I I I I I I I I I Proposal NATIVE STUDENTS ACCESS PROGRAM Lakehead University May 1989 �I I I I I I I I I I I I I I I I I I INDEX INTRODUCTION ................................................ . RATIONAL FOR THE PROGRAM .................................. . 3 The Role of Lakehead University ............................. . 3 CURRENT ACTIVITIES IN NATIVE PROGRAMS .................... . 4 Native Native Native Native Teacher Education Program ............................ Language Instructors' Program .......................... Language Minor ...................................... Nurses Entry Program ................................. . . . . 4 5 UNIVERSITY ACCESS PROGRAMS ................................ . 7 University of Calgary ....................................... Dalhousie University ........................................ University of Manitoba ...................................... Factors Contributing to Minority Student Success ................ 5 5 . . . . 8 9 PROPOSED NATIVE STUDENT ACCESS PROGRAM .................. . 10 Heal th Science Access ....................................... . Career Options and Linkages with Other Universities ............ . Arts, Science and Professional Studies Access ................... . 12 12 13 ADDITIONAL COMPONENTS OF THE PROGRAM ................... . 14 Program Promotion ......................................... Admission ................................................. Curriculum ................................................ Counselling and Tutorial Services ............................. Additional Resources Required for Program .................... . . . . . 7 8 14 15 16 16 18 FUNDING 19 SUMMARY 20 APPENDIX A - Job Descriptions 22 APPENDIX B - Terms of Reference - Advisory Committee .............. . 25 �I I I I I I I I I I I I I INTRODUCTION In 1985 Lakehead University reviewed its Academic Plan which had originally been passed by Senate in 1977. The result of this review was a revised Academic Plan published in 1987. The revised plan noted that the evolving needs of society and the region require a constant process of program adaptation and change. Subsequently, a Study Group comprised of faculty, staff and students, both Native and non-Native, was formed to look at Native Studies programs at the University. One task of the Study Group was to review the current programming in place for Native students and look at ways of improving or enhancing these programs and of increasing the participation rate of Native students. The Study Group found that Lakehead University has a history of providing successful special programming for Native students. Building on these strengths is a natural extension of the University's role as a regional university. The Native Studies Study Group is recommending that a new Access Program modeled on existing programs be implemented to increase the participation rate of Native students at Lakehead University and to provide a framework for successful integration and completion of academic programs. This proposal outlines the rationale for a wider Access Program at Lakehead University and discusses the necessary resources for implementation. �Lakehead University A Northern Vision ....··············--...••••.. •••• ••• ••• •• •• • •• • •• •• •• •• •• •• •• •I I I I I I •• .• ---t---- • Other Ontario Universiti x Off-Campus Centres 0 300 km. Scale �I I I I I I I I I I I I I I I I I 3 RATIONALE FOR THE PROGRAM The Role of Lakehead University Lakehead University has continually emphasized its role as a regional institution. In its submission to the Bovey Commission in 1984, Lakehead stressed its dual role as a university in the north, striving to bring knowledge and an understanding of a broad range of the basic disciplines to Northwestern Ontario as well as for the north, gathering knowledge about the region for use in social and economic development. It was also stated that Lakehead University should be viewed as a developing institution striving to meet effectively its regional role. The submission went on to say that: "Lakehead University certainly would like to continue to explore with the Native population of this region the type of programs that are needed and which could be delivered. We do not think the problem here ...... .is primarily technological and related to the mechanisms of distance education. We think it is linguistic, cultural and related to the prior educational training of the Native population. It would seem certain that specially designed interfacing programs would be needed for which special funding would be a prerequisite." In a review of the University's Academic Plan undertaken in 1985 and published in the Lakehead University Academic Plan 1987, the Senate Academic Committee noted the following: "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." �4 Clearly, Lakehead University sees as a major component of its mandate the education of the region's Native population. Approximately 20% of the population of Northwestern Ontario is Native. With the influence of Bill C-31 and the higher Native birthrate, the proportion of Native people is ever increasing. Yet Natives are a minority group in higher education. To be successful, any strategy to improve Native participation in post-secondary education must address the particular difficulties encountered with minority access. CURRENT ACTIVITIES IN NATIVE PROGRAMS Lakehead University has a history of encouraging Native students' accessibility by providing special programs. Two such programs are the Native Teacher Education Program and the Native Language Instructors' Program. It is known that early intervention in the public schools to strengthen preparation and improve students' education planning is an important factor cited in minority success in higher education. Both programs increase the number of trained Native teachers in the classroom who serve as valuable role models for young Native students. Native Teacher Education Program In 1974, the Native Teacher Education Program (NTEP) was introduced. The first NTEP graduated Native students with a diploma and certificate for primary/junior teaching in Ontario elementary schools. The program was revised in 1987 to a four year BA/BEd program. The purpose of the program is to increase the number of fully qualified Native teachers. The program begins with a special summer orientation program and in addition to regular Arts, Science and Education courses, places a special emphasis on Native social, cultural, and language issues. • �I I I I I I I I I I I I I I I I I I ~ 5 Native Language Instructors' Program The Native Language Instructors' Program is offered every summer on campus and normally requires four summers of study to complete. Depending on the courses taken, the program leads to a limited teacher certification granted by the Ministry of Education or a University diploma in teaching Native Languages as a first or second language. This program is mainly subscribed to by mature Native students who spend the month of July living in residence while taking the program. Students do related practical work during the Fall and Winter in their home communities. Native Language Minor Native Languages in Cree and Ojibway are offered as a minor program that can be taken in conjunction with another program. Students, both Native and non-Native, enrolled in programs such as Social Work, Nursing, and Education as well as other Arts, Science or Professional programs, take this minor. Native Nurses Entry Program A third special program at Lakehead University, the Native Nurses Entry Program, began in January 1987 in response to a well documented need for improved health care deli very in Native communities. In 1983, 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. The need for improved health care in Native communities is noted in the First Nation's SelfGovernment Health Report (I 983) which lists some startling health statistics in Canada: �6 In Canada's Native population life expectancy among Indians is ten years less than for other Canadians; up to the age of sixty-five years, mortality rates are two to four times the national average; diseases of the respiratory system are five times the Canadian average; the suicide rate is three times higher than the Canadian average; alcoholism may be as much as five times more prevalent among Natives than among other Canadians. There is widespread agreement on the need for new approaches in health care that will fully involve Native communities. However, before Native people can achieve full involvement, there is a need to educate more Native health professionals. In May 1985, Lakehead University headed a consultation workshop with Native leaders. There were 40 Native leaders representing Native communities at this meeting. 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 hiring criteria for the Medical Services Branch of Health and Welfare Canada is a baccalaureate degree in nursing. Hence the need for university educated nurses. The program at Lakehead University is the beginning of an educational process for Native communities to acquire Native nurses who will take a leadership role in health care delivery. I �7 UNIVERSITY ACCESS PROGRAMS In investigating possible models for the access program, the Native Studies Study Group examined several successful programs at other Canadian universities. Programs at the University of Calgary, Dalhousie University, and the University of Manitoba are briefly described below. All of these programs have features that were considered to be imperative to the success of access programming. These features include specialized recruitment and admission procedures, program orientation and personal counselling, a curriculum that addressed deficiencies in preparation, a tutoring program for academic courses, specialized assistance in the areas of financial assistance, and social and cultural support systems. I I University of Calgary The program is designed to provide a University entry year to students at least 21 years of age who have completed Grade XI but who are not fully matriculated. The program is structured I in such a way as to help the student make a successful transition to university life. Additional academic programming is provided with social, cultural and financial aid counselling. Students register as "unclassified" students and take a total of three degree credit courses (Anthropology, Political Studies, English). In addition, students take Basic Mathematics I and II, and Learning Strategies which covers problem-solving, organization, writing, reading, and I I I study skills. Mandatory tutorials are taught in conjunction with the academic courses. Special events are also scheduled, such as film or speakers series to complement the academic program. Financial assistance for students is provided through the Department of Indian Affairs. Social and cultural activities are planned at the Native Centre. I �8 Dalhousie University The Dalhousie program provides a transition year to students who do not meet the normal admission requirements. The program is directed to Native and Black students. Admission requirements are flexible with maturity and motivation assessed individually. Students take a program that includes a course in basic English language skills, a basic Mathematics course, a Black and Native studies course to increase self awareness and confidence and a student skills course. In addition a regular first year course is taken for credit or audit. Additional programs in orientation to campus life, personal and academic counselling, guest lectures, and cultural events are offered to assist with the transition to campus life. Tutoring is also available, as are financial support and counselling. University of Manitoba The University of Manitoba offers two programs designed to provide university training for people who have not had the opportunity for such experience because of social, economic or cultural reasons, or because of a lack of academic preparation. The Access Program is not directed exclusively to any one group of people, but priority is given to low-income men and women, Native people and residents of Northern Manitoba. Students register in regular academic programs with a reduced course load of three courses rather than the normal five. Approximately half the students are enrolled in Arts programs and half in a variety of other programs such as Science, Nursing, Social Work, Engineering, Education, and Law. �9 The Special Pre-Medical Studies Program is designed to allow residents of Manitoba of Native ancestry to train as professionals in the health field. The special program allows students to take four years to complete what is normally a three year program. Students complete the program with a pre-med degree in science. The program requires 90 credit hours (the equivalent of three academic years). Special transition courses for the Native students are in place in Chemistry (three courses) and Physics (one course). The program also has in place a non-credit Physiology and Introduction to Medicine (an orientation course) for the Native students. Students take the rest of their program with regular students. required courses in Biology and English (a literature course) and electives. These include Electives are carefully chosen with a counsellor to meet the specific prerequisites for different programs in Medicine, Pharmacy and Dentistry. Tutorial help is provided to students in order to help them keep up with course work. Financial assistance is provided to meet living costs as well as medical insurance, moving costs, tuition and books. I I I I I I I I Assistance with the social and cultural adjustment to campus life is provided through various programs at the Native Student Centre. Factors Contributing to Minority Student Success Studies have shown that certain factors significantly influence the success of minorities in higher education (Richardson, The Chronicle of Higher Education, January 11, 1989). These include: Career guidance to translate nonspecific educational goals into programs of study where course work and desired outcomes are clearly linked. �10 Summer or special bridging programs to accustom minority students to university-level course work and the campus atmosphere. Special orientation programs and help with choice of courses and registration. Strong academic assessment programs coupled with courses designed to offset gaps in preparation. Adequate tutoring services, learning laboratories, and organized "mentoring" programs. Intrusive academic advising to guide selection of courses and to intervene before small problems become major. Other studies have shown that personal support to students is also a key factor in success. This would include: Counselling and personal support services. An environment (place) where students feel confortable to express their native culture and beliefs, this is, a Native Student Centre. PROPOSED NATIVE STUDENTS ACCESS PROGRAM Lakehead University has a history of successful programs with a goal of assisting Native students to complete successfully a university education. Table I illustrates the number of graduates from the Native Teacher Education Program in the past 10 years as well as the I I I I �I I I I I I I I I I I I I I I I I I I 11 number of graduates from the Native Language Instructors Program since its inception rn 1981. Additionally, in May 1988, I 6 Native students graduated in programs such as Social Work, Political Studies, Anthropology, Natural Science and Outdoor Recreation. The Native Nurses Entry Program has enrolled 33 Native nursing students. The first graduates from this program are expected in 1991. TABLE 1 - NUMBER OF GRADUATES Native Teacher Education Program and Native Language Instructors Program Year 79 Nat. Teacher Ed. 9 Nat. Lang. Instr. 80 81 82 83 4 8 8 6 7 3 84 5 85 86 87 88 8 7 8 7 6 4 4 Building on this expertise in Native programming, the Native Studies Study Group has recommended that the current programming for Native students be extended to incorporate a new Native Student Access Program, the purpose of which would be to encourage Native students to enrol in any Lakehead University program, provide academic support while in the programs, and to provide the supportive social and cultural environment so important for success. Specifically, the program would include a number of core courses that all students would take and additional courses, either required or elective, depending on the proposed career objectives. These are outlined in Table 2, page 18. Initially, there would be two parallel streams: (1) Health Sciences Access, and (2) Arts, Science, and Professional Studies Access. �12 Health Sciences Access The Health Sciences Access Program at Lakehead University is designed to increase the number of Native health professionals in the province of Ontario, specifically in the northern regions. Many Native people who have a strong desire to enter health professions encounter barriers in pursuit of their educational goals. These barriers relate to the lack of secondary school opportunities due to geographical isolation, as well as a weak academic background in the sciences. The Health Sciences Access Program is designed to provide academic and psychosocial preparation so that students can successfully complete university degree programs that lead to health careers, specifically nursing, medicine, dentistry, pharmacy, occupational or physical therapy and rehabilitative medicine. The Health Sciences Access Program has the specific endorsement of the Regional Chiefs of Ontario and their Planning and Priorities Committee which is mandated to assist universities in their negotiations to obtain new program funding. In May 1988, the Chiefs passed a formal resolution in support of Health Sciences Access Programs that would provide university academic preparation for health-related professions, including nursing, medicine, dentistry, pharmacy, and physiotherapy. The academic program as illustrated in Table 2, page 17, would include four core courses plus additional courses depending on the program stream. Career Options and Linkages with Other Universities Lakehead University is part of an inter-University Health Science Access Program with Laurentian University, Trent University and the University of Toronto. The aim of this cooperative effort is to coordinate programs to improve Native access to health science �I I I I I I I I I I I I I I I I I I I 13 professions. Students wishing to pursue professions in medicine, dentistry, and speech pathology, for example, can be linked to other Ontario universities through prearranged entry application or seat designation. Figure 1 illustrates the concept envisaged in these discussions. Students from northern communities would enter Lakehead University and, after completion of university programs at Lakehead or other universities, return as accredited health professionals to their communities. FIGURE 1 - HEALTH CAREER OPTIONS NORTHERN COMMUNITY Lakehead University Access .. U of T /McMaster I Nursing, Pre-Med, OT /PT Medicine, Den tis try, Pharmacy Arts, Science and Professional Studies Access Until the University has made all of its programs accessible to Native students, it will not have fulfilled its regional mandate to provide educational opportunities to Northwestern Ontario residents. �14 The Native Access for Arts, Science and Professional Studies would be a continuing preparation and support program with several discrete elements consisting of an appropriate recruitment and admission process, special Year I skill based courses, directed Year I and II academic programming at a reduced rate of progress initially, and culturally sensitive counselling, tutoring, and social environment. The academic program would include two core level courses to provide students with the knowledge and skills necessary for success in university courses. These courses would include basic English communication, basic mathematics, and undergraduate study and research skills. Students in the first year of the program would take up to three additional courses designed to meet specific career goals. These courses would be selected for their appropriateness for students in the Native Student Access Program and could off er some choice depending on a student's intent to pursue Arts, Science, or Professional Studies programs. This course distribution in the first year should improve the student's opportunity for success by providing special skills building courses concurrently with academic programming. ADDITIONAL COMPONENTS OF THE PROGRAM Program Promotion There is considerable interest among Native people to pursue higher education. Contacts made through the Native Nurses Entry Program indicate many community members are interested in careers other than nursing, but lack opportunity to enter programs at Ontario's universities. Community promotion must be done to create an awareness of post-secondary opportunities for Native people at Lakehead University. This promotion will include community visits, career fairs, audio-visual materials, and media support. Interaction with Band education counsellors will be a priority. �15 I I I I I I I I I I I I I I I I I Admission It is anticipated that 30 to 45 students will be admitted to the program with distribution being equal in the Nursing stream, Pre-Medical stream and the Arts, Science, and Professional Studies stream. The target g,roup for this program is northern students who have not had the opportunity to complete secondary school education. Typically admission to the Access Program would be made through the Adult or Extraordinary admission standards of the University. However, fully matriculated students who feel they may need additional support to succeed in their academic program may also be admitted. The selection process which includes personal interviews with the potential student and spouse has contributed to the high success rate of the Native Nurses Entry Program. Through these interviews the candidate's motivation, commitment to a four-to-five-year education program, and intellectual capacity for university level education is assessed. Interviews both on and off-campus will continue to be a part of the selection process for the Access Program. The selection process will include: a) interviews with students and if possible, spouses; in programs where it is necessary, the hosting of a three day interview session with the potential students and their families to explain the program; b) assistance completing application forms; and c) screening of paper applications. Through an extensive interview procedure and specific activities, such as applicants will be given an opportunity to demonstrate their skills, their motivation and their suitability to enter the program. �16 Curriculum The overall goal of the curriculum is to provide academic skills and special preparation in order for students to successfully undertake degree courses and improve their success rate in university programs. The curriculum framework will include a number of "core courses" that students enterin·g the program will take and will include courses such as English, Chemistry, Basic Mathematics, Study Skills/Logical Reasoning, and Human Biology. Students will also take courses specific to their career goals. The curriculum is graphically presented in Table 2, page 17. The core courses are designed to improve the success rate of the students in the Year I degree courses as well as in their continuing studies. In Year I these core courses are taken concurrently. Counselling, Tutorial Services and Support Activities For Lakehead's 200+ Native students, there are a variety of support services already in place. A full-time Co-ordinator of Native Support Services provides academic, social, financial and career counselling. For students needing academic assistance, there is tutoring available in all subject areas and programs to develop important study skills. The Native Student Drop-In Centre provides a gathering place for formal and informal activities, films, speakers, ceremonies, feasts, etc. Lakehead University Nishinabek Students Association (LUNSA) offers students an opportunity to have input into programs and policies through their involment in student government and as well organizes cultural, social and recreational activities for students. �I I I I I I I I I I I I I I I I I I Table 2 - Native Students Access Program Year I Proposed Curriculum Core Courses 30 - 45 Students English l 8XX 1.0 FCE Study Skill/Logical Reasoning 0.5 FCE Ma the ma tics 0.5 FCE Total 2.0 FCE Course Equivalents Arts, Science, Professional Studies 15 - 20 Students Health Sciences Core l 5 - 25 Students Three courses chosen in consultation with a counsellor designed for specific career goals. Chemistry l 060 Human Biology Up to 3 Full Course Equivalents Total 1.5 Full Course Equivalents 1.0 FCE 0.5 FCE Nursing Stream IO - 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 counsellor designed for specific career goals. Total 1.5 Full Course Equivalents Total 1.5 Full Course Equivalents �18 Additional Resources Required for the Access Program If the University is to put in place a Native Student Access Program, the structure needed to administer and support such a program must be in place. Additional staff as noted below would be needed. Job descriptions for the Co-ordinator and Counsellor are included in Appendix A. Native Access Program Co-ordinator - A program co-ordinator responsible for administration of the Access Program will be required. the In addition to co-ordinating and administering the activities associated with the Access Program, the Co-ordinator will work closely with the Advisory Committee and develop programs to liaise with Native organizations and communities. The Co-ordinator will interact with academic departments and faculty who are teaching Native students to provide support and encouragement for culturally sensitive teaching and to identify students at risk in their academic program. Promotion/Recruitment Counsellor -The promotion/recruitment counsellor will be responsible for program promotion, student recruitment, and promotion materials preparation and distribution as well as academic counselling. Extensive travel will be required in order to establish and maintain liaison with Band educational personnel and to establish a University presence in the Native communities. Community Advisory Committee - The Community Advisory Committee will have a major role in the development of the Program and interaction with the Native communities and will provide · the essential link if the University is to truly respond to Native education needs. Appendix B describes in more detail the terms of reference of the Advisory Committee. This committee will include members of the Native community, government representatives, health �19 professionals, and Native education authorities. Their role would be to support and provide guidance to program activities. Instructors -The departments of Lakehead University are supportive of this proposal. Support for additional sections in order to provide for small class sizes where appropriate, is needed as well as for special skills building courses outside the regular academic program. Payment for sessional appointments, when necessary, are included in the attached budget. FUNDING The proposal for funding the Native Students Access Program is quite different from the usual university proposal for new programs. The funding required for the programs is the funding necessary to support the extraordinary costs of the program beyond those normally associated with an academic program. These include the following: Staffing Access Program Co-ordinator, Promotion/Recruitment Counsellor, Secretary. Salaries plus benefits are based on comparable salaries at Lakehead. Program Costs Honoraria for Guest Speakers and Evaluation Consultant. Payment to Sessional Lecturers for special courses, support courses and additional special sections in order to allow for very small classes. Travel Expense Travel expenses are high because of visits to remote Northern Ontario locations and the need for regular travel to the Native communities. �20 Supplies/Equipment Special program costs including promotion and recruitment materials. Telephone, postage, office supplies and equipment. The total budget for Year I is outlined on Table 3, page 21. The proposal is for a five-year period. The budgets in Year II to Year V have been incremented by a 5.0 percent per annum inflation increase, and are summarized as follows: 1990/1991 $ 265,560.00 1991/1992 278,800.00 1992/1993 292,700.00 1993/1994 307,350.00 1994/1995 322,700.00 SUMMARY Lakehead University has developed a strategy for a Native Student Access Program to improve the participation and success rate of Native students in the University's undergraduate programs. The program targets Native students, particularly those from Northern regions of the province, who have not had the opportunity for access to a university education because of lack of preparation. Funding the Native Students Access Program would allow Lakehead University to provide a combination of courses that would provide academic skills and special preparation offered concurrently with regular university degree courses. In addition, programs that meet the special needs of Native students for training in health sciences and nursing are addressed. �TABLE 3 - NATIVE STUDENTS ACCESS PROGRAM BUDGET SUMMARY 1990/91 Salaries Access Program Co-ordinator Promo/Recruitment Counsellor Secretary Benefits 10% $ 50,400 38,400 22,800 111,600 11, I 60 $ 122,760 Program Costs Honorarium Guest Speakers E valuation Consultant Course Payments 2,400 9,600 62,400 74,400 Travel Program Co-ordinator Promo/Recruitment Selection Interviews Community Advisory Committee Guest Speakers 6,000 6,000 12,000 12,000 6,000 42,000 Supplies & Equipment Promo/Recruitment Materials & Supplies Office Equipment & Supplies Telephone Postage 12,000 6,000 6,000 2,400 26,400 TOTAL BUDGET $ 265,560 �22 Appendix A JOB DESCRIPTIONS CO-ORDINATOR Responsible to the Vice-President (Academic), the Co-ordinator develops and co-ordinates the Native Students Access Program. Specifically, this involves administration, program promotion, and public relations responsibilities as follows: I) Co-ordinate and administer the operations of the Native Students Access Program. 2) Design and co-ordinate the recruitment and selection process for Native student access to take in approximately 45 new students annually. 3) Develop promotional material for the programs. 4) Maintain liaison with Native organizations and communities. 5) Conduct explanatory sessions and counselling to appropriate groups and communities. 6) Chair meetings of the Advisory Committee and liaise closely with the Committee to inform members of the progress of the projects and seek input for future development. 7) Liaise with Student Services and appropriate Native counsellors. 8) Liaise with faculty members and associated departments teaching Native students to provide encouragement and support for culturally sensitive teaching, and to provide early identification of students at risk in their academic program. 9) Arrange for development and co-ordination of field placements where applicable. • �23 The Co-ordinator should hold a Bachelor's degree and have a knowledge and understanding of Native culture, with particular emphasis on the needs of Native students. This person should be self-directed and innovative, and should possess good interpersonal and communication skills with both Native and non-Native groups. Ability to speak a Native language is pref erred but not essential. PROMOTION/RECRUITMENT COUNSELLOR Responsible to the Co-ordinator of the Native Students Access Program, the Promotion/Recruitment Counsellor will promote the goals and objectives of the Native Access Program and recruit Native students from the community level to enter the program. Specifically this person's responsibilities will be to: 1) Co-ordinate and implement a promotion and recruitment campaign for students. 2) Promote opportunities for higher education at Lakehead University to Native communities, groups and students. 3) Arrange for community visits to elementary, secondary, and postsecondary institutions. 4) Assist potential students with application procedures. 5) Attend meetings of the Advisory Committee to inform members of community concerns and progress in recruiting candidates. 6) Attend meetings/workshops on behalf of the Co-ordinator. 7) Maintain accurate reporting of promotion activities. 8) Provide academic counselling to students with particular emphasis on early identification of students at risk. �24 The Promotion/Recruitment Counsellor should hold a Bachelor's degree and have a knowledge and understanding of Native culture with particular emphasis on the needs of Native students. This person should be self-directed and innovative, and should possess good interpersonal skills with both Native and non-Native groups. Ability to speak a Native language is preferred but not essential. Extensive travel is required. I I_ �25 APPENDIX B TERMS OF REFERENCE - ADVISORY COMMITTEE I. Provide advice to the Co-ordinator of the Native Access Program and participate in evaluating the program on an annual basis. 2. Review planned changes for curriculum, recruitment, candidate selection, application procedures, program promotion, and evaluation as brought forward by the Co-ordinator. 3. Make recommendation for planned changes to senior administrators of Lakehead University. 4. Review concerns of the Native community (e.g. of political, adminsitrative, or education nature) and make recommendations to address these concerns. I 5. Act as resource and support persons to Co-ordinator and staff. 6. Represent the Native Access Program in Native political settings, and advocate for program support by the Native and non-Native community at large. 7. Act as resource persons to other educational groups, health agencies, and community functions as required. 8. Meet a minimum of twice a year, or as necessary. � 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 Students Access Program Proposal Subject The topic of the resource Universities Description An account of the resource Proposal to develop an Access Program for Indigenous students at Lakehead. May, 1989. 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 1989-05 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/ed421452b6679c44cc0217f06c9071af.pdf 4701612b5cf20e9721e1593a5a9d484d PDF Text Text NATIVE LANGUAGES AT LAKEHEAD UNIVERSllY THE NATIVE LANGUAGE MINOR 1990-1991 Lakehead University Native Language Programs School of Education Bora Laskin Portable 1032 Telephone: 807-343-8198 �THE NATIVE LANGUAGE MINOR AT LAKEHEAD UNIVERSllY Lakehead University, located in the heartland of Ojibwe country, offers a series of Native language courses and programs through the Department of Languages and the School of Education. These courses and programs are intended to help maintain the vitality of Native languages in Ontario, to improve understanding of Native languages through teaching and research, and to introduce Native languages to those who wish to learn them through introductory and more advanced courses. Students at Lakehead University may obtain a Minor in Native Languages by taking an appropriate series of courses. A list of the courses being offered this year appears below. There are 1WO paths for obtaining the Native Language Minor. The first is intended for fluent speakers of a native language (usually Ojibwe or Cree). The second is intended for individuals who wish to learn a native language, or to improve their fluency in a native language. �PROGRAM REQUIREMENTS FOR FLUENT SPEAKERS 1. The equivalent of ONE full first year "AL" course. This requirement may be satisfied by taking Al 1210 and 1230, OR by taking AL 1212 and 1232 (Note: AL 1212 and 1232 are normally only offered during the summer session). Native Language Programs, special combinations of courses may be designed. B, "OJ,, Courses OJ 1010 FA Tuesday/fhursday 2:304:00 in Bora Laskin Portable Rm. 1033. ********* COURSES OFFERED DURING 19891990 TIMES, AND LOCATIONS OJ 1012 WA Tuesday/fhursday 2:304:00 in Bora Laskin Portable Rm. 1033. C, "NL" Courses ~: 2. An overall average of 60% in the equivalent of THREE full courses beyond the first year level. This may be met by talcing a combination of "AL" courses AND/OR "NL" courses. In consultation with the Coordinator, Native Language Programs, special combinations of courses may be designed. 1. All courses are one semester. 2. Courses prefixed "AL" are intended for fluent speakers of a native language. 3. Courses prefixed "OJ" are intended for nonspeakers or non-fluent speakers ofOjibwe. 1. The equivalent of ONE full first year "OJ" course. This requirement is satisfied by taking OJ 1010 and OJ 1012. 2. An overall average of 60% in the equivalent of THREE full first year courses beyond the first level. This requirement may be met by taking a combination of "OJ" courses AND/OR appropriate "NL" courses. In consultation with the Coordinator, Wednesday 11:30-1:00 in Bora Laskin 1036. *************************** FOR FURTHER INFORMATION ********* A, "AL" Courses PROGRAM REQUIREMENTS FOR SECOND LANGUAGE LEARNERS AND NONFLUENT SPEAKERS NL 3531 FA Monday 1:00-2:30/ Al 1210 FA Monday 10:00-11:30 AM/ Wednesday 8:30-10:00 in Bora Laskin Portable Rm. 1033. Al 1230 WA Monday 10:00-11 :30 AM/Wednesday 8:30-10:00 in Bora Laskin Portable Rm. 1033. Al 2211 FA Tuesday 10:00-11:30 AM/ Thursday 8:30-10:00 in Bora Laskin Rm. 1036. Al 2231 FA Tuesday 10:00-11:30 AM/ Thursday 8:30-10:00 in Bora Laskin Rm. 1036. John O'Meara, Linguist, Native Language Programs. Bora Laskin Portable 1032C. Telephone: 807-3438054 Barbara Toye-Welsh, Coordinator, Native Language Programs. Bora Laskin Portable 1032E. Telephone: 807-343-8542. Students who wish to register for a Native Language Minor, for individual courses, or who would like further information may contact Barbara ToyeWelsh or John O'Meara at the numbers above. � 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 Languages at Lakehead University : The Native Language Minor : 1990-1991 Subject The topic of the resource Universities Description An account of the resource Brochure with information about Native Language programs, in particular the Native Language Minor, offered at Lakehead University, 1990-1991. 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 1990 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/7ba42591b859e3f877faedc7958cdeca.pdf ee644ac9753152617833f31e66349d64 PDF Text Text _____ .... 1lBPORT OP 'l'BE �S'l'RY OJ! c:cmm:s DD� lf.MIV'B At.Nl.SOH! dliJM.trl:Eb. 'l'BE MIHISTKY OP COLLBGB!_. AND PROPOs-CATION y_�u AND 'l'1WltillG � January, 1991 �PRBPACB In response to the issue of Native access to, and retention in postsecondary institutions, the Ministry of Colleges and Universities (MCU) initiated the development of a Native post­ secondary education strategy. In order that the strategy reflect the educational needs and priorities of Native people, an MCU Native Advisory Committee was established. This committee comprised representatives from Native organizations, colleges, universities and the ministry. The mandate of the advisory committee was to develop, through a partnership process, a Native education strategy applicable to the existing system of postsecondary education in Ontario. The following Native organizations were represented on the Advisory Committee: 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 Ontario Native Women's Association The participating Native organizations have made it clear from the outset that this strategy process is a short-term process that forms a small part of their efforts towards the long-term, educational agenda of their people. It was agreed upon by all parties participating in the strategy that the content and discussion of these short-term, limited initiatives would not abrogate or derogate from any and all issues relating to self­ government undertaken by individual Native organizations at present or in the future. It is understood by all parties participating in the development of this strategy that the long-term goal of Native organizations is Native control of education for Native people. �TABLE _OF CQNTEtr.rS . I ISSUE II BACKGROUND 1.0 1 General Background 1.1 2.0 III l - 3 Provincial Corporate Native Affairs Policy 1.2 Jurisdictional Responsibility for Native Education 1.3 Native Education -current Status l 3 MCU's Position Regarding.Postsecondary Education 4 - 6 2.1 5 Mandate of the Strategy l MCU's NATIVE EDUCATION AND TRAINING STRATEGY 1.0 Strategy Goals 2.0 Inter-relationship Between Native Organizations, Post-secondary Institutions and MCU 2.1 2.2 2.3 3.0 4.0 Mandatory Funding Eligibility Criteria Ongoing Native Community Input Regarding Postsecondary Education Issues Proposal Selection Process 7 7 - 10 8 9 10 Strategy Initiatives 11 - 20 3.1 3.2 11 Native Support Services Initiatives Native Programs and Curricula Initiatives 3.3 Admissions and Access Initiatives 3.4 Native Teacher Education Initiatives 3.5 Resource Implications of the Strategy for Native Organizations 19 Monitoring and Evaluation of the Strategy 21 - 22 4.1 4.2 21 22 Data Collection Evaluation 13 16 17 5.0 summary of Funding 23 6.0 Summary of Recommendations 24 - 27 �1 I ISSUE How to increase Native1 participation i n , ~ graduation frcm, Ontario's colleges and universities~ II BACKGROUND 1.0 GENERAL BACltGROUHD: 1.1 Provincial Corporate Native Affairs Polley The provincial corporate Native Affairs Policy was approved by Cabinet in october, 1985. The Government endorsed the constitutional entrenchment of rights to self-government for Native people, and called for a proactive and developmental approach to Native affairs based on the goal of promoting Native self-reliance and self-determination. Within this corporate policy, principles were adopted as a guide to ministries in the development of policies in respect to the provision of provincial programs and services for Native people. These principles encouraged ministries "to provide Native-specific services to meet the needs of Native people and to support the protection of their culture;" and recommended that initiatives "should also be developed in consultation with Native people." 1.2 Jurisdictional Responsibility for Native Bducation The Constitution Act, 1867, under s.91(24), gives the federal government the power to legislate with respect to "Indians, and Lands reserved for the Indians." .The provincial governments are given the authority to legislate, under s.93, in relation to education. Responsibility for Indian education involves, therefore, an element of concurrent legislative competence. The federal Indian Act, in subsection 4(3), limits the application of the education provisions of that Act to Indians between the ages of 7 and 17 ordinarily residing on a reserve or on crown lands. With regard to Indian people who reside off-reserve, the Ontario Education Act, R.s.o. 1980, c.129, as amended, treats them, for purposes of education, in the same way as any other provincial resident. The term "Native", as used in this report includes Registered or Status Indians, Inuit, Metis, and other non-Status Indian people. �2 i) Elementary and secondary Education The Federal Government is financially responsible for providing elementary and secondary education services for all status Indians. As of April, 1986, the Federal Government has been corrmitted to transferring the administration of education programs to Indian Bands. The Ontario Government provides for the education of non-status Indians, Metis, and status Indians living off-reserve. Provincial education services are provided to some bands through formal tuition and capital agreements between the federal government and the school boards on the basis of full cost recovery from the federal government. 11) Poat.eecond,ry Bducaticm. The federal government has assumed additional obligations for Native education, but it contends that it is not legislatively or constituµonally responsible for postsecondary education for status Indians. Through their non-statutory, Postseconda.ry Education Assistance Program (PSEAP), caramonly known as E-12, financial assistance is made available to status Indian 2 and Inuit students attending postsecondary institutions. The federal government also provides a small amount of funding for the development of Native targeted postsecondary programs on a special or pilot project basis. Ontario's postsecondary institutions, are responsible for the delivery of academic programs and adult training to all provincial residents, including Native students, who meet the eligibility criteria. Also, in response to the special needs of the Native population, some postsecondary institutions offer Native-specific programs and services. The provincial government, through the postsecondary institutions operating grant, provides funding for Native programs and support services at postsecondary institutions. 2 Including Indian people who have been reinstated as registered Indians in accordance with "An Act to Amend the Indian Act 1985." �3 Since responsibility for Indian education involves an element of concurrent legislative competence, there is a need to clarify the roles and responsibilities of the federal and provincial governments in order to ensure that Native people have access to a level of educational services equal to that enjoyed by other provincial residents. These educational services however, should be tailored to Native people's special needs and circumstances. 1.3 Native Bducatian - current Situaticn Native people have lower than average levels of education. In Ontario, only 25% of younger 3 status Indians have received some postsecondary education compared to 491 of the younger non-Native population•. Ontario secondary students are nine times more likely to graduate from high school than Native students living in northern communities~. Native people are under-represented in all occupational categories, particularly in professional and health-science occupations. Natives with a college or university education have similar or higher employment rates than non-Natives with the same qualifications. For low levels of educational attainment, Native employment rates are much lower than those of nonNatives. 3 15 to 24 age group 4 Source: INAC customized data based on 1981 Census Canada Data. Source: Salasan Associates Inc. A Northern Vision: Guidelines for Secondary Education North of 50 In Ontario - 1988 �4 2.0 MCU's POSITION REGARDING HATXVB POm'SBCOllDAitt BDUCAnal: Given the provincial government's corporate Native Affairs Policy; the jurisdictional responsibility of the province for the delivery of postsecondary programs and adult training to all provincial residents, including Native people, who meet the eligibility criteria; and the disadvantaged positio~ of Native people in terms of educational opportunity; the Ministry of Colleges and Universities decided to develop a strategy which would address the postsecondary educational needs of Native people in a comprehensive manner. On July 28, 1988, the Minister of Colleges and Universities wrote to several Native organizations, advising that MCU would co-ordinate the development of a Native Postsecondary Education and Training strategy. The Minister requested that each Native organization designate a representative(s) to assist ministry staff in the development of the Strategy. An MCU Native Advisory Committee was established to develop this strategy. 'rhis committee, co-chaired by the directors of the College Affairs and university Relations Branches, had representatives from the following organizations: Ministry of Colleges and universities Chiefs of Ontario Ontario Metis and Aboriginal Association Ontario Federation of Indian Friendship Centres Ontario Native women's Association Union of Ontario Indians Nishnawbe-Aski Nation Grand Council Treaty 13• Association of Iroquois and Allied Indians Colleges of Applied Arts and Technology Universities of Ontario The Ontario Native Affairs Directorate, and the Ministries of Skills Development and Education have observer status on this conmittee • • As of October, 1989, this organization withdrew from the Advisory Committee. However, the Treaty 3 representative agreed to meet with the Native organiza~ional representatives prior to each Advisory Committee meeting to discuss the Strategy initiatives. �5 2.1 Mandate of the Strategy MC.-6 ! &pp: C I . I I as lli!l!U ICE& §1 HES •• !!211£ . I 1 •• I I 11?sttn1 ,sa:11cr e 1 I ■ t1••••1 'Ir nsd tt► st 1 eci al nii a j1a110.:zaln It was agreed that this narrowly defined mandate would meet Native short-terms goals of ensuring that Ontario postsecondary institutions better address Native students' educational aspirations. This specific Strategy was seen by the Native organizations as an interim approach. Native organization representatives indicated that their aspirations and long-term educational agenda are Native control of Native education, including the establishment and funding of Native postsecondary institutions and the amendment of the existing legislative limitations. The Native organizations further stated that there is a need to continue discussions on the long-term educational agenda of Aboriginal people based on the following general concepts: i) that Aboriginal community control of all levels of Aboriginal education is an existing Aboriginal right; ii) that the Aboriginal view of education is as a life-long holistic process that sees education as a life-long continuum, covering the entire range of programs and curriculum offered through all relevant ministries of federal and provincial governments; iii) that the education system, as currently administered has failed to meet the needs of the Aboriginal people, and that in order to be improved, the full participation of Aboriginal people will be required; and iv) that the establishment of agenda, priorities and timetable for issues relating to Aboriginal education will be achieved by means of a full partnership between the Aboriginal community and government. While the Ministry of Colleges and Universities recognizes that Native organizations have their own long term, educational agenda, the initiatives proposed in this paper only address the short-term agenda of improving the participation and retention rates of Native students in the present postsecondary system. The Strategy acknowledges the special needs and circumstances of Native people in terms of postsecondary education and proposes initiatives to assist colleges and universities in addressing some of these needs. �6 The Strategy does not fully address all the factors which contribute to a disproportionate percentage of Native people being disadvantaged in teDDS of acquiring a post-secondary education, such as the very high Native secondary school drop-out rate. The factors contributing to these problems are very complex and far reaching and can only be resolved through the co-operative efforts of the federal and provincial governments and Native organizations. Also, the scope of the Strategy's initiatives are limited in terms of funding constraints and the respective mandate of the ministry, colleges and universities. For example, inappropriate accommodation and inadequate day care arrangements have been identified as factors contributing to 'the high Native student drop out rate and as barriers which restrict potential Native students frcma attending postsecondary institutions. However, the solutions to the shortages in family housing and student day care spaces are very costly, require project approval and funding from several other ministries, and will take several years to implement. As a result, the Strategy does not make recommendations in these areas. �7 III MCU NATIVE EDUCATION AND 'l'RAIRING STRATEGY 1. 