802 10 13239 https://digitalcollections.lakeheadu.ca/files/original/9a5e32dccff5d1ad96fe234d71249870.pdf dd1458f40313eaaec771837157c3c63e PDF Text Text -· · NATIVE NURSES ENTRY PROGRAM <1cr,-1crcr ~poq.x N·nq.aa. t>c..rq.aa. 0 A Commitment To Sharing Native Nurses Entry Program Lakehead University Thunder Bay, Ontario �Lakehead University Native Nurses Entry Program Small, modern, and set in a rugged area of Ontario, Lakehead University offers a wide range of personal educational opportunities. Relatively small class sizes encourage communication between students and faculty, allow greater opportunity for "hands-on" experience in labs and easier accessibility to a wide range of facilities as diverse as computers and squash courts. A variety of campus clubs bring students together on the basis of shared interests and goals. Many clubs are involved with local and national endeavours in addition to serving the immediate needs of their members. The Student Union offers each student the opportunity to become involved in academic, political and social affairs both on and off-campus. Classic and modern movies are screened on a weekly basis; local dramatic groups present their work in the campus theatre. Dances and concerts, showcasing national and regional talent, are held regularly. A library housing 500,000 volumes, modern laboratories, extensive research facilities, and lecture rooms of all sizes support the academic activities of the University. In deference to our northernly location, many of the buildings are connected by ground tunnel for comfortable walking during inclement weather. The Native Nurses Entry Program is a nine month preparation program designed to provide the necessary skills and academic preparation required for successful completion of the four (4) year nursing degree program. The program is based on two (2) semesters of twelve ( 12) weeks each, as well as a two (2) week field experience. The student may choose field experiences in their own community or other Native health setting. The program offers four academic preparation courses and three special-purpose courses taken over the University academic year. 1st Term Preparation Vear English 1805 Chemistry 1060 Nursing 1190 Mathemat ics 1030 Biology 1191 Communications 1090 Leet. 3 Profl!s~1011dl Orienta11011 1091 Lab 0 2nd Term Leet. Ldb 3 0 2 2 2 2 3 3 0 l 0 0 3 0 2 0 3 0 0 2 0 0 3 0 0 0 Upon successful completion of the above courses the student will enter the Honours Bachelor of Science in Nursing degree program at Lakehead University. 3. Communication for Native Nursing Students - 1090 A practice-oriented course that examines selected aspects of communication theory related to professional nursing and cross-cultural communication. Students will be engaged in a variety of learning experiences including small group discussions, observation, role playing and simulation. 4. Professional Orientation for Native Nursing Students -Nl091 An introduction to the nursing profession including: history of nursing; history of Native nursing; Native health services and impact on health; roles and different levels of nurses. Guest speakers, including Native Elders and health professionals will present topics on: culture, values and cultural change; traditional approaches to health care; child rearing practices; and social and health problems arising from family disorientation. 5. Introduction to Human Biology for Native Nursing Students - Nl191 Specific Courses: 1. Mathematics for Nursing - 1030 Our residence, composed of ten "houses" named for towns in Northwestern Ontario, is built along the banks of the McIntyre River. This mixture of trees, lawn and rushing water creates a serene yet invigorating atmosphere. Each floor has a common lounge and kitchenette and each house, a Resident Assistant who is responsible for the well-being and conduct of the house members. Six hundred and forty students can be accommodated in the ten houses. The University infirmary, located in the residence complex, is managed by a full time nurse. Doctors from a local clinic are available on a regular basis. A course in the basic mathematics necessary to further study of quantitative methods. Topics include: algebra; multiplication; division; squaring; powers and exponents; simple formulas; factoring; equations; graphs; word problems. Mathematics for nursing students - weights and measures (metric); computing dosages; calculation of IV flow rate; preparing solutions. Our University is situated on approximately 150 hectares of scenic, wooded land overlooking the city of Thunder Bay. Excellent shopping, dining, cultural, sports and recreational facilities are available in the city, many of them within walking distance of the University. A thorough study of the effective elements of communication, including style; letter and essay writing; research, planning and organizational techniques; formal and informal report writing; oral communication techniques; reader adaptation and communication situations. Native literature and health related articles will be utilized . 2. English - 1805 An introductory course that will examine the structure, function, and role of major body systems. The student will become familiar with biology terminology; apply scientific method for recording, observation, and reporting data; apply biological principles in relation to health disease processes; and, be able to draw relationships between biology and the other health sciences. 