0 STRATEGY GOALS: TO INCREASE NATIVE PARTICIPATION AND COMPLETION RATES IN UNIVERSITY AND COLLEGE PROGRAMS; TO INCREASE THE SENSITIVITY .AND AWARENESS OF POSTSECONDARY ·INSTITUTIONS ISSUES; AND TO NATIVE CULTURE AND TO INCREASE THE EXTENT AND PARTICIPATION OF NATIVE PEOPLE IN DECISIONS AFFECTING NATIVE POSTSECONDARY EDUCATION. To achieve the first goal, the Strategy proposes: i) a range of initiatives designed to increase the graduation rate of Native students enroled in postsecondary programs by providing edditjgpz] fu:1ds for the following: to the level of s{egif]Jg@d SBPPOft liiftflJjces IBi# ..i i i i I ■■ it&EI J@ §€liddu tn5re4se s; 11 :E•idi:::!:S!EESi:!:eSr:;::£:i: ::m,nm iggexatj,re manner ta ssuaanities. lla ■ iiOJ ■ ii) a range of initiatives aimed at reducing the barriers that restrict Native access to post secondary institutions, including initiatives in the area of admissions, access programs and Native teacher education. To achieve the second and third goals the Strategy proposes: for in tiativ.es developed under the. trate. · be colleges and universities · n the planning, delivJry an programs and services directed to Native students; and that an ongoing opportunity be provided for the Native community to advise MCU on issues of Native postsecondary education. The Native organizations represented on the Advisory Committee stated that in order to achieve all three goals, it is necessary ~~=~ ~aE~a,iieeet~J!f~f2'7! ?%!!:;!:;:a:211ri::::a:h~;e ~:~:i~6e implementation of the~!~S!X: 9 / ' �8 2.0 INTER-RELA'.rIONSBIP BB'l'WEEH NA'rl'VB ORGMIZATIORS, POS'!rSBCONDARY INS:trrtJfi~ AND 1.'BB IIIKISTllY OP C:OLIJIGBS AHD UNlVBRSI'.rIBS: ( Appendix l) In order to increase the extent and participation of Native people in decisions affecting Native postsecondary education, the Strategy proposes that: • funding for initiatives developed under the Strategy should be conditional upon the establishment of foi:mal institutional linkages with the Native community; and • MCU should establish a successor body to the MCU Native Advisory Cormnittee which would be responsible for overseeing the implementation of the initiatives •. 2 .1. Mandatory 1"1ind1 ng Bllgibility Criteria Eligibility to access targeted mcney under the Strategy will be dependent upon a college or a university agreeing to the -following: i) Ensure that a process exists which would provide local Native community7 representatives with direct access to the governing body/Senate on all aspects affecting Native postsecondary education within the institution. ii) Establish a college/university Native committee with significant local Native caamunity membership to oversee key Native programs and services. '?he committee will also assist in the determination of appropriate mature student admissions criteria for Native students and be involved in reviewing the admissions protocol affecting Native applicants. iii) Develop in collaboration with the college/university Native committee, a comprehensive "Plan of Action", including an evaluation process, designed to enhance the institution's sensitivity to Native issues and to increase the accessibility and retention rates of Native students within the institution. This plan should be approved :by the institution's governing body/Senate. 7 The term local Native cormnunity, as used in this report, refers to the local representatives of First Nation political bodies, friendship centres, Ontario Metis and Aboriginal Association, Ontario Native Women's Association and Native service organizations. �9 2.2 ongoing Native community Input Regarding Postaec::ondary Education Issues (Refer to Appendix l for more details) It important to establish a successor body to the current MCU Advisory Committee for the purpose of advising the Minister on the educational priorities and concerns of Native conununities. Therefore, it is recommended that an ongoing Jiftj;;a Fdnsatjap COJJPl.;,l (NEC) be established by Order-in-Council to advise the Minister on all aspects of Native postsecondary education. There would be up to seven government appointees to the council with voting powers, one of whom is the chair. Members would be selected from each of the Native organizations involved in the development of the MCU strategy. The purpose of the NEC is to assist the Minister of Colleges and Universities in efforts to increase Native students' access (and their retention in) publicly assisted postsecondary institutions; advise on Aboriginal education institutions, and to bring forward emerging issues and unresolved concerns relating to Native postsecondary education in Ontario. The Committee would also provide assistance in the form of advice to the Minister in respect of programs, services and policies as they relate to Native students, and manage in partnership with MCU, the implementation of the ministry's Native Education and Training Strategy. It is further recommended that a secretariat be established to provide the administrative support for the Council. It would have two full-time positions, secretary/receptionist and a coordinator that are appointed under the Public Service Act. The coordinator of the secretariat would report to the Chair of the Native Education Council. MCU will cover the travel and accommodation expenses for members the Native Education Council and a secretariat will be established to provide the administrative support for the NEC. It is anticipated that the annual cost of funding the NEC, including the secretariat, will be approximately $210,000. �10 2.3 Proposal Selection Process (Refer to Appendix 1 for more details) In responding to funding proposals, there will be a need to determine whether an institution has met the mandatory funding eligibility criteria; which proposals are to be selected for funding; and the amount of funding ~ c t e d ro sa e, it is recommended that a - ' be established to undertake these tasks, an a the Native cOIIJIIIUDj.ty be given a major role in nominating members of this important committee. Within the context of the policies and priorities identified in the Strategy by the MCU Native Advisory Conmittee and approved by the Minister, the Proposal Selection committee would have the primary responsibility for the proposal. review and selection process of initiatives funded under the strategy. · The reconmended composition of the committee is as follows: Membership: non-voting: voting: l l l 6 up to 7 MCU COR OCUA institutional representatives with Native educational expertise (3 college representatives, nominated by the Conmittee of Presidents, and 3 university representatives nominated by the Council of Universities.) Native community representatives with knowledge of Native educational needs and priorities (nominated by the Native organizations represented on the NEC.) MCU will cover the travel and accommodation expenses for members of the Proposal Selection Committee and will also provide administrative support for this ccmmittee. The annual costs associated with funding the Proposal Selection Cormnittee will be approximately $30,000. 3.0 STRATEGY INrnATIVBS: The following provides a swnmary of the Strategy initiatives. The detailed supporting documents are in the appendices of the Strategy . �11 3.1 Native support Services Initiatives (Appendix 2) The provision of specialized Native support services will assist postsecondary institutions to achieve the following objectives: i) contribute towards an increase in the Native student graduation rate; ii) improve the quality of life of Native people participating in postsecondary institutions by addressing their physical (recreational), mental (educational), emotional (social) and spiritual (cultural) needs; iii) promote an increased. understanding of and respect .for Native culture within the institution; and iv) promote increased contact between postsecondary institutions and Native communities. In order to encourage postsecondary institutions to enhance their ability to achieve these objectives, it is recommended that MCU establish a Native Support Services Grant. The purpose of the grant would be to increase and enhance the level of Native support services provided by postsecondary institutions. The grant would not be used to replace services currently funded from a college or university's operating grant. This grant would comprise two components: Native Support Services - Core Fund Native Support Services - Enhancement Fund 3 . 1.1 · Native Support Services - Core Fund Objective: To Increase the number of Native counsellors employed by postsecondary institutions. TYpe of Initiatives Eligible for Funding: Native counsellor positions and support service positions for a Native counselling unit. �12 Funding: It is recommended that new funding be allocated to support this initiative and that selected institutions would receive 100, MCU funding for a four year period to cover the .c osts associated with the ;m: pcsi tions. In order to ensure that future allocations are not completely committed in year 1, it is recommendnd that the initial size of the fund should be $1.0 million and that it should increase by $0.S million each year until year 4. ':therefore, Ml,000,381 MSUld be allocated over._, JE&Z pcziccl and funding for new proposals would be available in years 1 through 4. Institutions shall make a commitment to continue such services from their own resources. 'For a postsecondary institution to be eligible to receive these funds, it would be required to demonstrate a commitment to meeting the support services needs of Native students on a long-term basis. Native Support Services - Enhancement Pund. Objectives: To enhance the range and quality of specialized support services available to Native students at several colleges and universities. Type of Initiatives Eligible for Funding: The enhancement fund would be used for such activities as providing a Native meeting space, developing Native peer tutoring er counselling programs, and supporting projects which would be unique to a particular institution. However, in order to be eligible to apply for the funds, the institution shall have a full-time Native counsellor on staff. Exceptions to this requirement are possible, provided that the institutions can demonstrate to the satisfaction of the Proposal Selection Committee why such an exception should be made. Funding: It is recommended that new funding be allocated to support this initiative and that approximately $750,000 per annum be allocated to the Native Support Services - Enbaneement Fund. This fund would be administered from a larger special projects budget. The proposed maximum annual allocation would be $50,000 per project, and projects would be funded for a maximwn of 3 years. �13 3.2 Native Programs and curricula Initiatives (Appendix 3) The Native Advisory Connnittee recommends that colleges and universities should be encouraged to develop Native programs and curricula which will achieve the following objectives: o provide Native students with the skills to succeed in either Native or mainstream conmunities; o provide graduates with the skills required to enable Native communities to achieve greater self-reliance and to promote economic development and economic selfsufficiency; o provide students with the opportunity to study Native culture and languages in a postsecondary environment; o facilitate program delivery in a flexible and innovative manner to Native communities. the following initiatives are proposed in order to assist postsecondary institutions to achieve the program and curriculum objectives: 3.2.1 Designated Native Specific Programs - Incremental Funding: High quality, culturally appropriate, Native-specific programs are more costly to develop and deliver than regular programs because of: • lower student teacher ratio; 8 higher delivery costs resulting from the effective use of distance education 9 as .,Part of the delivery mode; • The class size for programs targeted to Native students tend to be small because of the small Native population base. The majority of Native postsecondary students have not completed secondary school, are often weak in several academic areas and have not developed adequate study skills. As a consequence, these students often experience difficulty in successfully completing courses delivered through distance education. College staff have indicated that course completion rates are significantly increased if the Native students enroled in a distance education course receives face to face instructional assistance in their home community. �14 • high costs associated with providing work placement opportunities in the home communities of Native students which are often located a great distance from the postsecondary institution; • higher developmental costs resulting from the necessity to consult and work with Native communities; • the high costs associated with the adaptation and/or development of curriculum; and • professional development training for those teaching these programs. The Advisory Committee recommends that incremental funding for designated programs be established. Objective: To offset the incremental costs associated with developing and delivering Native programs. This funding would be supplementary to that of regular operating grants. Funding Criteria: Based on the recommendation of the Proposal Selection Committee, a program must be "designated" a Native-specific program by MCU. Designation will be based on the program meeting the following criteria: • that the program reflect the strategic goals and priorities of the regional Native community as articulated by the college/university Native committee; • that the program be developed under the direction of a program advisory conmittee which has substantial Native representation and when applicable, the membership will include local representatives from First Nation political bodies, friendship centres, OMAA, ONWA and Native service organizations; • that the Native program advisory committee have responsibility for reviewing and assisting in the development of the curriculum, advising on the recruitment of staff, and program evaluation; and • that the program curriculum contain substantial Nativespecific content and provide graduates with the same skill level as graduates in a similar, mainstream program: �15 Funding: It has been estimated that between $0.8 million and $1 million in incremental funding would be required in year 1 and that this amount would increase to approximately $1! tttiilfiki ct11 •!'··yeirr 5 and would then remain fairly constant thereafter. Both postsecondary and MCU funded adult training (tuition short programs) would be eligible for designation and incremental fun4ing. Once an operating program has been designated, the college/university will receive incremental funds for that program, starting in the first year of program designation. The college/university would receive an amount equivalent to an Md1 tj anal Q 25 frm1f ■ 1 unit for each FTE (full-time equivalent) or BIU (basic income unit} enroled in a designated program. This would be targeted funding and could only be used in relation to the designated program. 3.2.2 Program Development Fund: It is recommended that new funding be allocated to support this initiative and that $1.25 million per year, for five years, be made available to support the development of Native programs and curriculum and the delivery of programs to Native communities. It further recommends that postsecondary institutions proposing a joint initiative with a Native training agency (in which distribution of responsibilities has been formalized by agreement), be given priority consideration for grants from the Program Development Fund. Grants administered under this fund would include: Native Curricula Development Grant which will facilitate the development of high quality, Native curricula which reflect, the cultural, social, economic and political needs of Native people. Curricula for Native teacher education programs would be a high priority. Exceptional Costs Fund which will offset the exceptional costs associated with delivering communitybased programs in Native communities. Joint College and University Initiatives Fund which will facilitate college-university initiatives in the area of Native programs. L' L...-.v , ~ )r,,•~ J �16 3.3 Admissions and Access Initiative• (Appendix 4) Native people are confronted by serious so~ial, economic and academic barriers to acquiring a postsecondary education: Until recently, the thrust of governmental and church education policies were oriented towards the assimilation of Native people. The education system has consequently ceen regarded with suspicion by many within the Native community. Under such conditions, it was difficult for Native role models, based on conventional educational achievements, to develop. · Native students, particularly· Metis and non-status Indians not eligible for federal financial support, are confronted with serious economic problems when pursuing a post- . secondary education because they tend to have a smaller personal and family financial base on which to draw thari the average Ontario student. Native students from remote conmmities are faced with higher travel and housing costs when they relocate to attend a postsecondary institution than the average Ontario student. The older age of many Native students means that many may have decreased mobility because of family responsibilities, and the unavailability of daycare. or affordable family accommodation. The lack of regular academic credentials may require Native students to spend an additional year or two in an academic program. The serious under-representation of Native people in Ontario postsecondary education institutions can be rectified by concerted action in a number of areas: i) The use of expanded and more flexible mature student admission and selection criteria; ii) The implementation of enrolment equity policies; iii) The development of special access or bridging programs; iv) The recruitment of qualified and interested Native students; V) Improvements in the transferability of credits between postsecondary institutions; vi) The expansion of distance education opportunities, particularly for people in northern Native communities. �17 Action in these areas must be co-ordinated with other initiatives, such as the development of Native-specific support services and culturally-sensitive and relevant Native-specific academic programs, to ensure that efforts to enhance the accessibility of Native people to postsecondary institutions will be effective. It is recorranended that: Postsecondary institutions should be encouraged to adopt guidelines for mature student admissions, such as those developed by the council for the Advancement of Experiential Learning. Professional schools or faculties should be encouraged to implement enrolment equity policies. This should be undertaken with the advice and assistance of the institutional Native conanittee and/or the local Native · community. Institutions should establish general and/or programspecific Native access programs to improve access to postsecondary education; and that the students enroled in access programs should be eligible to be counted in determining MCU operating grants to postsecondary education institutions. Native student recruitment for general, professional or specialized access programs should be carried out in close consultation with the institutional Native Committee. The accessibility of culturally appropriate, distance education to Native communities through a combination of telecommunications technology and on-site academic support should be expanded. All applications submitted to the Northern Distance Education Fund (NDEF) which concern Native-specific programs should be reviewed, for recommendations on funding, by the MCU Proposal Selection Committee. 3.4 Native Teacher Bducation Initiative• (Appendix 5) Improving Native accessibility to, and retention in, postsecondary education institutions will be determined, in part, by the experiences of Native students in both the elementary and secondary school system. In order to ensure that this experience is positive for the majority of Native students, more Native teachers and more culturally appropriate teaching, both in content and in method will be required. �18 As a consequence, Native-specific teacher education curricula are required which will prepare student teachers to meet the special cultural, social and linguistic needs of Native students in the elementary and secondary schOQl systems. The following issues concerning Native teacher education have been identified.: l) 2) 3) · 4) 5) 6) 7) 8) 9) 10) 11) the under-representation of Native people in the teaching profession; the recruitment of students for Native teacher education programs; the quality of the Native teacher education program; the appropriateness of teacher education curricula for both Native and non-Native students; the inadequate level of Native language instruction in both the faculties of education and the school system; the appropriateness of instruction in pedagogy for Native and non-Native students; the lack of Native professors in Faculties of Education; · the acceptability of Native Studies as "teachable studies" and. for the earning of Additional Qualifications (AQ); the need to sensitize non-Native faculty and students to the history and culture of Native people; the need to develop alternative and appropriate delivery modes for teacher education which addresses both geographic and cultural factors; the need for an integrated approach to the issue of Native teacher education. Due to the important role of teachers in the educational experience of Native students, it was necessary to make farreaching recommendations in terms of improving Native teacher education in Ontario. Many of these important recommendations go beyond the mandate of this Strategy and the Ministry of Colleges and Universities. In terms of Native teacher education, the Strategy recommendations will not encompass all of the recommendations contained in Append.ix 5, but will be limited to those which provide a framework to assist/encourage Faculties of Education to develop programs which reflect the goals and philosophy of the Native Teacher Education Paper. It is recommended that: targeted strategy funding only be made available for Native teacher education programs which address the following criteria : �19 a) include, as a central component, instruction in a Native-specific curriculum and pedagogy based upon learning modes derived from the Native cultural and lin9\Li:stic heritage; b) ensure that Native-specific curricular components and pedagogy ·are available as elective credit courses to all teacher education students; c) ensure the use of indigenous resources and the recognition of regional differences; d) ensure that all Native teacher education programs are qualitatively equal to mainstream teacher education programs; e) ensure greater curricular emphasis on NSL and NFL instruction; alternative and flexible credentialling criteria, with respect to the Ontario Teacher's Certificate, be established for Native people, to recognize the expertise acquired through indigenous, non-formal education; community-based education models be considered in developing Native teacher education programs; the Minister request the organizations responsible for teacher education and teaching credentials to address issues related to Native teacher education and training in a manner consistent with the recommendations of the Native Teacher Education paper (Appendix 5) . 3.5 Resource Implications of the Strategy for Bative Organizations The Ministry of Colleges and Universities believes that the involvement and active participation of the Native organizations is critical to successful implementation of the Strategy. Therefore, a major thrust of the Strategy is to increase the extent and participation of the Native community in all aspects of postsecondary education involving Native students. i) The local Native community will be more involved with existing colleges and universities in the following areas: �20 • • ii) providing advice and information on Native needs and ways of meeting those needs through direct participation on advisory groups and boards of governors; assisting in the development/provision of Native specific programs, curricula, suppor•t services and mature student admissions criteria .for Native students; and reviewing the admissions protocol affecting Native students. At the provincial level, the Native community will be actively involved with MCU in the following areas: • participating in the review and selection of proposals to be funded under the Strategy; participating in the implementation and evaluation of the strategy; and providing ongoing Native conmunity input regarding • postsecondary issues. The effective implementa~ion of the Strategy will require the participating Native organizations to: • provide ongoing consultation with their local organizations to ensure their input, involvement and commitment· to the implementation and evaluation of the Strategy; • commit substantial staff time to support Native community level participation on local college/university committees; actively participate on the Proposal Selection Committee and the Native Education Council; • commit staff time to undertake research, policy review and development on issues relating to Native postsecondary education; and • cover the administrative costs associated with this activity. In order to ensure that they have the internal capacity to undertake these extra responsibilities, these Native organizations will require additional funds on a multi-year basis. It is recommended that MCU provide $760,000 in salaries, benefits and direct operating expenditures to participating Native organizations; that the NEC be given the responsibility to allocate these funds; that the funding level will be increased by 5% each year; and the funding process will be reviewed in year five. �(' 21 4.0 MONI'l'ORING AND EVALUATION OP THE STRATEGY 4.1 Data Collection: In order to determine whether the Strategy and the proposed · initiatives are achieving their intended results, it will be necessary to collect data which will enable MCU to monitor the participation and completion rates of Native students by program and institution. It is recommended that longitudinal data be collected for self-identified Native students as follows: Student Demographics: • age • sex residency • classification of Aboriginal status • number of dependents • mother tongue Education Plan: • name of institution • basis of admission (mature or regular) • attendance (full time/part time) • degree/diploma sought • specialization/program/field of study • year in program • date of entry into program . projected year of graduation Achievement: • graduate/continuing withdrawal/failure - reasons MCU will undertake a study to determine the most appropriate method for collecting and maintaining this type of data. 4.2 Evaluation Through the creation and maintenance of a comprehensive, longitudinal data base, the ministry will monitor, on an annual basis, the impact of the Strategy on Native participation and completion rates. The Native Education Council will monitor, on an annual basis, the impact of the Strategy on the extent to which Native organizations have been involved in decisions which affect Native postsecondary education. �22 The colleges and universities which receive funding under the Support Services Core Fund and the Special Projects Fund will be required to report annually on the achievement of . the objectives of their proposals in accordance with ccmmon standards to be established by the Proposal Selection Committee. The findings of the evaluations will be submitted to the Proposal Selection Committee. This committee will prepare an annual reporc:. which deals with the implementation and the administration of the funding envelopes, and the measurable impact of initiatives in terms of the Strategy's goals. The annual report will be widely circulated for comment and review to postsecondary institutions, Native communities and within the ministry. In year four of the Strategy, an evaluation will be undertaken. The Native Education Council, in partnership with MCU, will develop terms of reference, implement evaluation and report its findings and conclusions. �, 23 5.0 SUMMARY OP FUNDING IMPLICATiafS The funding implications of the proposed initiatives of the Strategy are shown in Table 1. TABLB 1 MCU NA'l'IVE EDUCATIOR AHD '1'RAIRI1m ~ PROPOSED PONDING IBITIM!IVBS $ Million Year 1 2 3 s 6 1.s 1.0 ;upport Services Core Fund 1.0 1.s 2.0 2.s Cncremental Funding 1.0 1.s 2.0 2.s · 1.0 [estimate) ;pecial Projects i) Support Services Enhancement Fund .75 .75 .75 .75 .75 Li) Program Development Fund 1.25 - Curriculum Development Fund - Exceptional costs fund - College/University Initiatives Fund 1.25 1.25 1.25 1.25 Staffing/DOE10 for Proposal selection Conaittee and the Native Education Council .24 .24 .24 Bxternal Evaluation of the .24 .24 .13 Strategy - Year 4 Ongoing Funding for Native Organizations Represented on the NBC .7 4.94 TOTAL 10 .74 .78 .82 S.98 7.02 8.19 Direct Operating Expenditures .86 7.58 ·7 .s �24 6.0 SUMMARY 01' UCCRIDDATIORS l. It is recommended that eligibility to receive targeted money under the Strategy be dependent upon a college or a university agreeing to the following: that a process exist~ which would provide local community~~ represen~atives with direct access governing body/Senate on all aspects effecting postsecondary education within the institution. i) Ensure Native to the Native ii) Establish a college/university Native cammittee with significant local Native community membership to oversee key Native programs and services. The committee will also assist in the determination of appropriate mature stud.en~ admissions criteria for Native students and be involved in reviewing the admissions protocol affecting Native applicants. iii) Develop in collaboration with the college/university Native conanittee, a comprehensive "Plan of Action", including an evaluation process, designed to enhance the institution's sensitivity to Native issues and to increase the -accessibility and retention rates of Native students within the institution. 'l'his plan should be approved by the institution's governing body/Senate. 2. It is recormnended that colleges and. universities which have demonstrated a previous commitment to addressing the educational and training needs of Native people through the provision of quality Native programs and services be given preference in terms of funding. 3. It is recommended that an ongoing Native Education council be established by Order-in-Council to advise the Minister on all aspects of Native postsecondary education. A secretariat would be established to undertake the administrative functions of the Council. The Council would comprise up to seven government appointees selected on the basis of one member from each Native organization involved in the development of the MCU Strategy. The term local Native community, as used in this report, refers to the local representatives of First Nation political bodies, friendship centres, Ontario Metis and Aboriginal Association, Ontario Native Women's Association and Native service organizations. �25 4. It is reconunended that a Proposal Selection Cormnittee be established to undertake the responsibility for the review and selection of proposals to be funded under the Strategy. The recommended composition of the committee is as follows: Membership: non-voting: voting: 1 1 l 6 up to 7 MCU COR OCUA institutional representatives with Native educational expertise (3 college . representatives, nominated by the conanittee of Presidents, and 3 university representatives nominated by the Council of Universities.) Native community representatives with knowledge of Native educational needs and priorities (nominated by the Native organizations represented on the NEC.) 5. It is recommended that a Native Support Services - Core Fund be established in order to increase the number of Native counsellors employed by postsecondary institutions and that $10,000,000 be allocated over a seven-year period and that funding for new proposals will be available in years l through 4. 6. It is recommended that $10 million over a five-year period be allocated to a Special Projects fund. Approximately $750,000 per annum would be allocated to the Native Support Services - Enhancement Fund and $1.25 million per annum would be allocated to the Program Development Fund. The Enhancement Fund will be used to improve the range and qqality of specialized support services available to Native students at several colleges and universities. The Program Development Fund will be used to support the development of Native programs and curricula by providing additional funding for: • the development of Native curriculai to offset some of the exceptional costs associated with delivering cormnunity-based programs in Native communities; and facilitating college and university initiatives in the area of Native programs. 7. It is recommended that institutions proposing a joint initiative with a Native training agency (in which distribution of responsibilities has been formalized by agreement) be considered eligible for grants from the Special Projects Fund. �26 8. To offset the incremental costs associated with developing and delivering Native programs, it is recommended that colleges and universities receive an additional .25 funding unit for each F'l'E (full-ti.me equivalent) or BIU (basic income unit) enroled in a designated program. This would be targeted funding and could only be used in relation to the designated program. The Proposal Selection Conaittee will make recormnendatioas to MCU regarding designation of a program. 9. It is ,:ecommended that postsecondary institutions should be encouraged to adopt guidelines for mature student admissions, such as those developed· by the Council for the Advancement of Experiential Learning. 10. It is recommended that professional schools or faculties should be encouraged to implement enrolment equity policies. This should be undertaken with the advice and assistance of the institutional Native committee and/or the local Native community. 11. It is recommended that institutions establish general and/or program-specific Native access programs to improve access to postsecondary education; and that students enroled in access programs should be eligible to be counted in determining MCU operating grants to postsecondary education institutions. 12. It is recommended that Native student recruitment for general, professional or specialized access programs be carried out in close consultation with the institutional Native Conunittee. 13. It is recommended that the nwaber of culturally appropriate, distance education courses to Native communities be increased and that whenever possible, such programs should be delivered through a combination of telecommunications technology and on-site academic support. 14. It is recommended that all applications sul:mitted to the Northern Distance Education FUnd (NDEF) which concern Native-specific programs be reviewed, for recommendations on funding, by the MCU Proposal Selection Committee. 15. It is reconunended that targeted Strategy funding only be made available to Native teacher education programs which satisfy the following criteria: a) include as a central component, instruction in a Native-specific curriculwu and pedagogy based upon learning modes derived from the Native cultural and linguistic heritage; �27 b) c) d) e) 16. 17. 18. 19. 20. 21. ensure that Native-specific curricular components and pedagogy are available as elective credit courses to all teacher education students; ensure the use of indigenous resources and the recognition of regional differences; ensure that all Native teacher education programs are qualitatively equal to mainstream teacher education programs; ensure greater curricular emphasis on NSL and NFL instruction; It is recommended that alternative and flexible credentialling criteria with respect to the Ontario Teacher 1 s Certificate be established for Native people to recognize the expertise acquired through indigenous, nonformal education. It is recommended that community-based education models be considered in developing Native teacher education programs. It is recommended that the Minister request the organizations responsible for teacher education and teaching credentials to address issues related to Native teacher education and training in a manner consistent with the recomnendations of the Native Teacher Education paper (Appendix 5). It is recommended that longitudinal data be collected for self identified Native students, and that MCU will undertake a study to determine the most appropriate method for collecting and maintaining this type of data. It is recommended that in year four, an evaluation of the Strategy will be undertaken. The Native Education Council, in partnership with MCU, will develop terms of reference, implement the evaluation and report its findings and conclusions. It is recommended that MCU provide $700,000 in salaries, benefits and direct operating expenditures to participating Native organizations; that the NEC be given the responsibility to determine the distribution of these funds amongst the Native organizations; that the funding level will be increased by 5\ each year; and the funding process will be reviewed in year five. �APPENDIX 1 INTER-RBLATIONSBIP BB'l'WBBN NATIVE ORGAIIIZAnOIIS, POSTSECONDARY IHS'J:rl'Oi'lafS AND THE MINISTRY OP COLLEGES AND UHIVBRSrrIES �INTERRELATIONSHIP BETWEEN NATIVE ORGANIZATIONS, POSTSECONDARY INSTITU'l'IafS, AND '1'HE MINISTRY OF COLLEGES AND UHIVBRSITIES The issues addressed in this paper relate to the short-term educational objectives of the Native organizations represented on the MCU Native Advisory Committee, and do not address their longterm educational agenda which entails Native control of Native education. I ISSUE: HOW TO ENHANCE NATIVE ACCESS TO THE OPERATION AND MANAGEMENT OF POSTSECONDARY INSTITUTIONS AND THE POLICY MAKING BODIES WITHIN THESE INSTITUTIONS; AND HOW TO INVOLVE THE NATIVE COMMUNITY IN THE IMPLEMENTA'l'ION AND EVALUATION OF THE MCU NATIVE EDUCATION AND TRAINING STRATEGY. II BACltGROtD1I) - Many Native people believe that Native communities have not been given sufficient control over the education of their children; that the mainstream education system does not acknowledge the yalues and needs of their distinct society; and that these factors contribute to an unacceptal::lly high Native student attrition rate. MCU is in the process of jointly developing a Native Education and Training Strategy for post-secondary institutions in partnership with several Native organizations. The purpose of the Strategy is to increase the participation and graduation rate of Native students in postsecondary institutions. Several Native organizations have advised the ministry that in order to achieve the objectives of the Strategy, it is necessary to increase the level of Native specific programs and services provided by postsecondary institutions and to ensure that these programs and services reflect the values and needs of Native people. To achieve this end, the MCU Native Advisory Committee has recommended that mechanisms or processes be developed or augmented which would give Native people greater access to the decisions affecting postsecondary education for Native students. This would include issues of policy, governance, curriculum content, and the development and delivery of Native programs and services. l �The Advisory Conmittee further reconmends that: funding for initiatives developed under the Strategy should be conditional upon the ·establishment of formal institutional linkages within the Native community; and · MCU should establish a successor body to the MCU Native Advisory Committee which would be responsible for overseeing the implementation of the initiatives. ll! PROPOSAL The purpose of this paper is to: o define the conditional funding criteria which must be met by a college or a university in order to be eligible to receive funding for initiatives developed under the MCU Native Education and Training Strategy; 0 develop a framework to ensure Native cQllll'DUJUty involvement in the implementation and evaluation of the Strategy; and o provide an ongoing opportunity for the Native community to advise MCU on issues of Native postsecondary education. 1. Conditional Puncllng criteria for Ini.tiatives Developed Under the Strategy: . In order for a college or university to be eligible to receive targeted money under the MCU Native Education and Training Strategy it must agree to the following: i) Ensure that a process exists which would provide local Native community1 representatives with direct access to the governing body/Senate on all aspects effecting Native postsecondary education within the institution. The term local Native community, as used in this report, refers to the local representatives of First Nation political bodies, friendship centres, Ontario Metis and Aboriginal Association, Ontario Native Women's Association and Native service organizations. 2 �ii) Establish a college/university Native committee with significant local Native community membership to oversee key Native programs and services. The committee will also assist in the determination of appropriate mature student admissions criteria for • Native students and be involved in reviewing the admissions protocol affecting Native applicants. iii) Develop in collaboration with the college/university Native committee, a comprehensive "Plan of Action", including an evaluation process, designed to enhance the institution's sensitivity to Native issues and to increase the accessibility and retention rates of Native students within the institution. This plan should be approved by the institution's governing body/Senate. This college/university Native committee must meet the following criteria in terms of membership and function: Membership: that the Native community mem]:)ers selected represent the various constituencies of the local Native community, and comprise significant membership on the committee; and that the Native membership of the committee is deemed acceptable in terms of proportions and representativeness, by the local Native community. Functions: liaise with related Native education bodies as appropriate; develop goals and objectives for Native programs and support services; oversee the development and review curriculum; advise on the recruitment of staff; monitor and evaluate programs and support services; monitor program funding regarding special funding received under the Strategy; and make recommendations on all of the above issues to the institution and the local Native convnunity. 3 �2. Ongoing Native CcmauDity Input lleqarclinq Poataecondary Bd.ucation Isauea Native organizational representatives on the Advisory Committee have stressed the need to establish a successor body to the current MCU Native Advisory Committee for the purpose of advising the ministry on the educational priorities and concerns of the Native communities and to participate in the formal evaluation of the strategy. It is rec0111Dended that an ongoing Native Bd.ucation COUDcil be established by Order-inCouncil to advise the Minister on all aspects of Native postsecondary education. Native Bd.ucaticm. council (NBC) Purpose and Mandate: The purpose of the NEC is to assist the Minister of Colleges and Universities in efforts to increase Native students' access (and their retention in) publicly assisted postsecondary institutions; advise on Aboriginal education institution(s), and to bring forward emerging issues and unresolved concerns relating to Native post-secondary education in Ontario. The ·Council would also provide assistance in the form of advice to the Minister in respect of programs, services and policies as they relate to Native students, and manage, in partnership with MCU, the implementation of the ministry's Native Education and Training Strategy. More specifically, NEC's terms of reference are as follows: * in partnership with the ministry, manage the implementation of the Strategy; * develop and recommend new or revised policy proposals for consideration as part of the ministry's Native Education and Training strategy; * in partnership with the ministry, undertake an external evaluation of the ministry's Native Education and Training Strategy; * identify, assess and priorize current and emerging educational issues within the Native community: * make recommendations to the Minister for addressing the barriers which inhibit Native students from attending and succeeding in programs delivered by Ontario's existing postsecondary institutions; 4 �* advise the Minister on the impact of federal, provincial and other policies and initiatives which impact on the access to postsecondary institutions for Native people; * responsibility for allocating and monitoring the . $700,000 for salaries, benefits and direct operating expenditures which will ·be made available to the Native organizations to cover costs associated with their participation in the Strategy process; * establish and maintain a liaison with the Ontario Council of University Affairs, and the Ontario Council of Regents for Colleges of Applied Arts and Technology in regards to Native education issues; * and where for such purposes the Council so requires, it may define, and out of its funds spoDSOr, research projects that are not being carried out by or on behalf of the Ministry of Colleges and Universities. · Structure and Operations of NEC: There will be up to seven government appointees to the Council with voting powers, one of whom is the chair. Members will be selected from each of the Native organizations involved in the development of the MCU Strategy. The composition of the Council will take into account the need for: regional representation; representation from status, non-status and Metis groups within the province's Native community; adequate male and female representation; and on reserve and off reserve representation. ♦ The NEC reports to the Minister of Colleges and Universities. The Council conanunicates its recommendations through meeting with the Minister, an annual report, letters, submissions and reports to the Minister from the Chairman. All members of the NEC will be appointed by order-incouncil, under the authority of the MCU Act and will be reimbursed for their Council-related expenses. Each member will be paid in accordance with Management Board of Cabinet Directives for each day or part thereof spent at meeting of the Council. The Council will meet on a quarterly basis. 5 �NEC's secretariat: A secretariat will be established to provide the administrative support for the Council. It will have two full-time positions, secretary/receptionist and a coordinator who shall be appointed under the Public service Act. , The coordinator of the secretariat will report to the Chair of the Native Education Council. The responsibilities of .the secretariat are as follows: • to provide operational support to the NEC and the Proposal Selection Committee; • to provide a mechanism for information distribution; • under the direction of the NEC, undertake research and prepare studies related to issues affecting Native postsecondary education. Funding Requirements: NEC meetings (4 times a year) - per diem: travel/accommodation $ NEC's Secretariat salary and benefits administration (10\) travel 105,000 10,000 12,000 Research 50,000 TOTAL 3. 3,000 30,000 210,000 Native Cammmity Involvement in the Implementation and Evaluation of the Strategy Pund:lng IDitiat.1.vea Once the Strategy has been approved, there will be a need to determine whether an institution has met the conditional funding criteria, which proposals are to be selected for funding, and the amount of funding for selected proposals. Therefore, it is recommended that a proposal selection connittee be established to undertake these tasks, and that the Native community be given a major role in nominating members of this important committee. 6 �Proposal Selection Caam1ttee Within the context of the policies and priorities identified in the Strategy by the MCU Native Advisory Committee and approved by the Minister, the Proposal Selection Conrnittee will have the primary responsibility for the proposal review and selection process of initiatives funded under the Strategy. The recommended composition of the Committee is as follows: Membership: non-voting: voting: 1 1 1 6 up to 7 MCU COR OCUA institutional representatives with Native educational expertise (3 college representatives, nominated by the Committee of Presidents, and 3 university representatives nominated by the Council of Universities.) Native community representatives with knowledge of Native educational needs and priorities (nominated by the Native organizations represented on the NEC.) Geographical representation will be taken into consideration when selecting the institutional and Native community representatives. Responsibilities: undertake proposal revie~, selection and funding allocation activities; make recommendations to MCU regarding the "designation" of Native specific programs which will receive incremental funding; review progress reports on funded projects; make recommendations to MCU regarding the redistribution between and within funding envelopes; prepare an annual report which deals with the implementation and administration of the funding envelopes, and the impact of Strategy initiative in terms of addressing the goals of the Strategy for review by the ministry and the Native community; co-operate in the evaluation process; respond to priorities as established by the NEC; and make recommendations to the Ministry. Appointment: 2 and 3 year overlapping tenns; reappointments acceptable. 7 �Funding: MCU will cover the travel and accommodation expenses Committee members which is anticipated to be approximately $30,000 per year. 8 ct �APPENDIX 2 NATIVE SUPPORT SERVICBS �NATIVE SUPPORT SERVICES POSTSECONDARY INSTITUTIONS The issues addressed in this paper relate to the short-term educational objectives of the Native organizations represented on the MCU Native Advisory Committee, and do not address their longterm educational agenda which entails Native control of Native education. I ISSUE: WHAT IS 1'BB APPROPRIATB LBVBL MD l1ATUBB OP NA'l'IVB SUPPOJr.r SERVICES BBQ1JDBI) 'l'0 mrsoaa ~ lfAffVB &.l:UDBHS BAVB A REASONABLE BIPBCTATION 1'0 SUCCBBD IR iiiBlk PROt;DNI OF e!t&,t""•U"ll'uw!'"'? AND WHAT IS TBB Jl0ST D'!'BC'?rVB WAY 'l'0 EHCOUBAGB __ POSTSECONDARY INS'?ITUTitllS i'O -PBOVIDB TBBSB SBKVICBS? II BACltGROUND: 1.0 Problem While the number of Native students attending post-secondary institutions has increased substantially in recent years, their program completion rate is unacceptably low. This is illustrated by the findings of an INAC study which tracked the educational outcomes of registered Indian students three to four years after they first enroled in a postsecondary program. According to this study, approximately 17\ of the community college and CEGEP students had graduated from their programs, (within three years of enrolling in the program) and about 5% of the students enroled in bachelor's programs had graduated (within four years of enrolling in the program). Many Native students have incomplete preparation for a college or university education, few family or community support structures, unfocused educational· objectives and a.re confronted with cultural identity and discrimination problems in the urban educational setting. Given the currently high attrition rate for Native postsecondary students, it is .important that an adequate level of Native-specific academic, social and financial support services be available to Native students. current Level of Support Services in Poataecond•ry Institutes Support services targeted to Native people are provided at many colleges and a few universities. Although the services a.re usually funded and delivered by a specific institution, in some instances the services are provided as a co-operative venture between a college and a Band or Native organization. A summary of the survey findings are shown in Table l. 2.0 1 �'l'ABLB 1 HATJ:VB SUPPORl! SERVICBS - 1989 ON'l'AR:IO - COLLBGBS AND UNIVDSI'l'IBS Native Counsellor Native Student Native Peer Organization Tutoring Native Meeting Space COLLEGES Cambrian 2l. Canadore 1 Confederation 1 Fanshawe 2 (INAC) Loyalist 12 Mohawk St. Lawrence l Sir Sandford Fleming 2> Northern 2• Sault l X X NO X X X X NO X NO NO · NO NO NO No No NO No NO NO NO X X NO X X X NO NO X UNIVERSITIES Algoma Lakehead Laurentian Trent U of T l 1 1 X X 1.55 2• X 1 position is funded of Citizenship X X X X X by 1 year bridge funding - Ministry Loyalist College provides on-campus space for a Native counsellor who is an employee of the Mohawks of the Bay of Quinte Band . Sir Sandford Fleming provides campus space for 2 full time counsellors who are employees of the Anigawncigig Institute. The Moose Factory Band provides a third, full time counsellor. Northern College provides on-campus space for this position at the James Bay Educational Centre (JBEC) Campus. 5 INAC half-time counselling position l year bridge funding - Ministry of Citizenship 2 �In the college system, Native counsellor positions are generally funded from the college's operating grants. In some instances, the colleges provide office space for Band or Indian and Northern Affairs Canada Native counsellors. In the University system, the majority of Native-specific support services are funded from special grants which are subject to easy cancellation or are granted on a short-term basis only. At the , University of Western Ontario, for. example, a part-time Native counsellor position which had been associated for a number of years with the Native journalism program was recently terminated due to lack of funds. · The position of co-ordinator of Native Support Services at Lakehead University is funded by the Counselling Foundation of Canada for a five year period. Full funding was provided for the first two years of the program, but thereafter the university will be responsible for funding an ever increasing share of the total cost until 1992-93 when they will be responsible for 100\ of the costs. The position of Student Activities Co-ordinator at Trent University is partially financed through non-university funds which will shortly be exhausted, and through staff in the Native Studies Department undertaking additional course responsibilities which they are not reimbursed for. The position of Native Student and Special Needs Counsellor at Algoma University College was established in 1986-87, funded by the Sault Ste. Marie chapter of the Ontario Federation of Indian Friendship Centres. Since 1987-88 it bas been funded by the University. III PROPOSED DIRECTION: 1.0 Goal: The Native support services goal should be as follows: i) contribute towards an increase in the Native student graduation rate; ii) improve the quality of life of Native people participating in postsecondary institutions through addressing their physical, mental, emotional and spiritual needs; iii) promote an increased understanding and respect for Native culture within the institution; and iv) promote increased contact between the institution and the local Native community. 3 �In o·rder to achieve this goal, institutions will be encouraged to provide the following types of student-specific and community/institutional Native support services: Student Specific Support Services • student orientation academic assistance; • personal counselling; • lifeskills/survival training; financial counselling; • career counselling; and • Native student advocacy. It should be noted that these types of support services a.re currently provided by postsecondary institutions for mainstream students. It is the intention of the strategy to increase the opportunity for Native students to have access to tailored support services. Community/Institutional Support Services • developing and maintaining a supportive campus environment for Native students; providing a Native student meeting place; • providing a focus for Native activities in the post• secondary institution; providing a liaison role which will ensure that students have access to programs and services which will assist them in completing tpeir program of study; facilitating the timely flow of information between the • counselling departments of postsecondary institutions and band education counsellors; and recruitment • • 2.0 Proposal: . Hative Support Services Grant - It is recommended that MCU establish a Native Support Services Grant which will increase and enhance the level of Native support services provided by postsecondary institutions. Through the provision of these additional and enhanced support services, Native students will have improved access to formal and informal Native support networks, and the comfort level of Native students attending postsecondary institutions will be increased. As a result, it is anticipated the Native student participation and graduation rates will also increase. 4 �.. The grant will not be used to replace services currently funded from an institution's operating grant. However, institutions which have demonstrated previous commitment to addressing the educational needs of Native people through the provision of quality Native programs and services will be given preference in terms of this grant, particularly those institutions which have funded a Native counsellor from their operating grant. The allocation of funds under the Native Support Services Grant will consider the following: colleges and universities which currently provide Native support services, particularly those which have funded a Native counsellor from their operating grant, will be given preference in terms of funding; and colleges and universities which purchase Native counselling services from a Native organization will be eligible for funding under the Native Support Services Grant provided that: the contracted counselling services are available to all Native students; and the counsellors from the Native organizations are not disadvantaged in terms of salary and access to the college /universities operational infrastructure. The Native Support Services Grant will comprise two components: Native Support Services - Core Fund Native Support Services - Enhancement Fund7 2.1 Native support services - core l'uDd Objective of the Core Punch To increase the number of Native counsellors employed by postsecondary institutions. TYPe of Initiatives Bllgible for Fund1ng: Native counsellor position, support services position for counselling unit; 7 The Native Support Services - Enhancement Fund will be administered under a $2.0 million special. projects envelope. 5 �Funding Criteria: Selected institutions wou1d receive i00\ MCU funding for a four year period to cover the costs associated with new or additional Native support services positions. In order to ensure that future allocations are not completely ccmmitted in year 1, it is recamnended that the initial size of the fund should be $l.O million and that it should increase by $0.S million each year until year 4. Therefore, $10,000,000 would be allocated. over a 7 year period. and funding would be avail.Lble in years l through 4. Institutions receiving these funds shall make a camnitment to continue such services fram their own resources. Refer to Appendix A for the rationale used in determining the amount of money to be allocated to the fund. Mvantages: • Indicates that the provision of Native support services is a priority issue for the ministry. • The funding criteria ensures that the postsecondary institutions which receive funding have made or are · prepared to make a long term commitment to the provision of specialized support services for Native students. The 100 \ MCU funding recognizes that Ontario's postsecondary institutions are operating under tight financial constraints. Some of the institutions may not have the capability to divert operating grant funding to support Native support services initiatives. • The funding mechanism further recognizes that the provision of quality Native support services at a college or university generally attracts Native students to that institution and if the counselling is effective, it contributes to a reduction in the attrition rate of Native students. It also recognizes that in the long term, the costs associated with providing Native support services shou1d be offset by the revenue generated from an increased number of Native students graduating from that institution. 2.2 Native Support Services - Bnbanc-■ment !'UDd Objectives of the Rnhanc(IIDent Fund: o Provide a supportive campus environment for Native students; o Encourage innovation in the delivery of support services to Native people; 6 �o Provide a focus for Native acti~ities in post-secondary institutions; and o Facilitate the co-ordination and complementarity of Native, support services provided. by postsecondary institutions, Native communities and Native organizations. It is recommended that approximately $750,000 per annum be allocated to the Native Support Services - Rnbanr.ement Fund. This fund will be administered from a larger special projects envelope. Type of Initiatives Eligible for JPnnd1ng: The enhancement fund would be used for such activities as providing a Native meeting space, developing Native peer tutoring or counselling programs, and supporting projects which would be unique to a particular institution. Therefore, project eligibility criteria will be flexible. However, in order to be eligible to apply for the funds, the institution should have a full-time Native counsellor on· staff. Exceptions to this requirement are possible, provided that the institutions can demonstrate why such an exception should be made. Funding Criteria: $50,000 maximum annual allocation per project; funding may cover up to 100% of the project; - projects may be funded from l to 3 years; funding received for a project may be used to lever additional contributions; Advantages: the enhancement fund will enable institutions to develop initiatives which address the unique circumstances of a specific institution; and the enhancement fund will foster innovation and encourage institutions to provide more than the core level of support services for Native students. 7 �APPBHDIX A Assumptions: Northern colleges and universities, with a large Native student population will hire additional Native counsellors because the current nwncer of counsellors can not adequately meet existing student demand, or provide the enhanced level of service that is being advocated through the strategy. Southern colleges and universities with a large Native student population or some very specialized Native programs will hire a Native counsellor. At least l college located in the Metro Toronto Area will hire a Native counsellor. $50,000 in wages and benefits per counselling position; $30,000 in wages and benefits per support staff position; 40\ of salaries and benefits for overhead, administration, travel, printing and special events. Native Support Services - Core Funding MINIMUM ESTIMATED STAFFING REQUIREMENTS FUNDING($) Colleges 14 - Counselling Positions 700,000 200,000 380,000 6.6 - Support staff positions - Operating Costs Universities 7 - Counse1ling Positions 350,000 100,000 180,000 3.3 - Support staff positions - Operating costs 1,910,000 8 �Examples of special projects which could be funded under this program include: i) Native Academic Support Pilot Project Many Native students enroled in college post-secondary programs do not have the requisite academic skills and are experiencing difficulties successfully completing their course requirements. In order to deal with this problem, it is proposed that MCU fund the development and implementa~on of a Native academic support pilot project. The pilot project would be five years in duration and would contain an ongoing evaluation component. It would be provided at selected institutions (approximately 3 to 4). Special Features: Recruitment and student assessment component; A 4 week (96 hour) summer preparation and orientation program with an optional distance education component which could be delivered through Contact North; The provision of preparatory courses in reading, writing, numeracy and study skills; supplemental mathematics, science and technology courses for students requiring a background in these areas; and English as a second language training for those students requiring it; Students participating in the pilot project would have a lighter post-secondary course load during the first half of a program in order to facilitate the additional academic preparation support programs they are taking; Students participating in the project would be provided with academic support to assist them with their preparatory and post-secondary courses; Students would have access to a native counsellor who would provide social, financial and career counselling as well as providing a liaison function with the home community of the student. The summer session orientation program and the preparatory courses would be treated as preparatory programs leading towards a post-secondary program. It is recommended that enrolment in these sessions be eligible for operating grant funding. 9 �ii) MCU Native Student Directory Native students, band education counsellors and high school counsellors are not always aware of· the Native programs and services offered at the various colleges and universities, nor the admission requirements, graduate placement data and employment opportunities for these programs. Funding from the Native Support Services Fund would be made available to develop and maintain a computerized post-secondary native student dir~ctory. This information would be widely distributed on a regular basis to native organizations, band offices and secondary institutions. Advantages: • enables the ministry to pre-test and evaluate a new policy initiative on a pilot project basis, before deciding whether to implement the initiative on an ongoing or system-wide basis. 10 �Option 1: Sliding Scale Funding The funding required to cover the ongoing costs of hiring a Native counselling staff will be funded on a sliding scale basis. For example, full funding for the position would be provided for the first three years, but thereafter, the institutions would be responsible for funding an ever increasing share of the total costs: 25\ in year 4 50% in year 5 75% in year 6 100\ in year 7. The funding for the Native counselling positions will be indexed to the cost of inflation. Advantages: The funding criteria ; The sliding scale approach to the core funding results in a greater number of institutions receiving core funding for Native counselling positions. Disadvantages: Ontario's post-secondary institutions are operating under tight financial constraints. Some of the institutions may not have the capability to divert operating grant funding to continue these positions once the MCU special funding has terminated. Option 2: 100\ MCU Funding 11 �APPBHDIX 3 PROGRAMS AND CURRICULA �PROGRAMS AND CURRICULA POLICY The issues addressed in this paper relate to the short-term educational objectives of the Native organizations represented on the MCU Native Advisory Committee, and do not address their longterm educational agenda which entails Native control of Native education. I ISSUBS: HOW 'l'O ENSURE THAT Olr.rARl:0' S COJJ,BGB$ DD tnaVDSI'r.IBS ARK DEVELOPING AJID DELIVBRIHG PROGBIJIS .MD CUDICOLA WRICH BBl'LBC':r THE CULTURAL, SOCIAL, Bcaft'IIIC AND POLI'?ICAL HBBDS OP llA'rIVB PBOPLB; WBls'tHKk AND HOW 'l'O PACILI'?ATB '.rllB IllCRBUBD BASBD PR0GRMS m NATIVE CCillflJ&lflllS; DBLZVBU OP c:aDIOBI!t'f HOW TO ENCOURAGE INCRBasBD COLI-BGB/UJIXVBRSIT! ld:i:BRAC'r.ICII Ill OlU>BR 'l'O FACILITATE lllOVB1IBIT OP IIATrVB S:fUDBR'.tS BB'NBBll SBC'l'ORS; and WHB:1:BBR 'l'O ENCOURAGE JOIN'.r POST-SBcamA1lr VBR'l'DRBS IN i!&IDiS OP DBLIVDIBG PR0GRMS DJ CO-<>PDM'ICB WI'l!ll QR tiDiOUGll BafGOVDlD1BNTAL NATIVE TRAilfIBG Mm BDUCA'fiCIQL IJiStii:Ufi~. II PROPOSED DIRECTION: 1. 0 HATIVB PROGRAIIS AND CURRICULA 1.1 Background: The MCU Native Advisory Committee has recommended that colleges and universities: i) increase the number of Native-specific program offerings at postsecondary institutions; ii) provide additional opportunities for students enroled in regular programs to increase their awareness of the Native perspectives through the provision of Native options within a program of study; and iii) that the emphasis should be on developing Nativespecific programs on the condition that a Nativespecific program provides graduates with the same skill base as graduates of a similar mainstream program as well as providing the graduate with Native-specific skills and expertise. 1 �The Advisory Committee also recommended that colleges and universities should be encouraged to develop Native programs and curricula which will achieve the following objectives: provide Native students with the skills to succeed in either Native or mainstream c0J11111WU.ties; • provide graduates with the skills required to enable Native communities to achie,-·e greater selfreliance and to promote economic development and economic self-sufficiency; • provide students with the opportunity to study Native culture and languages in a post-secondary environment; • facilitate program delivery in a flexible and innovative manner to Native communities. High quality, culturally appropriate, Native specific programs are more costly to develop and deliver than regular programs because of: • lower student teacher ratio;~ • higher delivery costs resulting frau the effective use of distance education 2 as part of the delivery mode; • high costs associated with providing work placement opportunities in the home communities of Native students which are often located a great distance from the post-secondary institution; • higher developmental costs resulting from the The class size for programs targeted to Native students tend to be small because of the small Native population base. The majority of Native post-secondary students have not completed secondary school, are often weak in several academic areas and have not developed study skills. As a consequence, these students often experience difficulty in successfully completing courses delivered through distance education. College staff have indicated that course completion rates are significantly increased if the Native students enroled in a distance education course receives face to face instructional assistance in their home community. 2 �necessity to consult/work with Native communities; the high costs associated with the adaptation and/or development of curriculum 3 ; and professional development training for those teaching these programs. Native curriculwn can be very costly to develop because there are often no existing text books to be utilized nor substantial research to form the basis of the curriculum. As a result, the majority of Native curriculum must be developed from "scratch". 1.2 Proposal: Native Programs Grant It is recommended that MCU establish a Native Programs Grant which will encourage colleges and universities to develop high quality, culturally appropriate, Native programs and courses. This grant will include the following funding categories: • Designated Native Specific Programs - Incremental Funding; • Curriculum Development Grant. 1.2.1 Designated Native Specific Programs - Incremental Funding: Objective: to offset the incremental costs associated with developing and delivering Native programs. This funding would be supplementary to that of regular operating grants. Punding Criteria: Program must be approved and eligible for MCU operating grant funding; Program must be "designated" a Native specific program by MCU based on the recommendation of the Proposal Selection Committee; A program's designation status will be reviewed on a five-year cycle. 3 Based on the costs of developing Native curriculum through the Northern Distance Education Fund, the average cost per course is between $14,000 and $20,000. 3 �Program Designation Criteria: Institutions will submit requests for designation of newly-developed or existing Native specific programs to the Proposal .Selection Committee. The Proposal Selection Committee will review requests for designation based on the following criteria: · • that the program be developed under the direction of a program advisory or management review committee which has sw:,stantial local Native c ~ t y • representation; that this committee be delegated responsibility for reviewing and assisting in the development of the curriculum, advising on the recruitment of staff, and program evaluation; • that the program curriculum contains substantial Native-specific content and provides graduates with the same skill level as graduates in a similar, mainstream · program; and that the program reflect tbe strategic goals of the local/regional Native community. Pund1ng: Both postsecondary and MCU funded adult training (tuition-short programs) would be eligible for designation and incremental funding. Once an operating program has been designated, the college/university will receive incremental funds for that program, starting in the first year of program designation. Local Native community refers to the local representatives of the First Nation political bodies, friendship centres, OMAA, ONWA and Native service organizations as appropriate. 4 �The college/university would receive an amount equivalent to an additionaL 0.25 funding unit for each FTE (full-time equivalent) or BIU (basic income unit) enroled in a designated program~. This would be targeted funding and could only be used in relation to the designated program. An evaluation will .be undertaken in year four to determine the appropriateness and effectiveness of this grant. Based on the findings of the evaluation, and the recommendation of the MCU Native Proposal Selection Committee, the incremental fund for designated Native programs may be modified. curricula Developaent Grant• Objective: to facilitate the development of bigbquality, Native curricula which reflect the cultural, social, economic and political needs of Native people. Punding criteria: that the Native community be actively involved in the development and review of the course curriculum; that the selected proposals have the potential to be used throughout the system and could provide an opportunity for students enroled in regular programs to increase their awareness of the Native perspective. that the selected proposals do not duplicate the curriculum development efforts of another institution; The delivery costs associated with collaborative postsecondary projects with Native organizations are well in excess of the MCU grant. (Between 200\ and 600\ higher than the MCU Grant.) The 25\ incremental funding will not cover the exceptional delivery costs associated with many of these collaborative programs. 'l'he Post-secondary institutions and Native organizations will still be responsible for finding alternative funding sources for these special programs. 5 6 the curriculum development grant will be administered from a $2 million Special Projects Envelope. 5 �that the curricul'wn reflect the educational priorities of the local/regional Native community; and - 2.0 that post-secondary institutions, and postsecondary institutions in conjunction with nongovernmental Native educational institutions be eligible to submit proposals for developing Native course curriculum in sur.h areas as Native studies, Native languages, Native Law, etc. INCRBASBD DBLIVERY OP o:.tOJOBI'H'-USBD COUBSBS DD PBOGINIS TO NAnvE c:ammrI~BS 2 .1 Background: According to INAC's Continuing Education Information System (CEIS), in 1984, 48\ of registered Indian CEIS entrants had a spouse and/or children. Native students with family responsibilities require affordable, family accommodation as well as good quality, affordable day care. 'l'he majority of post-secondary institutions do not provide these facilities or have a shortage of family housing and student day care spaces. Consequently, inappropriate accommodation and inadequate day care arrangements have been identified as factors contributing to the high Native student "drop out" rate. Also, the shortage of family student housing and student day care spaces acts as a barrier which restricts potential Native students from attending post-secondary institutions. Solutions to these shortages will be very costly and will take several years to implement. As an interim measure, it is recommended that post-secondary institutions be encouraged to provide increased community-based training in Native communities. The costs associated with community-based training tend to be substantially greater than the revenue generated by offering these programs. This is particularly the case for programs delivered in isolated communities. {Data reinforcing this statement will be provided.) 2.2 Proposal: Exceptional Costa Grant It is recommended that MCU establish an Exceptional Costs Grant, to be administered under a $2 million Special Projects Envelope. The Proposal Selection Committee will review requests for Exceptional Costs funding. The college or university that receives this special grant will be required to verify expenditures. 6 �Objective: 3. 0 To offset the exceptional costs associated with delivering communitybased programs in Native communities. INCREASED COIJJfflB AHD UNIVBRSX~ Ill'rBRAC'nClf 3.1 Background: Only a small minority of Native students have the prerequisites to enrol in post-secondary programs, particularly at the university level. Since the regular· and mature student entrance requirements for college programs are significantly lower than university entrance requirements, the vast majority of Native post-secondary students are enroled in college level programs. In Ontario, there are approximately 4 times a.s many full-time Native students enroled in college programs than in university programs. In the short term, a strategy for significantly increasing the number of Native students attending university would be to facilitate the inter-system movement of Native students from the college system to the university system. At the present time, student movement between sectors is fairly low, reflecting the fact that the college system was not meant to act· as a feeder system for the universities. On a yearly basis, approximately 1,300 university registrants have earned college credits, and approximately 4,900 college entrants have previously earned university credits. A standardized policy governing admission to university from a college program does not exist. As a general rule, the following applies: i) applicants who have completed two years of college study are eligible to be considered for admission to the first year of a university program; ii) applicants who have completed a three-year college program are eligible to be considered for university admission with up to five transfer credits. Some universities (Brock, Laurentian and Lakehead) will consider the admission of college students with one year of studies and a specified academic standing. Also, collegeuniversity arrangements on credit transfers have been made for a number of specific programs such as nursing. During the past year there have been some innovative developments in the area of college-university interaction. 7 �For example, the University of Toronto submitted a request for funding to the Minister for a proposed health science access program for Native students. The program, to be coordinated by the University of Toronto, would involve cooperation between Trent University and Sir Sandford Fleming and between Laurentian University and Cambrian College in the preparation of Native students for entrance into professional health Science programs at U of T. 3. 2 Proposed. Action: In order to promote the accelerated development of college/university interaction, it is recommended that Ministry of colleges and Universities encourages increased co-operation and interaction between the colleges and universities already active in the area of Native education, facilitates the expanded recognition of credits between the two systems and a standardization of university admissions policy in terms of college credits. FUnding will be available under the Special Projects Envelope to facilitate college-university initiatives in the area of Native programs. 4. 0 MCU POLICY GOVBRHDIG POft-SBccm,ABY/Ral-GCJVDIIIIBll'DL __ lfATIVB 'tBlt.fUKBS m PJl0GDJI D B V ~ 'nAIHING l.14Srl:i:U:flaf'S J0Ill'.r AND DBLXVBRr 4.1 Background: Joint ventures between post-secondary institutions and nongovernmental agencies have demonstrated effectiveness in designing and delivering innovative programs in response to Native-defined needs. one example is the Native Community Care diploma program involving Cambrian and Mohawk Colleges, the Anigawncigig Institute, Union of Ontario Indians and the Association of Iroquois and Allied Indians. Another is the modified social services worker diploma program offered to Native welfare administrators by First Nations Technical Institute and Loyalist College. Other training agencies sponsored by local or regional Native communities a.re in the conceptual or planning stages. As Native ccmmunities and organizations become more experienced needs definition and educational design, pressure to recognize these selfdetermined community initiatives will increase. 4.2 Proposed Action: It is recommended that: i) MCU incorporate in policy the position that collaboration between post-secondary institutions and autonomous agencies designated by the local/regional 8 �.. Native community is a valued means of extending institutional access to expertise in Native education. ii) Joint initiative between Institutions and Native training agencies, in which distribution of responsibilities has been formalized by agreement, be considered eligible for grants from the Special Projects Fund. iii) MCU will develop guidelines for dealing with accredited programs developed and delivered in collal)orations with non-governmental Native agencies. 9 �(I) (I) n n m > 0 > z Cl) z 0 H VI VI H z ► 0 0 .,,.,, "'z ► � >C I �1 ACCISS QP QTID SS'QDBll'l'S m POST•SBCQHDllY IPUCA'fIOR IQTITQTIOIIS The issues addressed in this paper relate to the short-term educational objectives of the Native organizations represented on the MCU Advisory Committee, and do not address their long-term objective of establishing and operating Native post-secondary education institutions. Within the context of these short-term objectives, the issue of improving Native access to existing post-secondary education institutions is of central importance because it represents the most immediate method of dealing with some of the most important problems facing Native people. Native people are in an economically disadvantaged position within Canadian society, a fact which has obvious implications for their standard of living, unemployment rate, life expectancy, and family and community cohesion. It is through access to, institutions that Native necessary for employment the credentials required and graduation from post-secondary people can acquire the skills in many sectors of the economy or for a career as a professional. The success of a Native post-secondary education strategy will depend fundamentally upon the improvement of Native access to colleges and universities. This in turn will depend on the response of these institutions to the challenge - and the opportunities - with which they are confronted. �2 ISSJJI: The access of Native students to provincial post-secondary education institutions. QCIGROOJIP: • • In terms of educational opportunitiea, Native people in Canada are in a disadvantaged position. Census data indicates that of the Native population fifteen years of age and over, but not attending school, less than 21 have a university degree. Within canada, slightly over 101 of the adult population have university degrees • Canadian Native students are disadvantaged at all levels of education. Native dropouts from school start in grade 4 and escalate. At that level, Native children tend to lag a year behind the national average, and at the secondary school level, the gap has increased to two years. Only one of five Native students completes high school, and of these, few have the appropriate prerequisites or the required academic standing to enrol in Canadian post-secondary institutions. Total Native enrolment in such institutions is well below the average level of enrolment achieved by non-Native Canadians. IABBXIBI TO IQCJS§XBXLJTJ; • Native people are confronted by serious social, economic and academic barriers to acquiring a post-secondary education: • Until recently, the thrust of governmental and church education policies were oriented towards the assimilation of Native people. The education system has consequently been regarded with suspicion by many within the Native community. Under such conditions, it was difficult for Native role models, based on conventional educational achievements, to develop. The number of native doctors, nurses, lawyers and professors is consequently very small relative to the size of the Native population • • Native students, particularly Metis and non-status Indians not eligible for federal financial support, are confronted with serious economic problems when pursuing a post-secondary education. With a smaller personal and family financial base on which to draw than the average Ontario student, Native students frequently are also confronted by higher costs. Geographical isolation may entail higher travel and housing costs. �3 The older age bracket of many Native students means. that many may have decreased mobility because ~f family responsibilities, and the unavailability of daycare or · affordable family accommodation. In addition, the lack· of regular academic credentials may require Native students to spend an additional year or two in an academic program • • Rather than equalizing opportunities, 1:he education system has frequently operated to perpetuate rather than reduce social inequality. The aystem tends to operate so as to select those students who already have a greater chance to perform at a high level because of family, ethnic and class background. The barriers built into the post-secondary education system have therefore worked to limit the educational achievements of Native students. RESPONSE QP TIQ!l PQST-SBCOlfDABJ IQUCATIOlf JHITXTVTJQlfS: • Native people are in a disadvantaged position in terms of educational opportunities, particularly at the postsecondary level, within Ontario. Colleges and universities must respond to this situation with the development of appropriate admission criteria and programs to facilitate Native access to a post-secondary education • • Most colleges and universities in Ontario do not have any systematic policies designed to improve the accessibility of their institutions for Native people. Colleges: • The college sector has addressed the issue of Native accessibility to post-secondary education with greater energy and more success than have the universities. Although the full-time enrolment of non-Native students in the universities is double that of the colleges, approximately two of every three Native students engaged in post-secondary studies is enroled in the college sector • • Approximately two-thirds of Ontario's 23 colleges have Native advisory committees in place, and nearly half offer Native counselling. Remedial courses are offered by several colleges to enable mature students to be accepted into a program of post-secondary study. Universities: 0 Only a few universities have adopted similar policies, a fact which is both a reflection and a cause of the �significant numbers of Native students enroled at these institutions. Most universities have made little or no effort to attract Native students, have no Native-specific support services or programming and, consequently, enrol . few Native students. UCBIMJKG • acc1ss: The serious under-representation of Native people in Ontario post-secondary educational institutions can be rectified by concerted action in a number of areas: l) 2) 3) 4) 5) 6) The use of expanded and .more flexible mature student admission and selection criteria; The implementation of enrolment equity policies; The development of special access or bridging programs; The recruitment of qualified and interested Native students; Improvements in the transferability of credits between post-secondary institutions; The expansion of distance education opportunities, particularly for people in northern Native communities • • Action in these areas •ust be co-ordinated with other initiatives, such as the development of Native-specific support services and culturally sensitive and relevant Native-specific academic programs, to ensure that a strategy to enhance the accessibility of Native people to postsecondary institutions will be effective. 1) MATURE STVPEJfT CRITERIA: • Colleges define mature students as those who are at least nineteen years of age before the commencement of the program which they propose to take. Universities generally define these students as those who are at least twenty-one years old and who have been away from formal education for at least two years. Minimum academic qualifications usually entail the completion of Ontario grade twelve • • Although comprehensive data is not available, available information suggests that most - approximately two-thirds of the Native students currently enroled in Canadian universities enter under the category of mature students. . �5 The admissions criteria should not prevent potentially successful candidates from gaining access to further education. Greater flexibility in the application of the mature student criteria could therefore improve Native accessibility to Ontario universities. The life and educational experience of Native students frequently diverges significantly from the pattern exhibited by most other university applicants. A greater sensitivity to such differences should be incorporated into admissions criteria. This would entail an active program of student recruitment, involving in-depth interviews to determine student ability and commitment. In the United States, approximately 300 colleges and universities have accepted the admission guidelines formulated by the Council for the Advancement of Experiential Learning (CAEL). This organization stresses the individualization of assessment and emphasizes that educational institutions should extend academic credit tor an individual's knowledge and ability regardless of how the knowledge was gained or where the skill was learned. It also emphasizes the importance of practical experience in the educational process, and it further holds that access to education and learning for any individual, of whatever age or circumstance,_ should not be made unnecessarily difficult • • Canadian institutions have been less flexible in this area, although Quebec has recently begun to apply the principles of experiential learning to its post-secondary education system. Since Native culture, history and experiences frequently diverge sharply from the Canadian norm, this more flexible approach, involving individual assessments, would appear to have particular relevance to Native students. 2) ENROLMENT BQOITY PQLJCIBS: • Whereas the acceptance of flexible mature student criteria · can be instrumental in improving the access of Native students to colleges and universities in general, additional action is required to improve their access to certain specified programs, particularly to those of a professional nature. There are very few Native medical doctors, dentists, pharmacists, engineers, lawyers or foresters. �. • Enrolment equity policies for Native students have, ·· consequently, been instituted by a nwaber of universities in Ontario and elsewhere in Canada. There are two variations ·· of such . policies: a) a particular institution or faculty may reserve a specified number of ·_s paces of the total first year enrolment tor Native students, or · b) a particular institution or faculty may establish two distinct admissions categories with Native applicants evaluated on the basis of distinct and separate criteria • • five Ontario law schools all utilize the two-category application process, under which Native candidates are given special consideration when admissions decisions are made. All five law schools also co~operate with the Legal Studies Program for Native People run by the University of Saskatchewan. This is an eight-week, pre-law orientation program, run by the Native Law centre at the university each _summer, designed to help Native students gain entry into a Canadian law school. The course, which is the only one of its kind in Canada, has had great success in placing students who have successfully completed the program • • Ontario law schools have recently indicated that they intend to make a concerted effort to increase the number of visible minority students admitted to their programs of study. Osgoode Hall Law School, which reserves 90 of its 330 first year positions for mature students, bas indicated that it will select 30 of these from disadvantaged minorities, including Native students. The Faculty of Law at Queen's University has announced that it intends to raise minority representation to 15 students, or 101 of its annual intake, over the next five years. During the past eight years the University of Toronto Law School has received 63 applications from Native students, and accepted 22. Of this number, 9 were accepted for 1988-89, indicating that a larger number of qualified Native students are emerging • Similar action has been taken by a number of health science programs in a number of universities. The Faculty of Medicine at the University of Toronto has reserved 5 places (of 250) for Native students (the first canadian medical school to do so), the Faculty of Nursing has reserved 5 places (of 150), the program in spe•ch-language pathology l (of 20) and physiotherapy 1 (of 66). The faculties of Dentistry and Pharmacy have indicated that they will place Native candidates for admission in a special category for separate consideration. Elsewhere in Ontario, Lakehead University has reserved up to 12 places (of 70) in its Nursing program for students who successfully complete the Native Nurses Entry Program. • The ' �7 • Enrolment equity policies offer one mechanism for improving Native access to Ontario universities. The precedents established in the areas of law and the health sciences could also be applied to other professional programs • • The designation of a specific number of places for Native students in first-year admissions to professional studies would result in an immediate •increase in Native access to such programs. However, the targeted nUJDber of reserved places could also define the lilllit of what post-secondary institutions would feel compelled to do to improve Native access to professional progrU1s • • The establishment of a special admissions category for Native applicants to professional studies would give the institutions greater flexibility regarding admissions, recognizing that the quality of the candidates may vary froa year to year. However, without a specific number of places reserved, professional schools would be able to continue to reject all (or most) Native candidates as academically unqualified. 3) ACCESS PROGRAMS: • Perhaps the most significant contribution to the improvement of Native access to Ontario post-secondary education institutions could be made by the establishment of Nativespecific access programs • • The access programs in existence all have features in common which emphasize the necessity for an integrated approach to the issue of Native accessibility to, retention in, and completion of, a specified program of post-secondary studies. These features include 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 in the areas of financial assistance, and soc~al and cultural support systems • • Students enroled in access programs should be eligible to be counted for purposes of determining the size of the MCU operating grants given to institutions. However, since such programs have a higher cost per student than general arts or science programs, additional funding will also be required if they are to be effective. Proposals for Native access programs should therefore be linked with the funding mechanisms to be established as part of the Native Post- secondary Education Strategy: the Incremental Program Funding, the Support Services Fund, and the Special Projects Fund. �• • Examples of access programs exist both within Ontario and in other provinces, particularly in Western Canada. Programs outsi4• Ontario: • The University of B~itish Columbia was the first Canadian university to establish an access program for the admission of Mative students to law school • • The University of Alberta has developed a Coordinated University Transition Program (CO'l') which provides preuniversity courses tor mature students • • The University of Calgary sponsors a Transition Year Program • • The University of Saskatchewan offers a pre-law prc;,gram for Native students who wish to enrol in law schools in that province or elsewhere in canada • • The University of Manitoba bas two programs - an Access Program for disadvantaged Manitobans, and a Special Pre-Medical studies Program (SPSP) ·tor Native students wishing to pursue a health science profession • • Dalhousie University in Halifax also offers a Transition Year Program directed at Native and black students. Prograas in Ontario: • A number of similar programs also exist in Ontario universities • • The University of Toronto Transitional Year Program has been in existence for nearly two decades. It is directed at disadvantaged individuals who lack the necessary academic skills and credentials to enter directly into first-year university as mature students. In 1988-89, the program enroled 50 students, including 7 Natives. Although the number of Native students who have passed through this program is not large, efforts have recently been made by the program directors to recruit a greater number • • The Trent University diploma program in Native studies has provided access to university tor 12 to 16 students per year since 1974. Students have the option of graduating with a diploma after two years of study er of proceeding to a bachelor's degree through the completion of additional academic requirements. �t • The Native Nurses Entry Program (NNEP) at Lakehead University was begun four years ago in response to a request from Nishnawbe-Aski nation (NAN) for the education of Native nurses. The program, which offers a one-year pre-university academic preparation for 12 students per year, has been remarkably successful in recruiting and retaining Native students • • Other access-type programs for Native students have recently been proposed by a nwnoer of Ontario universities. A proposal for a Health Science ~ccess Program (HSAP) has been developed by three universities and two colleges for Native students who wish to enrol in medicine, nursing, dentistry, pharmacy, physiotherapy, occupational therapy or communicative disorders. Under the proposal, Cambrian and Sir Sandford Fleming Colleges would co-operate with Lakehead, Laurentian and Trent universities in offering the necessary pre-university and pre-medical sciences courses for Native students who would then be eligible to apply for admission to the University of Toronto where a number of the health science faculties have established enrolment equity policies for Native students • • Lakehead University is also developing a proposal for a Native student Access Program (NSAP). Lakehead plans to offer a broad access program which will offer students as wide a range of choice as possible with reference to area of specialization. Through this program students would be able to access arts, science, the health sciences or professional studies. 4) STUDENT RBCRUITMBNT: • The success of access programs and of enrolment equity policies in improving Native access to general and professional programs will depend upon many factors including the careful and active recruitment of appropriate students. The achievements, for example, of the Native Nurses Entry Program at Lakehead University or the Indian Health Careers Program at the University of Toronto can be attributed in part to their recruitment efforts. Failure to develop a recruitment strategy could jeopardize an access program since post-secondary institutions will object to offering expensive but ineffective programs, and Native students will be reluctant to enrol in programs known for their low retention rate. �10 • Access to post-secondary education institutions tor Native students has generally improved significantly when Nativespecific student services and Native student recruitment have been integrally co-ordinated. 