6. Chemistry - 1060 A course in the basic principles of physical, inorganic, and organic chemistry for students without Advanced (Grade 13) Chemistry or equivalent. Topics include: the states of matter; chemical bonding; oxidation and reduction; organic c~>mpounds. �7. Study Skills/Logical Reasoning - N 1190 Formal instruction will cover such topics as time management; effective listening and note taking; how to research and write a term paper; memory/learning; reading efficiently and summarizing textbooks; exam writing; giving seminars. Students will also complete a self-directed program on logical reasoning and reading comprehension that will improve problem-solving techniques. FOR FURTHER INFORMATION CONTACT: Admissions Office Lakehead University Thunder Bay, Ontario P7B SEI Call (807) 343-8500 Toil Free 1-800-465-3959 or School of Nursing Native Nurses Entry Program (807) 343-8446 Facilities • olympic length pool with 1 and 3 metre diving boards • squash courts • weight training and exercise rooms • indoor track and outdoor jogging and walking trails • gymnasium - badminton, basketball, soccer, volleyball • fenced tennis courts • the Thunder Bay Country Club, directly adjacent offers an 18 hole golf course • regular City transit service • cafeteria and variety store on campus • the University bookstore stocks a wide range of stationery, gifts and textbooks • "The Study" (on campus pub) LAKEHEAD UNIVERSITY � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Nurses Entry Program brochure Subject The topic of the resource Universities Description An account of the resource Brochure for the Native Nurses Entry Program, circa 1991. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay 1991 academic access programs brochure Indigenous Lakehead Native Nurses Entry Program NNEP Nursing programs https://digitalcollections.lakeheadu.ca/files/original/71fdc1898a62bb6502e07fe3b20116f7.pdf f7f40e36d4b16ff0d32bb35f406bcc18 PDF Text Text NATIVE NURSES ENTRY PROGRAM NEWSLETTER February, 1992 �Christmas Party a success! CHRISTMAS PARTY A SUCCESS!!! ~~ -~ - . The N.N.E.P. annual Christmas Party was held on December 4, 1991. Those attending were present and former N.N.E.P. students along with the N.N.E.P. and School of Nursing faculty, N.N.E.P. Advisory Committee members, along with Winston Wuttunee. The party was held at the . Multicultural Association. It was catered by Kashadaying, who · did a great job in transferring the food as well as preparing a delicious meal. A presentation of certificates was made to N. N. E. P. students who had successfully completed the program. As well, a gift was presented to Karen (Spinney) Helmer, Biology instructor for N .N. E. P., who will no longer be with the program. And of course, no Christmas party would be complete without a visit from Santa. After dinner, Santa came and delivered his gifts then joined in on singing Christmas carols. Overall, the party was a great success. I ; la . I . �Do We Have Your Address and Phone Number? New staff Don't miss out on any special events because we don't have your phone number! Don't be shy, drop in or call Sandra at the N.N.E.P. office (343-8446) and tell her your name, current address, and correct telephone number. We would be happy to send you our newsletters as well as any information that would be of benefit to you. Sandra Dunbar was hired as the new N.N.E.P. Administrative Assistant in November of 1991. She recently graduated from Confederation College with a diploma in Office Administration - Executive as well as graduated in 1990 with a diploma in Business Administration. Although Sandra has only been with the program for a short time, she feels that she has gained some very useful knowledge and skills from her experiences. She also believes that · she has a lot to contribute to the program and looks forward to the new challenges she will be faced with. Since she started, she has met many of the former N.N.E.P. students and is looking forward to meeting the others so feel free to drop in and introduce yourself. 1991 R.L.O.E.A. Scholar We want To Bear From YOU! we need your help in assisting us to make this newsletter interesting, informing, and appealing to all. Please get involved. If you have any suggestions, announcements, messages, ideas, comments, opinions, or favourite poems, cartoons, or illustrations, drop them off at the N.N.E.P. office or give us a call at 343-8446. We would be happy to use your ideas. On Saturday September 21, 1991, the Rainy Lake Ojibway Education Authority hosted its first annual graduation dinner. Daisy sugarhead, third year nursing student, was one of ten scholarship recipients that was honoured at the event. There were also twenty four graduates from Confederation College and Lakehead University. One hundred and eight people turned out to celebrate the success of the honoured grads and scholars. In attendance from Lakehead University were Dr. Robert Rosehart; President of Lakehead University, and Patricia McGuire; Coordinator of Native Nurses Entry Program. Once again, Daisy! -~tP. A ~_,_?