5) DMIDBMJLIU • Movement of students between t:he two post-secondary education sectors in Ontario bas traditionally baen at a low level. The easing of regulations regarding the transferability of credits earned in one sector to an institution in the other sector would undoubtedly have a positive impact on Native students. Many Native students with college credits or diplomas would find it posall>le to move into the university sector without repeating work for academic credits already earned, while university graduates who wished to attend a college would be able to enter a program of studies with similar advanced standing • • Colleges and universities have been encouraged by the government to create new linkages and to extend their cooperation into new areas. such inter-institutional arrangements can generally be aade more easily at the program level than at the general level • • In April 1989, Durham College, Ryerson Polytachnical Institute and Trent and York universities agreed to consult and co-operate on program development, to share the use of facilities, and to work towards the mutual recognition and transferability of credits in specific programs. Similar innovative agreements between other post-secondary institutions would increase the aobility of Native students and improve their access to bot:h colleges and universities. or IOIT::IICQDIIJ <:BIPD'II PJITMCI IPQQATION: • Efforts to improve Native access to post-secondary education must be of relevance to the adult population as well as to the younger generation of Native people. This sector of the Native community, however, faces even greater barriers to a post-secondary education than do younger Native people. Nearly half of the Native students engaged in post-secondary education have family obligations. suitable housing and daycare facilities, however, are costly and in short supply. The resulting financial burden, the large geographic distances from urban education centres, and the continued �11 existence of social barriers in urban centres therefore frequently prevent adult Native people from pursuing further education. • Accessibility to post-secondary education does not necessarily have to revolve around urban education institutions; education programs can be brought directly to remote communities either through the electronic media and/or by bringing instructors into these communities on an itinerant basis • • contact North was established in 1986 by the provincial government to increase the access of residents of Northem Ontario to educational opportunities by means of a network of "electronic classrooms" located in communities in remote parts of the province. Distance education courses and programs have been developed by educational institutions, funded by the Northern Distance Education Fund (NDEF) • • One of the original objectives of Contact North was to meet the special needs of Native people in Northern Ontario. Official access points were therefore established on Native reserves at West Bay and Big Trout Lake to facilitate the delivery of educational programs. During the past few years demand for educ~tional services through Contact North facilities has increased dramatically in northern Native communities. Twelve additional unofficial distance education access points have now been established in Nishnawbe-Aski nation (NAN) territories • • An evaluation of Contact North has indicated that the educational experience of students utilizing the network has been very positive; 851 indicated an interest in further use of Contact North facilities and programming. In addition, the technological orientation of the Contact North network was found not to be a significant barrier to the widespread use of the distance education facilities • • A majority of the Native students surveyed for the evaluation indicated that they viewed the courses delivered over the network to be more sensitive to their Native background than were traditional classroom courses • • The Native communities have used the communications network to identify their own needs, including those in the area ot training and education. This, in turn, has the potential of feeding into the development of new culturally appropriate proposals for Native education. �12 • Native access to post-secondary education would be significantly improved by a further expansion of th• Contact North network to more Native communities in northem and northwestern Ontario, by a greater variety ot distance education program offerings, and by an expansion of th• direct outreach programs of colleges and univeraiti- • • 'l:he expansion of distance education opportunities for Native people will require an extension of the technical infrastructure to additional sites in Northam Ontario, th• provision of technical support to Native c01Dunities, th• development of curricula appropriate for distance education, and the provision, by post-secondary education institutions, of on-site academic support. �13 SUMMARY OF RECOMMENDATIONS: RBCOIOIBNDATIOII 1: Eligibility for funding to be eatuliabed under the t•ra• of the KCU Native Poat-secondary Bduoation strategy ahall be contingent upon the involv-ent of the institutional Bative Adviaory co-ittees in a) the determination of appropriate aature atudent a411iaaiona criteria for Bative atudenta1 b) the admission protocols affecting Bative applioaata. RBCONMBNDATION 2: Post-secondary institutions should adopt guid•lines for -tur• student admissions such a• those developed by the Cowacil for the Advanceaent of Bzperiential Learning. RECOMMENDATION 3: Professional schools or faculties shoul4 be encouraged to implement enrolment equity policies to increase ace••• of Bativ• students to professional studies. RBCOMHBNDATION 4: Professional schools or faculties aboul4 •••k the advice and assistance of the institutional Hative advisory co-ittee and/or the local Bative community in recruiting Bative student• aad in implementing enrolment equity policies. RECOMMENDATIONS: Institutions should establish general and/or proqraa-apecific Native access programs to improve access to post-secondary education. RBCOMMENDATION 6: students enrole4 in access proqraaa should be eligible to be counted in determining MCU operating grants to post-secondary education institutions. UCOMMBNDATIOH 7: Native student recruitment for general or specialised access programs should be carried out in close consultation with the institutional Native Advisory co11mittee. �RBCOKMBHDA'rIOB 8: Institutional Bative Advisory Collllittees should work on an inter-inatitutional and inter-aectoral basis to pro.ate college/university interaction in areas of particular concern to Native students. · · UCONHBHDATIOH t: Tbe asaessibility of culturally-appropriate distance education to Native co-unities tbrougb a oOllbination of telecommnications technology and on-sit• acadeaic 1111pport sbould be ezpanded. RBCONHBBDA'r?OH 10: 'rhe institutional Bative committees of post-secondary education institutions should co-ordinate tbeir effort■ to ezpaa4 culturally appropriate post-secondary progrualing rith on-sit• academic support to Native colllllUDities in •orthern Ontario. UCONKBBDATIOH 11: All applications submitted to tb• Hortbern Distance Bducation Pund (NDB~) vbich concern Native-specific programs should~• reviewed, for reco-endations on funding, ~y the KCU Proposal Selection Co-ittee. January 29, 1990 (JGC/DISK:NATIVE2/FILE:ACC9} �APPENDIX 5 NATIVE TEACHER EDUCATION �Q'l'W TBACBBR IDJJCUIQI The issues addressed in this paper relate to the short-term educational objectives ot the Native organizations represented on the MCU Advisory Committee, and do not address their long-term objective of establishing and operating Native post-secondary education institutions. Within the context of these short-term objectives, the issue of teacher education is of priority importance because it is central to the affirmation of Native history, culture and identity within the entire education system. Improving Native accessibility to, and retention in, postsecondary education institutions will be determined, in part, by the experiences of Native students in both the primary and secondary school system. In order to ensure that this experience is positive for the majority of Native students, more Native teachers and more culturallyappropriate teaching both in content and in method will be required. This includes the desirability of educating teachers with a bilingual capability who will be able, wherever appropriate, to teach in both languages at all levels from junior kindergarten to grade ten. The success of a Native post-secondary education strategy will depend, therefore, upon the development of new curricula and pedagogical methods appropriate to the needs and culture of Native students. �2 Jss91: The accessibility, appropriateness, and effectiveness of teacher education programs for Native people. Problem: • Key issues concerning Native teacher education: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) the under-representation of Native people in the teaching profession: the recruitment of students tor Native teacher education programs; the quality of the Native teacher education program: the appropriateness of teacher education curricula for both Native and non-Native students; the inadequate level of Native language instruction in both the faculties of education and the school system; the appropriateness of instruction in pedagogy for Native and non-Native students: the lack of Native professors in Faculties of Education: · the acceptability of Native studies as •teachable ·studies• and for the earning of Additional Qualifications (AQ); the need to sensitize non-Native faculty and students to the history and culture of Native people; the need to develop alternative and appropriate delivery modes tor teacher education which addresses both geographic and cultural factors: the need for an integrated approach to the issue of Native teacher education: Native people view education as an existing Aboriginal right. The various Native political organizations of the province are responsible for liaison between community and government and are entrusted to represent and negotiate in the best interests of the aboriginal people of the province. These organizations assert their legitimate right to represent the educational interests of their constituent groups. �3 Responsibility for teacher education currently is divided among several jurisdictions: Ministry of Colleges and Universities, Ministry of Education, Teacher Education Council, Ontario and the universities. To ensure that the concerns of the Native people do not "fall between the cracks" as a result of divided responsibilities, there is a need, therefore, for an integrated approach to the issue of teacher education with respect to Native people. It is important that initiatives undertaken in the area of teacher education reflect the needs and priorities of the Native community and that such initiatives be developed in partnership with major Native organizations. B11ponaibility for T••aher •tuc•~ion: 2. Juri14ictiona1 a) Ministry of Colleges o4 • The MCU role in teacher education is in the area of liaison with the universities, the Ministry of Education (MOE) and the Teacher Education Council, Ontario (TECO). It is also responsible for funding the teacher education programs at the universities. b) Ministry of Bducationi • In mid-1989, the primary responsibility for teacher education was transferred from MCU to a new Ministry of Education branch called the Centre for Teacher Education. Program responsibility for teacher education is now to be closely linked to the development of policy for elementary and secondary schools. c) Teacher B4ucation council, ontario1 • A 16-member Teacher Education council, Ontario (TECO) . representing four major stakeholders in teacher education universities, teachers, school boards and government - has been established to advise the Ontario government on all aspects of teacher education, including the development of mechanisms for ensuring that teacher education is responsive to emerging social, economic and demographic changes, and for assisting in the on-going, self-directed professional development of teachers. Univer■ities: �4 • TECO is presently reviewing, for advice to the Minister of Education and of Colleges and Unive~sities, the recommendations of the •Final Report of the Teacher Education Review Steering COJIIJllittee• (September 1988). Recommendation 20 of the report called for an investigation of •methods to increase the participation rate of students of Native ancestry in teacher preparation progrU1S.• Advice on these matters is to be given to the minister by Spring, 1990. d) Universities: • Universities are legally autonomous -in•titutiona and as such have decision-making power over teacher education issues such as adJaission policies, prograa content and credentialing. JXiatinq Programs • Ontario initiatives in Native teacher education have involved MOE (Ministry of Education), MCtJ (Ministry of Colleges and universities), and several universities. a) Kinistry of B4ucation: • The first Native teacher education program in Ontario was initiated in 1974 by the Ministry of Education (MOE) on a one-time-only basis at the Hamilton Teacher's College. The program utilized Section 6 of Regulation 269 (which outlines •ontario Teacher's Qualifications) under which Native students may qualify for an Ontario Teacher's certificate (OTC) without the prior acquisition of a bachelor's degree. One hundred students enroled, with a minimum grade 12 qualification, and 85 graduated from the program. Students were notified that they were subsequently expected to complete a bachelor's degree within a five year period. After seven years, approxillately threequarters had done so. ·= Th• University of •••tern ODtario: • The MOE program was subsequently offered at The University of Western Ontario in 1977. However, because of the greater stability in teacher employment in southern Ontario (as opposed to northern and northwestern Ontario), the program was cancelled after only the second year of operation. �5 c) Laltehead University, • From 1979 to 1988 the Native Teacher Education Program (NTEP) was offered at Lakehead University; during this time 65 Native students earned their Ontario Teacher's Certificate (OTC). Graduates of the program received a diploma and an Ontario Teacher's Certificate which enabled them to teach in elementary schools in Ontario at the primary and junior levels. • In 1987 the NTEP program was converted into a 4-year bachelors of arts or science/bachelors of education program, thus placing it in the aainatream of teacher education programs. The NTEP degree program begins with a special six-week summer orientation program intended to ease the process of adjustment to urban and university life. • Admission to the NTEP program has no set limits, and is primarily through the "mature student" category. The enrolment objective of 20 to 24 Native students per year has, however, rarely, if ever, been attained. In the 1989-90 academic year 13 students were admitted. • Native student admissions to the regular Faculty of Education program are made on the basis of "special consideration". In 1989-90, 4 Native students were admitted. These students are not required to fulfil the course requirements of the NTEP program (see below), but they may take the literature, fine arts and language courses as electives. • The Faculty of Education enrols approximately 500 students in all four years of the program. Of this total, Native students number in the area of 30 to 40. 4) Hipiasing College: . • In 1989 a new Native Teacher Certification program was initiated at Nipissing College utilizing Section 6 o~ Regulation 269. The program involves two summers of classroom work and a two-year guided internship. Successful completion of the educational requirements will lead to the acquisition of an Ontario Teacher's Certificate (Primary/Junior). \ . �6 • Candidates for the program must have an Ontario Secondary School Diploma (Grade 12) or its equivalent, and either the Native Classroom Assistant Certificate or a permanent Letter ot standing as a Teacher of a Native Language. ·· • The purpose of the program is to increase the number of • The 2S Native students to be enroled annually in the program are to be drawn frOJll a group of approximately 330 people who have successfully completed the Classroom Assistant Progr&J1 (approximately 250) and the Teacher of Native as a second Language Program (approximately 80). Since the majority of this number do not possess a Secondary School Diploma (Grade 12) or its equivalent, the actual number of students eligible for this program is very small. It is therefore possible that the program will not continue beyond its initial five-year mandate. .. Native teachers in the short term by permitting Native people with classroom experience, but without a bachelor's degree, to acquire an OTC, thereby allowing them to teach all subjects at the primary and junior levels. Students who complete the OTC requirament will be expected to proceed with bachelor•• studies in order to acquire regular OTC qualifications. Those completing the degree within 5 to 7 years (the exact time period is yet to be determined) will be eligible to receive a BEd on the basis of their earlier work. Those taking longer than the specified time will be required to take two additional BEd courses to acquire the second bachelor's degree. (This requirement applies to all those who hold an OTC, but who earned the certificate prior to 1974 when a bachelor•s degree was made mandatory.) Wative Clasarooa Assistant Proqr- • This program, initiated and funded by INAC, is designed to deal with the problem of high teacher turnover in northern and reserve communities. Through the training and employment of Native teaching paraprofessionals, a greater degree of continuity has been introduced into the education ot Native students. • The program has an enrolment of 75 students and leads to a diploma after the successful completion of courses over a three-summer period. • The new Nipissing Native teacher certification program is designed in part to permit those who have completed this program to acquire a full teacher's certificate (Primary/Junior). �7 e) Trent university/Queen•• University • In 1989, Trent and Queen's Universities began discussions regarding the possibility of offering a nev Native teacher education program, utilizing the resources of the Department of Native studies at Trent University and the Faculty of Education at Queen•s University. The two universities have collaborated with Native organizations in the development of a program proposal dealing with such issues as program structure and funding and a Native-specific pedagogy and curriculum. • The objective of the proposed program will be to attract students with •irregular" qualifications, those currently in allied professions (such as counsellors), and those who wish to teach in either the federal or provincial systems but who require some education in Native pedagogy. • The program would be integrated with the regular degree stream, but the objective is to incorporate flexibility into admission and credentialing decisions in order to attract students who would otherwise be denied admission. • A consultation document was completed last summer. Subsequent planning will depend on Native community response to the document. 4) Program ouality: • The purpose of the existing Native teacher education programs has been primarily to increase the number of OTC credentialed Native teachers. Nevertheless, there has been little outreach into, or involvement of, Native communities in these programs. Furthermore the program offerings have been "main-stream" courses which made few, if any, concessions to Native cultural, curricular, or pedagogica1 concerns. Concern has been expressed by the Native community about the lack of Native teacher education faculty in the province. currently there is only one Native teacher education degree program in which there are two Native tenure-stream positions designated. • The credibility and success of any Native teacher education program must focus on the issue of quality in terms of program structure and content (community involvement, Native faculty, Native-specific curriculum and pedagogical method), and the avoidance of any development of a two-tier credentialing system. �8 5) under-representation of Native teachers: • There is a serious under-representa~ion of Native teachers in Ontario. · • The schools in many Native communities experience great difficulty in retaining teachers (primarily non-Native). curricular content and teaching methods are frequently culturally inappropriate. Native students lack indigenous role models at all levels of education. • Recent teacher supply projections for the province of Ontario suggest that there will be a significant increase in the demand for teachers during the ·next few years due to the extension of provincial funding to separate schools and accelerated retirements from the teaching profession. • A research study conducted by Prof. Laverne Sllith (Perspectives on Teacher sutmlY and Demand) estimated that enrolments in teacher education institutions should be increased from the present level of about 4,500 students to 6,500 by the early l990's and to 1,000 by 1995. • A general teacher shortage could turther exacerbate the existing critical problem of attracting teachers to schools in northern Native collllllunities unless the number of qualified Native teachers is increased. 6) Recruitment of Hative students: • Teacher education programs for Native students have operated in a number of Canadian provinces, including Ontario, for nearly two decades. • An overview of the existing initiatives in Native teacher education indicates that they have had minimal impact on increasing the supply of credentialled Native teachers. The problems relate to attracting and graduating Native teacher candidates. · • Native student recruitment requires active community involvement in the selection of teacher education candidates, particularly if the program is to be community delivered. Community participation in the program admission process will aid in the selection of the best students and will contribute to the development of greater community support for the program. �9 curriculua: 7) Bative-specific • A Native-specific curriculum is required which will prepare student teachers to meet the special cultural, social and linguistic needs of Native students in the primary and secondary school systems. such a curriculum must be a central element of a Native Teacher Education Program because 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 Native students. • A Native-specific curriculum ahould also be readily available to non-Native student teachers in Faculties of Education. This would serve the dual purpose of sensitizing non-Native students to Native culture and history while simultaneously preparing them to teach in Native communities. • Since their inception in Ontario, however, the Native teacher education programs have been defined primarily in terms of special entry rather than in terms of special content. The Native teacher education curriculum has been largely undifferentiated from that of the regular program. It is only recently that more attention has been focused on the need for a Native-specific curriculum, although only limited steps have as yet been taken in this direction. a) Bipissin9 College: • The Native teacher certification program has no elements specific to Native culture although all the students enroled in the program were exposed to some formal courses in Native history and culture when completing the requirements for a diploma as a Native Classroom Assistant or certification as a Teacher of Native as a Second Language. b) Lakebea4 University, • Prior to 1987, a two-year diploma program in Native Teacher Education was offered. Tbia diploma provided graduates with the requirements for an Ontario Teacher's Certificate valid for teaching in the elementary schools in Ontario. In 1987, the NTEP program was upgraded to a concurrent degree program. Native specific courses in the diploma program were transferred to the degree program at that time. • In addition to courses in educational theory and methodology, NTEP students take specific courses in �10 Native culture, traditions, literature and language. these include: 1. 2. 3. 4. 5. 6. an ESL (English as a second language): a course in Teaching Native children; a course in Canadian Indian literature; a course in Native Fine Arts: a course in a Native language; one student teaching placement in a school teaching Native children (at least 2 weeks of practice teaching of a total of requirement of 12 weeks). Several of these courses may be taken as electives in th• regular BA/BE~ progrma. ' 8) 11,iye Lanqgaqe tprtruction1 • Central to any Native-specific curriculum is an emphasis on Native languages, since it is through this medium that · cultural distinctiveness is most authentically expressed. • Of the 53 distinct indigenous languages, only 3 are not considered endangered, as they are spoken by •ore than s,ooo individuals. An indigenous language, once lost, is irretrievable since there is no reservoir of Native language speakers in foreign lands. • Two of these 3 languages - Ojibwa and cree (the other being Inuktitut) - are spoken extensively in Ontario, especially in the North. • School boards are encouraged to offer the NSL program if fifteen or more students want NSL instruction and a qualified NSL teacher is available. School boards may offer the program for fewer than fifteen students, after considering the feasibility and cost of the program. • Under the regulations governing the teaching of heritage languages, School Boards are required to offer Native language classes in the event that the parents of at least twenty-five students request such instruction. In such cases instruction is given during non-school hours. • At the present time, Native languages are taught only as a subject area (Native as a Second Language [NSL]): Native languages are not used for regular course instruction in any Ontario provincial schools (Native as a First Language [NFL]). . �- . 11 • Denial of the legitimacy of Native languages, either as a subject of study or as a mode of instruction in the education curriculum, has undermined Native culture and identity and, as such, has contributed to the high Native school drop-out rate. • Language plays a central roLe in transmitting Native culture with its unique attitudes, beliefs and values. It is therefore fundamentally important to ensure the survival, development and transmission of Native languages in .the education system. • The historical separation of Native language usage from formal education has contributed substantially to the erosion of these languages and the imminent threat of their disappearance. The use of Native languages in the •chools will contribute in a major way to a reversal of this process. • Research has demonstrated that children make greater progress in developing basic conceptual and literacy skills when they are taught in their own language: the education of Native children in their own language would similarly impact positively on their educational achievements. • Competence in a Native language is of vital importance for those students enrolled in Faculties of Education who intend to teach in Native communities. • Native language instruction is hampered by a serious shortage of teachers with the proper credentials necessary to teach Native languages in the Ontario school system. �... 12 Present state of Native language education in Ontario: l) Language educ;atiqp for 1apquaq• taacbera1 Native Language Teacher certification Prograa: a) Bative •• a seaon4 ?allguage (BSL): • The program consists of courses in linguistic • Successful candidates receive a limited teaching certificate from the Ministry of Education - a Permanent Letter of standing. structure, language teaching methodology and pedagogical .p rinciples. i) • NSL program (3 sUJDJDers) is offered to 18 students annually in the Iroquoian languages of Mohawk, Cayuga, Onondaga and Oneida. A ii) • ft• university of •••t•n ontario: Lakahead University: The NSL program (4 &W1111lers; 4 weeks/sW1111ler) offers instruction in both Algonquian and Iroquoian languages. Bative as a ~irat Language (&L): • The purpose of the program is to instruct students • Successful program completion leads to a diploma which, unlike the NSL diploma, is not recognized by the provincial Ministry of Education. (Only an OTC is recognized as a general teaching credential.) • Many NFL graduates are employed as classroom assistants. how to teach in a Native language rather than, as with the NSL program, to instruct students on how to teach a Native language. i) • Lakehead University offers a NFL program (4 summers: 4 weeks/summer) for those whose first tongue is an Algonquian language. �13 2) Language education a) Universities: • The Native studies Department at Trent University offers instruction in oral and advanced Mohawk and Ojibwa. The Native studies Department at Laurentian University offers instrµction in introductory and advanced Ojibwa and Cree. Algoma College also offers instruction in Ojibwa. b) Colleges: • Courses in Cree and/or Ojibwa are offered at Confederation, Cambrian, Northern and Sault Colleges. ,, Native Pedagogy: • Existing studies suggest strongly that a Native-specific pedagogy must be an integral part of any Native teacher education program. such a pedagogy would be based upon learning modes derived from the Native cultural and linguistic heritage, and which would consequently differ significantly from the non-Native pedagogy governing the Faculties of Education. • Education in the fundamentals of a Native pedagogy should (as with a Native-specific curriculum) be central not only to a Native Teacher Education Program, but should also be readily available to non-Native student teachers in Faculties of Education. This would similarly serve the dual purpose of sensitizing non-native students to Native culture and history while simultaneously preparing them to teach in Native communities. • As is the case with Native-specific curricular content, existing Native teacher education programs are significantly deficient in this area. 10) JIAtiye raculty: • A Native-specific curriculum and pedagogy should be taught to student teachers by a faculty which includes Native people. However, in this area, as in the others, serious deficiencies exist. • A number of untenured Native language instructors teach in various faculties of education; there is, however, only one tenured Native faculty of education professor in Ontario. �l : 14 11) Basic an4 Ad4itional oualitications: • Teachers can improve their credentials, salary and professional standing by successfully completing certain courses, designated by the Ministry of Education (MOE), and listed as "Additional Qualifications" (AQ). At the present time, the only Native-specific courses qualifying as an AQ are "Native as a Second Language" (NSL), offered at r.-kebead and Western, and •Teacher of Native Children• (TNC), offered at Nipissing and by Lakehead at Sandy Lake (600 lea froa Thunder Bay) to 10 students. • The curriculum guideline for a Native studies basic qualification [every teacher education student selects two areas of teaching specialization] has been developed by MOE for the senior division (grade 10 and beyond), thereby enabling students to develop a Native Studi-· teaching specialization. The •inistry is now developing curriculum guidelines for a Native studies basic qualification for the intermediate division (grades 7 to 10) and intends to extend the curriculum guidelines to the junior (grades 4 to 6) division as well as to the primary (kindergarten to grade 3) division. The development of MOE Native Studies curriculum guidelines is a prerequisite for the expansion of AQ courses offerings; once accomplished, however, it will likely create a demand for Native studies AQ among teachers. • Teacher education students could have difficulty qualifying for a Native Studies basic qualification since it would be difficult for many to acquire the necessary 5 undergraduate credits (of the 15 required for an undergraduate degree) in "Native Studies" at many universities. • MOE is considering the designation of a Native studies course as an Ontario Academic credit (OAC). 12) sensitise Non-Native Paculty and students on • There is a pressing need for non-Native professors of education and student teachers to acquire a greater recognition, awareness and understanding of Native history and culture since the education system is instrumental in transmitting societal norms to new generations of Canadian students. 13) Appropriate Delivery Modes for Native Teacher Education Programs: • Northern Ontario Native communities are confronted with a critical shortage of qualified teachers, particularly Native teachers. Native Issues: �. \ 15 • This problem should be addressed through the development of alternative modes of teacher education delivery which would incorporate geographic and cultural factors appropriate to the situation. In particular, this will require flexible programs, offered on a part-time basis~ and utilizing the technology and techniques of distance education. Nipissing College has been involved in exploring alternatives including community-based programs and distance education methodology. 1,, Integrate« approach to Jatiye teacher •stucation1 • The Teacher Education Council, Ontario (TECO) bas been established to advise the Ontario government on all aspects of teacher education. TECO is presently reviewing the recommendations of the "Final Report of the Teacher Education Review Steering Committee" and will report directly to the Minister of Education and of Colleges and Universities. 15) xcu • Native teacher education was the only discipline-specific area of priority identified by the MCU Advisory Committee. It wishes to emphasize, therefore, that the MCU Proposal Selection committee should likewise give this issue high priority in its decision-making. Native Advisory cogittee Proposal selection committee: instructions to the xco �16 RECOMMBHDATXOHS: 1. The education and credentialling of Native people to work in all educational fields be designated a priority. 2. Native teacher education programs are to be developed to: a) b) c) d) e) f) 3. 4. 5. 6. include as a central component, instruction in Native-specific curriculum and pedagogy based upon learning modes derived from the Native cultural and linguistic heritage; ensure that Native-specific curricular components and pedagogy are available as elective credit courses to all teacher education students; ensure the use of indigenous resources and recognition of regional differences; ensure that all Native teacher education programs are qualitatively equal to mainstream teacher education programs; ensure greater curricular emphasis on NSL and NFL instruction; ensure Native teacher education programs include instruction in Native-specific pedagogy. The curricular content of teacher education programs be reviewed to ensure that they recognize and affirm Native culture and history. School boards be required to provide Native as a Second Language instruction during regular school hours should the parents/guardians of at least 15 students request the training. Priority be given to establishing Native-language immersion programs and programs to enable the achievement of bilingual fluency. Alternative and flexible credentialling criteria, with respect to the Ontario Teacher's Certificate, be established for Native people to recognize the expertise acquired through indigenous, nonformal education. � 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 Report of the Ministry of Colleges and Universities, Native Advisory Committee : The Ministry of Colleges and Universities Proposed Native Education and Training Strategy : January 1991 Subject The topic of the resource Universities Description An account of the resource Report from the Ontario Ministry of Colleges and Universities, outlining a Native Education and Training Strategy for Ontario. Copy with annotations. Creator An entity primarily responsible for making the resource Ontario Ministry of Colleges and Universities Date A point or period of time associated with an event in the lifecycle of the resource 1991-01 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/70ebd824b95e9c24e9fde6f5d86d9e88.pdf c0578cfd7e81b0e446c4b2b9629c8f51 PDF Text Text Lakehead UNIVERSITY Annual Report 2006-2007 Realizing Potential �MISSION Lakehead University is committed to excellence and innovation in undergraduate and graduate teaching, service, research, and other scholarly activity. As part of this commitment, Lakehead University is dedicated to a student-centred learning environment. Lakehead University values its people and the diversity of their ideas, contributions, and achievements. Lakehead is dedicated to working with Aboriginal peoples in furthering their educational aspirations. Building on its past accomplishments and recognizing its role in Northwestern Ontario, Lakehead University reaches out regionally, nationally, and internationally. Lakehead University is committed to educating students who are recognized for leadership and independent critical thinking and who are aware of social and environmental responsibilities. Lakehead University values its people and the diversity of their ideas, contributions, and achievements. Lakehead University Annual Report 2006-2007 �PRESIDENT'S MESSAGE In May 2007, Lakehead University celebrated its largest graduating class ever as many of our Double Cohort students completed their degree requirements. These graduands donned their Convocation attire, collected their parchments, and moved on as graduates to the next phases of their lives. Realizing Potential is something we do well at Lakehead University. It is a phrase that describes the valueadded qualities that we bring to education, and it is a process we have all experienced here - whether we are students, faculty, staff, alumni, or friends of the institution. For some this meant graduate or professional study. For others it meant the start of careers in the workforce. In all cases, our graduates' aspirations and achievements are in part a reflection of how well we have succeeded in preparing them for their future. Lakehead University is steadfastly pursuing its goal of educating undergraduate and graduate students who are recognized for leadership and independent critical thinking, and who are aware of social and environmental responsibilities. In this year's Annual Report we share with you the thoughts and experiences of eight students who are realizing their potential. As well, we highlight specific achievements of our academic community, including: the successful launch of the Orillia campus; the designation of Lakehead University as "Research University of the Year" in Canada, in the undergraduate category; and the Academic and Strategic Research Plans that will help ensure that Lakehead achieves the objectives outlined in its Strategic Plan (2005-2010). I am grateful to everyone who generously supports Lakehead University in its endeavors. The 2006-2007 Annual Report provides another marker as we continue to move forward in our pursuit of excellence and innovation. Frederick F. Gilbert, PhD President and Vice-Chancellor Lakehead University �VALUE-ADDED EDUCATION Becky Hardie didn't get really serious about academics until her third year when she took a course in Canadian literature from Dr. Gillian Siddall. "The course required us to see beyond what we might call the Canadian 'canon' of literature, and consider literature written by minorities," says Becky. "It was then I decided to take responsibility for my own learning and understanding. When I stopped worrying about grades, I began to care a whole lot more about what I was doing." Meeting High Expectations Thunder Bay-born Marshall Hahn is another student who will attest to Lakehead's value-added education. An exceptional computer science student, Marshall was enrolled in the Honours Bachelor of Science (Computer Science) Co-operative program, which enabled him to complete a four-month Internship with Research In Motion (RIM) in Waterloo, Ontario. During his time at Lakehead, Marshall was at the While she was at Lakehead, Becky served on the Lakehead University Student Union, the Senate, and the Board of Governors. Today she has four degrees from Lakehead and is well on her way to achieving her goal of becoming a university professor. She is currently enrolled in a PhD program at the University of Manitoba where she is teaching courses in women's studies and English, and giving conference presentations in Canada and the United States. Becky's experience at Lakehead is typical of many of our students. She came from Southern Ontario, settled in to residence life, and immersed herself in campus activities. Her story embodies the whole notion of Lakehead's value-added education - an "average" student comes to campus, discovers her passion, and graduates with the knowledge, confidence, and motivation to be successful in her chosen field. 2 Lakehead University Annual Report 2006-2007 �top of his class and graduated in May 2007 with a 93.6% average, winning a President's Award, a Dean of Science and Environmental Studies Medal, and the Governor General's Silver Medal. While still an undergraduate student, he co-authored four publications with faculty members - two published in the Journal of Computer Science and two in the International Journal of Computer Science and Network Security. As well, he received three Natural Sciences and Engineering Research Council of Canada (NSERC) Awards, which allowed him to work on research projects during the summer with Ors. Jinan Fiaidhi and Sabah Mohammed. Both professors were thoroughly impressed with Marshall's creativity in developing lightweight multimedia learning objects for the Semantic Web. "The beauty of Lakehead University is that with its smaller classes, students are able to dialogue with their professors and be exposed to the frontiers of research," says Sabah Mohammed. "Gifted students can accomplish so much more at Lakehead that, when they leave, the doors of opportunity open easily." Marshall applied to the graduate program in computer science at the University of Waterloo and was accepted - with a full scholarship - within one week. Challenging the Status Quo Lakehead University offers unique learning opportunities for Aboriginal students. Carrianne Agawa, an Ojibwe woman from Whitefish River First Nation near Manitoulin Island, is interested in storytelling through the arts, colonization and its impact on indigenous knowledge, and incorporating indigenous knowledge into the curriculum. She is working as a graduate assistant with Dr. Judy Iseke-Barnes, Canada Research Chair in Indigenous Education, as well as being a part-time native counselor for the Thunder Bay Catholic District School Board, and a part-time instructor for the OshkiPimache-0-Win Education and Training Institute. On top of this she is a single mother of two children and a breast cancer survivor! Carrianne has high praise for Lakehead's faculty and staff. "I enjoy working with people who value what I' know and who are open to moving into areas that challenge the status quo," she says. "I feel supported and welcome in the program. If it were not for the understanding and encouragement from staff and faculty, I would have given up and headed home." Developing Independence and Leadership Russell Dudley is from Hanover, Ontario. He chose Lakehead on the recommendation of a high school teacher who is a proud Lakehead University alumnus. "My teacher told me about the high standards of the Faculty of Business Administration and sold me on the challenge of completing a degree in commerce. At that time I was 17 and it seemed like an epic undertaking," says Russell. While studying at Lakehead, Russell served on the Board of Governors as a student representative, gave seminars on credit management in his capacity as Vice-President Marketing of ACE - Lakehead (Advancing Canadian Entrepreneurship), and was employed as a marketing consultant with Lakehead's Small Business Consulting Services. He also conducted research on the use of organic food products in Thunder Bay and competed in Canada's InterCollegiate Business Competition. "Getting a university degree doesn't mean you are entitled to employment. While in Thunder Bay, I became motivated to get as much extra-curricular experience as possible. I developed a fierce work ethic and took an interest in everything - in and outside the classroom. I guess you could say I am a true Thunderwolf. I'm driven and ambitious, and I wouldn't have it any other way." Russell is now enrolled in the Master of Science in Management program at Lakehead University. �Combining Academics with Athletics Jeff Cameron chose Lakehead because of its outstanding Nordic skiing program; the idea of a career in forest conservation evolved naturally out of his love for the great outdoors. Jeff completed an Honours Bachelor of Science in Forestry degree while competing with the Thunderwolves Men's Varsity Cross Country Skiing Team and contributing to its stellar performance record as Ontario University Athletics (OUA) Champions in 2001, 2005, 2006, and 2007, and the Canadian Interuniversity Sports (CIS) National Champions in 2001, 2005, and 2006. As well, he competed at the World University Games in Tarvisio, Italy, in 2003. In his final year, Jeff collected five gold medals from the OUA and the title Most Valuable Player and one CIS bronze medal. In addition, he was named Lakehead University's 2007 Male Athlete of the Year. Student-centred Teaching and Learning Rozalina Dimitrova came to Lakehead in 2005 as a mature student with a Bachelor's degree in Civil Engineering and a Master's degree in Hydrotechnical Engineering from the University of Architecture and Civil Engineering in Sofia, Bulgaria. She came to work with experts in environmental engineering, including: Dr. Lionel Catalan, Canada Research Chair in Industrial Waste Management and Site Remediation; Dr. Dimiter Alexandrov, Associate Professor in Electrical Engineering; and Dr. Aicheng Chen, Canada Research Chair in Material and Environmental Chemistry. She carried out her research in a well equipped laboratory established with funds supplied by the Canada Foundation for Innovation. "Lakehead's professors are amazing," says Jeff. "They went out of their way to be supportive and to give me direction, especially Dr. Ulf Runesson, Associate Professor of Forestry and the Forest Environment, and recipient of Lakehead's 2007 Distinguished Instructor Award. Ulf counselled me throughout the transition from the Forest Conservation degree program to the Professional Forestry degree program, which is where my ambitions took me." In the spring of 2007, as Jeff travelled to Alberta to work on an eight-month contract in silviculture with Millar Western Forest Products Ltd., he was already planning to come back to Thunder Bay to ski in the winter of 2008. Not only were the faculty extremely knowledgeable in their fields, says Rozalina, they were especially kind and generous in helping her and her husband get settled. "They helped us find an apartment and they gave us a lot of advice about living in Canada," she says. When her daughter Monica was born, Rozalina was able to continue her studies partly from home, accessing books and research articles online through the Chancellor Paterson Library. She spent many hours, both day and night, discussing her research over the telephone with her professors. "Students like Rozalina give to the Master's program as much as they receive," says Lionel Catalan. "She was able to do her research at the interface of three fields - environmental engineering, electrochemistry, and advanced semiconductors. This opens the door to exciting collaborative and innovative research among faculty members who are specialists in their fields, and it leads to exciting research results." Because of her performance at Lakehead, Rozalina was awarded an NSERC Postgraduate Scholarship to support her doctoral studies. She is currently enrolled in the PhD program in Civil and Environmental Engineering at The University of Western Ontario. 4 Lakehead University Annual Report 2006-2007 �Meeting the Needs of Northerners Community Service Learning Ella Goodman is someone who knows where she will practice her profession - in the North! lbitoru Miadonye discovered the Honours Bachelor of Social Work program purely by chance after attending an information session during Program Day. "I knew right away I was meant to be in social work," she says. "My career goal, which I would like to call my life goal, is helping people - people in absolute despair. I want to work with people who don't know how to go about creating and implementing positive changes." She is a member of the charter class of the Northern Ontario School of Medicine, has two degrees from Lakehead (a Bachelor of Science in Nursing and a Master of Public Health), and a list of scholarships and awards as long as your arm. Her goal is to stay in the North to give back to her community. "Being immersed in northern, rural, and remote communities during my medical studies has given me an idea of what northern people endure, she says. "I have also gained a greater understanding of the barriers to health care that many northern communities face, such as geography, poor road conditions, lack of human resources, culturally inappropriate care, and the high cost of nutritious food." 11 Ella has a particular interest in diabetes. For her thesis in the Master of Public Health program, she conducted research on the attitudes, beliefs, and knowledge that one regional First Nation community had about type 2 diabetes. From this research, she hopes the community will be able to develop a targeted prevention program to reduce the prevalence of diabetes and its complications. "I have a real interest in public health and prevention of disease," says Ella. "Before we can even think of prevention strategies we need to be aware of what attitudes and beliefs exist about a certain illness so that we can reflect these values in prevention programs." lbitoru was born in Nigeria and came to Canada when she was 12. At Lakehead, she worked with Drs. Connie Nelson and Doug West, Co-Directors of the Food Security Research Network, a community service learning initiative. All of the students in her fourth-year research course worked with volunteers and other non-profit organizations to evaluate the social impacts of a community garden project in Thunder Bay's Ogden-Simpson Street area. Their goal was to find out what effect community gardening has had on the people who live in the neighborhood and how it has changed their sense of belonging, well-being, and safety. She also coordinated Lakehead's first annual Food Security Research Forum held on campus in March 2007. Drs. David Tranter and Connie Nelson are her favorite professors - David because of his sense of humor and Connie because her course on diversity challenged lbitoru's way of thinking. "Connie thinks I have great potential, and I know I have great potential, says lbitoru. "People usually do not see that in me right away, so I love that Connie sees it." 11 �Marking and Making History Lakehead University celebrated its largest graduating class in 2007. Three Convocation ceremonies were held in May and three honorary degrees were awarded: a Doctor of Letters to Goyce Kakegamic, artist, educator, and former Deputy Grand Chief of the Nishnawbe Aski Nation; a Doctor of Laws to Richard (Dick) Pound, an influential member of the International Olympic Committee; and a Doctor of Science to Dr. David Strangway, former President and CEO of the Canada Foundation for Innovation. Lawyer Richard Buset was made a Fellow of Lakehead University. The Alumni Honour Award was presented to Gwen Dubois-Wing, Chief Executive Officer of the North West Local Health Integration Network (LHIN), and the Young Alumni Award was presented to James Dennison, Vice-President, Risk Management & Portfolio Analysis, with CIBC Mellon Trust Company and CIBC Mellon Global Securities Services Company. Lakehead celebrated the grand opening of the Orillia Campus by inviting the 120 members of the charter class, along with their family and friends, to an outdoor celebration on September 8, 2006. Throughout the academic year, Lakehead engaged the community of Orillia in a number of events including a Thunderwolves Hockey game, a Meet-the-Faculty Lecture Series, and the sealing of a Memory Box to be opened in 40 years. Canada Research Chairs Two new Canada Research Chairs were announced this year: Dr. Aicheng Chen, Chair in Material and Environmental Chemistry, and Dr. Judy Iseke-Barnes, Chair in Indigenous Education. Dr. Lionel Catalan, Chair in Industrial Waste Management and Site Remediation, and Dr. Gary Genosko, Chair in Technoculture Studies, were renewed in 2006-2007 for five-year terms. Research University of the Year Research Infosource Inc., in 2006, designated Lakehead as "Research University of the Year" in the undergraduate category. Overall, Lakehead moved from 38th place to 29th among the Top SO Research Universities in Canada, and was ranked 1st overall in research income growth, and 1st in its category in research intensity. Research Infosource provides business intelligence and analysis on science, technology, research and development, and innovation. 6 lakehead University Annual Report 2006-2007 �Lakehead Celebrates In October, Lakehead hosted its annual fundraising event "Lakehead Celebrates" in The Hangar featuring Canadian playwright, actor, and humorist Ian Ross and the Flamenco Caravan, a local band that blends flamenco guitar, rhythm, and song. The evening gave participants an opportunity to enjoy fine food and entertainment with friends while raising funds for Lakehead bursaries and scholarships. YaleShmale Awareness Campaign A controversial Awareness Campaign positioning Lakehead University as a smart choice for students attracted worldwide attention from the media and helped to contribute to a 14% increase in first-choice applications from Ontario high schools for the 2007-2008 academic year. The YaleShmale Awareness Campaign received a bronze award in the 2007 Prix d'Excellence awards program organized by the Canadian Council for the Advancement of Education (CCAE). In 2006, Lakehead University received two CCAE awards - a gold award for its 2004-2005 Annual Report and a silver award for its 40 Northern Lights volunteer recognition program. Excellence in Teaching, Research, and Service Dr. Ulf Runesson, Associate Professor of Forestry and the Forest Environment, received Lakehead's Distinguished Instructor Award, and Dr. Ronald Harpelle, Professor of History, received Lakehead's Distinguished Researcher Award. The Award to Staff for Outstanding Performance and/or Contributions was presented to Carlos Zerpa, a Technologist in the School of Kinesiology. Contribution to Teaching Awards were given to Dr. Seth Agbo, Faculty of Education; Dr. Sabah Mohammed, Department of Computer Science; Dr. Marie-Noelle Rinne, Department of Languages; Dr. Batia Stolar, Department of English; Dr. Mehdi Zahaf, Faculty of Business Administration; and Prof. Michael Zettek, Faculty of Education. Contribution to Research Awards were given to Dr. Lori Chambers, Department of Women's Studies, and Dr. Alexander Serenko, Faculty of Business Administration. Dr. Ulf Runesson Lakehead University School of Law A proposal to establish a new Ontario school of law "Grey Wolves" Triumph Again For the second consecutive year, a team comprising faculty, staff, and other members of the Lakehead University community won the University of Guelph Faculty-Staff Invitational Hockey Tournament. Now in its 30th year of competition, this Tournament has been attended by the "Grey Wolves" since 2000. Gateway to Education Lakehead received $400,000 from the Ministry of Training, Colleges and Universities to implement the Science and Arts Gateway to Education (SAGE) program to support access and achievement at Lakehead University, especially for first generation and Aboriginal students. Based on research conducted in the fall of 2006, we know that 58% of Lakehead's student population is composed of first generation learners where neither parent has completed a university degree. Approximately 10% of Lakehead students are Aboriginal, including First Nations, Metis, Non-Status, and Inuit people. New Program in Aboriginal Education Lakehead established a four-year Honours Bachelor of Education in Aboriginal Education program to start in September 2008. It is the first degree program of its kind in Ontario and the first to focus on critical foundations in Aboriginal education and Aboriginal pedagogy. The program will prepare people of Aboriginal ancestry to become teachers with particular expertise to meet the needs of Aboriginal learners. that would focus on Aboriginal law and access to justice in northern and rural communities is being considered by the legal community and the Ministry of Training, Colleges and Universities. The proposed Lakehead University School of Law would have an innovative curriculum focusing on treaty and nontreaty legal interpretations as well as the provision of legal services in rural or small town situations where sole practice is often the norm. The school would address issues of declining participation in sole and small firm practice, and would increase access to education in law for northern Ontario students. A Senate ad hoc committee has finalized the curriculum and admissions requirements which will allow a decision by the Law Society of Upper Canada to be forthcoming by the end of 2007. If the response is supportive the School could admit its first class in 2009. Dr. Ronald Harpelle Carlos Zerpa �STRATEGIC DIRECTIONS NORD-21 Academic and Strategic Research Plans Lakehead has embarked on an ambitious program to create an international centre of research and innovation that builds upon one of its current research strengths. Northern Ontario Resources Development for the 21st Century (NORD-21) will ensure Lakehead researchers from a variety of disciplines (including Lakehead's new Ontario Research Chairs in Biorefining Technologies) converge and are integrated to increase research capacity in the region to produce innovative solutions, products, and technologies based on the sustainable use of natural resources. The University's governing bodies accepted new Academic and Strategic Research Plans that provide mechanisms for implementation of Lakehead University's Strategic Plan (2005-2010). The Academic Plan defines clear guidelines and objectives for decision making to ensure that the University community has a shared understanding of the University's mission, and that the vision and mission of the University are fully realized. The Strategic Research Plan sets out a clear path for achieving Lakehead's goal to rank among the top 25 research-intensive universities in Canada in the next five to ten years. The University will do this by maintaining and enhancing research capacity in existing areas of research strength that are prominent at, or unique to, Lakehead University, while allowing for the development of new emerging areas of concentration. The research programs of NORD-21 will focus on developing value-added products based on the natural resources of the boreal forest (i.e. wood products, biorefining technologies, bioenergy, and biochemicals and materials) and developing new knowledge and technologies to sustain our environment (e.g. environmental remediation, monitoring of air and water quality, and treatment of industrial waste). Furthermore, the centre will work with the natural resources sector to accelerate knowledge transformation and commercialization, and assist northern Ontario's transition from a resource-based economy to a new knowledge-based bio-economy. 8 Commitment to Sustainability Lakehead established a broad-based sustainability committee and is moving forward on many different initiatives. Among them is a commitment for the proposed buildings on the Orillia campus to incorporate the latest in green technology in design and construction, and to increase partnerships with local food suppliers and farmers for the provision of locally grown food within campus food service operations. Recycling programs are in place for a variety of products, such as paper, batteries, and electronic waste, and Styrofoam products in the cafeteria have been replaced with china and biodegradable containers. Lakehead is a signatory to the Talloires Declaration: University Presidents for a Sustainable Future. Lakehead University Annual Report 2006-2007 �Energy Savings Initiative CIS Hockey Championships Work continues on Phase 2 of Lakehead's Energy Conservation Project, a $23.3-million campus renewal program initiated with Johnson Controls in 2004, which has reduced the overall use of energy per square metre (including heat, light, and power) by over 40%, and reduced Lakehead's greenhouse gas emissions by roughly 4,600 tonnes annually. Considering Lakehead University serves over 7,600 students, the reduction in greenhouse gas accounts for 60% of the students' cumulative target for the One-Tonne Challenge. As a result, Lakehead was acknowledged by the Ontario Power Authority (OPA) for its leadership in January 2007 and presented with a certificate of recognition for energy conservation by Peter Love, Ontario's Chief Energy Conservation Officer. Lakehead University was successful in its bid to host the Canadian Interuniversity Sports (CIS) Men's National Hockey Championships in March of 2009 and 2010. The games will be held in Thunder Bay with the support of the presenting sponsor TBayTel, along with the support of many other community organizations that have been crucial to the success of Thunderwolves Hockey. Partnership with Google In the fall of 2006, Lakehead aligned with Google to be the site of the first large-scale deployment of Google Apps for Education in Canada. The three-year arrangement with Google gives the University enhanced service for email, calendaring, and instant messaging, one of the quickest delivery times available, and a very stable system based on Google's record of performance. The service comes with no direct service cost to Lakehead as the first Canadian university to use Gmail. This means that throughout the three-year agreement, Lakehead will be saving an estimated $3 million in capital costs and $250,000 per year in maintenance costs, based on the current volume of users, which numbers approximately 38,000 students, faculty, staff, and alumni. Biorefining Research Initiative The Ontario Ministry of Research and Innovation is providing $6 million for two endowed Research Chairs to lead a Biorefining Research Initiative (BRI) at Lakehead which will eventually become a research institute, pending Senate and Board approval. BRI is expected to become a world-class centre of excellence dedicated to developing transformative technologies and products from biomass. Biorefining processes transform low-value biomass feedstocks into highervalue products. Fundraising Campaigns Lakehead announced it will raise $6 million over the next three years to fund scholarships for students at the graduate and undergraduate levels. As well, Lakehead is planning a fundraising campaign to assist in the development of a permanent campus in Orillia. Google logo © Google Inc., reprinted with permission Global Partnerships Lakehead signed a Memorandum of Understanding with Guangdong University of Foreign Studies, China, in October 2006, to promote academic cooperation between the Faculty of Business Administration and Guangdong's School of Management. In March 2007, an agreement with Changzhou Institute of Technology, China, was signed which outlines procedures for collaboration of program delivery between the Department of Mathematical Sciences at Lakehead and the Faculty of Mathematics at Changzhou Institute of Technology. In April 2007, a Memorandum of Understanding to explore the possibilities of research linkages and faculty collaborations was signed between Lakehead University and Maharshi Dayanand University in Rhotak, Haryana, India. New agreements are currently being considered for student and faculty exchanges with University of Pau (France), Southern Cross University (Australia), University of Otago (New Zealand), and Guangdong University of Foreign Studies (China). �Facts & Figures Full-Time Undergraduate Enrolment Enrolment 2006-2007 by Faculty 2006-2007 Business Administration Thunder Bay Campus* 7.2% 20.1 % Professional Schools 7,529 5,537 1,439 453 100 Full-time undergraduate Part-time undergraduate 0.9% Medicine Full-time graduate Part-time graduate Science and Environmental Studies 15.3% Orillia Campus 115 103 12 Full-time undergraduate Part-time undergraduate Education 11.2% Engineering 11.3% Total Enrolment 7,644 *includes Faculty of Medicine (NOSM) 1.9% Forestry and the Forest Environment 32.1% Social Sciences and Humanities Graduate Enrolment Degrees, Diplomas & Certificates Awarded 2006-2007 2006 Calendar Year Doctorates 81 61 2,014 145 5 Total 2,306 Certificates Masters Diplomas Bachelors Business A ministration Masters Full-Time Equivalent Enrolment (FYE) Graduate and Undergraduate 8,000 QJ 7,000 :§> 6,000 ::c Q) -= "O 5,000 C: ro Q) 4,000 :§> 3,000 V) 2,000 ::c Forestry w w I- LL. 20 40 60 Number of Students 80 100 1,000 120 Full-time • Part-time • 2002/03 2003/04 2004/05 2005/06 Undergraduate • 10 2006/07 Graduate• Lakehead University Annual Report 2006-2007 �Scholarships, Bursaries, & Awards Access to Library Serial Titles in thousands of dollars 29,088 $7,000 _ __ 30,000 , - - - - - - - - - - - - - - - ' - - - 25,000 t-------------,2,..,,.2""""',3..,,..81,,__ 20,000 t--- - -- - - - --- _ _ _ __ $6--',6_32_$__;6,_82_7_ -- $4,000 $3,000 $2,000 2002/03 2003/04 2004/05 Print and Microform Serials Titles 2005/06 ■ 2006/07 Electronic Serials ■ $1,000 2002/03 2003/04 2004/05 Research Grants & Contracts** Sources of Research Funding** in thousands of dollars 2006-2007 in thousands of dollars $20,000 $15,000 $10,000 .----------r:;;-;..,.;------$-= 19=,7=2=-1*_ t--- - - -- -- $13,655 $9,252 $9,858 Ontario Ministry of Research and Innovation $6,599 Other Provincial 7.5% $1,471 Social Sciences and Humanities Research Council 5.2% $1,019 Canadian Institutes of Health Research 1.9% $370 12.4% $2,443 1.3% $253 19.3% $3,798 3.3% $655 Not-for-Profit 11.3% $2,236 Miscellaneous 4.4% $877 Canada Foundation for Innovation Other Federal 2003/04 2004/05 2005/06 2006/07 *preliminary ** Reference: Financial Report of Ontario Universities 2006-2007 2006/07 33.4% Natural Sciences and Engineering Research Council $5,000 2002/03 2005/06 Industry �Leadership Chancellor Dr. Lorne Everett Board of Governors 2006-2007 Chair Don Campbell Members Colin Anderson Dr. Ken Brown Harvey Cardwell Kevin Cleghorn Andy Crooks Kurt Dahl Dr. Qing-Lai Dang George Davies Dr. Mike DeGagne James Dennison Jackie Dojack Kirk Dudtschak Ann Dumyn Ron Dysievick Charles Fox Dr. Frederick Gilbert Carl Goodwin David Heroux Krystin Kempton Gil Labine John Lagadin (term ended Nov. 22, 2006) Ron Marostica Brian McKinnon Dr. Moira McPherson Jeff Moore Eamonn Percy Tim Pile Doug Robson Robert Tuchenhagen (term ended Nov. 30, 2006) Dennis Wallace Administration President and Vice-Chancellor Dr. Frederick Gilbert Vice-President (Academic) and Provost Dr. Laurie Hayes Vice-President (Administration and Finance) Michael Pawlowski Dean of Graduate Studies Dr. Gary Boire Dean of Medicine (Northern Ontario School of Medicine) Dr. Roger Strasser Dean of Professional Schools Dr. Ian Newhouse Centre for Rural and Northern Health Research (CRaNHR) Dr. Bruce Minore, Research Director Centre of Excellence for Children and Adolescents with Special Needs Dr. Rui Wang, Interim National Director TBA ICR Discoveries (Institute of Cancer Research) Dr. Rui Wang, Vice-President (Research), Lakehead University Dean of Social Sciences and Humanities Dr. Thomas Dunk Interdisciplinary Program on Safe Driving Dr. Michel Bedard, Acting Director University Librarian Anne Deighton Lakehead Social History Institute Michel Beaulieu, Co-Director Dean of Science and Environmental Studies Controller Rita Blais Registrar Anna Foshay Director of Admissions and Recruitment John Smith Director of Athletics Thomas Warden Director of Communications Eleanor Abaya Director of Continuing Education and Distributed Learning Gwenellen Wojda Director of Human Resources Ray Raslack Director of Institutional Analysis/ Government Relations Kerrie-Lee Clarke Lakehead University Centre for Health Care Ethics (CHCE) Dr. Jaro Kotalik, Director Lakehead University Biotechnology Research Program Dr. Heidi Schraft, Director Lakehead University Centre of Analytical Services (LUCAS) Al Mackenzie, Director Aquatic Toxicology Research Centre (ATRC) Dr. Peter Lee, Academic Director Forest Soils Laboratory (FSL) Dr. Nancy Luckai and Dr. Lense Meyer, Co-Directors Director of Physical Plant James Podd Lakehead University Environmental Laboratory (LUEL) Dr. Peter Lee, Director of Analytical Research Services Director of Risk Management and Access to Information Dr. Millo Shaw Lakehead University Genetic Services (LUGS) Dr. Carney Matheson, Director Director of Technology Services Centre Bernie Blake (Acting) Lakehead University Instrumentation Laboratory (LUIL) Al Mackenzie, Director Director of University Advancement Bonnie Moore Executive Director, University Services Grant Walsh Lakehead University Mineralogical and Experimental Laboratory (LUMINX) Dr. Andrew Conly, Director Associate Vice-President (Research) Dr. Urned Panu Research Centres, Institutes, Programs, and Facilities Lakehead University Nutrient Ecology Laboratory (LUNE) Dr. Ellie Prepas, Director Vice-Provost (Student Affairs) Gwenellen Wojda (Acting) Centre for Education and Research on Aging and Health (CERAR) Dr. Mary Lou Kelley, Director Lakehead University Wood Science Testing Laboratory (LUWSTL) Dr. Mathew Leitch, Director Centre for Northern Forest Ecosystem Research (CNFER), Ontario Ministry of Natural Resources Ed Iwachewski, Manager LEVTEK Carl Goodwin, Manager Dr. Lionel Catalan, Academic Director Vice-President (Research) Dr. Rui Wang Vice-Provost (Aboriginal Initiatives) Beverly Sabourin Orillia Campus Dean Dr. Kim Feddersen (effective Dec. 2007) Dean of Business Administration Dr. Bahram Dadgostar Dean of Education Dr. John O'Meara (Acting) Dean of Engineering Dr. Henri Saliba Dean of Forestry and the Forest Environment Dr. Reino Pulkki 12 Centre for Northern Studies Dr. Harvey Lemelin, Committee Chair (effective January 2008) Centre for Parks, Recreation and Tourism Research Dr. Norm McIntyre, Acting Director Paleo-DNA Laboratory (PDNA) Al Mackenzie, Director Resource Centre for Occupational Health and Safety (RCOHS) Ina Chomyshyn, Director Lakehead University Annual Report 2006-2007 �AUDITORS' REPORT IBDO BDO Dunwoody LLP Chartered Accountants and Advisors To the Chair and Members of The Board of Governors of Lakehead University We have audited the financial statements of Lakehead University as at and for the year ended April 30, 2007 comprising the following: - Balance Sheet - Statement of Revenue and Expenses - Statement of Changes in Net Assets - Statement of Cash Flows These financial statements are the responsibility of the University's management. Our responsibility is to express an opinion on these financial statements based on our audit. We conducted our audit in accordance with Canadian generally accepted auditing standards. Those standards require that we plan and perform an audit to obtain reasonable assurance whether the financial statements are free of material misstatement. An audit includes examining, on a test basis, evidence supporting the amounts and disclosures in the financial statements. An audit also includes assessing the accounting principles used and significant estimates made by management as well as evaluating the overall financial statement presentation. In our opinion, these financial statements present fairly, in all material respects, the financial position of the University as at April 30, 2007 and the results of its operations and its cash flows for the year then ended in accordance with Canadian generally accepted accounting principles. BDO Dunwoody LLP (signed) Chartered Accountants, Licensed Public Accountants Thunder Bay, Ontario August 16, 2007 �BALANCE SHEET April 30 (in thousands of dollars) Assets Cash Accounts receivable (Note 3) Inventories and prepaid expenses Long-term investments (Note 4) Deferred charge (Note 5) Capital assets (Note 6) 2007 2006 29,988 6,360 2,833 80,461 4,507 105,221 $ 32,920 5,553 769 62,168 4,624 107,029 $ 229,370 $213,063 $ 11,796 1,907 15,441 41,015 104,614 $ 10,541 3,214 16,036 45,383 105,520 174,773 180,694 $ Liabilities and Net Assets Liabilities Accounts payable and accrued charges (Note 7) Faculty early retirement program costs (Note 8) Deferred revenue (Note 9) Deferred capital contributions (Note 10) Long-term debt (Note 11) Net assets Internally restricted (Note 12) Investment in capital assets (Note 1 3) Endowments (Note 14) Unrestricted 23,050 2,934 30,636 (2,023) 13,098 3,392 20,367 (4,488) 54,597 32,369 $ 229,370 $213,063 On behalf of the Board of Governors: "D.P. Campbell" (signed) "F. F. Gilbert" (signed) Chair President The accompanying notes are an integral part of these financial statements. 14 Lakehead University Annual Report 2006-2007 �LAKEHEAD UNIVERSITY STATEMENT OF REVENUE AND EXPENSES For the year ended April 30 (in thousands of dollars) Revenue Government grants for general operations Government and other grants for restricted purposes Student fees Sales of goods and services Investment income Donations Contract research Sundry Amortization of deferred capital contributions $ Expenses Salaries and benefits Operational supplies and expenses Cost of sales and services Amortization of capital assets and deferred charges Building and equipment maintenance Municipal taxes Scholarships, bursaries and awards Utilities Travel Other Interest Excess of revenue over expenses for the year $ 2007 2006 54,514 9,763 35,854 14,924 7,881 1,862 3,072 1,804 6,309 $ 51,453 10,707 34,049 14,058 3,412 1,389 3,049 1,653 7,581 135,983 127,351 71,137 4,862 6,468 14,015 4,556 465 6,827 3,658 2,789 3,568 5,666 66,044 4,465 5,912 13,702 5,540 490 6,632 3,742 2,472 4,085 4,221 124,011 117,305 11,972 $ 10,046 LAKEHEAD UNIVERSITY STATEMENT OF CHANGES IN NET ASSETS For the year ended April 30 (in thousands of dollars) Internally Restricted Investment in Capital Assets (Note 12) Balance, beginning of year Excess of revenue over expenses for the year Change in internally restricted net assets Change in investment in capital assets Transfer to endowments Endowment contributions Capital preservation of endowments $ Balance, end of year $ 13,098 Endowments 3,392 $ 20,367 $ (4,488) $ 11,972 Total Total 32,369 $ 17,457 11,972 10,046 9,301 4,690 955 176 (9,952) 9,952 458 (13) (458) 13 9,301 955 23,050 2006 (Note 14) (Note 13) $ Unrestricted 2007 $ 2,934 The accompanying notes are an integral part of these financial statements. $ 30,636 $ (2,023) $ 54,597 $ 32,369 �STATEMENT OF CASH FLOWS For the year ended April 30 (in thousands of dollars) Cash flows from operating activities Excess of revenue over expenses for the year Items not involving cash Amortization of capital assets Amortization of deferred charge Amortization of deferred capital contributions $ 2007 2006 11,972 $ 10,046 13,898 117 (6,309) 13,643 59 (7,581) 19,678 16,167 Net change in non-cash working capital balances related to operations (Note 20) (1,616) 2,191 Cash provided by operating activities 18,062 18,358 16 (1,323) (1,141) (595) 1,941 19 (1,484) (47,629) (600) 100,000 (4,683) 3,040 5,015 (867) 53,678 Financing activities Increase in faculty early retirement program Faculty early retirement program payments Long term debt principal repayments Demand loan repayment Issue of long term debt Increase in deferred charge (Decrease) increase in deferred revenue Increase in deferred capital contributions 235 Investing activities Endowment contributions Capital preservation of endowments Purchase of capital assets Change in long term investments, net 9,301 955 (12,090) (18,293) 4,690 176 (16,556) (40,343) (20,127) (52,033) (20,994) 1,645 (Decrease) Increase in cash for the year (2,932) 20,003 Cash, beginning of year 32,920 12,917 29,988 $ 32,920 Cash, end of year $ The accompanying notes are an integral part of these financial statements. LAKEHEAD UNIVERSITY NOTES TO THE FINANCIAL STATEMENTS April 30, 2007 (in thousands of dollars) 1. Authority and Purpose Lakehead University was incorporated as a university when the Lakehead University Act was given Royal Assent by the Lieutenant Governor of Ontario in 1965. Lakehead University serves a dual role in that it provides Northwestern Ontario with regional access to higher education while being committed to academic excellence on the provincial, national and international scenes. These financial statements reflect the assets, liabilities, net assets, revenue, expenses and other transactions of all of the operations controlled by the University. Accordingly, these financial statements include the academic, administrative and other operating expenditures funded by fees, grants and other general revenue, restricted purpose endowment funds, and the ancillary operations, such as residences, food services, bookstore and parking. The University also has an economic beneficial interest in the Lakehead University pension plan, the activities of which are not consolidated into these financial statements (Note 1 7). The Lakehead University Pension Investment Fund is audited separately. The Northern Ontario School of Medicine is incorporated under the Ontario Business Corporations Act and is a not for profit organization. The School of Medicine was created in order to provide medical education in Northern Ontario. The University, along with Laurentian University, the only voting members of the School, has significant relationships with the School but the University has no claim to the net operating assets of the School and the University is not liable for any direct or contingent liabilities of the School. Accordingly, the operations of the School are not included in these financial statements. The University is a not-for-profit organization and, as such, is exempt from income taxes under the Income Tax Act (Canada). 16 Lakehead University Annual Report 2006-2007 �LAKEHEAD UNIVERSITY NOTES TO THE FINANCIAL STATEMENTS April 30, 2007 (in thousands of dollars) 2. Summary of Significant Accounting Policies The financial statements of the University have been prepared in accordance with accounting principles generally accepted in Canada within the framework of the accounting policies summarized below: a) Investments Investments include funds invested directly by the University and pooled funds which are held in trust and managed by external fund managers. The securities invested directly by the University are carried at the lower of cost and market value determined on an aggregate basis. The portion of the portfolio held in pooled funds is carried at market value and the increase or decrease within the current year is included in investment income or in endowments (Note 4). b) Inventories Inventories, which consist of goods held for resale, are recorded at the lower of cost and net realizable value. Cost is generally determined on a first in, first out basis. c) Capital Assets Purchased capital assets are recorded at cost. Contributed capital assets are recorded at fair value at the date of contribution. Capital assets are amortized on a straight-line basis over their estimated useful lives, which are: Site development Buildings Leasehold improvements Furniture and equipment Library books 10 years 20 and 40 years 3 years 5 years 5 years Interest incurred on funds borrowed during construction is capitalized as a cost of the project. d) Revenue Recognition The University follows the deferral method of accounting for contributions, which include donations and government grants. Unrestricted contributions are recognized as revenue when received or receivable if the amount to be received can be reasonably estimated and collection is reasonably assured. Unrestricted donations are recorded on a cash basis since pledges are not legally enforceable claims. Contributions externally restricted for purposes other than endowment are deferred and recognized as revenue in the year in which the related expenses are recognized. Endowment contributions are recognized as direct increases in net assets in the year in which they are received. Student fees are recognized as revenue when courses and seminars are held. Sales and services revenue is recognized at point of sale or when the service has been provided. e) Contributed Materials and Services Volunteers contribute an indeterminable number of hours per year. Because of the difficulty of determining their fair value, contributed services are not recognized in these financial statements. f) Use of Estimates The preparation of financial statements in accordance with generally accepted accounting principles requires management to make estimates and assumptions that affect the reported amounts of assets and liabilities at the date of the financial statements and the reported amounts of revenues and expenses during the reporting period. Actual results could differ from management's best estimates as additional information becomes available in the future. g) Financial Instruments The University's financial instruments consist of cash, accounts receivable, long term investments, demand loans, accounts payable and long term debt. Unless otherwise noted, it is management's opinion that the University is not exposed to significant interest, currency or credit risks arising from those financial instruments. The fair values of these financial instruments approximate their carrying values unless otherwise noted. �NOTES TO THE FINANCIAL STATEMENTS April 30, 2007 (in thousands of dollars) 3. Accounts Receivable Accounts receivable consist of the following: 2007 Tuition and residence fees Interest and sundry accounts Sponsored research monies Capital grants from government 4. 2006 $ 497 2,851 2,887 125 $ 466 2,571 2,397 119 $ 6,360 $ 5,553 Long-Term Investments Long-term investments consist of the following: Pooled funds Marketable securities 2007 2006 $ 72,966 7,495 $ 55,041 7,127 $ 80,461 $ 62,168 The pooled funds consist of units held in balanced funds in trust and managed by professional external fund managers. The market value of the University's investment in these funds as at April 30, 2007 was $72,966 (2006 - $55,041). The increase in the investment during the fiscal year of $17,925 includes receipts of $11,054 and investment income of $6,871. Included in the pooled funds are internally restricted amounts created from excess borrowings of the Series A unsecured debenture described in Note 11 .8. The market value as at April 30, 2007 is $38,323 representing an initial investment of $32,912 and investment income of $5,411 (Note 12); $2,240 of the investment income has been allocated to the University operations for 2006/2007. Also included in the pooled funds is $2,147 (2006 - $627) of a debt repayment sinking fund for project loans being amortized over their initial terms. Marketable securities consist of investments in government and corporate bonds of $7,482 (2006 - $7,123), life insurance policies of $12 (2006 - $3), and shares of $1 (2006 - $1 ). The market value of the marketable securities as at April 30, 2007 was $8,712 (2006 - $8,436). The bonds mature between 2007 and 2035 with annual yields ranging from 4.2% to 8.5%. The University has purchased Government of Canada and Ontario stripped coupon bonds at a cost of $597 with average effective annual yields of approximately 10.4% maturing during 2008 and 2009 for a total value of $3,603. These proceeds will be used to repay a mortgage on residence townhouses described in Note 11.2. Interest accrued from the original purchase date to April 30, 2007 amounting to $2,289 has been added to the asset value resulting in a sinking fund balance of $2,886 (2006 - $2,616). 5. Deferred Charge The deferred charge represents refinancing costs incurred in connection with the $100 million Series A unsecured debenture issue and is being amortized over the term of the debt (40 years). Amortization cost recognized in fiscal 2007 is $117 (2006 - $59). 6. Capital Assets 2007 Cost Land Site development Buildings Furniture and equipment Leasehold improvements Library books Construction in progress $ 1,747 2,121 84,705 98,014 85,949 12,065 1,487 34,955 495 31,364 992 3,591 $ $ Cost $ 1,283 5,167 143,196 296,148 $ 190,927 $ 105,221 Net Book Value Accumulated Amortization $ $ 1,283 5,167 63,387 79,809 94,172 78,739 15,433 32,791 29,737 3,054 7,450 $ 18 Net Book Value Accumulated Amortization 5,403 67,716 1,747 7,524 152,421 2006 $ 284,059 7,450 $ 177,030 $ 107,029 Lakehead University Annual Report 2006-2007 �LAKEHEAD UNIVERSITY NOTES TO THE FINANCIAL STATEMENTS April 30, 2007 (in thousands of dollars) 7. Accounts Payable and Accrued Charges The accounts payable and accrued charges consist of the following: 2006 2007 Trade accounts Payroll liabilities Vacation pay liability Capital projects 8. $ 6,825 1,208 2,229 1,534 $ 5,728 1,277 1,884 1,652 $ 11,796 $ 10,541 Faculty Early Retirement Program Costs The University offered a voluntary early retirement program to qualifying University faculty. The estimated accrued liability represents the cost of contractual payments and benefits owed to participating faculty members. These retirement costs will be paid out approximately as follows: 2006 2007 2007 2008 2009 2010 2011 2012 $ $ 9. $ 1,307 893 536 304 141 33 $ 3,214 893 536 304 141 33 1,907 Deferred Revenue Deferred revenue represents unspent externally restricted monies received in the current and prior years for services to be provided in a future year as follows: 2006 2007 Research Other restricted purposes 10. $ 9,750 5,691 $ 15,441 $ 8,324 7,712 $ 16,036 Deferred Capital Contributions Deferred capital contributions represent the unamortized amount of donations and grants received for the purchase of capital assets. The amortization of capital contributions is recorded as revenue in the statement of revenue and expenses and is calculated on the same basis as the amortization expense related to the acquired capital assets. The changes in the deferred capital contributions balance are as follows: 2007 Balance, beginning of year Add: contributions received for capital asset purchases Less: amortization of deferred capital contributions $ Balance, end of year $ 2006 45,383 1,941 (6,309) $ 47,949 41,015 $ 45,383 5,015 (7,581) �NOTES TO THE FINANCIAL STATEMENTS April 30, 2007 (in thousands of dollars) 11. Long-Term Debt 2006 2007 11.1 Canada Mortgage and Housing Corporation - Residence Addition $ $ 9 11.2 Ontario Housing Corporation - 6 Residence Townhouses Mortgage payable, interest payable semi-annually at 9.26% per annum. The principal is due and payable in full on December 1, 2009. A sinking fund has been established to repay the principal upon maturity. A total of $597 has been invested in stripped coupon bonds and together with accrued interest of $2,289, the value of the sinking funds as of April 30, 2007 is $2,886 (2006 - $2,616) (Note 4). 3,600 3,600 11.3 Ontario Housing Corporation Long-Term Lease Obligation - 480 Bed Student Residence The University leases a residence under an agreement with the Ontario Student Housing Corporation. The University is responsible for managing, operating and maintaining the residence. Further, the University has agreed to reimburse the Corporation over a fifty-year period ending December 1, 2019, for principal and interest, through semi-annual installment payments of $78 including interest at 6.80%. Upon satisfaction of this obligation, title to the building will vest in the University. Since this agreement is, in substance, a purchase of the building by the University, being financed by the Ontario Student Housing Corporation, the cost of the building is included in capital assets. 1,329 1,401 11.4 The Sisters of St. Joseph - Avila Centre Mortgage payable, principal and interest repaid at 6.00% per annum payable over fifteen years through varying annual installments (2007 - $249; 2006 - $234) ending May 21, 2008. 261 480 11.5 Sun Life Financial - 874 Tungsten St. Mortgage payable, principal and interest repaid at 6.42% per annum, payable through monthly installments of $4, maturing July 2009. 293 325 35 47 11.6 Promissory Note - 874 Tungsten St. Promissory note, secured by second mortgage non-interest bearing, monthly principal payments of $1 maturing March 2010. 11.7 Promissory Note - Northwestern Ontario Innovation Centre Inc. Promissory note, non-interest bearing, annual principal payments of $23 maturing November 2015. 212 11.8 Debenture Payable On November 15, 2005, the University issued Series A unsecured debenture in the aggregated principal amount of $100,000. The debenture bears interest at 5.301 %. Principal and interest are payable semi-annually on May 15 and November 15 in installments of $3,023 ending November 15, 2045. The proceeds of the issue were used to repay the debt to the Royal Bank of Canada including termination costs, to finance Phase 2 of the Heating, Refrigeration, and Air Conditioning Retrofit and to establish a University "Endowment" in the amount of $32,912 (Note 4). Included in the pooled funds (Note 4) is $2,147 (2006 - $627) of a debt repayment sinking fund for project loans being amortized over their initial terms. 98,884 99,658 $ 104,614 $105,520 Anticipated requirements to meet the principal portion of the long-term debt repayments over the next five years are as follows: Amount Date 2008 2009 2010 2011 2012 Thereafter $ 1,206 1,021 4,849 1,067 1,123 95,348 $ 104,614 The University has available an operating line of credit of $3,000, with interest at the bank's prime lending rate (5.75% per annum at year-end). The University's credit facilities also include a Standby letter of Guarantee in favour of the City of Thunder Bay in the amount of $605. 20 Lakehead University Annual Report 2006-2007 �LAKEHEAD UNIVERSITY NOTES TO THE FINANCIAL STATEMENTS April 30, 2007 (in thousands of dollars) 12. Internally Restricted Net Assets Internally restricted net assets are funds committed for specific purposes as follows: 2007 Operating Fund Repairs and replacements Self-insurance Unexpended budgets and departmental incomes Future year's budget Ancillary Enterprises Retail operations Food services Residence reserve for repairs and replacements Other ancillary Restricted Funds University general trust fund Interest earned on investment from excess borrowings (Note 4) Unexpended capital funds Research funds Bond sinking fund $ $ 3,340 250 4,170 4,260 2006 $ 3,131 250 3,685 160 62 229 112 338 154 223 95 4,310 3,171 221 618 2,147 2,943 1,018 174 460 627 23,050 $ 13,098 At April 30, 2007, unrestricted year end grants of $4,260, which were unbudgeted and unallocated, are included in internally restricted net assets as "Future year's budget". 13. Investment in Capital Assets 2007 2006 $ 105,221 $107,029 The investment in capital assets consists of the following: Capital assets, net book value Less amounts financed by: Long term debt (net of residence and bond sinking funds) Deferred capital contributions (62,109) (40,178) $ $ Amortization expense Less: Amount of amortization expense related to capital assets purchased with restricted contributions Net (decrease) $ 2007 The change in investment in capital assets is calculated as follows: Repayment of long-term debt Increase in residence and bond sinking fund Purchase of capital assets internally financed 2,934 (59,051) (44,586) $ 832 270 6,029 3,392 2006 $ 1,152 873 3,577 7,131 5,602 13,898 13,643 (6,309) (7,581) 7,589 6,062 (458) $ (460) �NOTES TO THE FINANCIAL STATEMENTS April 30, 2007 (in thousands of dollars) 14. Endowments Endowments consist of externally restricted donations received by the University. The endowment principal is required to be maintained intact. The investment income generated from endowments must be used in accordance with the various purposes established by donors. The University ensures, as part of its fiduciary responsibilities, that all funds received with a restricted purpose are expended for the purpose for which they were provided. The value of the investment portfolio for endowed funds included in the total investments disclosed in Note 4 is equal to $30,636 (2006 - $20,367). 15. Ontario Student Trust Funds Externally restricted endowments of $30,636 (2006 - $20,367) include grants provided by the Government of Ontario from the Ontario Student Opportunity Trust Fund (OSOTF) Phase I and Phase II and the Ontario Trust for Student Support (OTSS) matching programs to award student aid as a result of raising an equal amount of endowed donations. OSOTF (Phase I) 2007 2006 OSOTF endowment balance, beginning of year Capitalized interest $ 6,776 167 $ 6,747 29 OSOTF endowment balance, end of year $ 6,943 $ 6,776 Expendable funds, beginning of year Realized investment income Bursaries awarded $ Expendable funds, end of year $ 1,070 $ 335 479 (236) $ 578 422 Number of bursaries awarded Market Value of Endowment 578 790 (298) $ 8,759 380 $ 8,126 OSOTF (Phase II) 2006 2007 1,563 $ 1,539 (6) 30 $ 1,563 OSOTF endowment balance, beginning of year Transfers to OTSS program Capitalized interest $ OSOTF endowment balance, end of year $ Expendable funds, beginning of year Realized investment income Bursaries awarded $ 15 181 (57) $ 1 68 (54) Expendable funds, end of year $ 139 $ 15 52 89 36 Number of bursaries awarded Market Value of Endowment 1,615 $ 1,844 $ 1,689 OTSS The Ontario Trust for Student Support (OTSS) program requires separate reporting of the balances as at March 31 and the details of the changes in the balances. The following is the schedule of donations received for the period from April 1, 2006 to March 31, 2007 (April 1, 2005 to March 31, 2006). 2007 22 2006 Donations eligible for matching Donations not yet eligible for matching $ 890 75 $ 919 44 Total cash donations $ 965 $ 963 Lakehead University Annual Report 2006-2007 �LAKEHEAD UNIVERSITY NOTES TO THE FINANCIAL STATEMENTS April 30, 2007 (in thousands of dollars) 15. Ontario Student Trust Funds (cont'd) The following is the schedule of changes in endowment fund balance for the period April 1, 2006 to March 31, 2007 (April 1, 2005 to March 31, 2006). 2007 Endowment balance, beginning of year Cash donations received Transfers from OSOTF program Matching funds received / receivable Preservation of capital $ Endowment balance, end of year $ 1,888 965 2006 $ 957 6 919 6 890 3,743 $ 1,888 The following is the schedule of changes in expendable funds available for awards for the period April 1, 2006 to March 31, 2007 (April 1, 2005 to March 31, 2006). 2007 Expendable funds, beginning of year Realized investment income Bursaries awarded $ Expendable funds, end of year $ $ 234 (32) Number of bursaries awarded 16. 2006 202 1 (1) $ 16 Property and Liability Insurance The University participates in a reciprocal exchange of insurance risks in association with forty-five other Canadian universities. This self-insurance cooperative involves a contractual agreement to share the property insurance and liability risks of member universities. The projected cost of settled claims will be funded through members' premiums based on actuarial projections. It is anticipated that a surplus will be created over time as a cushion against unexpected losses. In addition, the reciprocal has obtained substantial reinsurance with commercial insurers to cover major claims in excess of $2,500 per occurrence for property losses and in excess of $5,000 per occurrence for liability losses. In the event that premiums are not sufficient to cover claim settlements, the member universities would be subject to an assessment in proportion to their participation. 17. Pension Plan The University has two separate pension plans. 17.1 Pension Plan for Professional Staff The Pension Plan for Professional Staff is a contributory defined contribution pension plan. Faculty members and librarians contribute 6.5% of their earnings through payroll deductions. The University contributes 8.05% effective January 1, 2005 (7 .8% prior to January 1, 2005). Non-faculty members contribute 8.05%, and the University matches these contributions. The Plan provides for a defined benefit guarantee for service prior to January 1, 1997 and removes the minimum pension based on a formula for future pensions commencing in 1997. The Plan's surplus will be increased by an amount equivalent to the Pension Guarantee Account remaining after provision for estimated pensions based upon the defined benefit guarantee. No part of this guarantee account and surplus is recognized in the financial statements as the amount may not be withdrawn by Lakehead University, nor may it be used to match contributions to the fund. Information about the defined benefit guarantee portion of this pension plan at April 30, 2007 is as follows based on an actuarial valuation prepared on a going concern basis at December 31, 2006. Pension plan assets Pension plan liabilities $ 202,637 199,671 Estimated pension plan surplus $ 2,966 The significant actuarial assumptions adopted in calculating the above amount include a discount rate of 6%, a general salary increase of 3.5% per annum, and mortality tables of UP94@15. The actuarial valuation prepared at December 31, 2006 discloses that there is no longer a solvency deficiency as defined in the Pension Benefit's Act (1987). Beginning in 2007, the additional annual contributions of $612, which were being made to fund the solvency deficiency revealed at the previous valuation, are no longer required. The University may elect to apply the balance in the Pension Solvency Account ($1,248 at December 31, 2006) to offset its regular contributions to the plan. �NOTES TO THE FINANCIAL STATEMENTS April 30, 2007 (in thousands of dollars) 17. Pension Plan (cont'd) 17.2 Lakehead University Employee Pension Plan The Lakehead University Employee Pension Plan is a contributory defined contribution pension plan. Under the Plan, employees contribute in a range from 7.15% to 7.90% of their earnings. The University matches the regular pension contributions made by members of the Plan. University Pension Plan contributions, together with investment income earned on the contributions, are applied on retirement to provide pensions as defined in the Plan. In addition to their regular contributions, members may voluntarily contribute additional contributions to provide increased benefits. Both employee and employer contributions are paid into the integrated Canada Pension and University Pension Plans. The employee benefits expense for the year includes pension expense of $2,399 (2006 - $2,248) and faculty early retirement benefits of $18 (2006 - $21 ). 18. 19. Contingent Liabilities a) At April 30, 2007, the University was guarantor of nine (2006 - ten) housing loans for faculty and staff in the amount of $109 (2006- $143). b) The nature of the University's activities is such that there is usually litigation pending or in prospect at any one time. With respect to claims at April 30, 2007, the University believes it has valid defenses and appropriate insurance coverage in place. In the unlikely event any claims are successful such claims are not expected to have a material effect on the University's financial position. Commitments The following are the future minimum annual operating lease payments due over the next five years: 20. Date Amount 2008 2009 2010 2011 2012 $ 469 287 227 227 135 Statement of Cash Flows The net change in non-cash working capital balances related to operations consist of the following: 2007 Accounts receivable Inventory and prepaid expenses Accounts payable and accrued charges 21. 2006 $ (807) (2,064) 1,255 $ 1,590 1 600 $ (1,616) $ 2,191 Related Party Transactions During the year, the University undertook the following transactions with Northern Ontario School of Medicine: 2007 Recoveries and charges for goods and services $ 1,331 2006 $ 806 These transactions were in the normal course of operations and were measured at the exchange value, which is the amount of consideration established and agreed by the parties to the transaction and approximates the arm's length equivalent value. 24 Lakehead University Annual Report 2006-2007 �Lakehead Facts Established: July 1, 1965 Total Enrolment: 7,644 including 6,093 full-time graduate and undergraduate students Full-time Faculty: 290 Employees: 2,250 including approximately 700 full-time positions Alumni: 41,388 Faculties: Business Administration Education Engineering Forestry and the Forest Environment Graduate Studies Medicine (Northern Ontario School of Medicine, West Campus) Professional Schools Science and Environmental Studies Social Sciences and Humanities Economic Impact of Lakehead University: $25 l.0M on the City of Thunder Bay in fiscal 2005-2006 Geographic Origin of Students 2006-2007 Northwestern Ontario 50.8% International 2.3% Other Provinces 5.7% Rest of Ontario 41.2% Residence Accommodation Number of Beds 2006-2007: 1,223 Contact Information Lakehead University Annual Report 2006-2007 is posted online: www.lakeheadu.ca/report/ For more information contact: Eleanor Abaya Director of Communications Lakehead University 955 Oliver Road, Thunder Bay, Ontario Canada P7B 5El Phone: (807) 343-83 72 Fax: (807) 346-7770 E-mail: eleanor.abaya@lakeheadu.ca �> :::s :::s C c» -::a CD -cs C) -, ~ c::::> "' c::::> en I c::::> "' c::::> -.......J � 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 Realizing Potential: Lakehead University Annual Report, 2006-2007 Subject The topic of the resource Universities Description An account of the resource Annual report for Lakehead University for 2006-2007. Includes financial statements. 