~, HES Guin ~ niRiMia~ I :.. Reminder to all NNEP Students Re: Medical Forms 11 human beings hav.e the capacity to grow and A change. All of our hidden gifts Please keep in mind that the following requirements must be taken care of before you can participate in your Clinicals. can be developed when we have a vision of what is possible, and when we use our volition (will) to change our actions and our way of thinking. Little by little we can grow to our vision of a happy, healthy human being. congratulations FoR~ET THE TRtAL, . On December 3 and 4, an N.N.E.P. Advisory Committee meeting was held. ~ome of the topics discussed were: suggestions that more promotion of the program be done in the future; the new math curriculum that better prepares students for first year nursing, will be implemented this month by Lita Boudreau; it was decided that the Biology course be extended to a full year course starting in September; Diane Common was presented a pair of moccasins and an N.N.E.P. sweatshirt for all her contributions to the program; Meladina Hardy and Gordon Bruyere appeared as guest speakers to discuss the programs which they coordinate. Growth and Change Entertainment on the morning of December 4, 1991 Mr. Winston Wuttunee, a Nati~e Entertainer, came to Lakehead University to speak to I the present and former N. N. E. P. students, the N.N.E.P. and School of Nursing Faculty, and N.N.E.P. Advisory .committee members. Through the use of song and words, Mr. Wuttunee gave a formative discussion on traditional healing methods and other interesting topics. Immediately following Mr. Wuttunee' s entertainment, was a complimentary lunch offered to all those who attended. Program News ~ I ' b) a record of rubella (german measles) titre c) the result of a T.B. skin test or chest x-ray/each year . . ;: I a) a record of up-to-date immunization, ie. tetanus, polio and diphtheria ! i .i . ; .. • - In addition, you must have a physical examination and submit the completed Lakehead University Health Seivice form signed by your physician. *Only students who have the necessary card from Student Health Services showing that they have met the above health requirements will be permitted to enter the clinical areas for nursing practice. �ST, VALENTINE'S DAY FEBRUARY14 Is HE AN £ nr:lartge.red spe.ch..sr r ! HuJtn about the male crab who arrive.d home late one night and confronted by his angry mate? ..I know you're drunk," she complained. .. You walked straight up to the front door.•· was - -Obscna"" in Fur.atrcial Tuna. Loadon READER'S DIGEST -~~ Dec. 19 3 4 r-C...:-r,... ~ ... . Numbers Came. Think of a number between one and ten. Then multiply that number by two, add ten and divide the result by two. Finally, subtract the number thought of. The result will be five. It works every time. A .., .i_f= - Antonio •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• TRUE LOVE True love is a wonder, a beautiful feeling, And love is real, it is not an art, True love makes one's head spin and go a-reeling, For the love we share, you and I not being apart. True love has a beginning, but has no end, Just like a circle that is perfectly round, You gave to me a heart to defend, Now there is no other, my search is over, so I've found. Although love is seen and yet unseeing, We tend to forget to say I love you, There is a day, when we express with meaning, The joy of a love, and what it can do. We look at our true love, and feel weak, For this is Valentine's Day, it comes once a year, Love has no boundaries, darting to the strong and meek, It seems to sing louder, for the one I hold dear. Naomi Abotossaway 2nd Year Nursing Student •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• NOTE: Credit for Illustrations to Indigenous Students Committee University of Saskatchewan S7N OWO 105C Vitorino Santos WE SHARE a common c!oth«:Sline pole with our neighbour behind us. My line broke and mv husband. Dale. chose to fh it on a d~v that niv nei!!hbour had c!ochl:!S han!?i~!? on he,;. Dali! h:ii tr~uble S?l!ttin2 rhe ends of the line to m~!. so while I pulld on th~ line. he went inro he:- y:ird to push on rhe pole. My neighbour saw we were having troubk and,· wanting to hdp. leaned ouc her door and -.·dkd. ·•\\.:ould you like me to t:ike my c·!orhl:!S off?•· - Sh;iron Wil\on READER'S DIGEST April 1990 Risque Business. In attempting to announce that his· wife and a visiting friend would play a violin duct, the spcakcr•s introduction camJ! our this way: ..My friend John will now come up to the platform and fiddle with my wife.•• - L s. cf- MY WIFE shared a hospital elevator with an employee who was dressed in the traditional •whites· and whose charge was a complex-looking piece of e.quipment. It was all chrome with a myriad of bandies, bars, valves, gauges, dials and inverted bottles. •Gee,• my wife said, •1 would hate to be hooked up to that machine.• •So would I,• the attendant replied. •This is a rug shampooer.• - Reader's Digest 1984 q.. �12 GIFTS FROM OUR CREATOR 1. THE GIFT OF LEARNING T h.a.t. .tn.-4 p~e.-6 o (Lit. . t . ~ g %. THE GIFT OF HONOUR T h.a.t. a.-6.t.U.-6 2,.,6 3. j u.d.9 e.me.n..t. THE GIFT OF INSPIRATION Th.a.t. gu...i.du 4. OU.Jt. OUJt. de,.c..ULoM THE GIFT OF PERCEPTION Th.a.t. a.wa.h.~ oi.vt. de.4VE.1ZA 5. THE GIFT OF IMPRESSION T h.a.t. ~-le!.-6 6. owi. THE GIFT OF COMMUNICATION T h.a.t. e.x. p.Jt.e.-6-6 C!.-6 A ~on from the Geese 7. Have you ever wondered why migrating geese fly in V formation? As with most animal behaviour, we can learn a valuable principle of mutual aid. When a goose falls out of formation, it suddenly feels the resistance, and quickly gets back into formation to take advantage of that "lifting power" of the bird immediately in front. When the lead goose gets tired, it rotates back into formation and another goose flies at the point position. The geese in formation honk from behind to encourage those up front to keep up their speed. When a goose gets sick, wounded, or shot down, two others drop out of formation and follow to help and protect. They stay until he is either able to fly again or dies. The~ they launch out on their own, with another goup, or to catch up with the flock. P.lt.O c..ta..irn-4 OWL m O ~ ! / Tha.