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 2007 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/c31716249d5d9c895ea58ce4c299300a.pdf af19e0973f5b3fb9b8d70a098d9d3edf PDF Text Text "education is not the.filling of a vessel but the lighting of a flame" - Socrates �• • mission Lakehead University is committed to excellence and innovation in undergraduate and graduate teaching, service, research, and other scholarly activity. As part of this commitment, Lakehead University is dedicated to a student-centred learning environment. Lakehead University values its people and the diversity of their ideas, contributions, and achievements. Lakehead is dedicated to working with Aboriginal peoples in furthering their educational aspirations. Building on its past accomplishments and recognizing its role in Northwestern Ontario, Lakehead University reaches out regionally, nationally, and internationally. Lakehead University is committed to educating students who are recognized for leadership and independent critical thinking and who are aware of social and environmental responsibilities. �presidentJs message Lakehead University is progressing well on its journey to become one of the top 25 research universities in Canada. With increased funding for research plus new and expanded graduate programs, the capacity to reach that goal is in hand. Much of the guidance on this journey has been provided by a comprehensive Strategic Research Plan which underscores the partnership and collaboration between researchers and graduate students. Lakehead was "Research University of the Year" in 2006 (Research lnfosource), a testament to the productivity of our faculty and the value of their research activities. Graduate students now constitute about 10% of the student body, with a dramatic increase in numbers since 2004, and they have been instrumental in the success of research at Lakehead. The University has 5 PhD and 26 Master programs with several more on the way. In this year's Annual Report you will meet some of the faculty and graduate students who are helping to lead Lakehead 's advance on the research front. The fulfillment of this component of the University's tripartite role in teaching, service, and research has been especially gratifying, confirming that Lakehead University is coming of age and having an increasingly important role in the innovation agendas of both the province and the country. It also means that the contribution that the University makes to the economic and social well-being of Northwestern Ontario is enhanced . I hope you enjoy reading about it. I Frederick F Gilbert} PhD President and Vice-Chancellor Lakehead University President Fred Gilbert on the ice with members of Lakehead University "Grey Wolves" Hockey Team (1-r): Robert Paterson} Donna Newhouse, and Tom Wm·den �research andgraduate studies What new knowledge will help make Canada a world leader for current and future generations? As the co-creators of new knowledge, graduate students may reflect on this question as they work toward becoming independent scholars. Graduate students at Lakehead University study in an environment that encourages discovery and supports success. In 2007-2008, four new Lakehead University Research Scott Wiebe, Chairs were created to enable PhD candidate in some of its most accomplished Forest Sciences full-time faculty members to concentrate on research and student mentoring. Two of these Chairs are within the social sciences and humanities (Dr. Lori Chambers, Women's Studies, and Dr. Todd Dufresne, Philosophy) and two are within the natural sciences and engineering (Dr. Stephen Kinrade, Chemistry, and Dr. Baoqiang Liao, Chemical Engineering). Another two will be announced in 2009-2010 . I These four Lakehead University Research Chairs, along with Lakehead 's seven Canada Research Chairs, are building on a record of research excellence and achievement and helping Lakehead to develop unique graduate programs. Miranda Maki (right), PhD candidate in Biotechnology, with Lab Technician Bmce Rosa (left) and Dr. Kam Leung 2 Lakehead University Annual Report 2007-2008 All researchers at Lakehead are supported by advanced communications technologies for teaching and learning, an excellent library, and 12 University research centres/ programs that provide important links to various communities of interest. Graduate students benefit from a vibrant and diverse academic setting, and ample opportunity for one-on-one mentoring with internationally renowned scholars. In the last four years, Lakehead has established a Faculty of Graduate Studies that is supported by an office that now has six full-time staff including the Dean. The Office is dedicated to overseeing the application, admission, and financing of graduate students. In 2005-2006 the Office of the VicePresident (Research) and the Faculty of Graduate Studies joined forces to recognize and reward graduate student publications through the creation of the High Output and Publication Excellence (HOPE) Awards, presented to three graduate students each year who are first authors of a peerreviewed publication . Lakehead's Research Plan lists seven strategic research areas of advantage and strength: (1) Aboriginal Studies; (2) Advanced Technology Systems; (3) Biotechnology and Material Science; (4) Culture and Society; (5) Environmental and Resource-based Development, Education, and Policy; (6) Health Research Across the Life Span; and (7) Northern Studies. Biotechnology and Material Science In Lakehead's Bioenvironmental Engineering Laboratory, Lakehead University Research Chair (Chemical Engineering) Dr. Baoqiang Liao is engaged in finding a low-cost, environmentally sustainable, long-term solution to handling pulp and paper mill wastewater and sludge using anaerobic membrane bioreactor technologies. He is working with four graduate students who will receive multidisciplinary training in engineering, chemistry, and microbiology. Dr. Stephen Kinrade, Lakehead University Research Chair (Chemistry), is conducting research into the chemical mechanisms underlying silicon biofunctionality. He is working with the Molecular Medicine Research Centre (MMRC) to conduct radioisotopic analysis of silicon uptake, translocation, and binding in various biosystems. The MMRC is a collaborative project with Lakehead University, Sunnybrook Research Institute at Sunnybrook Health Sciences Centre (Toronto), and Thunder Bay Regional Health Sciences Centre and includes the active involvement of private partners led by Philips Medical Systems . Lakehead's new PhD program in Biotechnology, which admitted its first students in 2008, is an interdisciplinary program involving researchers in many Faculties at Lakehead University. It builds on existing undergraduate and graduate programs in Forest Sciences, Applied Bio-Molecular Science, Environmental �Studies, Water Resource Science, Biology, Chemistry, and Environmental Engineering, and complements the PhD program in Forest Sciences. As well, it relates to exciting new research enterprises such as the Biorefining Research Initiative, which is expected to become a world-class centre of excellence dedicated to developing transformative technologies and products from forest biomass. Health Research Across the Life Span The Department of Psychology has one of the largest graduate programs on campus, including a Master in Clinical Psychology, a Master in Experimental Psychology, and a PhD in Clinical Psychology. Thanks to the leadership of Dr. Josephine Tan, then Director of Clinical Training (Psychology), the PhD program was accredited in its tenth anniversary year (2007-2008) by the Canadian Psychological Association. Lakehead University, working in partnership with Trent University and the University of Toronto, was successful in securing $1 M in multiinstitutional collaborative funding from the Canada Foundation for Innovation for the development of the Centre for Biological Timing and Cognition (CBTC) in Thunder Bay, which positions the Department of Psychology for steady academic and research growth. The CBTC will be used as a laboratory and graduate training facility to carry out neuroscientific and clinical research on the biological, social, and environmental factors that influence perception, cognition, and mental health. Another graduate program within the newly created Faculty of Health and Behavioural Sciences is the Master of Public Health program, with 150 students at present. Currently there are two fields - Health Studies and a Specialization in Nursing - and Lakehead is planning a third MPH field focusing on the educational needs of Nurse Practitioners. This graduate program leverages the talent that already exists at Lakehead within a variety of disciplines including Medicine, Psychology, Gerontology, Kinesiology, Nursing, Social Work, and Health Services and Policy Research. Advanced Technology Systems Advanced Technology Systems, comprising integrated hardware, software, and communication links, are an essential part of our economy. At Lakehead there are many faculty members and students in the Faculty of Engineering and the Departments of Computer Science and Physics who are working on projects in this field funded by the Natural Sciences and Engineering Research Council of Canada (NSERC). Dr. Rachid Benlamri (Software Engineering) received a new Discovery Grant from NSERC this year to fund a program that will contribute toward solving some of the challenging problems in cognitive mobile learning by making use of the progress in semantic web theory, e-learning standardization, and mobile computing. "The research work focuses on the theoretical and technological aspects of designing mobile learning services that deliver context-aware learning resources from various locations and devices," says Benlamri. "The ability to grasp the exact knowledge required to accomplish a specific task, in a limited allotted time, is a key factor for organizations to remain economically competitive in the new knowledge society." In addition to Master programs in Control Engineering, Environmental Engineering, Physics, and Mathematical Sciences, a new Master program in Electrical and Computer Engineering will begin in September 2008. Software engineering graduate student Xiaoyun Zhang (right) with Dr. Rachid Benlamri �Dr. Som Ale (left) and Biology graduate student Jody MacEachern (centre) prepare for a field trip with Dr. Douglas Morris Thanks to Canada Foundation for Innovation (CFI) grants, Lakehead's Automatic Control Laboratory and new Broadband Communications Networks Laboratory are state-of-the-art facilities open to both graduate and undergraduate students. Lakehead has advanced communications technology for teaching and learning and is a member of SHARCNET, Ontario's highperformance computing network. Environmental and Resource-Based Development, Education, and Policy Researchers in the Faculty of Forestry and the Forest Environment, the Faculty of Science and Environmental Studies, and the Faculty of Engineering, for example, are engaged in several projects associated with the Atikokan Bioenergy Research Initiative. In addition, Lakehead, with the support of FedNor, FPlnnovations-Forintek, the Ministry of Natural Resources, and the Ministry of Northern Development and Mines, is providing critical leadership in the wood products industry, helping local communities create value-added manufacturing appropriate to the forest, financial, and human resources available in Northern Ontario communities. Lakehead researchers are increasing capacity in the region to produce innovative solutions, products, and technologies based on the sustainable use of natural resources. Their work encompasses everything from developing new wood products, biorefining technologies, bioenergy and biochemicals, and materials and methods for new ways of environmental remediation, to the monitoring of air and water quality, and treatment of industrial waste. There has been a growing interest in Environmental Studies at Lakehead as witnessed by the popularity of the Master of Environmental Studies in Nature-Based Recreation and Tourism . This is an interdisciplinary degree program that has its roots in social sciences such as leisure studies, human geography, and sociology. Lakehead's PhD program in Forest Sciences draws on the academic expertise housed within the Faculty of Forestry and the Forest Environment, the School of Social Work, the Faculty of Engineering, the School of Outdoor Recreation, Parks, and Tourism, and the Faculty of Science and Environmental Studies. Graduate students are engaged in a wide range of multidisciplinary research projects ranging from sustainable forest management and watershed ecology to wildlife habitat management and conservation. Last year, a new interdisciplinary Master of Environmental Studies in Northern Environments and Cultures was launched . It is the first graduate program of its kind in Ontario to concentrate on the near-north. Program content is being drawn from the physical disciplines of geomorphology, climatology, biogeography, and soil science, as well as the socio-economic and cultural streams of human geography and anthropology. 4 Lakehead University Annual Report 2007-2008 Northern Studies II 11 �Dr. Douglas Morris, Lakehead University Research Chair in Northern Studies (Biology) and Post-doctoral Fellow Dr. Som Ale, head a team of Biology graduate students studying food webs and climate change in Nunavut and the Yukon Territories . The research is part of a three-year multinational collaboration (Arctic WOLVES - Wildlife Observatories Linking Vulnerable Ecosystems) with remote field camps spread throughout the circumpolar north. The Canadian component of Arctic WOLVES, headquartered at Laval University, represents one of Canada's key International Polar Year (IPY) activities and has received nearly $3M in research funding through NSERC and IPY Canada. Dr. Chris Southcott (Sociology) is the Principal Investigator with the Social Economy Research Network for Northern Canada, a collaborative project funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) with Yukon College, Aurora College, and Nunavut Arctic College. In addition, Southcott is working on a circumpolar comparative study of factors leading to migration decisions of Arctic indigenous residents. Professors in the School of Outdoor Recreation, Parks, and Tourism are working extensively with graduate students on several research programs that relate to the social economy of Canada's far north . Dr. Margaret Johnston is examining the impact of the 2007 Canada Winter Games held in Whitehorse, Yukon. She is working with Dr. Harvey Lemelin on a project with members of the Lutsel K'e community in the Northwest Territories to see how this Aboriginal community, situated on the shores of Great Slave Lake and within one of Canada's newest national parks, can achieve its economic, social, and environmental goals. the Department of Aboriginal Education, confirms Lakehead's commitment to having Aboriginal representation in all aspects of University governance and program and research development. One of Lakehead's research strengths is in community-initiated collaboration with Aboriginal organizations . An excellent example is the partnership between the Grand Council of Treaty #3 and members of Lakehead's Faculty of Education to develop a comprehensive, collaborative, and strategic plan for the retention and revitalization of the Anishinaabe language. In Anthropology, Dr. Scott Hamilton is collaborating with various northern Ontario Aboriginal communities as they grapple with the complex issues surrounding natural resource development and preservation of Aboriginal cultural heritage. In part, this involves integrating two ways of envisioning human relationships with the environment - one reflecting Aboriginal traditional knowledge, and the other deriving from western science. Recently, Lakehead was successful in securing funds from the Ministry of Training, Colleges and Universities to launch The Nanibijou Project: A Transition Program for Aboriginal Graduate Students. This project is designed to "teach teachers" how best to mentor their Aboriginal graduate students. It will offer modules devoted to such topics as thesis/ dissertation development and will examine the possibility of developing a transition model for Aboriginal students who wish to pursue advanced degrees at the Master or Doctoral level . Children of Unmarried Parents Act, 19211969 was written with the help of nine undergraduate researchers as well as a Post-doctoral fellow, Dr. Rachel Ariss, who is now a faculty member in the Department of Sociology. Dr. Todd Dufresne, Lakehead University Research Chair (Philosophy), received the 2007 Lakehead University Distinguished Researcher Award. An expert on the work of Sigmund Freud and psychoanalysis, Dufresne is working on several book projects and furthering his research on culture and creativity as drivers of economic development. Part of his scholarly activity involves developing an organization that will link Lakehead scholars from across disciplines with members of the local community including lawyers, urban planners, and artists. The former Dean of Graduate Studies, Dr. Gary Boire, believes the high degree of collegiality at Lakehead University, coupled with an excellent supervisor-student ratio, leads to an unique graduate research culture. "We have a culture characterized by a mentoring environment wherein the publication of first-rate student research is the norm rather than the exception," he says . ■ Culture and Society Aboriginal Studies Lakehead is recognized as a leader in Aboriginal issues among Canadian universities and has a high percentage of Aboriginal students. The recent recruitment of Dr. Judy lseke-Barnes, Canada Research Chair in Indigenous Education, Beverly Sabourin, Vice-Provost (Aboriginal Initiatives), and Dr. Ethel Gardner, Chair of Lakehead's application for a PhD program in Sociology was approved based on the excellence of its faculty and the quality of its Master programs. Dr. Lori Chambers, Lakehead University Research Chair (Women's Studies), is engaged in an interdisciplinary research program focused on gender, law, and equity. Her recent book Misconceptions: Unmarried Motherhood and the Ontario Chair of the Department of Aboriginal Education D r. Ethel Gardner (right) works on a presentation with Ed11cation graduate student Charlotte Neckoway (centre) and Dr. Lolehawk Laura Buker �year • 1n review Convocation 2008 Two Convocation ceremonies were held in Thunder Bay in May and two honorary degrees were awarded : a Doctor of Science to Dr. Joseph Macinnes, physician, deepsea explorer, and author; and a Doctor of Fine Arts to Gordon Pinsent, actor, writer, and director. Silvio Di Gregorio, business executive and community builder, and Stephen Hessian, pulp and paper industry leader, were made Fellows of Lakehead University. Alumni Honour Awards were presented to Glenn Miller, real estate developer, Dr. Elizabeth Murray, life scientist, and Duncan Weller, artist and writer. A Young Alumni Award was presented to Catherine Bird, adult education entrepreneur. In June, the first ever Convocation ceremony in Orillia was held to honor graduates of the one-year Business Administration and Social Work programs. A Civitas Award was presented to Sue Mulcahy, former city councillor and Chair of the Simcoe College Foundation, for her tireless work over the years to establish a university in Orillia . I Dr. Todd Dufresne (centre) in discussion with students Stephen Trochimchuk (left) and Dane Newbold Dr. Jason Blahuta (Philosophy). Lakehead University Contribution to Research Awards were given to Dr. Lori Chambers (Women 's Studies) and Dr. Alexander Serenko (Business Administration) . Athletics Excellence in Teaching, Research, and Community Service In 2007-2008, Dr. Philip Fralick (Geology) received Lakehead's Distinguished Instructor Award, and Dr. Todd Dufresne (Philosophy) received Lakehead's Distinguished Researcher Award. The Lakehead University Award to Staff for Outstanding Performance and/or Contributions was presented to Allan MacKenzie, Director, Analytical Research Services. Allan MacKenzie Lakehead University Contribution to Teaching Awards were given to Dr. Adam Van Tuyl (Mathematical Sciences), Dr. Bruce Strang (History), Dr. Randle Nelsen (Sociology), Dr. Lisa Korteweg (Education), Dr. Timothy Hardie (Business Administration), and 6 Lakehead University Annual Report 2007-2008 Chris Whitley and Anna Crawford were named Lakehead University's Male and Female Athletes of the Year. Whitley, a goaltender, was named Lakehead's Most Valuable Player for Men's Hockey and finished the regular Ontario University Athletics (OUA) season undefeated . Crawford was named Lakehead's Most Valuable Female Skier. She helped the Women's Nordic Skiing team capture its fifth consecutive Canadian Colleges and Universities National Championship title, and finished the season with five gold medals and an OUA Special Award as Overall Champion in Women's Nordic Skiing . Brock McPherson, Jordan Smith, and Chris Whitley of the Men 's Hockey team were ranked QUA First Team All Stars as were Kiraan Posey of Men's Basketball, Mitch Fryia of Men's Wrestling, and Nicole Plummer of Women's Wrestling . Six athletes were named Canadian lnteruniversity Sports (CIS) First Team All Canadians: Mitch Fryia and Huy Nguyen of Men's Wrestling, Chris Whitley and Jordan Smith of Men's Hockey, Jenna Enge of Women's Curling, and Anna Crawford of Women's Nordic Skiing . Lisa Patterson, Coach of Men's and Women's Nordic Skiing, received the Sport Alliance of Ontario Female Coach of the Year for 2007 and the Fox 40 OUA Female Coach of the Year for 2007-2008. Lou Pero, Coach of Women's Basketball, received the Jean-Marie De Koninck CIS Coach ing Excellence Award. Student and Faculty Achievements • Lakehead University students enjoyed a high success rate in applications for funding from NSERC and SSHRC at the Master and Doctoral levels. This year Lakehead had an NSERC quota of 12 applications, 10 of which were successful, including 6 at the Master and 4 at the Doctoral levels. Lakehead also submitted 1 application in NSERC's Aboriginal student category and was successful. For SSHRC, Lakehead had a quota of 12 applications at the Master level, all of which were successful. At the Doctoral level, 4 out of 6 applicants were successful, including 1 who received the prestigious Canada Graduate Scholarship. �• Business Administration student Megan Ott was chosen one of the ten 2007 Futures Fund Scholars, receiving an award for demonstrating exemplary leadership in academic pursuits and extracurricular initiatives. I Denis Ayotte • Mike Jarvela placed second in the Level Two accounting and finance-related contest of the Certified General Accountants of Ontario (CGA Ontario) One-Hour Accounting Contest, receiving a cash award and a scholarship to the CGA program. • Twenty-four music students came together in Lakehead's newly formed Opera Studio ensemble under the direction of Dr. Dean Jobin-Bevans to perform Henry Purcell's Dido and Aeneas. • Forestry student Denis Ayotte won first place at both the university and provincial levels of the Ontario Wood WORKS! 2007 Student Wood Product Design Competition for his innovative and multi-functional leaf table. • Ors. Seth Agbo (Education), lnderjit Nirdosh (Chemical Engineering), and Tom Potter (Outdoor Recreation, Parks, and Tourism), received the Ontario Ministry of Training, Colleges and Universities' Leadership in Faculty Teaching (LIFT) Awards to recognize excellent teaching by college and university faculty across Ontario. Professor Ann Clarke I Anna Crawford • Dr. Aris Carastathis (Music) received funds from the Norman Burgess Memorial Fund of the Canadian Music Centre to collaborate with musician Catherine Jillings to compose a new musical work for viola and guitar, which will have its premiere in Toronto in October 2009 . • Geology student Marc Rinne received the 2007 Leopold Gelinas Medal from the Geological Association of Canada for the best Bachelor of Science thesis written by a Canadian or submitted to a Canadian university. Community Events Lakehead along with community partners hosted many academic and social events throughout the year including : • Lakehead University Student Union's (LUSU) Through Our Eyes, an Elders' conference hosted by the Aboriginal Awareness Centre held in conjunction with Aboriginal Awareness Week 2008 • The Sixth Annual TD Canada Trust Northwestern Ontario High School Mathematics Competition, stimulating the mathematical talents of young people going on to careers in teaching, information sciences, engineering, medicine, skilled trades, commerce, banking and business, and genetics • The Chronicle-Journal Regional Spelling Bee, hosted • Professor Ann Clarke (Visual Arts) was elected a member of the Royal Canadian Academy of Arts . Clarke has had over 30 solo exhibitions in Canada and has shown her work in more than 90 group shows in Britain, Canada, and the United States. by CanWest CanSpell, The Chronicle-Journal, and Lakehead University, providing schools from Kenora to Hornepayne, and students aged 15 and under, with the opportunity to participate in a National Spelling Bee competition • Dr. Peter Hollings (Geology) received the 2008 William Harvey Gross Award, bestowed annually by the Geological Association of Canada to a geoscientist younger than 40 years of age who has made a significant contribution to the field of economic geology in a Canadian context. • Lakehead Celebrates, the annual fall fundraising • Dr. Lynn Martin (Master of Public Health Program) received a 2007 Career Scientist Award from the Ministry of Health and Long-Term Care for her research dealing with needs, service use, quality of services, and outcomes of care across the continuum of mental health services. In 2008, she was recognized by the City of Thunder Bay as a Citizen of Exceptional Achievement. • The 40th annual Forestry Symposium on communitybased forestry in Ontario, and the third annual Biotechnology Symposium in conjunction with National Biotechnology Week event in support of scholarships and bursaries, which recognized the success of community partnerships with the Molecular Medicine Research Centre, North of Superior Tourism Association, and the Atikokan Bioenergy Project • The annual Thunder Bay Symphony Orchestra (TBSO) Reception celebrating the collaboration between Lakehead's student vocal ensemble and the TBSO Chorus • Climate Change: Solving it Together, a conterence hosted by Environment North , the Food Security Research Network, and the Lakehead University Student Union . ■ • Dr. Glenna Knutson (centre) with graduate students in the Master of Public Health program Ursula Danner (left) and Kristenjessiman �• strategic directions Strategic planning for 2010-2013 will begin in fall 2008 under the direction of the President. In addition, Lakehead is reducing its environmental footprint through a variety of initiatives coordinated by the Lakehead University Sustainability Committee. Student Union sponsors WUSC Student Research & Innovation Week 2008 Since 1999, Lakehead University students have been directing $1 of their annual student activity fees to sponsor a refugee through the World University Service of Canada (WUSC) program. This year, Lakehead welcomed John Panchal, a student from Sudan, enrolled in Lakehead's General Science program. Also this year, the students voted to double their annual contribution, which will enable Lakehead University to sponsor a WUSC student every two to three years. Lakehead University's Research & Innovation Week took place at the Thunder Bay campus in February 2008. The event featured a graduate student conference and poster presentation as well as guest speakers, panel discussions, debates, and a pre-event interactive display at Thunder Bay's largest retail centre. In his keynote address, Dr. Eliot Phillipson, President and CEO of the Canada Foundation for Innovation, congratulated Lakehead for having developed a productive 10-year relationship with the national funding organization. Strategic Planning Campus Sustainability The Facility Renewal Project, begun in 2004 and completed this year, has resulted in significant reductions in Lakehead's energy use, energy cost, and greenhouse gas emissions. The $23.3M capital John Panchol project has realized savings to date of $4.1 M with an electrical usage reduction of 23% per year and a gas usage reduction of 43% per year. As a result, Lakehead has eliminated the release of 7,031 tonnes of greenhouse gas emissions per year. Lakehead University Student Union (LUSU) has a mandatory bus pass which for a cost of $70 per person entitles all students in Thunder Bay to unlimited bus travel from September to April. Since the U-Passes were first issued in the fall of 2007, transit ridership by Lakehead students has increased by 46%. Dr. Lori Chambers (centre top) meets with Women's Studies graduate students and teaching assistants Rawnda Abraham (left), Chris Vanderwees (right), and Heather Hillsburg 8 Lakehead University Annual Report 2007-2008 by the City of Orillia. The first structure, approximately 7,900 square metres in size, will be built to meet Leadership in Energy and Environmental Design (LEED) platinum certification standards, with construction starting in 2009. The capital campaign for the new campus is being launched in 2008-2009. In addition to the serviced land, valued at $SM, the City of Orillia has donated $SM for campus development. John Singer, Vice-President (University Advancement), and Lee Pigeau, Capital Campaign Manager, will spearhead the initiative and they will be working with Orillia Campus Dean, Dr. Kim Fedderson, and a team of campaign volunteers. 2007-2008 marked Lakehead's second year of operation in Orillia with enrolment growing to more than 300 students. Growth and Renewal After extensive public consultation and a LUSU referendum, a decision was made to rehabilitate the pool and other aspects of the C.J. Sanders Fieldhouse with money raised from fundraising, user fees, and an increase in the student athletics fee. The University is acquiring Port Arthur Collegiate Institute from the Lakehead District School Board to increase much-needed space. Construction was completed on a new $1 .8M Engineering and Forestry Laboratory at the Thunder Bay Campus. Lakehead University Orillia Campus Lakehead finalized plans to open a permanent campus in the fall of 2010 on 85 acres of agricultural land donated Alumni Outreach During the year, a variety of special events for alumni was held: a reception in Calgary hosted by Lakehead Board of Governors member Andy Crooks, a reception and dinner in Toronto hosted by Bruce Brymer, two Alumni Pub Nights in Toronto hosted by the Alumni Association of Lakehead University Toronto Chapter, and receptions in Hong Kong and Singapore hosted by the Past President of the Alumni Association, Vonnie Cheng, and the former Dean of Graduate Studies, Dr. Gary Boire. In addition, the Office of Alumni Relations raised approximately $17,000 for student financial aid through its annual Lakehead Alumni Scholarship Classic golf tournament. It also partnered with the �Dr. Wensheng Qin D1: Josephine Tan (left) with graduate stttdents in Psychology (clockwise fi"om top): Stewart Madon. Kylie Prystanski, Andrew Trerice, and Lisa Miller Department of Athletics in hosting Alumni Weekend and the 2007 inductions to the Lakehead University Sports Wall of Fame. Thunder Bay Regional Research Institute Lakehead University is a partner in the Thunder Bay Regional Research Institute whose flagship program, the Molecular Medicine Research Centre, was launched in December 2007. It positions the Thunder Bay Regional Health Sciences Centre as a leader in patient care through research . Biorefining Research Initiative (BRI) Progress was made toward the establishment of a new research institute at Lakehead with the hiring of Dr. Wensheng Qin as an Ontario Research Chair in Biorefining Research and the initiation of a search for the second Ontario Research Chair who will serve as scientific director. In 2007-2008, Lakehead received $1 M from the Northern Ontario Heritage Fund to support the establishment of the BRI. In addition, the Minister of Research and Innovation, John Wilkinson, announced that the Government of Ontario had allocated $25M to create a Thunder Bay Centre for Research and Innovation in the Bio-Economy (CRIBE). SHARCNET Lakehead University was one of five universities in Ontario to be allocated a Shared Hierarchical Academic Research Computing Network (SHARCNET) Research Chair in 2007-2008. The Chair will be working in the area of biorefining and molecular medicine, and is expected to enhance research using high-performance computing. In addition, the Chair will promote interdisciplinary studies and interactions among departments at Lakehead and with other universities. lnterprofessional Initiatives in the Health Care Sector The Northern Ontario School of Medicine (NOSM) finalized its fourth year curriculum and is undergoing final accreditation in the fall of 2008. The School is continuing to develop educational programs that prepare graduates to meet the needs of their patients and the wider community, particularly in rural and northern settings. This year, in partnership with Lakehead University, NOSM received over $650,000 from HealthForceOntario for two projects that foster and build interprofessional initiatives. One project will establish a Northern lnterprofessional Centre for Health Education to support northern, rural, remote, and Aboriginal health needs. This will be done by building on the current Continuing Health Professional Education initiatives of NOSM and lnterprofessional Education offerings of Lakehead University and its partners. Do Something Awareness Campaign Lakehead launched an awareness campaign in the fall of 2007 to continue raising brand awareness, recognition, and engagement, and direct prospects to the University website. The Do Something awareness campaign positioned Lakehead University as a socially responsible institution offering relevant programs. The campaign received a Gold Award in the 2008 Prix d'Excellence awards program organized by the Canadian Council for the Advancement of Education. ■ �factSanJgureJ Full-Time Undergraduate Enrolment Enrolment 2007-2008 by Faculty 2007-2008 Social Sciences and Humanities Business Administration 32.0% 6.4% Professional Schools 20.4% Thunder Bay Campus Full-time undergraduate Part-time undergraduate Full-time graduate Part-time graduate 7,608 5,505 1,382 688 Orillia Campus Full-time undergraduate Part-time undergraduate 301 269 1.2% Medicine 33 32 7,909 Total Enrolment Science and Environmental Studies 14.9% Education 12.3% Engineering Forestry and the Forest Environment 10.9% 1.9% Degrees, Diplomas & Certificates Awarded 2007 Calendar Year Graduate Enrolment 2007-2008 Certificates Diplomas Bachelors Masters Doctorates 52 62 2,169 166 3 Total 2,452 Masters Full-Time Equivalent Enrolment {FTEs) 9,000 8,505 8,000 7,956 7,874 2005/06 2006/07 7,578 7,231 Professional Schools 7,000 Q) 2 Science & Environmental Studies :c :§> Q) 6,000 5,000 .E 'C C: co Q) :c 4,000 :§> 1B. en 3,000 w t;: 2,000 1,000 0 20 ■ Part-time 40 60 80 100 120 140 Number of Students ■ Full-time II 10 Lakehead University Annual Report 2007-2008 160 0 2003/04 ■ Graduate 2004/05 ■ Undergraduate 2007/08 �Access to Library Serial Titles Scholarships, Bursaries, & Awards in thousands of dollars $9,000 40,000 $8,132 35,535 $8,000 35,000 $7,000 29,088 30,000 $6,632 $5,969 $6,000 25,000 $6,827 22,381 $5,000 20,000 $4,000 15,000 $3,000 11,966 $2,000 $1,000 $0 2003/04 2004/05 2005/06 ■ Print & Microform 2006/07 2007/08 2003/04 2004/05 2005/06 2006/07 2007/08 ■ Electronic Research Grants & Contracts* Sources of Research Funding 2007-2008* in thousands of dollars in thousands of dollars $19,721 $20,000 Natural Sciences and Engineering Research Council $18,431 $16,392** $15,000 $13,655 $10,000 22% $3,493 Canadian Institutes of Health Research 4% $715 Canada Research Chairs 4% $700 Other Federal 20% $3,284 Provincial 17% $2,816 $9,858 $5,000 Industry *Reference: Financial Report of Ontario Universities 2007-2008 **Preliminary 6% $1,043 Not-for-Profit 14% $2,306 Miscellaneous 8% $1,254 Social Sciences and Humanities Research Council 5% $781 �leadership Chancellor Administration Dean of Medicine (Northern Ontario School of Medicine) President and Vice-Chancellor Dr. Roger Strasser Dr. Lorne Everett Dr. Frederick Gilbert Board of Governors 2007-2008 Chair Vice-President (Academic) and Provost Dean of Science and Environmental Studies Don Campbell Dr. Laurie Hayes Dr. Andrew Dean Members Associate Vice-President (Academic) Alex Boulet Dr. Moira McPherson Dean of Social Sciences and Humanities Colin Bruce Harvey Cardwell Dr. Gillian Siddall (Acting) Kevin Cleghorn Vice-President (Administration and Finance) University Librarian Andy Crooks Kurt Dahl Michael Pawlowski Anne Deighton Dr. Qing-Lai Dang Vice-President (Research) Controller James Dennison Dr. Rui Wang Rita Blais Jackie Dojack Kirk Dudtschak Associate Vice-President (Research) Registrar Dr. Urned Panu Anna Foshay Ann Dumyn Judy Flett Dr. Frederick Gilbert Len Hoey Vice-President (University Advancement) Director of Admissions and Recruitment John Singer John Smith David Heroux Peter Holt-Hindle Vice-Provost (Student Affairs) Director of Athletics Krystin Kempton Gil Labine Marian Ryks-Szelekovszky Thomas Warden Dr. Judith Leggatt Vice-Provost (Aboriginal Initiatives) Director of Communications Ron Marostica Brian McKinnon Beverly Sabourin Eleanor Abaya Dr. Moira McPherson Maria Phipps Orillia Campus Dean Director of Continuing Education and Distributed Learning Dr. Kim Fedderson Eamonn Percy Tim Pile Dean of Business Administration Doug Robson Dr. Bahram Dadgostar Lynne Sevean Bruce Waite Dean of Education Gwen Wajda Director of Human Resources Ray Raslack Dr. John O'Meara Director of Institutional Analysis/ Government Relations Dean of Engineering Kerrie-Lee Clarke Dr. Henri Saliba Director of Physical Plant Dean of Forestry and the Forest Environment Hugh Briggs Dr. Reino Pulkki Director of Risk Management and Access to Information Dean of Graduate Studies Dr. Milla Shaw Dr. Jane Crossman (Acting) Director of Technology Services Centre Dean of Health and Behavioural Sciences Dr. David Tranter (Acting) Bernie Blake Executive Director, University Services Grant Walsh 12 Lakehead University Annual Report 2007-2008 �Lakehead University Board of Governors. 200 7-2008 Missing: Alex Bott/et. Dr. Qing-Lcti Dcmg,James Dennison, Ann D11myn, Len Hoey, Krystin Kempton, Ecm1orm Percy Research Centres, Institutes, Programs, and Facilities Advanced Institute for Globalization and Culture (AIG & C) Drs. Todd Dufresne and Ronald Harpelle, Co-Directors Biorefining Research Initiative (BRI) Dr. Robert Dekker, Director Centre for Education and Research on Aging and Health (CERAH) Dr. Mary Lou Kelley, Director Centre for Northern Studies Dr. Harvey Lemelin, Chair of Northern Studies Committee Centre for Tourism and Community Development Research Dr. Norman McIntyre Centre for Rural and Northern Health Research (CRaNHR) Dr. Bruce Minore, Research Director Centre of Excellence for Children and Adolescents with Special Needs Dr. Rui Wang, National Director Interdisciplinary Program for Research on Safe Driving Dr. Michel Bedard, Director Lakehead Social History Institute Dr. Michel Beaulieu and Beth Boegh, Co-Directors • Lakehead University Instrumentation Laboratory (LUil) Allan MacKenzie, Manager Lakehead University Biotechnology Research Program Dr. Heidi Schraft, Director • Lakehead University Material Characterization Services (LUMCS) Co-Directors: Drs. Stephen Kinrade, Robert Mahwinney, and Aicheng Chen Lakehead University Centre for Health Care Ethics (CHCE) Dr. Jaro Kotalik, Director Lakehead University Centre for Analytical Services (LUCAS) Allan MacKenzie, Director • Aquatic Toxicology Research Centre (ATRC) Dr. Peter Lee, Director • FoReST (Forest Resources and Soils Testing) Laboratory Drs. Nancy Luckai and Lense Meyer, Co-Directors • Lakehead University Environmental Laboratory (LUEL) Dr. Peter Lee, Director • Lakehead University Genetic Services (LUGS) Dr. Carney Matheson, Director • Lakehead University Mineralogical and Experimental Laboratory (LUMINX) Dr. Andrew Conly, Director • Lakehead University Nutrient Ecology Laboratory (LUNE) Dr. Ellie Prepas, Director • Lakehead University Wood Science Testing Facility (LUWSTF) Dr. Mathew Leitch, Director • LEVTEK Gary Rathje, Manager • Paleo-DNA Laboratory (PDL) Allan MacKenzie, Director • Resource Centre for Occupational Health and Safety (RCOHS) Ina Chomyshyn, Director �auditors' report IBDO BDO Dunwoody LLP Chartered Accountants and Advisors To the Chair and Members of The Board of Governors of Lakehead University We have audited the financial statements of Lakehead University as at and for the year ended April 30, 2008 comprising of the following: Balance Sheet Statement of Revenue and Expenses Statement of Changes in Net Assets Statement of Cash Flows These financial statements are the responsibility of the University's management. Our responsibility is to express an opinion on these financial statements based on our audit. We conducted our audit in accordance with Canadian generally accepted auditing standards. Those standards require that we plan and perform an audit to obtain reasonable assurance whether the financial statements are free of material misstatement. An audit includes examining, on a test basis, evidence supporting the amounts and disclosures in the financial statements. An audit also includes assessing the accounting principles used and significant estimates made by management as well as evaluating the overall financial statement presentation. In our opinion, these financial statements present fairly, in all material respects, the financial position of the University as at April 30, 2008 and the results of its operations and its cash flows for the year then ended in accordance with Canadian generally accepted accounting principles. "BOO Dunwoody LLP" (signed) Chartered Accountants Thunder Bay, Ontario August 12, 2008 14 Lakehead University Annual Report 2007-2008 �LAKEHEAD UNIVERSITY balance sheet 2008 2007 $ 31,609 6,364 749 84,279 4,390 97,941 $ 29,988 6,360 2,833 80,461 4,507 105,221 $ 225,332 $229,370 $ 9,560 979 17,583 35,859 103,410 $ 11,796 1,907 15,441 41,015 104,614 167,391 174,773 April 30 (in thousands of dollars) Assets Cash Accounts receivable (Note 3) Inventories and prepaid expenses Long-term investments (Note 4) Deferred charge (Note 5) Capital assets (Note 6) Liabilities and Net Assets Liabilities Accounts payable and accrued charges (Note 7) Faculty early retirement program costs (Note 8) Deferred revenue (Note 9) Deferred capital contributions (Note 1O) Long-term debt (Note 11) Net assets Internally restricted (Note 12) Investment in capital assets (Note 13) Endowments (Note 14) Unrestricted On behalf of the Board of Governors: "D.P. Campbell" (signed) "F.F. Gilbert" (signed) Chair President The accompanying notes are an integral part of these financial statements. 24,996 1,416 32,119 (590) 23,050 2,934 30,636 (2,023) 57,941 54,597 $ 225,332 $229,370 �Lr-"\1'-LI ILr-"\V Vl'III V LI\..JI I I statement of revenue and expenses For the year ended April 30 (in thousands of dollars) Revenue Government grants for general operations Government and other grants for restricted purposes Student fees Sales of goods and services Investment income Donations Contract research Sundry Amortization of deferred capital contributions 2008 2007 $ 56,592 $ 54,514 14,301 37,618 14,903 1,086 959 1,568 2,117 6,326 9,763 35,854 14,924 7,881 1,862 3,072 1,804 6,309 135,470 135,983 77,231 5,825 6,427 14,211 117 6,270 527 8,132 3,498 2,724 3,905 5,743 71, 137 4,862 6,468 13,898 117 4,556 465 6,827 3,658 2,789 3,568 5,666 134,610 124,011 860 $ 11,972 Expenses Salaries and benefits Operational supplies and expenses Cost of sales and services Amortization of capital assets Amortization of deferred charges Building and equipment maintenance Municipal taxes Scholarships, bursaries and awards Utilities Travel Other Interest on long term debt Excess of revenue over expenses for the year The accompanying notes are an integral part of these financial statements. 16 Lakehead University Annual Report 2007-2008 $ �LAKEHEAD UNIVERSITY . statement of changes zn net assets For the year ended April 30 (in thousands of dollars) Internally Restricted Investment in Capital Assets (Note 12) Balance, beginning of year Change in accounting policies (Note 2a) $ 2,934 $ 30,636 $ (2,023) $ (2,023) 30,636 2,934 Total 54,597 $ 32,369 55,610 860 {1,518) 12 1,247 224 $ 1,416 The accompanying notes are an integral part of these financial statements. $ 32,119 860 11,972 1,247 9,301 224 955 57,941 $ 54,597 (933) 1,518 (12) 933 24,996 Total 1,013 24,063 $ 2007 (Note 14) (Note 13) $ Unrestricted 1,013 Net assets, beginning of year, as restated Excess of revenue over expenses for the year Change in internally restricted net assets Change in investment in capital assets Transfer to endowments Endowment contributions Capital preservation of endowments Balance, end of year 23,050 Endowments 2008 $ (590) $ �LAKEHEAD UNIVERSITY statement of cash flows For the year ended April 30 (in thousands of dollars) Cash flows from operating activities Excess of revenue over expenses for the year Items not involving cash Amortization of capital assets Amortization of deferred charge Amortization of deferred capital contributions Change in accounting policies, long term investments (Note 2a) $ Net change in non-cash working capital balances related to operations (Note 20) Increase (decrease) in cash for the year Cash, beginning of year Lakehead University Annual Report 2007-2008 $ 11,972 14,211 117 (6,326) 1,013 13,898 117 (6,309) 9,875 19,678 $ (1,616) 18,062 2,142 1,170 16 (1,323) (1,141) 235 (595) 1,941 1,180 (867) (928) (1,204) Investing activities Endowment contributions Capital preservation of endowments Purchase of capital assets Change in long term investments, net 18 860 9,719 Financing activities Increase in faculty early retirement program Faculty early retirement program payments Long term debt principal repayments Proceeds from long term debt Increase (decrease) in deferred revenue Deferred capital contributions received The accompanying notes are an integral part of these financial statements. 2007 (156) Cash provided by operating activities Cash, end of year 2008 1,247 224 (6,931) (3,818) 9,301 955 (12,090) (18,293) (9,278) (20,127) (8,098) (20,994) 1,621 (2,932) 29,988 32,920 31,609 $ 29,988 �LAKEHEAD UNIVERSITY notes to the financial statements April 30, 2008 (in thousands of dollars) 1. Authority and Purpose Lakehead University was incorporated as a university when the Lakehead University Act was given Royal Assent by the Lieutenant Governor of Ontario in 1965. Lakehead University serves a dual role in that it provides Northwestern Ontario with regional access to higher education while being committed to academic excellence on the provincial, national and international scenes. These financial statements reflect the assets, liabilities, net assets, revenue, expenses and other transactions of all of the operations controlled by the University. Accordingly, these financial statements include the academic, administrative and other operating expenditures funded by fees, grants and other general revenue, restricted purpose endowment funds, and the ancillary operations, such as residences, food services, bookstore and parking. The University also has an economic beneficial interest in the Lakehead University pension plan, the activities of which are not consolidated into these financial statements (Note 17). The Lakehead University Pension Investment Fund is audited separately. The Northern Ontario School of Medicine is incorporated under the Ontario Business Corporations Act and is a not for profit organization. The School of Medicine was created in order to provide medical education in Northern Ontario. The University, along with Laurentian University, the only voting members of the School, has significant relationships with the School but the University has no claim to the net operating assets of the School and the University is not liable for any direct or contingent liabilities of the School. Accordingly, the operations of the School are not included in these financial statements. The University is a not-for-profit organization and, as such, is exempt from income taxes under the Income Tax Act (Canada). 2. Summary of Significant Accounting Policies The financial statements of the University have been prepared in accordance with accounting principles generally accepted in Canada within the framework of the accounting policies summarized below: a) Change in Accounting Policies On May 1, 2007 the University adopted four new accounting standards that were issued by the Canadian Institute of Chartered Accountants ("CICA"). These standards were: Comprehensive Income (handbook "Section 1530"), Financial Instruments - Recognition and Measurement (handbook "Section 3855"), Financial Instruments - Disclosure and Presentation (handbook "Section 3861 "), and Hedges (handbook "Section 3865 "). As a result of the change, as at May 1, 2007 investments were increased by $1,013 and restricted net assets were increased by $1,013. In accordance with the transitional requirements, the comparative amounts have not been restated. b) Investments Investments are carried at fair value except for the marketable securities consisting of stripped coupon bonds. The calculation of estimated fair value is based upon market conditions at a specific point in time and may not be reflective of future fair values. Changes in fair values from one year to the next are reflected in the statement of operations in investment income or in endowments. The value of investments recorded in the financial statements is determined as follows: 1. Investments in pooled funds are valued at their reported net asset value per unit. 2. Publicly traded bonds are determined based on the latest bid prices. 3. Private investment interests, which consist of common shares in a Private Canadian Controlled Company, life insurance policies and other shares, are valued at cost. The university believes the carrying value of these financial instruments is a reasonable estimate of fair value. c) Inventories Inventories, which consist of goods held for resale, are recorded at the lower of cost and net realizable value. Cost is generally determined on a first in, first out basis. d) Capital Assets Purchased capital assets are recorded at cost. Contributed capital assets are recorded at fair value at the date of contribution. Capital assets are amortized on a straight-line basis over their estimated useful lives, which are: Site development Buildings Leasehold improvements Furniture and equipment Library books Interest incurred on funds borrowed during construction is capitalized as a cost of the project. 1O years 20 and 40 years 3 years 5 years 5 years �LAKl:Hl:ALJ UNIVl:R~ITY notes to the financial statements April 30, 2008 (in thousands of dollars) 2. Summary of Significant Accounting Policies (cont'd) e) Revenue Recognition The University follows the deferral method of accounting for contributions, which include donations and government grants. Unrestricted contributions are recognized as revenue when received or receivable if the amount to be received can be reasonably estimated and collection is reasonably assured. Unrestricted donations are recorded on a cash basis since pledges are not legally enforceable claims. Contributions externally restricted for purposes other than endowment are deferred and recognized as revenue in the year in which the related expenses are recognized . Endowment contributions are recognized as direct increases in net assets in the year in which they are received . Student fees are recognized as revenue when courses and seminars are held. Sales and services revenue is recognized at point of sale or when the service has been provided . f) Contributed Materials and Services Volunteers contribute an indeterminable number of hours per year. Because of the difficulty of determining their fair value, contributed services are not recognized in these financial statements. g) Use of Estimates The preparation of financial statements in accordance with generally accepted accounting principles requires management to make estimates and assumptions that affect the reported amounts of assets and liabilities at the date of the financial statements and the reported amounts of revenues and expenses during the reporting period. Actual results could differ from management's best estimates as additional information becomes available in the future . h) Financial Instruments Financial instruments consist of cash, accounts receivable, long-term investments, accounts payable and accrued charges and long-term debt. Unless otherwise noted, it is management's opinion that the University is not exposed to significant interest, currency, or credit risks arising from its financial instruments and the carrying amounts approximate fair values. The University recognizes and measures financial assets and financial liabilities on the balance sheet when they become a party to the contractual provisions of a financial instrument. All transactions related to financial instruments are recorded on a settlement date basis. All financial instruments are measured at fair value on initial recognition . Measurement in subsequent periods depends on whether the financial instrument has been classified as "held for trading", "loans and receivables", "held to maturity", "available for sale" or "other financial liabilities" . "Held for trading" financial instruments are recognized initially at fair value and transaction costs are taken directly to the statements of earnings and equity. They are subsequently measured at fair value and gains and losses arising from changes in fair value of these instruments are recorded in the statements of earnings and equity. Long term investments and cash have been classified as "held for trading" by the University. "Loans and receivables" are non-derivative financial assets with fixed or determinable repayment dates, usually with interest, that are not debt securities or instruments classified as "held for trading" on initial recognition. These instruments are initially recognized at fair value including direct and incremental transactions costs. They are subsequently valued at amortized cost using the effective interest method less any provision for impairment. Accounts receivable has been classified as "loans and receivables" . "Held to maturity" investments include financial assets with fixed or determinable payments that the University's management has the intention and ability to hold to maturity. They are initially recognized at fair value including direct and incremental transaction costs . They are subsequently valued at amortized cost using the effective interest method less any provision for impairment. Specific stripped coupon bonds have been classified as "held to maturity" . "Other financial liabilities" are non-derivative financial liabilities and include accounts payable and accrued charges and long-term debt. These instruments are initially recognized at fair value including direct and incremental transaction costs . They are subsequently measured at amortized cost using the effective interest method. The fair value of a financial instrument is the amount of consideration that would be agreed upon in an arm's-length transaction between knowledgeable, willing parties who are under no compulsion to act. Fair values are determined by reference to quoted bid or asking prices as appropriate, in the most advantageous active market for that instrument to which the University has immediate access. Fair values determined using valuation models require the use of assumptions concerning the amount and timing of estimated future cash flows and discounted rates. In determining those assumptions, external readily observable market inputs including interest rate yield curves, currency rates and price and rate volatilities are considered, as applicable . 20 Lakehead University Annual Report 2007-2008 �LAKEHEAD UNIVERSITY notes to the financial statements April 30, 2008 (in thousands of dollars) 2. Summary of Significant Accounting Policies (cont'd) i) Financial Accounting Changes The CICA has issued two new accounting standards, Handbook Section 3862, Financial Instruments - Disclosures and Handbook Section 3863, Financial Instruments - Presentation, which enhance the abilities of users of financial statements to evaluate the significance of financial instruments to an entity, related exposures and the management of these risks. The CICA has also issued a new accounting standard, CICA 1535, Capital Disclosures, which requires the disclosure of qualitative and quantitative information that enables users of financial statements to evaluate the entity's objectives, policies and processes for managing net assets . These new standards will be effective for the University starting May 1, 2008 . 3. Accounts Receivable Accounts receivable consist of the following: 2008 Tuition and residence fees Interest and sundry accounts Sponsored research monies Capital grants from government 4. 