-t. .i..n..t.VLp.1t.rz;t.6 9. 10. 11. OWL .:tA,u.,6.;t. THE GIFT OF WILL Tha.-t. a.c.Uva..t.2.-6 OU,.Jt. 9.1t.ow.th. THE GIFT OF CREATIVITY .1t.~e.a.-6 C!.-6 o tvt. am b,U,.,lo n. THE GIFT OF ENERGY Tha.-t. 12. -Lma.g e. THE GIFT OF INTUITION T h.a.t. As each bird flaps its wings, it creates an "uplift" for the bird following. By flying in their V group formation, the whole flock adds more flying range than if each bird flew alone. OWL THE GIFT OF UNOERSTANOING T ha..t. &. ..U...U.CUL-i.n.9 CZ.X.CZA.c.L6C!.-6 OWL .&ht.e.n.g.t.h. THE GIFT OF GRATITUDE Th.a.-t vv.,Jvun.u OWL w-L.6dom NOTE: Credit to R.L.O.E.A. 200-204 South Syndicate Thunder Bay, ON P7E 1C9 THE NORTHERN OUTREACH PROGRAM IN NURSING The Northern Outreach Program in Nursing was originally established in 1982 through the University of Western Ontario in London. In September 1991, the program moved to Lakehead University in Thunder Bay, Ontario. The goal of the program is the retention of nurses at all Adapted from Monthly Review, New Jersey Development Disabilities Council levels of practice. The main strategy utilized to promote retention is continuing education, primarily through workshops. The Nursing Coordinator acts as a liaison between the available resources and educational needs. These educational sessions are designed to compliment and support existing programs of other universities, community colleges, institutions and professional associations. They are provided at a nominal fee. A quarterly newsletter of northern nurses has been developed as a communication tool for nurses working throughout Northwestern Ontario. The newsletter includes information on upcoming educational events in the area, job vacancies and general news regarding health care delivery. It is provided free of charge. Clinical consultations are also provided through the Northern Outreach Program in Nursing. Nurses practising at all levels in the northwestern region are invited to call with any problems or questions which they might have in any area of nursing. There is no charge for clinical consultations. For more contact: Heather L. information Gray, B.A., please R.N., BSC.N. Nursing Coordinator Northern Outreach Program Health Sciences Resource Centre Lakehead University 955 Oliver Road Thunder Bay, ON Telephone: 343-2141 Fax: 343-31043 Promotion Occurring During the 1991/92 Year In March of 1991, a promotional trip was taken to Toronto to present the program at the Educational Equity Conference. University Access Programs were discussed. During April 1991, Patricia took a promotional trip to Montreal Quebec to present the program to teaching staff at John Abbott College. A presentation was also given on the Medicine Wheel teachings and how it relates to the N.N.E.P. Patricia went to Ottawa in May to present the program at the Educational Equity Conference. Also, during the month of May, Patricia set up a promotional booth at Nishnawbe-Aski Chiefs Conference in Toronto. The Chiefs update report was delivered to Chiefs in attendance. Patricia did some promotional work at the Chiefs of Ontario meeting at Six Nations Oshweken in June. During that month, Patricia also went to Winnipeg, Manitoba to set up a booth at the Assembly of First Nations Conference. A Chiefs report was delivered at that Conference. In July of 19 9 2 , an N. N. E. P. booth was set up at the Union of Ontario Indians Chiefs Conference in Goldon Lake. In September, Patricia did a presentation about N.N.E.P. for the new Health sciences Building. As well, Patricia presented the use of the Medicine Wheel and how the �teaching of the Medicine Wheel is used in curriculum. In the month of October, Patricia McGuire and Helen Cromarty took a promotional trip to Indian and Innuit Nurses of Canada's Annual Conference held in Fredericton, New Brunswick. Patricia McGuire and Sandra Dunbar attended a Native Career Day on Novembf?r 19, 1991, to promote the program. The Career Day was held at Saint Pat I s High School in Thundei: Bay. On Friday, November 22, 1991, Sandra Dunbar set up a display booth about N. N. E. P. at the Fort Frances High School in Fort Frances. During Native Students Day, a promotional booth was set up in the Agora at the University. The N.N. E.P. was one of many Native booths set up that day. Such booths included: The Rainy Lake Ojibway Education Authority, Kinna-Aweya Legal Clinic, Weendahmagen Alcohol and Drug Abuse Treatment Centre, and Wequedong Lodge of Thunder Bay. The day included speakers such as Elders Tony and Emma Sand from the Saskatchewan Indian Federated College and Dr. Peter S. Schmalz, author of The Ojibwa of Southern Ontario. Natives Students Day was concluded with a Traditional Feast and then a · Pow Wow. During the past few months the co-ordinator has been working on new promotional material. The N.N.E.P. Pamphlets have just been completed and the Folders should be out shortly! Helping and Wholeness: a Spiritual Dimension Helping professionals, especially those wishing to deal wholistically with their clients, need to be comfortable with themselves