2007 $ 470 2,155 3,635 104 $ 497 2,851 2,887 125 $ 6,364 $ 6,360 Long-Term Investments Long-term investments consist of the following: Pooled funds Marketable securities carried at fair value (2007 at cost) Marketable securities carried at cost 2008 2007 $ 75,595 5,486 3,198 $ 72,966 4,439 3,056 $ 84,279 $ 80,461 The pooled funds consist of units held in balanced funds in trust and managed by professional external fund managers. The market value of the University's investment in these funds as at April 30, 2008 was $75,595 (2007 - $72,966). The increase in the investment during the fiscal year of $2,629 includes receipts of $3,101 and investment loss of $472 . Included in the pooled funds are internally restricted amounts created from excess borrowings of the Series A unsecured debenture described in 11.7. The market value as at April 30, 2008 is $38,488 representing an initial investment of $32,912 and investment income of $5,576; $2,356 of the investment income has been allocated to the University operations (($116 - 2008, $2,240 - 2007) (Note 12). Also included in the pooled funds is $3,566 (2007 - $2,147) of a debt repayment sinking fund for project loans being amortized over their initial terms. Marketable securities carried at fair value consist of investments in government and corporate bonds of $5,372 (2007 - $4,426 carried at cost), life insurance policies of $23 (2007 - $12), and shares of $91 (2007 - $1 ). The market value of the marketable securities as at April 30, 2008 was $5,486 (2007 - $5,452) . The bonds mature between 2007 and 2035 with annual yields ranging from 4 .2% to 8.5%. Included in the marketable securities carried at cost are Government of Canada and Ontario stripped coupon bonds originally purchased at a cost of $597 with average effective annual yields of approximately 10.4% maturing during 2008 and 2009 for a total value of $3,603 . These proceeds will be used to repay a mortgage on residence townhouses described in Note 11 .1. Interest accrued from the original purchase date to April 30, 2008 amounting to $2,587 has been added to the asset value resulting in a sinking fund balance of $3,184 (2007 - $2,886). Other securities carried at cost amount to $14. �LAl\.t:Mt:AU Ul'JIVt:tC>I I Y notes to the financial statements April 30, 2008 (in thousands of dollars) 5. Deferred Charge The deferred charge represents refinancing costs incurred in connection with the $100 million Series A unsecured debenture issue and is being amortized over the term of the debt (40 years). Amortization cost recognized in fiscal 2008 is $117 (2007 - $117). 6. Capital Assets 2008 Cost Land Site development Buildings Furniture and equipment Leasehold improvements Library books Construction in progress (Note 19a) $ Net Book Value Accumulated Amortization $ $ 5,683 72,074 1,747 2,282 81,767 101,101 93,305 7,796 1,487 36,827 991 33,084 496 3,743 303,078 Cost $ Net Book Value Accumulated Amortization $ 1,747 7,524 152,421 $ 5,403 67,716 1,747 2,121 84,705 98,014 85,949 12,065 1,487 34,955 495 31,364 992 3,591 110 110 $ 7. 1,747 7,965 153,841 2007 $ 205,137 $ 97,941 $ 296,148 $ 190,927 $ 105,221 Accounts Payable and Accrued Charges The accounts payable and accrued charges consist of the following: 2008 Trade accounts Payroll liabilities Vacation pay liability Capital projects 8. 2007 $ 6,216 808 2,142 394 $ 6,825 1,208 2,229 1,534 $ 9,560 $ 11,796 Faculty Early Retirement Program Costs The University offers a voluntary early retirement program to qualifying University faculty. The estimated accrued liability represents the cost of contractual payments and benefits owed to participating faculty members. These retirement costs will be paid out approximately as follows: 2008 2008 2009 2010 2011 2012 $ $ 893 536 304 141 33 $ 1,907 501 304 141 33 $ 9. 2007 979 Deferred Revenue Deferred revenue represents unspent externally restricted monies received in the current and prior years for services to be provided in a future year as follows: 2008 Research Other restricted purposes 22 Lakehead University Annual Report 2007-2008 2007 $ 10,908 6,675 $ $ 17,583 $15,441 9,750 5,691 �LAKEHEAD UNIVERSITY notes to the financial statements April 30, 2008 (in thousands of dollars) 10. Deferred Capital Contributions Deferred capital contributions represent the unamortized amount of donations and grants received for the purchase of capital assets. The amortization of capital contributions is recorded as revenue in the statement of revenue and expenses and is calculated on the same basis as the amortization expense related to the acquired capital assets. The changes in the deferred capital contributions balance are as follows: 11. 2008 2007 Balance, beginning of year Add: contributions received for capital asset purchases Less: amortization of deferred capital contributions $ 41,015 1,170 (6,326) $ 45,383 1,941 (6,309) Balance, end of year $ 35,859 $ 41,015 Long-Term Debt 2008 11.1 11.2 11.3 11.4 11.5 11.6 11.7 Ontario Housing Corporation - 6 Residence Townhouses Mortgage payable, interest payable semi-annually at 9.26% per annum. The principal is due and payable in full on December 1, 2009. A sinking fund has been established to repay the principal upon maturity. A total of $597 has been invested in stripped coupon bonds and together with accrued interest of $2,587, the value of the sinking funds as of April 30, 2008 is $3, 184 (2007 - $2,886) (Note 4). Ontario Housing Corporation Long-Term Lease Obligation - 480 Bed Student Residence The University leases a residence under an agreement with the Ontario Student Housing Corporation. The University is responsible for managing, operating and maintaining the residence. Further, the University has agreed to reimburse the Corporation over a fifty-year period ending December 1, 2019, for principal and interest, through semi-annual installment payments of $78 including interest at 6.80%. Upon satisfaction of this obligation, title to the building will vest in the University. Since this agreement is, in substance, a purchase of the building by the University, being financed by the Ontario Student Housing Corporation, the cost of the building is included in capital assets. The Sisters of St. Joseph - Avila Centre Mortgage payable, interest at 6.00% per annum, payable over fifteen years through varying annual payments, including interest (2008 - $264; 2007 - $249), maturing May 21, 2008. Sun life Financial - 874 Tungsten St. Mortgage payable, interest at 6.42% per annum, monthly payments, including interest, of $4, maturing July 2009. Promissory Note - 874 Tungsten St. Promissory note, secured by second mortgage, non-interest bearing, monthly principal payments of $1, maturing March 2010. Promissory Note - Northwestern Ontario Innovation Centre Inc. Promissory note, unsecured, non-interest bearing, annual principal payments of $23, maturing November 2015. Debenture Payable On November 15, 2005, the University issued Series A unsecured debenture in the aggregated principal amount of $100,000. The debenture bears interest at 5.301 %. Principal and interest are payable semi-annually on May 15 and November 15 in installments of $3,023 ending November 15, 2045. The proceeds of the issue were used to repay the debt to the Royal Bank of Canada including termination costs, to finance Phase 2 of the Heating, Refrigeration and Air Conditioning Retrofit and to establish a university "University Investment Portfolio" in the amount of $32,912 (Note 4). Included in the pooled funds (Note 4) is $3,566 (2007 - $2,147) of a debt repayment sinking fund for project loans being amortized over their initial terms. The fair value of the debenture at April 30, 2008 was $98,245 (2007 - $100,271) $ 3,600 2007 $ 3,600 1,257 1,329 14 261 260 293 23 35 188 212 98,068 98,884 $ 103,410 $ 104,614 �LAKl:.Hl:.AU UNIVl:.K::,II Y notes to the financial statements April 30, 2008 (in thousands of dollars) 11. Long-Term Debt (cont'd) Anticipated requirements to meet the principal portion of the long-term debt repayments over the next five years are as follows: Amount Date 2009 2010 2011 2012 2013 Thereafter $ 1,021 4,846 1,064 1,121 1,181 94,177 $ 103,410 The University has available an operating line of credit of $3,000, with interest at the bank's prime lending rate (4.75% per annum at year-end). 12. Internally Restricted Net Assets Internally restricted net assets are funds committed for specific purposes as follows: 2008 Operating Fund Repairs and replacements Self-insurance Unexpended budgets and departmental incomes Future year's budget Ancillary Enterprises Retail operations Food services Residence reserve for repairs and replacements Other ancillary Restricted Funds University general trust fund Interest earned on investment from excess borrowings Unexpended capital funds Research funds Bond sinking fund $ $ 13. 5,428 250 4,488 536 2007 $ 3,340 250 4,170 4,260 485 59 235 299 160 62 229 112 3,855 3,220 1,079 1,496 3,566 4,310 3,171 221 618 2,147 24,996 $ 23,050 2008 2007 97,941 $ 105,221 Investment in Capital Assets The investment in capital assets consists of the following: Capital assets, net book value Less amounts financed by: Long term debt (net of residence and bond sinking funds) Deferred capital contributions $ (61, 147) (35,378) $ 24 Lakehead University Annual Report 2007-2008 1,416 (62,109) (40,178) $ 2,934 �LAKEHEAD UNIVERSITY notes to the financial statements April 30, 2008 (in thousands of dollars) 13. Investment in Capital Assets (cont'd) 2008 The change in investment in capital assets is calculated as follows : Repayment of long-term debt Increase in residence and bond sinking fund Purchase of capital assets internally financed $ Amortization expense Less : Amount of amortization expense related to capital assets purchased with restricted contributions 878 298 5,191 2007 $ 6,367 7,131 14,211 13,898 (6,326) (6,309) 7,885 Net decrease 14. $ 832 270 6,029 (1,518) 7,589 $ (458) Endowments Endowments consist of externally restricted donations received by the University. The endowment principal is required to be maintained intact. The investment income generated from endowments must be used in accordance with the various purposes established by donors. The University ensures, as part of its fiduciary responsibilities, that all funds received with a restricted purpose are expended for the purpose for which they were provided . The value of the investment portfolio for endowed funds included in the total investments disclosed in Note 4 is equal to $32, 119 (2007 - $30,636) . 15. Ontario Student Trust Funds Externally restricted endowments of $32, 119 (2007 - $30,636) include grants provided by the Government of Ontario from the Ontario Student Opportunity Trust Fund (OSOTF) Phase I and Phase II and the Ontario Trust for Student Support (OTSS) matching programs to award student aid as a result of raising an equal amount of endowed donations . OSOTF (Phase I) 2008 2007 OSOTF endowment balance, beginning of year Capitalized interest $ 6,943 26 $ 6,776 167 OSOTF endowment balance, end of year $ 6,969 $ 6,943 Expendable funds, beginning of year Change in Accounting Policy (note 2a) $ 1,070 183 $ 578 Expendable funds, end of year $ 773 $ $ 7,004 1,070 422 293 Number of bursaries awarded Market Value of Endowment 578 790 (298) 1,253 (164) (316) Expendable funds, beginning of year as restated Realized investment income Bursaries awarded $ 7,264 �LAKEHEAD UNIVERSITY notes to the financial statements April 30, 2008 (in thousands of dollars) 15. Ontario Student Trust Funds (cont'd) OSOTF (Phase 11) 2008 2007 OSOTF endowment balance, beginning of year Capitalized interest $ 1,615 10 $ 1,563 52 OSOTF endowment balance, end of year $ 1,625 $ 1,615 Expendable funds, beginning of year Realized investment income Bursaries awarded $ 139 (46) (69) $ 15 181 (57) Expendable funds, end of year $ 24 $ 139 64 Number of bursaries awarded Market Value of Endowment $ 1,613 36 $ 1,725 OTSS The Ontario Trust for Student Support (OTSS) program requires separate reporting of the balances as at March 31 and the details of the changes in the balances. The following is the schedule of donations received for the period from April 1, 2007 to March 31, 2008 (April 1, 2006 to March 31, 2007). 2008 Donations eligible for matching Donations not yet eligible for matching $ Total cash donations $ 513 2007 $ 890 75 $ 965 2 515 The following is the schedule of changes in endowment fund balance for the period April 1, 2007 to March 31, 2008 (April 1, 2006 to March 31, 2007). 2008 Endowment balance, beginning of year Cash donations received Matching funds received/ receivable Preservation of capital $ Endowment balance, end of year $ 2007 3,743 515 625 160 $ 5,043 $ 1,888 965 890 3,743 The following is the schedule of changes in expendable funds available for awards for the period April 1, 2007 to March 31, 2008 (April 1, 2006 to March 31, 2007). 2008 Expendable funds, beginning of year Realized investment income Bursaries awarded $ Expendable funds, end of year $ Number of bursaries awarded 26 Lakehead University Annual Report 2007-2008 2007 202 (101) (151) $ (SO) $ 66 234 (32) 202 16 �LAKEHEAD UNIVERSITY notes to the financial statements April 30, 2008 (in thousands of dollars) 16. Property and Liability Insurance The University participates in a reciprocal exchange of insurance risks in association with forty-five other Canadian universities. This self-insurance cooperative involves a contractual agreement to share the property insurance and liability risks of member universities. The projected cost of settled claims will be funded through members' premiums based on actuarial projections. It is anticipated that a surplus will be created over time as a cushion against unexpected losses. In addition, the reciprocal has obtained substantial reinsurance with commercial insurers to cover major claims in excess of $2,500 per occurrence for property losses and in excess of $5,000 per occurrence for liability losses. In the event that premiums are not sufficient to cover claim settlements, the member universities would be subject to an assessment in proportion to their participation. 17. Pension Plan The University has two separate pension plans. 17.1 Pension Plan for Professional Staff The Pension Plan for Professional Staff is a contributory defined contribution pension plan. Faculty members and librarians contribute 6.5% of their earnings through payroll deductions. The University contributes 8.05% effective January 1, 2005 (7.8% prior to January 1, 2005). Non-faculty members contribute 8.05%, and the University matches these contributions. The Plan provides for a defined benefit guarantee for service prior to January 1, 1997 and removes the minimum pension based on a formula for future pensions commencing in 1997. The Plan's surplus will be increased by an amount equivalent to the Pension Guarantee Account remaining after provision for estimated pensions based upon the defined benefit guarantee. No part of this guarantee account and surplus is recognized in the financial statements as the amount may not be withdrawn by Lakehead University, nor may it be used to match contributions to the fund. Information about the defined benefit guarantee portion of this pension plan at April 30, 2007 is as follows based on an actuarial valuation prepared on a going concern basis at December 31, 2006. Pension plan assets Pension plan liabilities $202,637 199,671 Estimated pension plan surplus $ 2,966 The significant actuarial assumptions adopted in calculating the above amount include a discount rate of 6%, a general salary increase of 3.5% per annum, and mortality tables of UP94@15. In the event that an actuarial valuation discloses a going concern unfunded liability or a solvency deficiency as defined by the Pension Benefits Act (1987), the University will be obligated to make additional contributions as required by the Act. The actuarial valuation of the Plan at December 31, 2006, reported that based on then current provisions, the Plan was fully funded with no solvency deficiency and no requirement for additional University contributions. The next valuation should be carried out no later than December 31, 2009. 17.2 Lakehead University Employee Pension Plan The Lakehead University Employee Pension Plan is a contributory defined contribution pension plan. Under the Plan, employees contribute in a range from 7.15% to 7.90% of their earnings. The University matches the regular pension contributions made by members of the Plan. University Pension Plan contributions, together with investment income earned on the contributions, are applied on retirement to provide pensions as defined in the Plan. In addition to their regular contributions, members may voluntarily contribute additional contributions to provide increased benefits. Both employee and employer contributions are paid into the integrated Canada Pension and University Pension Plans. The employee benefits expense for the year includes pension expense of $2,420 (2007 - $2,399) and faculty early retirement benefits of $nil (2007 - $18). 18. Contingent Liabilities a) At April 30, 2008, the University was guarantor of five (2007 - nine) housing loans for faculty and staff in the amount of $49 (2007 - $109). b) The nature of the University's activities is such that there is usually litigation pending or in prospect at any one time. With respect to claims at April 30, 2008, the University believes it has valid defenses and appropriate insurance coverage in place. In the unlikely event any claims are successful such claims are not expected to have a material effect on the University's financial position. �LJ-\1\.CnCJ-\U Ul'<IIVCl"\:)11 T notes to the financial statements April 30, 2008 (in thousands of dollars) 19. 20. Commitments a) The estimated cost to complete the Orillia Campus Building in progress at April 30, 2008 is $40,000 . The $40,000 will be funded from donations, private sector contributions and borrowings . The ratio of borrowings to donations will depend on the success of the fundraising campaign. b) The following are the future minimum annual operating lease payments due over the next five years: Date Amount 2009 2010 2011 2012 2013 $ 524 318 214 122 120 Statement of Cash Flows The net change in non-cash working capital balances related to operations consist of the following : 2008 Accounts receivable Inventory and prepaid expenses Accounts payable and accrued charges 21. 2007 $ (4) 2,084 (2,236) $ (807) (2,064) 1,255 $ (156) $ (1,616) Related Party Transactions During the year, the University undertook the following transactions with Northern Ontario School of Medicine: 2008 Recoveries and charges for goods and services $ 1,230 2007 $ 1,331 These transactions were in the normal course of operations and were measured at the exchange value, which is the amount of consideration established and agreed by the parties to the transaction and approximates the arm's length equivalent value. 22. SubsequentEvent On July 14, 2008, the University experienced a fire on the east wing of the Braun Building. The amount of damages is estimated at $2,500. With the exception of a deductible of $40 for building and contents and a deductible for $1 O for computer equipment, the insurance coverage should reimburse the University for replacement costs. 23. Comparative Amounts The comparative amounts presented in the financial statements have been restated to conform to the current year's presentation. 28 Lakehead University Annual Report 2007-2008 �university facts Established: July1,1965 Total Enrolment: 7,909 including 6,462 full-time graduate and undergraduate students Full-time Faculty: 313 Employees: 2,250 including approximately 700 full-time positions Alumni: 42,875 Faculties: Business Administration Education Engineering Forestry and the Forest Environment Graduate Studies Medicine (Northern Ontario School of Medicine, West Campus) Professional Schools* Science and Environmental Studies Social Sciences and Humanities *Name changed to Health and Behavioural Sciences on July 1, 2008 Economic Impact of Lakehead University: $288.1 M on the City of Thunder Bay in fiscal 2007-2008 $7 .7M on the City of Orillia in fiscal 2007-2008 Geographic Origin of Students 2007-2008 Northwestern Ontario 50.2% International 2.0% Other Provinces 5.5% Rest of Ontario 42.3% Residence Accommodation Number of Beds 2007-2008 1,190 Contact Information La kehead University Annual Report 2007-2008 is posted online at www.lakeheadu .ca/report/ For more information contact: Eleanor Abaya Director of Communications Lakehead Un iversity 955 Oliver Road, Thunder Bay, Ontario Canada P7B SE 1 Phone : (807) 343-8372 Fax: (807) 346-7770 E-mail: eleanor.abaya@lakeheadu .ca �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Annual Report, 2007-2008 Subject The topic of the resource Universities Description An account of the resource Annual report for Lakehead University, 2007-2008. Includes financial statements. 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 2008 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/88331cfa28a5188cfe1780861c3d18fd.pdf bfdcaab9cda87dde181abcf325a568ba PDF Text Text --Forward Sustainability, Comprehensiveness, Research Growth, Diversity Annual Report 2008-2009 Lakehead UNIVERSITY �Mission Lakehead University, as a comprehensive university, is committed to excellence and innovation in undergraduate and graduate teaching, service, research, and other scholarly activity. As part of this commitment, Lake head University is dedicated to a student-centred learning environment. Lakehead University values its people and the diversity of their ideas, contributions, and achievements. Lakehead University is dedicated to working with Aboriginal peoples in furthering their educational aspirations. Building on its accomplishments and partnerships and recognizing its role in Northwestern Ontario and Central Ontario, Lakehead University reaches out regionally, nationally, and internationally. Lakehead University is committed to educating students who will be recognized for leadership and independent critical thinking and who are aware of social and environmental responsibilities. Vision Lakehead University will continue to develop as a comprehensive university committed to excellence in undergraduate and graduate education and research. Right: lakehead University It will build on its reputation as a welcoming, accessible, and accountable Strategic Planning Committee institution known for enabling students at all stages of life to achieve their (l-r) Front Row: Anne Deighton, potential. It will reflect and serve Aboriginal and other diverse cultures, institutions and organizations as it reaches out regionally, nationally, and globally. Fiona Blaikie, Anna Wease, Karen Roche Second Row: Ulf Runesson, Kurt Dahl, Richard Longtin, Fred Gilbert Third Row: Isaam Dawood, Andrew Dean, Jane Crossman Back Row: Beverly Sabourin, Michael Richardson, Grant Walsh, Carlos Christoffersen Missing: Alice den Otter �PRESIDENT'S MESSAGE Creating a strategic plan requires people to set aside their personal interests and focus on what is best for the organization as a whole. The University committee that worked this past year to prepare the Lakehead University Strategic Plan 2010-2013 did just that. As a result, we have a document that will help Lakehead University maintain its momentum and position itself for the immediate future when it welcomes a new President in 2010. The four pillars of the Strategic Plan - Sustainability of the University, Comprehensiveness of the Academy, Research Growth, and Diversity - are built upon many practices already in place, and will ensure that the institution takes advantage of opportunities to come. Frederick F. Gilbert, PhD President and Vice-Chancellor This year marks the graduation of the Charter Class of the Northern Ontario School of Medicine. I extend my heartfelt congratulations to all those who helped celebrate this and other important milestones this year, and thank those who continue to realize their potential through their association with Lakehead University. Lakehead University �Lakehead University Strategic Plan 2010-2013 When Dr. Fred Gilbert steps down in 2010 after almost 12 years of service as President and Vice-Chancellor of Lakehead University, the institution will have a plan that embodies a renewed vision for the future. The Lakehead University Strategic Plan 2010-2013 was developed this year at the request of the Board of Governors to provide continuity between the existing administration and the new administration. It sets out four interrelated strategic directions which Lakehead University must focus on: ( 1) Sustainability of the University (2) Comprehensiveness of the Academy (3) Research Growth and (4) Diversity. Within each of these four strategic directions there are objectives and targets along with rationales and expectations. President Gilbert notes that this strategic plan sets out clear objectives and does so in a way that is more encompassing than previous strategic plans. In essence, it is a plan that shows that Lakehead University, learning from its past, better understands its direction and sets the guideposts to achieve its ends. Strategic planning is an evolutionary process. The Lakehead University Strategic Plan 2010-2013 is built on two earlier strategic plans, and includes many ideas contained in Academic Plan 2006 and Momentum for Future Prosperity: Lakehead University's Strategic Research Plan 2007-2012. Ultimately, Lakehead University Strategic Plan 2010-2013 provides continuity between administrations. It will be a valuable guiding document for the next President, the Board of Governors, the Senate, and the University community. Lakehead University Annual Report 2008-2009 SUSTAINABILITY OF THE UNIVERSITY The key to realizing financial sustainability of the University is to achieve greater efficiencies without jeopardizing academic integrity. Lakehead University Strategic Plan 2010-2013 identifies many ideas for change - on both the academic and administrative sides of the campus. Objective: Recognizing that Lakehead University needs to increase student numbers at both campuses, it is recommended that the enrolment target based on head count in the fall/ winter termfor 2010 be 8,500 students (1,100 of these at the Orillia Campus) and for 2013 be 9,000 students (1 ,500 of these at the Orillia Campus). Furthermore, 10% of the students on the Thunder Bay Campus would be at the graduate level. Such an enrolment increase should not be at the expense of academic standards. One idea to achieve financial sustainability is the consolidation of courses and the reduction of course offerings with low enrolment. Another is the renaming or repackaging of courses and programs. How Lakehead moves forward beginning in 2010 will be decided, in large part, by Deans' Council - a committee chaired by the VicePresident (Academic) and Provost, and comprising the Deans of each of Lakehead's nine Faculties, the Dean of the Orillia Campus, as well as the University Librarian, the Vice-Provost (Aboriginal Initiatives), and the ViceProvost (Student Affairs). The process of rationalizing its academic offerings gives Lakehead University the opportunity to enrich and enhance the comprehensiveness of its academy. While some may balk at the idea of changing old familiar ways, rationalization will allow Lakehead to be more strategic in the deployment of its teaching resources without jeopardizing academic quality. COMPREHENSIVENESS OF THE ACADEMY The word "comprehensiveness" in the context of Lakehead University Strategic Plan 2010-2013 refers to the depth and breadth of academic programming at the undergraduate and graduate levels, and the delivery of that programming in a variety of ways, including distributed learning (distance education). Key objectives pertaining to Lakehead University - Orillia Campus illustrate the particular ways in which sustainability is linked to comprehensiveness in the Lakehead University Strategic Plan 2010-2013: Objective: Programs offered at both Lakehead University campuses will be developed to complement and enhance one another. Objective: Academic planning and implementation at Lakehead University will require collaboration among relevant academic units, committees, and administrative offices at both campuses. Objective: Students on both campuses and at a distance will be exposed to the rich resources available at both campuses and via CEDL ( Continuing Education and Distributed Learning). Objective: Lakehead University, building on existing international relationships and alumni/ae relations, will seek out structured programming for student and faculty exchanges, collaborative research/outreach and joint development of academic courses with a global focus. Not only will the Orillia Campus enable Lakehead University to increase its enrolment and therefore become more economically viable, it will give Lakehead the opportunity to develop new courses and programs, and experiment with new ways of offering them. �--Grant Walsh Champions of Environmental Sustainability Alex Boulet is working to enhance the culture of sustainability and environmental consciousness on campus. As the Lakehead University Student Union's first fulltime Sustainability Commissioner, he is building on a number of "green" initiatives that have been implemented by his peers - initiatives such as carpooling, community gardening, composting, and drinking tap water instead of bottled water. This year, for example, Boulet has been collaborating with University staff to ensure that student orientation events are organized in an environmentally friendly way. Top: Architects Moriyama & Teshima designed the first academic building at the Lakehead University - Orillia Campus to meet the LEED Platinum standard for sustainability. Bottom: Lakehead is expanding the Grant Walsh is Executive Director, University Services, and Chair of the Lakehead University Sustainability Committee, comprising representatives from students and faculty as well as staff in Physical Plant, Residence, Communications, Food Services, Bookstore, and Printing and Mail Services. "The challenge," says Walsh, "is to make our operations more sustainable within the constraints of a limited budget." number of distributed learning course offerings, recognizing that courses offered online, by videoconferencing, and media streaming appeal to students who are place-bound as well "Sometimes it's the little things that make a real difference," he says, "Cutting back on air conditioning during the summer months. Installing more drinking fountains to reduce the need for bottled water. Ensuring that every photocopier on campus is equipped to use 100% recycled paper. And diverting e-waste to a company certified by the Ontario Electronics Stewardship Program as a collector and consolidator of electronic waste and electronic equipment." As a signatory to the Talloires Declaration, Lakehead University is committed to being a world leader among universities in developing, creating, supporting, and maintaining sustainability. ■ as those who want extra time or a more convenient time to take courses. �The expectation that Lakehead will continue its journey toward becoming a more sustainable university within a comprehensive academy is based on the recognition that many successful initiatives have already been undertaken. Lakehead University is building a LEED Platinum energyefficient campus in Orillia set to open in September 2010. Renewals to the Thunder Bay Campus have resulted in dramatic reductions in energy use, energy cost, and greenhouse gas emissions. And there are other student-driven "green" initiatives under way that encourage the campus community to reduce, reuse, and recycle. Lakehead University Strategic Plan 2010-2013 sets out clear objectives in other areas relating to sustainability: improving recruitment, retention, and student satisfaction levels; developing a functioning program to enhance student awareness of, and involvement in, the activities of the Lakehead University Alumni Association; implementing dynamic, modem, and measurable communication strategies to market the University to students and potential donors; and educating faculty on technology transfer opportunities. All in all, Lakehead is committed to developing academic and administrative budgets that are fiscally balanced. In the final analysis, the growth imperative that pervades the Lakehead University Strategic Plan 2010-2013 centres around making Lakehead University more attractive, raising its profile, and ensuring that students are satisfied with the education they receive. RESEARCH GROWTH Lakehead University Strategic Plan 2010-2013 incorporates Lakehead University's goal of becoming one of the top 25 research-intensive universities in Canada in the next 5 to 10 years. Many significant achievements this year, including the launch of the Biorefining Research Initiative and the allocation of two new Tier 1 Canada Research Chairs (one of which has been split into two Tier 2 Chairs), show that Lakehead is on the right track. Lakehead University Annual Report 2008-2009 Objective: By 2013, Lakehead University will increase its overall research funding level with a target of$24M. In November 2008, Research Infosource Inc. announced that Lakehead had placed third in the University Income Growth 2002-2007 category, and 30th in Canada's Top 50 Research Universities in 2008, up from 33rd place in 2007. Moreover, the report issued by Research lnfosource indicated that Lakehead University's sponsored research income over the past five years had increased by an enviable 107%. This is an excellent accomplishment by any standard and shows that Lake head's strategic objective of increasing its overall research funding level by one third by 2013 is fully achievable. In a fiscally challenged environment, universities must declare areas of research focus in order to increase research capacity and compete nationally for funds from programs supported by the Tri-Councils and the Canada Foundation for Innovation. Lakehead University has identified seven strategic research areas of advantage and strength: ( 1) Aboriginal Studies (2) Advanced Technology Systems (3) Biotechnology and Material Science (4) Culture and Society (5) Environmental and Resource-based Development, Education, and Policy (6) Health Research Across the Life Span, and (7) Northern Studies. Going forward, Lakehead will continue to ensure that the recruitment of new faculty members emphasizes the candidate's research potential and excellence, in addition to their teaching competence, in consideration of Lakehead's strategic research priorities. DIVERSITY Diversity is the most challenging of the four strategic directions identified in the Lakehead University Strategic Plan 2010-2013 because it demands that Lakehead ask not only what it needs to do to enhance the cultural diversity of its community, but also what it should be doing. All segments of the University community must be committed to, engaged in, and evaluated on the initiatives and measures they take to make Lakehead University a more diverse place. Objective: Lakehead University will establish a "Culture Across the Curriculum" initiative that encourages faculty to introduce where appropriate course materials related to cultural fra meworks, theories, and understanding. Lakehead's diverse faculty and its Aboriginal, domestic, and international students are a source of human excellence, cultural enrichment, and social strength. There is always more that can be done to promote awareness, understanding, and respect for diverse cultures. Targeted recruitment and cultural support programs, innovation in the development of culturally sensitive and appropriate curricula, and expanded global interaction are some examples. Expectation: Lakehead University will implement the requirement that all students prior to graduating fro m Lakehead University take one course fro m an offering of several courses across the curriculum on awareness and understanding of diverse cultures, with a strong emphasis on Aboriginal interests. This requirement would be implemented by September 2012. The Senate academic committees will determine the criteria for such a course and the Senate Undergraduate Studies Committee will evaluate which courses meet these criteria. Lakehead University has the expertise to become a vital player in the international development area. Engaging globally requires a dedicated effort to reach measurable results with respect to student recruitment, collaborative research, faculty and student exchanges as well as larger format development programming with a direct focus on the United Nations Millennium Development Goals activities. Lakehead is committed to developing and enhancing its students' international cultural experiences, growth, and understanding, as part of enabling students to reach their full potential and to be responsible global citizens. ■ �--Stan Beardy Tim Pile Academic Programs to Meet 21 st Century Needs Top: Danielle Eras and Kartar Kalsi both graduated in The proposal to create a Faculty of Law at Lakehead University with a focus on access to justice in northern and rural communities, natural resources law, and Aboriginal law is under continuing consideration. The new law school would redress declining participation in sole and small firm practices, enhance access to a legal education by northern Ontario students, and address legal issues arising from the resource-based northern Ontario economy. May 2009 with an Honours Bachelor of Science degree majoring in Biology. Bottom: For the first time, a Lakehead team competes at the Formula SAE® Student Competition at Stan Beardy, Grand Chief of the Nishnawbe Aski Nation, believes that having a law school at Lakehead University will make it possible for Aboriginal people to acquire the skills needed to be significant players in the future development of the region's natural resources, such as tourism, mining, forestry, hydroelectricity, and water. "Ontario must invest in legal education now so that future development in this region will be successful," he says. "If Aboriginal people cannot participate and have meaningful employment in the new economy, it will have a negative impact on all sectors." Tim Pile, Secretary-Treasurer of The Metis Nation of Ontario and a member of the Lakehead University Board of Governors, believes that developing a law school will further enhance the comprehensive nature of Lakehead University. For him, the issue is social accountability. "It is important that lawyers working with First Nation, Metis, and Inuit people have a good understanding of Aboriginal history and culture," says Pile. ■ the Michigan International Speedway, places 43rd out of 120 teams, and wins the Rookie of the Year Award. �Mary Lou Kelley Bottom: Two Canada Research Research Focus on Areas of Strength Chairs ( CR Cs) are appointed in 2008: Gregory Pyle, Canada Research Chair in The Centre for Education and Research on Aging and Health (CERAH) is one of several research centres at Lakehead University that is increasing its productivity. Environmental Biotechnology and Ecotoxicology, and Alla Reznik, Canada Research Chair in the Physics of Molecular Imaging. Lakehead Research funding for CERAH has more than tripled in the past two years, culminating with an award this year of close to $1M from the Social Sciences and Humanities Research Council of Canada for a Community-University Research Alliance (CURA) project entitled Improving Quality of Life for People Dying in Long-Term Care Homes. University has 11 Canada Research Chairs. Immediate past CERAH Director and current lead researcher on the project, Dr. Mary Lou Kelley, says the main aim of this research is to create a community-university research alliance that will improve the quality of life for those living in long-term care. The research is being done in partnership with St. Joseph's Care Group in Thunder Bay and 30 organizations across Canada. "Residents of long-term care homes represent one of society's most frail and marginalized populations," she says. "Much can be done to support them and their families when they face end-of-life issues." Palliative care is a new and specialized program of care for the patient and family that encompasses disease management; pain and symptom management; psychological, social, and spiritual needs; end-of-life care and planning; and dealing with mourning, loss, and grief. Kelley values the strong community partnerships that exist throughout Northwestern Ontario, as well as the outstanding team of students, staff, and researchers based at Lakehead. ■ 6 Lakehead University Annual Report 2008-2009 �--Tanka Awosika Different Perspectives Foster Global View Top: To celebrate playwright Tomson Highway's visit to The first point of contact for any international student coming to Lakehead is Tanka Awosika. As a Lakehead University graduate and now the institution's International Student Advisor, each year he helps approximately 130 international students from over 40 different countries settle in Thunder Bay. Thunder Bay in the fall of 2008, two cabarets are staged by the Office of Aboriginal Initiatives, raising $28,000 for Aboriginal education Having been an international student in Canada himself for nine years, Awosika understands well the many challenges that Lakehead international students face. From his vantage point, he would like to see more opportunities for members of the academic community to enhance their intercultural awareness. and cultural programs and Aboriginal literacy. Bottom: The Protector, a painting His first chance to influence change came several years ago when an instructor in the Faculty of Education asked him to speak with student teachers in their professional year. Awosika's approach was to fashion a workshop that included time for him to share his experiences as an international student in Toronto and Thunder Bay. Since then, he has given close to 20 workshops, mostly to undergraduate students, student ambassadors, residence assistants, and the staff in Human Resources, and Admissions and Recruitment. "I try to increase awareness of our differences as they pertain to culture within the University," he says. "Sometimes these differences are visible - such as accent, vocabulary, clothes, and skin color - but often these cultural differences are invisible. They are attitudes, values, and beliefs - all the things that lie beneath the surface." ■ by Woodlands artist Norval Morrisseau, hangs in the Advanced Technology and Academic Centre as a symbol of Lakehead's commitment to diversity. �Year In Review University Governance An international search is launched to find a new President and ViceChancellor of Lakehead University to take office in 2010. As well, the University begins searching for a Chancellor to succeed Dr. Lome Everett, who has admirably represented Lakehead for the last nine years. Convocation 2009 Lakehead University honorary degrees are awarded to Richard Stallman, free software advocate, Dr. John Evans, medical, research, and business leader, and Gwynne Dyer, journalist and filmmaker. Dr. John Augustine and Dr. John Whitfield, both community leaders, are made Fellows of Lakehead University. The Young Alumni Award is presented to Terry Robinson, athlete, community leader, and human resources professional. Alumni Honour Awards are presented to Dr. Thomas Ryan, professor, teacher, and athlete, and Poh Lam Tan, business leader. Lloyd Dennis, co-author of the Hall-Dennis report on the future of education in Ontario, published in 1968, receives the Lakehead University - Orillia Campus Civitas Award. The Northern Ontario School of Medicine Charter Class graduates. Recognizing Excellence Dr. Bruce Strang (History) receives the 2008 Lakehead University Distinguished Instructor Award. Lakehead University Contribution to Teaching Awards are presented to Dr. Adam Van Tuyl (Mathematical Sciences), Dr. Bruce Strang (History), Dr. Randle Nelsen (Sociology), Dr. Lisa Korteweg (Education), Dr. Timothy Hardie (Business Administration), and Dr. Jason Blahuta (Philosophy). : Lakehead University Annual Report 2008-2009 Dr. Abdelhamid Tayebi (Electrical Engineering) and Dr. Syed S. Islam (Political Science) receive 2008 Lakehead University Distinguished Researcher Awards. Lakehead University Contribution to Research Awards are presented to Dr. Anna Guttman (English) and Dr. Charles Xu (Chemical Engineering). Marie Ferguson, Administrative Assistant, Physical Plant, receives the 2009 Lakehead University Award to Staff for Outstanding Performance and/or Contributions. Chad Gaffield, President of the Social Sciences and Humanities Research Council, is a guest speaker during Research & Innovation Week Research and Innovation Lakehead's Biorefining Research Initiative (BRI) is officially launched with the appointment of Dr. Robert Dekker, Founding Director and Senior Ontario Research Chair in Biorefining Research. He is working with Dr. Wensheng Qin, Ontario Research Chair in Biorefining Research, and Dr. Wely Floriano, Shared Hierarchical Academic Research Computing Network (SHARCNET)/ Molecular Medicine Research Centre (MMRC) Biorefining Research Chair. The mandate of BRI is biorefining process development (biological and chemical) that transforms forestderived biomass into value-added bioproducts leading to new opportunities for the bioeconomy. Research Infosource Inc. announces that in 2008 Lakehead places third in the University Income Growth 2002-2007 category, and 30th among Canada's Top 50 Research Universities, based on total sponsored research income as well as research output and impact measures. Dr. Chad Gaffield, President of the Social Sciences and Humanities Research Council of Canada (SSHRC) takes part in the opening ceremonies of Research and Innovation Week, an annual event 2009. held in February to celebrate research excellence. SSHRC research grants totalling more than $2.4M over three years are awarded to Lakehead in 2008-2009 competitions, almost triple the funding received in previous years. New Discovery Grants awarded from the Natural Sciences and Engineering Research Council of Canada (NSERC) total more than $1.0M over five years in diverse areas of study including forestry, food pathogens, and wireless communications. Two Canada Research Chairs (CRCs) are appointed: Dr. Alla Reznik, Canada Research Chair in the Physics of Molecular Imaging, and Dr. Gregory Py le, Canada Research Chair in Environmental Biotechnology and Ecotoxicology. With the additional allocation of CRCs in 2008, there will be a total of 11 CRCs at Lakehead. An international research team headed by Dr. Rui Wang, Vice-President (Research), publishes research on the effects of hydrogen sulphide on blood pressure in Science. New Graduate Program A new Master of Business Administration program (MBA) is launched for start-up in 2009-2010. �--- Recruitment Initiative Lakehead offers free tuition for Canadian students with a 95% average coming from a recognized Canadian high school. Alumni Services Lakehead appoints Richard Longtin as Manager of Alumni Relations and the Lakehead University Alumni Association establishes an Alumni Chapter in the Greater Toronto Area. Campus Construction Mori yama & Teshima, a renowned planning, architecture, and landscape architecture company, is chosen to design the first academic building at Lakehead University - Orillia Campus to open in 2010. The campus will be the first in North America to meet Leadership in Energy and Environmental Design (LEED) Platinum standards. The historic Port Arthur Collegiate Institute building in Thunder Bay is purchased from the Lakehead District School Board and a public celebration is held in September 2008. A fire damages the East Wing of the Braun Building on the Lakehead University - Thunder Bay Campus, displacing several departments and laboratories. Plans are under way to rebuild. Part of the C.J. Sanders Fieldhouse closes for renovations to the pool, change rooms, and entranceway and re-opens in early June. Athletics Lakehead's women's Nordic ski team wins its sixth consecutive Canadian Colleges and Universities national championships. Lakehead hosts the Canadian Interuniversity Sports (CIS) 2009 University Cup Men's Hockey Championships in Thunder Bay and will host the event again in 2010. Huy Nguyen (Wrestling) and Tasia McKenna (Basketball) are named Lakehead University Athletes of the Year. Joel Scherban, former Captain of the Lakehead Thunderwolves Men's Hockey Team, is appointed Head Coach of the Men's Hockey Team. Aboriginal Initiatives Working in conjunction with Confederation College's Negahneewin College of Academic and Community Development, Lakehead hosts a public talk by author John Ralston Saul and sponsors an Artist-in-Residence program featuring playwright Tomson Highway. A concerted effort is placed on promotion and advertising activities in an effort to reach out and attract Aboriginal students to Lakehead, and in particular the Orillia Campus. This involves increasing advertising, hiring Aboriginal Community Liaison Officer Brendan Johnson to visit First Nations and other Aboriginal communities in southern Ontario, and developing a promotional video, Follow Your Dreams, and an Aboriginal Initiatives booklet. Conferences International delegates participate in Leveraging Learning for Regional Development: An International Forum, Learning Cities and Regions, organized by the Faculty of Education's Department of Lifelong Leaming, under Chair Dr. Seth Agbo, in collaboration with Confederation College. Lakehead University's Centre for Northern Studies and Dr. Douglas Morris, Lakehead University Research Chair in Northern Studies, commemorate the International Polar Year and "Darwin Year" celebrations, with a two-day National Symposium on the Ecological and Evolutionary Implications of Climate Change. The Symposium features scholars and graduate students from seven Canadian universities and includes plenary lectures, posters, and an open public forum. Campus and Community Events Lakehead celebrates its diverse community during International Days, a week-long program of activities celebrating culture. Lakehead University - Orillia Campus is featured during Lakehead Celebrates, the annual fall fundraising event in support of student scholarships, sponsored by Bell. Lakehead's Vocal Ensemble joins Thunder Bay Symphony Orchestra and Thunder Bay Symphony Chorus for a performance of Carmina Burana at the Thunder Bay Community Auditorium. Lakehead's Opera Studio performs excerpts from Mozart's The Marriage of Figaro and Cosi fan tutte in the Bora Laskin Auditorium. Numerous public lectures are held in Orillia and Thunder Bay including talks by Dr. Kevin Danaher, Executive Director of the Global Citizen Center, on Building the Green Economy; Pat Patton, Director of Aboriginal Relations at the Nuclear Waste Management Organization, and Sean Russell, Acting Vice-President of APM Technology, on Long-Term Management of Canada's Used Nuclear Fuel; and Dr. Mark Kingwell, University of Toronto Philosophy Professor, on Concrete Reveries: Consciousness and the City, sponsored by Lakehead's Advanced Institute for Globalization+ Culture (aig+c). Lakehead students initiated the first Take Back the Night march and rally in Orillia to end sexual assault, domestic violence, and other forms of sexual violence. In addition, students partnered with the Alzheimer Society to stage a Manulife Walkfor Memories in Orillia, raising over $6,000 to fund local programs and services for people living with dementia, and their families. ■ �Facts & Figures Full-Time Undergraduate Enrolment Enrolment 2008-2009 by Faculty 2008-2009 Social Sciences and Humanities Forestry and the Forest Environment - 29.6% 1.9% Engineering 11.2% Education 12.4% Business Administration Health and Behavioural Sciences Science and Environmental Studies 7,327 5,452 1,246 Orillia Campus Full-time undergraduate Part-time undergraduate 441 391 50 6.4% 21.2% 1.7% Medicine Thunder Bay Campus Full-time undergraduate Part-time undergraduate Full-time graduate Part-time graduate 610 19 Total Enrolment 7,768 Degrees, Diplomas & Certificates Awarded 2008 Calendar Year 15.6% Certificates Diplomas Bachelors Masters Doctorates 36 51 2,051 194 6 Total 2,338 Graduate Enrolment 2008-2009 Full-Time Equivalent Enrolment (FTEs) Masters 25 Business Administration Education 86 6 Engineering Forestry 9,000 56 8,000 27 8,505 8,530 2007/08 2008/09 7,578 7,000 75 3 Health & Behavioural Sciences Public Health 105 a, :c :§> 10 Q) 6,000 5,000 .5 Science & Environmental Studies 'C C: a, Q) :c :§> ~ en w G:: PhD 4,000 3,000 2,000 1,000 0 2004/05 2005/06 ■ Graduate ■ Undergraduate 0 ■ 20 Part-time 40 60 80 100 120 140 Number of Students ■ Full-time 10 Lakehead University Annual Report 2008-2009 160 2006/07 �--Scholarships, Bursaries, & Awards Access to Library Serial Titles in thousands of dollars $9,000 45,000 40,082 40,000 35,535 35,000 29,088 30,000 - ~ ~ $8,000 .... $7,000 .... $6,000 _ $5,969 _, $6,827 r-. $6,6~~ $4,000 - $5,000 25,000 22,381 20,000 $3,000 - 10,000 $2,000 .... 5,000 $1,000 .... 