emotionally, physically, mentally, and spiritually. As professionals, we sometimes feel least comfortable with the spiritual area and if we are uncomfortable with it ourselves, we are less likely to be able to acknowledge the spiritual needs of our clients. When we think of spirituality, many of us think in abstract and other-oriented dimensions. This can be true whether we follow the spiritual traditions of our Native people by honouring the grandparents and the circle of life, or if we follow other traditions and honour the great prophets of world religions. But there is another dimension, equally spiritual, and that is the vertical dimension. Even then, when it comes to spirituality, most people are inclined to look upward and outward. Upon reflection, I think we should also look downward and inward. That is the way of descent, rather than ascent, into ourselves, into personal limits and pain-which is the door to feeling and wholeness. Spirituality is within everybody's grasp. It is, at its heart, establishing and reestablishing our relationship to ourselves, to others, to our world, and, for many of us, to the God of our understanding. To find and value these relationships requires some understanding of ourselves. It is this dimension downward and inward to our own self which grounds our spiritual relationships. Spirituality is within. It is our spiritual or non-physical capacity that gives us the ability to define our own persona·! truth: to think, to value and assign meaning and purpose to our lives. If we cannot appreciate ourselves as worthy, as gifted, as capable of love, we are left with emptiness. If you have seen the movie Never-ending story, Part II, you will have seen a simple but profound parable of the conflict between good and evil. The young boy is drawn into the battle to conquer the nothingness eating away at the heart of Fantasia. He spends almost all of his wishes attempting to compete with this evil force of emptiness which is reducing everything to ashes. In the end, it is his wisdom that helps him discover that emptiness cannot be conquered; it can only be filled with love. So, he wishes a heart to the evil witch and, with heart, life returns. In this simple story is captured the real truth that emptiness or evil is the absence of good. We def eat emptiness by filling it with love. It is by recognizing our emptiness that helping and wholeness become possible. It requires acknowledging our emptiness and choosing positive meaning and value for ourselves and our relationships. But, like birth, this involves struggle and pain. Inevitably, there is some pain and some wounding in this process of defining limits to our personal worth and identity. It is like a loss of innocence. It involves going down, getting in touch with reality, with hurt, the wounds, the lower (not just the higher) side of ourselves. The 12 steps of Alcoholics Anonymous is one way to take us down to persona 1 truth: not denial, not conquest or defeat, but acceptance and love. out of this descent is reborn the resilient helper. This is the II inner warrior" or helper whose purpose is not hostility or aggression, but a mission to understand and to give positive value and meaning to what one loves. Inner warriors are the "wounded healers" who touch and heal the pain that is also endured by others. It is as wounded healers that helpers are called upon to deal with personal wounds or emptiness. Professionals who struggle to bring healing and health to dysfunctional people and disordered worlds need a good grounding in their own pain and healing. You can only give life by being fully alive, by being whole. And that means being at home with yourself emotionally, physically, mentally, and spiritually. *Note: Reprinted from Developments Spirituality AADAC by: Brian Kearns Executive Director Program Services �Health and Women's Spirituality In my experience, women in search of wholeness and good health are on a spiritual quest for freedom from the bondage of suffering as well as a quest for physical well-being. When asked to describe the whole, life-giving moments, they speak of beauty, of flowers, of mountains in the sunrise, of birdsong, of the smell and sound of the ocean, of whales singing off Vancouver Island, or the silence before dawn. As women find wholeness, they create beauty through such arts as food preparation or songmaking or showing k1ndness to others. There is also truth. Chronic illness in women is often related to lies and secrets, and to the refusal of significant others to acknowledge their experiences and feelings as real. Wholeness invariably includes opening secrets , uncovering the lies and giving them up in favour of truth. As we learn to expect truth, be true to ourselves and honest with others, we move towards wellness. While a holy moment may be a moment of beauty or a shattering and reshaping flash of truth, it must be translated into relationships in order to bring health. The woman who holds · her newborn child may also know the fierce tenderness that would kill or die to protect that life, thus experiencing what the Creator feels for creation. Healthgiving relationships are funded on truth and beauty: friendship, love, respect and caring. All these essentials of relationship are essential to women's health. A necessary component of relationship is justice. A friend is not a person who gives or gets pity, power or material benefit, but a person with whom one shares justice. We know instinctively what justice is about: justice means making wholeness possible. It is balance and fairness. We have been misled into thinking justice is retribution, getting even. At best, that is grim and ugly. Distributive justice is about making sure that everyone has the basic necessities for full life. Both great wealth and poverty are obscene. Justice must also be substantive. , reflected in society's laws and systems. Women on the way to health need justice instead of painkillers. Finally, there is ritual. In ritual, all the aspect of health-making are drawn together. The Chinese tea ritual has meaning because it expresses beauty, a form of timeless truth, the relationship of celebrant and recipient, the justice of enactment of infinity in the midst of the chaos of everyday living. Women on the path to health need rituals with others for strength to hold to that path. This is why healing circles work for women's health. Health-giving rituals are shared expressions of the spirit, embodiments of health and truth, relational love and justice. Reprinted From Developments Spirituality AADAC by: Dr. Frances Hare University of Alberta � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Nurses Entry Program Newsletter, February 1992 Subject The topic of the resource Universities Description An account of the resource Newsletter of the Native Nurses Entry Program. February, 1992. Date A point or period of time associated with an event in the lifecycle of the resource 1992-02 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Still image https://digitalcollections.lakeheadu.ca/files/original/12ae7e47e7b87744dbd9912e390d776c.pdf a99825b8b74b286663ebf2d657f3fe08 PDF Text Text 1991/92 .-,•. •, ��NATIVE NURSES ENTRY PROGRAM - SUMMARY REPORT INTAKE PROCESS: i) FIRST INTAKE In January 1987, Lakehead University admitted twelve Native students into the Native Nurses Entry Program. These students represented the following communities: ** ** ** Bearskin Lake Fort Hope Fort William Gull Bay Kasabonika Lake Lac La Croix ** Long Lac #58 Long Lac #77 Maniwaki, Quebec Shoal Lake Spanish River Walpole Island Of the first intake, ten of twelve students completed the program and were admitted into Year One of the Honours Bachelor of Science in Nursing Program in September 1987. ii) SECOND INTAKE In September 1987, Lakehead University admitted twelve Native Students into the Native Nurses Entry Program to begin the Second intake. These students represented the following communities: ** ** ** Attawapiskat Bearskin Lake Fort Severn Gull Bay Lac Seul Lake Helen Lake Helen Mississauga Nanisivik, N.W.T. Pangnirtung, N. W. T. Sucker Creek Thunder Bay Of the Second Intake, ten of twelve students completed the program and were promoted to the nursing degree program for September 1988. In addition, one student from the First Intake completed program requirements and entered Year One of the nursing degree program in September 1988. �iii) THIRD INTAKE In September 1988, Lakehead University admitted twelve students into the Native Nurses Entry Program. These students represented the following communities: ** ** ** ** ** Spanish River - 2 Bearskin Lake NAN COMMUNITY/BAND Couchiching Lac La Croix Sandy Lake Long Lac #58 North Spirit Lake Shubenacadie, Nova Scotia Schefferville, Quebec Summer Beaver Mobert ** Six of these students were promoted to the H.B.Sc.W. program for the 1989/90 year. Two students failed NNEP course requirements; one was transferred to Lakehead University B.A. program. Two had failed averages and will repeat NNEP. One withdrew for personal reasons. iv) FOURTH INTAKE In June 1989 twelve students were admitted into NNEP to begin the fourth intake. These students represented the following communities: ** ** ** Sachigo Lake Allanwater Aroland Fort Hope Walpole Island ** Whitefish Bay Red Lake Macdianmid Constance Lake Spanish River Six of these students were promoted to the H.B.Sc.N program for the 1990/91 year. One student will repeat two NNEP courses & nursing electives; two are continuing in Bachelor of Arts courses; two did not return to L. U.; one withdrew for personal reasons. �v) In June 1990, Lakehead University admitted thirteen students into NNEP to begin the Fifth intake. These students represent the following communities: ** Fort Frances Sachigo Lake Blind River ** Hudson Thunder Bay ** Big Trout Lake Whitehorse, Yukon Sioux Lookout Manitoulin Kingfisher Lake The Pas, Manitoba The Fifth intake students began NNEP in September 1990, this intake is currently under evaluation, although unofficially it appears that ten (10) will be eligible to continue into the nursing degree program. Two (2) of these students withdrew for personal reason, and one ( 1) will be returning in the fall of 1991 /92. ********************************************* NATIVE NURSES ENTRY PROGRAM (NNEP): The Native Nurses Entry Program (NNEP) at Lakehead University is a nine-month preparatory program. It is designed for the Native adult students who do not have the prerequisites for direct entry into the university baccalaureate nursing program. The goal of NNEP is to provide First Nation adult students with the necessary academic skills and orientation to enter the nursing program. In addition, it also takes into consideration the Native traditional holistic approach to health. Successful completion of NNEP would enable the students to gain entry into the four-year baccalaureate nursing program at Lakehead