0 $0 15,000 11,966 2005/06 2004/05 2006/07 2007/08 2008/09 I 2004/05 I I 2005/06 2006/07 I I 2007/08 I 2008/09 ■ Print & Microform ■ Electronic Research Grants & Contracts Sources of Research Funding 2008-2009 in t housands of dollars in th ousands of dollars $20,000 - Natural Sciences and Engineering Research Council -$19 721 I $18,431 ~ I $15,000 $10,000 $5,000 Canadian Institutes of Health Research Canada Research Chairs ~ -- ~ 3% 5% $537 $850 Other Federal 20% $3,477 Provincial 21% $3,715 ... Industry $0 17% $3,070 I 2004/05 I 2005/06 I I 2006/07 2007/08 5% $866 I 2008/09 Not-for-Profit 15% $2,869 Miscellaneous 5% Social Sciences and Humanities Research Council 9% $1,683 $984 �Financial Statements The Auditors Reportfor 2009 is published 011/ine: http:/(finance./al,.eheadu.ca(financial-statements/ BALANCE SHEET April 30 (in thousands of dollars) Assets Cash Accounts receivable Inventories and prepaid expenses Long-term investments Deferred charge Capital assets 2009 2008 $ 30,840 7,684 773 74,442 4,273 102,616 $ 31,609 6,364 749 84,279 4,390 97,941 $ 220,628 $225,332 $ 12,909 $ Liabilities and Net Assets Liabilities Accounts payable and accrued charges Faculty early retirement program costs Deferred revenue Deferred capital contributions Long-term debt Net assets Internally restricted Endowments Un restricted Capital Assets Endowments* in thousands of dollars in thousands of dollars 478 19,412 33,480 102,390 9,560 979 17,583 35,859 103,410 168,669 167,391 27,151 31,144 (6,336) 26,412 32, 119 (590) 51,959 57,941 $ 220,628 $225,332 $35,000 $120,000 $104,116 $105,221 $102,616 $30,636 $31,144 $30,000 $100,000 $25,000 $80,000 $70,518 $20,000 $60,000 $15,454 $15,000 $11,480 $40,000 $33,934 $10,000 $20,000 $0 $12,195 $5,000 2001 2003 2005 2007 2009 $0 2001 2003 * Externally Restricted Donations 12 Lakehead University Annual Report 2008-2009 2005 2007 2009 �--STATEMENT OF REVENUE AND EXPENSES For the year ended April 30 (in thousands of dollars) Revenue Government grants for general operations Government and other grants for restricted purposes Student fees Sales of goods and services Investment (loss) income Donations Contract research Sundry Amortization of deferred capital contributions 2009 2008 $ 58,379 $ 56,592 14,301 37,618 14,903 1,086 959 1,568 2,117 6,326 19,651 40,034 14,686 (10,190) 5,780 1,452 1,882 4,103 Expenses Salaries and benefits Operational supplies and expenses Cost of sales and services Amortization of capital assets Amortization of deferred charges Building and equipment maintenance Municipal taxes Scholarships, bursaries and awards Utilities Travel Other Interest on long term debt $ Excess of (expenses over revenue) revenue over expenses for the year Revenue 135,777 135,470 83,945 5,586 6,234 11,397 117 7,838 544 8,609 3,525 3,106 4,254 5,616 77,231 5,825 6,427 14,211 117 6,270 527 8,132 3,498 2,724 3,905 5,743 140,771 134,610 (4,994) $ 860 Expenses Government Grants for General Operations 40% Sale of Goods and Services 10% Amortization Academic 3% - Sponsored Research 12% Other 5% Other Government Grants 3% Tuition 27% 45% Loss on investment 7% Physical Plant 9% Student Services Administration Sundry 2% 3% 3% Interest on long-term debt 4% Ancillary 8% Amortization of capital assets and deferred charges 8% Sponsored Research 11% �Leadership as of August I, 2009 CHANCELLOR Lorne Everett BOARD OF GOVERNORS 2008-2009 Chair Kevin Cleghorn Members Slim Babay Alex Boulet Colin Bruce Don Campbell Vonnie Cheng Andy Crooks Kurt Dahl James Dennison Ewan Downie Kirk Dudtschak Ann Dumyn Judy Flett Ethel Gardner Frederick Gilbert David Heroux Len Hoey Peter Holt-Hindle Anthony LeBlanc Gil Labine Judith Leggatt Brian McKinnon Tom Morris Maria Phipps Frances Picherak Tim Pile Lynne Sevean Bruce Waite la,kehead University Board of Governors, 2008-2009 Missing: Slim Babay, Alex Boulet, Andy Crooks, James Dennison, Ewan Downie, Kirk Dudtschak, Ann Dumyn, Ethel Gardner, Anthony LeBlanc, Brian McKinnon, Tom Morris A DMINISTRATION President and Vice-Chancellor Dr. Frederick Gilbert Orillia Campus Dean Dr. Kim Fedderson Vice-President {Academic) and Provost Dr. Laurie Hayes Dean of Business Administration Dr. Bahram Dadgostar Associate Vice-President {Academic) Dr. Moira McPherson Vice-President {Administration and Finance) Michael Pawlowski Vice-President {Research) Dr. Rui Wang Associate Vice-President {Research) Dr. Urned Panu Vice-President {University Advancement) Vacant Vice-Provost {Student Affairs) Marian Ryks-Szelekovszky Vice-Provost {Aboriginal Initiatives) Beverly Sabourin 14 Lakehead University Annual Report 2008-2009 Dean of Education Dr. John O'Meara Dean of Engineering Dr. Henri Saliba Dean of Forestry and the Forest Environment {Interim) Dr. Ulf Runesson Dean of Graduate Studies Dr. Philip Hicks Dean of Health and Behavioural Sciences Dr. Lori Livingston Dean of Medicine {Northern Ontario School of Medicine) Dr. Roger Strasser �--Dean of Science and Environmental Studies Dr. Andrew Dean RESEARCH CENTRES, INSTITUTES, PROGRAMS, AND FACILITIES Dean of Social Sciences and Humanities Dr. Gillian Siddall Advanced Institute for Globalization and Culture (aig+c) Drs. Todd Dufresne and Ronald Harpelle, Co-Directors University Librarian Anne Deighton Biorefining Research Initiative (BRI) Dr. Robert Dekker, Founding Director Controller Rita Blais Centre for Education and Research on Aging and Health (CERAH) Dr. Ian Newhouse, Director University Registrar Brenda Nelson Director of Admissions and Recruitment Andrea Huillery (Acting) Director of Athletics Thomas Warden Centre for Northern Studies Drs. Harvey Lemelin and Michel Beaulieu, Co-Directors Centre for Tourism and Community Development Research Dr. Norm McIntyre, Director Director of Communications Eleanor Abaya Centre for Rural and Northern Health Research (CRaNHR) Dr. Bruce Minore, Research Director Director of Continuing Education and Distributed Learning Gwen Wojda Centre of Excellence for Children and Adolescents with Special Needs Dr. Rui Wang, National Director Director of Human Resources Ray Raslack Centre for Research on Safe Driving Dr. Michel Bedard, Director Director of Institutional Analysis/ Government Relations Kerrie-Lee Clarke Lakehead Social History Institute Dr. Michel Beaulieu and Beth Boegh, Co-Directors Director of Physical Plant Hugh Briggs Lakehead University Biotechnology Research Program Dr. Heidi Schraft, Director Director of Risk Management and Access to Information Dr. Millo Shaw Director of Technology Services Centre Bernie Blake Executive Director, University Services Grant Walsh Lakehead University Centre for Health Care Ethics (CHCE) Dr. Jaro Kotalik, Director Lakehead University Centre for Analytical Services (LUCAS) Allan MacKenzie, Director • Aquatic Toxicology Research Centre (ATRC) Dr. Peter Lee, Director • FoReST (Forest Resources and Soils Testing) Laboratory Drs. Nancy Luckai and Lense Meyer, Co-Directors • Lakehead University Environmental Laboratory (LUEL) Dr. Peter Lee, Director • Lakehead University Genetic Services (LUGS) Dr. Carney Matheson, Director • Lakehead University Instrumentation Laboratory (LUil) Allan MacKenzie, Manager • Lakehead University Material Characterization Services (LU MCS) Drs. Steve Kinrade, Robert Mawhinney, Aicheng Chen, Co-Directors • Lakehead University Mineralogical and Experimental Laboratory (LU MINX) Dr. Andrew Conly, Director • Lakehead University Nutrient Ecology Laboratory (LUNE) Dr. Ellie Prepas, Director • Lakehead University Wood Science Testing Facility (LUWSTF) Dr. Mathew Leitch, Director • LEVTEK Garry Rathje, Manager • Paleo-DNA Laboratory (POL) Allan MacKenzie, Director �Faculty & Student Achievements Dr. Bharat Man Shrestha is awarded a two-year Ontario Postdoctoral Fellowship worth $50,000 per year ($25,000 per year from the Ministry of Research and Innovation plus $25,000 per year in matching funds) in order to conduct research on the effect of forest management on soil respiration. Dr. Bharat is working with Dr. Han Chen (Forestry and the Forest Environment). Dr. Josephine Tan (Psychology) receives the Canadian Council of Professional Psychology Programs' Award for Excellence in Professional Training (Academic). A film by Canada Research Chair Dr. Judy Iseke-Barnes entitled A Living History of Metis Families, as Told by Dorothy Chartrand premieres as part of Research and Innovation Week 2009. Dr. Ajay Machha, a cardiovascular pharmacologist working with Dr. Rui Wang at Lakehead's Cardiovascular Research Centre, receives a postdoctoral fellowship from the Heart and Stroke Foundation of Canada. Dr. Aicheng Chen (Chemistry) receives the Fred Beamish Award from Canadian Society for Chemistry. Dr. Douglas Thom (Education) is named International Patron of the National Youth Award Scheme of Sierra Leone, Africa, for his philanthropic work with the Global Conscience Circle (GCC)/Cercle de la Conscience Globale (CCG). Dr. Peter Hollings (Geology) is recognized by the City of Thunder Bay as a Citizen of Exceptional Achievement. Dr. Han Chen (Forestry and the Forest Environment) receives an Early Researcher Award from the Ministry of Research and Innovation. Professors Karen Poole and Pat Sevean (Nursing) receive the 2008 Teaching Innovation Award from the Council of Ontario University Programs in Nursing. Robert Animikii Horton, a Master's student in Sociology, receives a 2008 National Aboriginal Role Model Award from the National Aboriginal Health Organization. Biology student Sean Bryan receives a Heart and Stroke Foundation of Ontario graduate scholarship valued at $18,000 per year for two years to investigate the role of hydrogen sulphide in cardiac redox regulation and inflammation. Education students Colleen Bator, Alesha Breckenridge, and Fiona Street share a $25,000 prize for their Guided Eco Tours Toronto proposal, a winning entry in TD Canada Trust's second annual Go Green Challenge contest. The Canadian Society for Chemical Engineers (CSChE) gives the "Highest Award" of the Student Chapter Merit Award 2008 to Lakehead University's CSChE Student Chapter. Luc Cousineau, Michael Mason, and Brent Moyer each receive a Canadian Millennium Scholarship In-Course Excellence Award valued at $5,000, renewable for one year. Jazmyn Balfour-Boehm, Robert Buchkowski, Kaylie Lundgren, Mario Nucci, and Katie Robinson are awarded Millennium Entrance Awards valued between $4,000 and $5,000. Lakehead's High Output and Publication Excellence (HOPE) Awards, given annually to three graduate students, are presented to Joe Vrbanek (MSc Engineering), Zhiyou Yuan (PhD Forest Sciences), and Rebecca Barnes (MSc Biology). Concurrent Education student Dave Grad receives an undergraduate student leadership award from the National Orientation Directors Association, an international organization working for orientation, transition, and retention of university and college students. Zhiyou Yuan (PhD Forest Sciences) is presented with a High Output and Publication Excellence Award by Jane Crossman, Acting Dean of Graduate Studies 1 . Lakehead University Annual Report 2008-2009 Lakehead Civil Engineering students place first at the Mid-West Regional Competition and third overall at the Annual AISC/ASCE U.S. National Student Steel Bridge Competition hosted by the University of Nevada, Las Vegas. ■ �--Lakehead Facts Established: July 1, 1965 Total Enrolment: 7,768 including 6,453 full-time graduate and undergraduate students Full-time Faculty: 317 Employees: 2,250 including approximately 700 full-time positions Alumni: 45,104 Faculties: Business Administration Education Engineering Forestry and the Forest Environment Graduate Studies Health and Behavioural Sciences Medicine (Northern Ontario School of Medicine, West Campus) Science and Environmental Studies Social Sciences and Humanities Economic Impact of Lakehead University: $301.3M on the City ofThunder Bay in fiscal 2008-2009 $9.2M on the City of Orillia in fiscal 2008-2009 Graduate Employment Rate: Two years after graduation in 2006, 96.9% of Lakehead graduates were employed compared to 95.7% for the Ontario system overall Undergraduate Graduation Rate: Of the year one undergraduate students in bachelors or first professional degree programs entering the University in 2000, 81.9% completed a degree by 2007 compared with 78.3% for the Ontario system overall. Geographic Origin of Students 2008-2009 Northwestern Ontario 49.5% - International 1.7% Other Provinces 6.1% - - Rest of Ontario 42.7% Residence Accommodation Number of Beds 2008-2009: 1,196 Contact us Lakehead University Annual Report 2008-2009 is posted online: www.lakeheadu .ca/report/ For more information contact: Eleanor Abaya Director of Communications Lakehead University 955 Oliver Road, Thunder Bay, Ontario Canada P7B 5E1 @ Mixed Sources Product group from well-managed forests and other controlled sources F SC ~!•F~~:3s~:'a~~i,f~-~~~;i001325 Phone : (807) 343-8372 Fax: (807) 346-7770 E-mail: eleanor.abaya@lakeheadu.ca �--- Lakehead UNIVERSITY P"r <"9\;.bl' L-<r btl v<' P"P ..o"<IL 9· Llb1' Lakehead University Lakehead University - 955 Oliver Road Heritage Place, 1 Colborne St. West Orillia Campus Thunder Bay, Ontario, Canada P7B SE 1 Orillia, Ontario, Canada L3V 7X5 Phone: (807) 343-811 O Phone: (705) 330-4008 Produced by Lakehead University Office of Communications, Designed by Fantail Inc., Printed in Canada � 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 Forward: Sustainability, Comprehensiveness, Research Growth, Diversity. Lakehead University Annual Report, 2008-2009. Subject The topic of the resource Universities Description An account of the resource Annual report for Lakehead University, 2008-2009. Includes financial statements. 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 2009 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 environmental sustainability Lakehead University Strategic Plan 2010-2013 https://digitalcollections.lakeheadu.ca/files/original/229d8cdbdf541e2dadcc6723d0061f3c.pdf 64256d22eaac7d565142bbe826ca5606 PDF Text Text NATIVE ACCESS PROGRAM FOR ENGINEERING (NAPE) • As Developed by The Aboriginal Peoples and The School of Engineering at Lakehead University Thunder Bay, Ontario �NATIVE ACCESS PROGRAM FOR ENGINEERING (NAPE) • As Developed by The Aboriginal Peoples and The School of Engineering at Lakehead University Thunder Bay, Ontario �TABLE OF CONTENTS Contact Mr. M. Cohen, Acting Coordinator Native Access Program for Engineering School of Engineering Lakehead University Thunder Bay, Ontario, P7B 5E1 Phone (807) 346-7712 Fax (807) 343-8399 (807) 343-8928 Preamble ............................................ 1 General Information ..................................... 1 The Selection Process ................................... 4 Selection Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Academic .......•......................... 5 Personal ................................. 5 Interview Process ................................. 6 Program Supports ...................................... 6 Academic Support .........•...................... 6 Personal Support ................................. 6 Student-Community-University Linkage ................. 7 Orientation Program .................................... 8 Orientation Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Program of Study for Orientation . . . . . . . • . . . . . . . . . . . . 1o Orientation Program Schedule . . . . . . . . . . . . . . . . . . . . . . 1O First Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Orientation Program Timetable . . . • . . . . . . . . . . . . 1o Orientation Hour • . . . . . . . . . . . . . . . . . . . . . . . . . 12 Orientation Course Outlines . . . . . . . . . . . . . . . . . . . . . . . . 13 NAPE Academic Program ............................... 14 Attendance and Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Summer Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Academic Regulations . . . . . . . . . • . . . . . . . . . . . . . . . . . . 15 Program of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 NAPE Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . 17 School of Engineering Programs . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Flow Chart . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Admission Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Program Advantages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Academic Regulations ............................ 22 Common First Year Engineering Technology ................. 23 Program of Study . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . 23 Course Descriptions ............................•. 24 Fall Term •............................... 24 Winter Term .......................•...... 25 �-1- -2- PREAMBLE While at Lakehead University, students will have the opportunity to follow the program path outlined below: In the spring of 1991 the School of Engineering at Lakehe~d University investigated both the need for Native engineers and the potential for the establishment of an engineering access program for Native students. The encouraging and positive responses from discussions with Native organizations and authorities lead to the development of a workshop for representatives from Native organizations, community groups, tribal authorities and provincial organizations. These individuals including local elders made a unanimous decision to proceed with the program development in cooperation with the Native community. Committees were formed to deal with the tasks of program development, finance, and the recruitment and selecti~n of. students. As a consequence, the Native Access Pr~gram for E~g1neenng has been designed by representatives of the Nat,ve community and the School of Engineering. GENERAL INFORMATION The Native Access Program for Engineering (NAPE) provides the Aboriginal Peoples from the Province of Ontario with access to an engineering education by providing an academic program . ?f ~reengineering instruction which permits students to make the transition into engineering education. An academic, cultural and social support syst~m (tutors, elders, counsellors) is available throughout the_ students' entire education period. The objective of NAPE is to help Nat,ve students who because of residence in remote areas or a lack of adequate formal education cannot obtain access to an engineering education. Stage One: The Native Access Program for Engineering 1. 2. Orientation Program: a six-week program for all students starting mid-July and consisting of introductory courses in mathematics, sciences, communications, calculator/computer skills and an orientation course designed to make the student feel comfortable at the University and in the City. The Native Acceaa Program: one academic year of study in mathematics, chemistry, physics, communications and life/study skills. The students academic programs are designed to suit their ~eeds. St~dents who are academically prepared may be permitted to register for selected regular engineering technology diploma courses. Stage Two: Engineering Technology Diploma Programs La~ehead ~niversi!Y. offers t~ree year engineering technology programs 1n Chemical, C1v1I, Electncal and Mechanical Engineering. Students who are successful in the Native Access Program are encouraged to enroll in the program of their choice. Graduates of this program will be able to obtain employment as engineering technologists or, if qualified, proceed to engineering degree studies. Stage Three: Post-Dlploma Bachelor of Engineering Degree Programs La~ehead U~iverstty ~as uniq~e post-diploma engineering degree programs 1n Chemical, CIVIi, Electncal, and Mechanical Engineering. These programs are accredited by the Canadian Engineering Accreditation Board, consequently graduates who meet the professional qualifications are eligible for registration as a Professional Engineers in their province or territory of practice. · �-3- -4- The Native Access Program for Engineering begins in mid-July, with an intake of approximately 15 students. Students who are accepted into this program attend the six week orientation program which is completed by the end of August. Students have about a two week break prior to the beginning of the Fall Term. THE SELECTION PROCESS The access program is designed to allow students to make a smooth transition into one of the four engineering programs, Civil, Chemical, Electrical and Mechanical, offered by the School of Engineering. Engineering programs are among the most demanding programs at the University. They are mathematics and science orientated, consequently, students should have a strong aptitude and desire to excel in these areas in addition to a strong interest In engineering. Students should be prepared to spend a great deal of time in independent study which can take up most evenings and weekends. The program will begin with a modest but demanding workload which will intensify with time so that students can be prepared for the high demands expected of them in the engineering program. The School of Engineering is intent that the Native Access Program for Engineering be successful. Consequently, it is important to select students who have not only academic capability, but also the desire, dedication and drive to become an engineer. The program which has been designed jointly by the Native Community and the School of Engineering provides the student with the necessary academic background and confidence to be successful. Students must be aware that instructors, elders, counsellors, etc. provide their best efforts but in so doing will make high demands on students. Selectlon CrHerla The student should have an application form and the request for reference forms for the Native Access Program for Engineering. These forms are available from the NAPE office or the School of Engineering. Students who wish to be considered for admission to NAPE must submit all of the following documents before the application will be considered: 1. Completed application form and personal statement. 2. Official copies of transcripts from all previous secondary and post-secondary education. 3. Three letters of reference (from individuals, other than family, who know the candidate well, e.g. teachers, counsellors, employers, elders, etc.). The access program has an administration, instruction and counselling staff devoted exclusively to it. Tutors and sessional lecturers are part of the academic team available to NAPE students. The social and academic support system will be available to access students through their years of study in engineering. The access program provides the academic background necessary for engineering study so that Aboriginal students can be confident that they will have the potential to compete with or lead the regular entry student body. In order to be considered for selection an applicant must: Students are able to apply for admission to the engineering programs while they are in the access program and be admitted once they have completed the access requirements. 2. 3. 4. 1. 5. Be a resident of the Province of Ontario. Be of Native ancestry. Be admissible to Lakehead University (see Academic below). Have the personal requirements necessary to be successful in engineering (see Personal below). Be interviewed. �-6- -5- Selection to the program is dependent upon the following factors: Interview Academic All applications are reviewed carefully to select candidates for an Interview. Candidates should be prepared to be invited to attend a personal interview at Lakehead University. The Interviews are conducted by members of the Native Community and Lakehead University. The categories of students who are considered for admission to the program are: 1. Adult students: Applicants who are at least twenty-one years of age in the calender year of entry, who are residents of the Province of Ontario, and who have not attended post-secondary institutions (full-time) for two years prior to their admission, are considered for entry as adult students. 2. Students who meet the normal admission requirements for the diploma programs in Engineering Technology. The admission requirements are stated under the section •School of Engineering Programs• in this booklet and in the Lakehead University Calendar. 3. Extraordinary Admissions: The University is prepared to consider applicants for admission who have been away from formal education for at least two years at any time because of reasons beyond their control. Each case la considered on na own merna. Personal Applicants must have the personal qualities that show the potential to succeed in the field of engineering. The following factors are considered: 1. 2. 3. 4. 5. 6. Recent involvement in pursuing educational goals. Interest in engineering. Perseverance in educational and non-educational tasks. Maturity, stability and financial responsibility. Commitment of family. Work history. PROGRAM SUPPORTS Academic Support The program instructors and staff assist students to adjust to and become successful in their program of study. This involves academic program planning, course selection, registration, tutorial and remedial supports, study skills and an on-going evaluation of the student's progress. Students are assigned to an instructor who will act as their academic advisor through their NAPE and engineering study. In addition to excellent instructor-student contact inside and outside of lectures and laboratories, the students are able to obtain the services of a tutor. Tutoring assistance will be made available throughout the entire program. • • • Instructors, staff and tutors help the student: gain confidence in their abilities develop a hard work ethic become both a team worker and an independent thinker. Personal Support The program counsellor assists students and their families with the personal and social adjustments of attending the university. The counsellor works with students to solve problems that may arise in all areas of their lives, and to develop and clarify career goals. The counsellor can also assist students in the following ways: �-7- • • • • • • • • Relocating student and family . Locating suitable living accommodation. Counselling on financial matters. Arranging for personal tutors. Helping students to make the adjustment to Thunder Bay. Maintaining community ties. Making arrangements for students to obtain advice from an Elder. Organizing social events such as curling, hockey, baseball, family picnics, etc. The counsellor is available to the student at all times and students must visit the counsellor on a regular basis. Regular visits will help the students and counsellor to know one another and provide quality counsel on an on-going basis thereby preventing potential problems. Student - Community - University Linkage The School of Engineering considers the student-communityuniversity linkage to be exceptionally important for the success of many students. The student's program of study is perceived to be a cooperative venture between program instructors and counsellors, the student, and the band counsellors/education authorities, where applicable. Consequently the following practices are part of the program: • information on student progress can be shared between all responsible parties following authorization by the student. community and program counsellors work together to assist the • student and resolve problems. wherever possible community linkages developed during the • recruitment and selection of students are maintained by visitations and other communications. where suitable the student's family are involved in orientation and • counselling. the team approach and the buddy system is encouraged to assist • in the strengthening of the support system. -8- THE ORIENTATION PROGRAM All students enter a six-week orientation period which begins in mid-July and finishes at the end of August. During this period staff and students have an opportunity to get to know each other. Staff assess student academic capability and, in consultation with the student, plan the student's future academic program. Orientation is designed to help students obtain information and skills that will enhance their success in the access and diploma programs. The orientation is informal so that students will feel comfortable and gain confidence in their ability to succeed at the university. The courses are designed to meet the student's needs but at the same time to make certain demands with the intent to prepare students for the challenge of engineering. Consequently, instructors make increasing demands on students during the orientation period and students are expected to do homework. Orientation Includes courses in mathematics, science, communications, calculator and computer skills as well as an orientation course which includes study and life skills. Students are expected to achieve 70% in each course during orientation, prior to registering in advanced courses, otherwise they may have to repeat courses in the Fall Term. It is essential that students have these pre-requisite skills before attempting the more advanced courses. �-9- 10 - Orientation Actlvttlea Program of Study for Orientation Students: Courses* • • • Learn about the profession of engineering through films, tou~, guest speakers, etc. Meet local elders to obtain advice and counsel to students through the traditional ways. Attend lectures In mathematics, calculator/computer skills. science, NAPE 1090 - Introductory Mathematics NAPE 1092 - Communications NAPE 1093 - Calculator and Computer Skills NAPE 1094 - Introduction to Engineering Science Lecture Lab. 5 3 2 ~ 13 0 0 4 ll_ 5.5 communications, • Learn to use calculators, computer software, and problem solving skills to do assignments. • Obtain assistance to find accommodations, day care and schools for children, if applicable. • Develop study groups with other students. • Adjust to the City of Thunder Bay. • Become familiar with Lakehead University and learn about the various services and features that make It an exciting place to be a student. • Learn the rules and regulations that students are expected to abide by in both NAPE and Lakehead University. • Get to know the NAPE instructors. *The number nine (9) in the third digit indicates a non-credit course. Orientation Program Schedule (Mid-July to End of August) 1. First Day Introductions and Welcomes Description of NAPE Question Period Lunch Registration for Orientation Orientation Program Tour of University 2. Orientation Program Timetable A typical timetable for the first five weeks follows. It should be noted that additional tutoring and study periods may be scheduled, consequently students should not assume that their day is complete at the end of the schedule shown. Additional time will also be essential for individual study and assignments. The sixth week is timetabled by the instructors during the orientation program to provide the time necessary for make-up lectures, review, exams, etc. The latter part of the week is used for counselling and registration for fall term NAPE courses. �- 12 - 11 ORIENTATION PROGRAM TIMETABLE 3. Orientation Hour This scheduled period is flexible to accommodate program and student needs but will involve tours, guest speakers, and films/videos for the first f1Ve weeks. The student's spouse is encouraged to participate in many of these activities. A typical schedule of events is as follows: HONDU l1JO l ,,,. a • J calculator/ 1 Science c0111p1ter Skill• Uall l Hath • Science u Study Orientation Uall u 11 lalO u 11 cc-unication• Jt 11 Science Laboratory Jell ..,. H IJ . Hatb a calculator/ Computer Skill■ • Week One Natb Week Two s science calculator/ Computer . u 11 Orl ■ntatio11 Orientation Orientation u u u 14 12 calculator/ Collputer co..anicatlon■ Colmunlcation■ Skill ■ Jill J Skill ■ u u s J Hath FRIOU 'l'IIURSDU IIBDIIUDU a I Hath l01ll TIJBSDAT 11 Skill ■ 12 H ltudy . IJ 21 JJ u H 11 Jt 12 JI Week Three l'wiction or PrH Week Four s,JO hJO 'hll • Week Five Week Six Tuesday Wednesday Thursday Friday Monday Study Skills (Time Management) Tenant Act University Services: Recreational Bus Tour of City Thunder Bay Services (recreation, hospitals, day care, etc.) Tuesday Study Skills Wednesday Budgeting Thursday Guest Speaker - Elder Friday University Services: Academic, Conduct Code Monday Community Native Services Tuesday Study Skills Wednesday Engineering Lab Tour: Part 1 Thursday Sensitization/Rights/Harassment Friday FilmNideo Monday Engineering Student Forum Tuesday Study Skills Wednesday Guest Speaker: Economic Development of Native Communities Thursday Engineering at LU. Friday University Services: Library Monday Health Services Tuesday Study Skills Wednesday Guest Speaker - Elder Thursday Engineering Lab Tour: Part 2 Friday Guest Speaker: Native Engineer Examinations followed by Fall registration and a barbecue �- 14 - - 13 - Orientation Course Outllnea NAPE 1090 - Introductory Mathematics (5,0) This course Involves performing operations with algebraic expressions and manipulating equations and formulas. Algebra will be the major emphasis of this course, which Includes the multiplication of polynomials, factoring, and simplifying expressions containing radicals. Functional notation, working with positive and negative fractional exponents, and analytical geometry will be discussed. The main topics are: combining like terms, parentheses and multiplication, addition, subtraction, division and multiplication of fractions, first degree equations, working with formulas, graphing, lines, linear inequalities, absolute value, distance, integer exponents, multiplication of polynomials, factoring, square roots, rationalization, radicals, rational exponents, functions, notation, solving equations and complex fractions. NAPE 1092 - Communications (3, 0) The intention of this course is to prepare students to write a technical paper. Students will research an engineering topic In the library, submit a minimum 5 page typed paper using Wordprocessing, and make a presentation to the class during the final week of class. The course will review basic English principles. NAPE 1093 - Calculator and Computer Skills (2, 4) Students will develop calculator skills for use In other courses nad introductory computer skills for report writing. Lectures and laboratories will be integrated to accommodate the needs of other courses. Any programming skills involved will be in BASIC. NAPE 1094 - Introduction to Engineering Science (3, 1½) This is an introductory course for those that have a very limited science background. However, it is necessary to complete it before registering for Introductory chemistry and physics in the Fall Term. The major topics are: heat, applied chemistry, and magnetism and electricity. These topics consist of the following units: the kinetic molecular theory, thermal expansion, heat transfer by convection, conduction and radiation, quantity of heat, the law of conservation of energy, fractional distillation of crude oil, acids and bases, hard and soft water, magnetism, and electric current and circuits. Laboratory work will be a major component of this course. NAPE ACADEMIC PROGRAM This pre-engineering program continues the instruction In fundamentals of mathematics, physics, chemistry and communications which began In the orientation program, however the intensity and difficulty increases as the courses proceed. The student's program consists of those courses selected at the end of the orientation program. Students normally complete NAPE courses within one year, and therefore it may take four years before the student completes the technology diploma. If students do not require the NAPE courses they can study the diploma program of their choice with the assistance from the NAPE support system. Attendance and Study The study of engineering requires self-discipline and hard work. NAPE students are expected to develop the study habits of any engineering student. These require: 1. Regular and punctual attendance In lectures, laboratories and tutorials in all courses. 2. Completion of all assignments within the deadlines specified by the instructor, and the writing of all tests and examinations in their courses. 3. Meetings with their academic advisors on a regular basis to discuss their academic progress. 4. Private study outside of scheduled laboratory and problem sessions. Students can expect to devote most evenings and weekends to a concentrated work effort. �- 16 - - 15 - Summer Activities Students who have the academic need will be expected to devote the summers to do further academic work if they have adequate financial support. Alternatively, students will be encouraged to work in an engineering related job during the summer months. Assistance in finding summer jobs will be provided. of Student Behaviour and Disciplinary Procedures Leaflet and in the University Calendar. NAPE staff assists students with questions and problems which arise from regulations. Students who find that they are unable to perform their normal academic duties for any reason (illness, stress, family problems, etc.) are required to contact their counsellor immediately so that appropriate assistance can be provided. Academic Regulatlona Program of Study Student progress and performance are monitored and evaluated on a regular basis to identify individual needs for extra tutoring and academic counselling. At the end of each term an overall evaluation will be made of each student's status. The following criteria will be used in this evaluation: • a student must achieve at least 65% in a NAPE course before proceeding to a more advanced course in the same field. • an average of 65% in NAPE courses is considered to be the minimum acceptable level of academic performance for advancement. • students are normally be permitted to repeat a course only once. • a student who does not achieve an average of at least 50% in NAPE courses will normally be required to withdraw from the program. • prior to any dismissal, each student's case will be considered on an individual basis to determine If there are any relevant circumstances to prevent such action. Consideration for readmission requires a petition from the student. • students must register for at least four courses per term, otherwise they may lose their funding. Fall Term* The student Is responsible for being familiar with the University Code of Student Behavior and Disciplinary Procedures. It Is also understood that every student by the act of registering, agrees to abide by all the rules, regulations, policies and procedures of Lakehead University and of the Faculties or Departments/School's in which the student is registered. These matters are presented in the Lakehead University Code NAPE NAPE NAPE NAPE NAPE 1190 1192 1193 1194 1195 Lecture Lab. Introduction to Engineering Mathematics I Communications Study Skills & Reasoning Introduction to Engineering Chemistry I Introduction to Engineering Physics I Total Hours 4 3 1 0 2 0 3 1.5 1.5 15 4 ~ Winter Term* NAPE NAPE NAPE NAPE 1290 1291 1294 1295 Introduction to Introduction to Introduction to Introduction to Engineering Mathematics II Engineering Mathematics Ill Engineering Chemistry II Engineering Physics II Total Hours 4 1 3 1 3 1.5 ~ 1.5 13 5 * Students who have adequate academic standing will be counselled to register In one or more courses from Year I of the Engineering Technology program. �- 18 - - 17 - NAPE 1195 - Introduction to Engineering Physics I NAPE Course Descriptions NAPE 1190 -Introduction to Engineering Mathematics I (4-1; 0-0) This course is intended for those students who either do not have grade 12 advanced mathematics or require a review of those concepts. This course will help prepare students for all first-year engineering technology mathematics courses. The course includes the following topics: solving equations, linear, quadratic and polynomial functions, special functions, exponents and logarithms, and analytical geometry. This course is an introduction to the general principles of physics that will provide a foundation for students who will continue to study physics in first-year of the technology diploma. This course is designed to provide students with the background that will enable them to understand physical concepts, apply scientific techniques, and appreciate the applications and implications of physics in technology and society. The core units of study include: geometric optics, mechanics, and electricity. NAPE 1290 - Introduction to Engineering Mathematics II NAPE 1192 - Communications (3-0; 0-0) This is a course in English language skills, composition and public speaking, and introduces the student to structured written and oral technical communication. Word processing will be used for written assignments. NAPE 1193 - Study Skills and Reasoning (3-1½. 0-0) (0-0; 4-1) This course is a continuation of Introduction to Engineering Mathematics I. This course will help to prepare students for calculus and other firstyear engineering technology mathematics courses. This cour~e includes the following topics: trigonometry, conics, sequences and sanes, and the binomial theorem. NAPE 1291 - Introduction to Engineering Mathematics Ill (0-0; 3-0) (2-0; 0-0) Various components of study skills will be presented including: time management, effective listening and note taking, exam writing, and library skills. This course Is an introduction to many of the concepts explored in calculus. Topics to be covered include: limits, the definition of the derivative, techniques of differentiation, and some applications of the derivative, such as curve sketching. NAPE 1194 - Introduction to Engineering Chemistry I NAPE 1294 - Introduction to Engineering Chemistry II (3-1½; 0-0) This course is an introduction to the general principles of chemistry that will provide a foundation for students who will continue to study chemistry in first-year of the technology diploma. The course is designed to provide a fundamental background that will enable students to understand chemical concepts, handle chemical intelligently and safely, and appreciate the applications and implications of chemistry in technology and society. The core units of study include: matter, elements and chemical bonding, and gases. (0-0; 3-1½) This course Is a continuation of NAPE 1194. The core units of study Include: chemical reactions, chemical-reaction calculations, solutions, and industry and society. NAPE 1295 - Introduction to Engineering Physics II (0-0; 3-1½) This course is a continuation of NAPE 1195. The core units of study include: electromagnetism, sound, nuclear physics, and kinematics. �- 20 - - 19 - SCHOOL OF ENGINEERING PROGRAMS The School of Engineering offers a unique combination of Engineering Technology and Engineering Degree programs in Chemical, Civil, Electrical, and Mechanical Engineering. The following flow chart illustrates how upon completion of a Diploma in Engineering Technology students may enter a Post-Diploma Bachelor of Engineering Degree Program. ENGINEERING TECHNOLOGY PROGRAMS Admlaalon Criteria 1. 2. Year 1 Year 2 Year 3 High School graduates with the OSSD/SSGD with grade 11 and 12 advanced level mathematics and science with an overall average of at least 60% may enter the first year of technology. These students can complete a diploma program in three years prior to entry to a two-year post-diploma degree program. High school students with the OSSHGD or OSSO with six OAC's with a minimum average of 60% and an average of 60% in mathematics may enter the second year of engineering technology. These students can complete a technology program in two years and take a two-year post-diploma degree program. Where: OSSO = Ontario Secondary School Diploma SSGD Secondary School Graduate Diploma OSSHGD Ontario Secondary School Higher Graduate Diploma OAC = Ontario Academic Credit - for engineering the six OAC's must include calculus, algebra, chemistry and physics. Native students who have completed their assigned program of NAPE courses with an average of at least 65% may be admitted to the first year of engineering technology. = 3. ENGINEERING DEGREE PROGRAMS = Consequently, students who enter Year I of the Engineering Technology program can complete their diploma in three years and an engineering degree in two subsequent years for a total of five years. Students who enter Year II of the Engineering Technology program can complete their diploma in two years and the engineering degree in two more for a total of four years. Years When students are In the third year of their engineering technology program they will decide to apply for degree studies or to gain employment as a graduate engineering technologist. For those who decide to apply to the degree program the Admission Criteria are as follows: �- 22 - - 21 - Technology graduates: (1) (2) Applicants must have a Dip/oms in Technology from a Community College, Lskehesd University or the equivalent with an sversge of st least 70% in the fins/ year of their program to be eligible for admission consideration or Applicants with two or more years of relevant industrial experience must hsve s Dip/oms in Technology from a community college, Lskehesd University or the equivalent with sn sversge of at least 65% in their fins/ year of their program to be eligible for admission consideration. Advantages to NAPE Students of Lakehead University's Combination of Diploma and Degree Programs: • • • • Students may enter the first year of technology with an Ontario grade 12 education, and become involved in engineering education. Unlike most engineering degree programs which concentrate on mathematics and sciences in the first two years, the engineering technology programs have a greater content of engineering science and design. Consequently, students will soon have adequate training to work at meaningful engineering tasks in their summer employment. The mathematics and sciences are spread out over the years so that they are taken as they are needed. In this way, student have a greater opportunity to appreciate their relevance. Upon completion of the engineering technology program, students may obtain employment as graduate engineering technologists. For some students this graduation will provide them with a career after two or three years of study, a benefit which is not available after two years of study In a conventional engineering degree program. For those students who are "fed up with studying• or who have uncertainties, this stage provides an excellent opportunity to go to work and contemplate their future and possibly return to degree studies. Students who are doing well In their academic endeavour may choose to apply for the degree program immediately upon completion of the engineering technology program. Academic Regulatlona It Is the responsibility of each student registered at Lakehead University to know the academic regulations associated with his/her program. The student should therefore read and understand the regulations for: • the University • the Faculty of Professional Studies • the School of Engineering regulations for (a) the Diploma programs and (b) the Degree programs. Each student should also be familiar with the University Code of Student Behavior and Disciplinary Procedures. Advice and counselling on these requirements Is provided by program instructors and staff. �-24 - - 23 - COMMON FIRST-YEAR ENGINEERING TECHNOLOGY Course Descriptions Fall Term NAPE students who have adequate academic preparation are permitted to register In Engineering Technology I courses. To help students understand what courses are available at this level this portion of the regular calendar is reproduced here. The first year is common to Chemical, Civil, Electrical and Mechanical Engineering Technology programs. After this common first year, students select one of these technology programs for their second year studies. Engineering 1131 - Drawing I (1-3;0-0) Basic engineering drawing techniques, office standards and practices, fits and functions of components and assemblies. Dimensioning. Use of perspective and practice in sketching. Applications of CAD. Engineering 1134 - Engineering Technology I (3-1;0-0) Program of Study Fall Term Engineering 1131 Engineering 1134 Chemistry 1060 Mathematics 1050 Mathematics 1052 Physics 1030 Leet. Drawing I Technology I Intro. to Chemistry Trig. & Anal. Geom. Intro. Calculus Intro. Mechanics & Heat Total Hours Winter Term Engineering 1535 Chemistry 1060 English 1074 Mathematics 1070 Mathematics 1072 Physics 1010 1 3 3 3 3 Total Hours 3 1 1.5 2 2 ~ ~ 16 12.5 Leet. Technology II Intro. to Chemistry Technical Writing I Matrix Algebra Intro. Calculus II Electricity & Magnetism Lab. Lab. 3 3 2 3 3 2 2 ~ _g 17 9 1.5 1.5 The purpose of this course is to introduce and apply graphical and analytical communication methods. Topics include: graphical and analytical solutions to problems in statistics; use of formulae and units; introduction to the laws of conservation and their application. Chemistry 1060 - Introduction to Chemistry (3-1½; 0-0) A course in the basic principles of physical, inorganic, and organic chemistry for students without Year 5 (Grade 13/OAC) Chemistry or equivalent. Topics include: atomic structure, the periodic table, chemical bonding, the states of matter, solutions, chemical equilibrium, oxidation and reduction, electrochemistry, introductory organic chemistry. (Two lectures weekly: laboratory and problems sessions In alternate in alternate weeks). Mathematics 1050 - Trigonometry and Analytical Geometry (3-2; 0-0) Functions, linear and quadratic equations. Angles, trigonometric functions, identities, sine and cosine rules. The conic sections, polar coordinates, inequalities. �- 26- - 25 - Mathematics 1052 - Introductory Calculus (3-2; 0-0) Basic algebraic operations, exponential and logarithmic functions. Limits, differential calculus, maxima and minima, related rates. Physics 1030 - Electricity and Magnetism (3-3; 0-0) An introductory, non-calculus course in mechanics and heat. Topics include: transnational and rotational kinematics and dynamics, momentum, potential and kinetic energy, thermal expansion and conduction, specific and latent heat, and the ideal gas law. English 1074 - Technical Writing I Analytical studying for information, logic and techniques of expression. The student will be expected to study a variety of materials including prose, business communications, forms and journals in his/her field. Emphasis will be placed on the style necessary for technical communication. The awareness of the complexities of technical communication and the analytical skills developed through a study of various materials will be used to improve the student's technical writing abilities. Each student must possess a recommended dictionary. Mathematics 1070 - Matrix Algebra (0-0; 3-1½) Mathematics 1072 - Introductory Calculus II The topics of energy, statistics, graphical representation and computing systems are presented and related to a student project. Graphical and analytical solutions of dynamic problems. Chemistry 1060 - Introduction to Chemistry (0-0; 3-2) Matrices, Gaussian elimination, determinants, Cramer's rule. Vectors, dot and cross products, vector equations of lines and planes. Winter Term Engineering 1535 - Engineering Technology II (0-0; 2-0) (0-0; 3-2) Differentiation of trigonometric, exponential and logarithmic functions. Induction, sequences and series, the binomial theorem. Methods and applications of integral calculus. (0-0; 3-1½) Physics 1010 - Electricity and Magnetism A course in the basic principles of physical, inorganic, and organic chemistry for students without Year 5 (Grade 13/0AC) Chemistry or equivalent. Topics include: atomic structure, the periodic table, chemical bonding, the states of matter, solutions, chemical equilibrium, oxidation and reduction, electrochemistry, introductory organic chemistry. (Two lectures weekly: laboratory and problems sessions in alternate in alternate weeks). (0-0; 3-2) The fundamental theory of electricity and magnetism including D.C. network theorems, magnetic circuits, D.C. instruments, A.C. components and networks. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Access Program for Engineering (NAPE) Subject The topic of the resource Universities Description An account of the resource Booklet providing information on the Native Access Program for Engineering (NAPE) as developed by The Aboriginal Peoples and the School of Engineering at Lakehead University. After 1991. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text academic program Indigenous engineers NAPE