University. NNEP is funded on a three-year developmental basis by the Ontario Region Indian and Inuit Health Careers Program (IIHCP) of Medical Services Branch (MSB). The program was originally funded for three academic years from 1987 to 1989. There were two student intakes in 1987. The funding has now been extended to April 1993. It is co-funded by Medical Services Branch and Ministry of Health. �Back&round of the Proeram: First Nations and the Canadian government are cognisant of the need to improve the delivery of health care services to First Nation communities. Well qualified and trained nurses are an integral and indispensable part of these services. Native nurses have an inherent cultural sensitivity to the socioeconomic realities in First Nation communities. Presently there are 326 Native nurses in Canada. Approximately 20 % of these nurses have nursing degrees. First Nations recognize that they need more Native nurses with degrees to work in their communities. Lakehead University has a tradition of working with First Nations in helping their people access university education. In 1983, the Nishnawbe Aski Nation (NAN) which represents 43 First Nation northern communities, approached the School of Nursing at Lakehead University. NAN requested that Lakehead University explored the feasibility of providing a preparatory program for entry into nursing for First Nation students. This was prompted by the fact that without a preparatory program many First Nation students, especially adults would not have the pre-requisites to apply for entry into the baccalaureate nursing program. A consultation workshop was held at Lakehead University in May 1985. Participants at this workshop included Native leaders, health professionals, educators, Lakehead University staff and the staff of Medical Services Branch. A small working group was formed at the end of this workshop. Members of this group included Native nurses, educators and Lakehead University staff. The group's mandate was to work on the design and development of the Native Nurses Entry Program (NNEP). This group later became the NNEP Advisory Committee. NNEP started as a seven-month program in January 1987, and has been changed to a nine-month program since September 1987. The change was recommended by the NNEP students as it was easier for them and their families to relocate and attend school from September to May. Since January 1987 there have been four intakes of students into NNEP. Twelve students were admitted in each intake. At the time of this report, a total of forty-eight students had been admitted to NNEP. Of these forty-eight students, twelve have just started the program in September 1989 and thirty-six students have gone through NNEP. �Major Findines of The Evaluation: The following is a summary of the major findings of this evaluation: 1. Of the students who complete NNEP, the majority continued into the intended nursing program at Lakehead University. However, some students have moved into other Lakehead University programs, and some are attending other university and college programs. The breakdown of the above mentioned students are as follows: (a) Of the thirty-six students from the first three NNEP intakes, twenty-nine students successfully completed the course. This represents an overall successful completion rate of 80.6% of the NNEP population from January 1987 to May 1989. (b) Twenty-seven of the twenty-nine students entered the Honours Bachelor of Science Nursing (H.B.Sc.N.) program at Lakehead University. This represents 93 % of those who completed NNEP. (c) Of the above mentioned twenty-seven students, nineteen (69%) are still in the H.B.Sc.N. program. In addition, one student is taking a combination of NNEP courses and a first year elective. The status of the above mentioned twenty NNEP students in the nursing program at Lakeh~d University are as follows: - Two students are in third year nursing; - Three students are in second year nursing; - Fourteen students are in first year nursing; (Of the latter fourteen students, six are in first year nursing for the first time, six are repeating first year courses, and two are taking electives as they have passed first year nursing). One student is taking a combination of NNEP course and first year nursing elective. (d) Nine students left the H.B.Sc.N. program at Lakehead. Two of these students are continuing their education at the university level (Social Work; Bachelor of Arts). Two of the students are now taking college courses one in nursing and one in Arts and Science. One student is working in the Baffin Health Board NWT. Three students are at home with small children, and one student is deferring entry into second year nursing at Lakehead University for personal reasons. �(e) Therefore the number of NNEP students who are still in various university studies including nursing is twenty-two out of twenty-nine students or 76%. In addition to these twenty-two university students, two other NNEP students are attending college. Thus, the number of NNEP students who are attending universities and colleges is twenty-four out of twenty-nine or 83 %. (t) Seven students did not complete NNEP. Four withdrew for personal reasons, one for medical reasons and two failed the program. Of the two students who failed the program, the first student was from Quebec and had difficulty with written English, the other was not able to handle the sciences. The student from Quebec is now taking nursing in French at the University of Ottawa and the other is in the General Bachelor of Arts program at Lakehead University. The above analysis took into consideration the students who have successfully completed NNEP and their progression into the nursing and other post secondary programs. An alternative approach of evaluating the students' progress globally is to consider the total NNEP student population who started the program and trace their progress in post secondary education. This would then include students who did not complete NNEP but advanced on their own to the nursing program and the Bachelor of Arts program in other universities. (Therefore, of the thirty nursing program and the Bachelor of Arts program in other universities.) Therefore, of the thirty six students who attended NNEP, twenty eight (78 %) continued into nursing. At the time of this report, twenty one out of the thirty six students are still in nursing. One second year nursing student is taking a year off for family reasons. Therefore the percentage of students who are in nursing at the university level is 61 % (22 out of 36 students). Regardless of which approach is used in analyzing the NNEP students educational progress, the end result is that the majority of the NNEP students are continuing their education in the nursing program while some are in other post secondary programs. 2. NNEP is presently providing the students with the opportunity of accessing nursing at the university level. The overall success of NNEP in providing for graduate nurses to work in First Nation communities or with First Nation people in health institutions can only be fully evaluated in the next two to three years. It is anticipated that the two third year nursing students will graduate by 1992/93. In conclusion the evaluation found that NNEP has effectively met its goals and objectives to the extent that it has provided the students with the opportunity to access the Honours Bachelor of Science Nursing program at Lakehead University and other post secondary programs. A more �.. • comprehensive assessment of how effectively NNEP has met all its goals in providing the opportunity for the students to graduate from the nursing program and work with First Nation communities can be only be evaluated when the students graduate from the nursing program in the next two to three years. These goals and objectives are consistent with the wishes for First Nations, Medical Services Branch hiring policy and the policy of transfer of control of health care services in First Nation communities to First Nations. The reality however is that until Indian education focuses more on the sciences and there are more secondary school graduates at the advanced level, preparatory programs like the NNEP are essential. Without such programs, many Native people would not have the opportunity to access university education. NNEP has demonstrated that such a preparatory program can work for Native people. Therefore it is imperative that long-term funding be secured for the continuation of this program. Taken directly from Kin Wan External Evaluation, Native Nurses Entry Program, released Spring 1990. This evaluation includes the first three intakes, thirty-six students. There are presently sixty students who have gone through NNEP. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Nurses Entry Program, Chief's Report Subject The topic of the resource Universities Description An account of the resource A report on the success to date (1991) of the Native Nurses Entry Program at Lakehead. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/4deb4bb7cea2b85c6374f8f2ed4e8e36.jpg de09d8d3b69ced2f2bbd57b69ac73648 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 Native selections of poplar, birch and alder under propagation. Subject The topic of the resource Forest Products Industry Description An account of the resource Native selections of poplar, birch and alder under propagation. Kemptville Nursery 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 1980-06 Format The file format, physical medium, or dimensions of the resource Jpeg Type The nature or genre of the resource Photograph Identifier An unambiguous reference to the resource within a given context Armson-Silviculture-1653 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada-Ontario-Kemptville 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/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/e03692b311f9c631527eabcfbd59fed3.pdf 4ed3bd4467bb7edbd39c25bfd7c73203 PDF Text Text NATIVE TEACHER EoucATION PROGRAM NTEP SOARS TO NEW HEIGHTS Consider Teaching as a Career Lakehead UNIVE�SlTY �NATIVE TEACHER EDUCATION PROGRAM The Native Teacher Education Program (NTEP) at Lakehead University was established in 1975 and in recent years has enjoyed considerable growth, both in program size and reputation. The goals of NTEP are: • To increase the number of qualified Native teachers available in Ontario through innovative programming; • To prepare teacher candidates to meet the educational needs of Native communities, taking into account such factors as cultural heritage, identity, and language; • To develop the teacher's intimate understanding of Native traditions, psychology, way of life, and language; • To create a learning environment suited to the habits and interests of the Native child; and • To prepare teachers for both elementary and secondary teaching. NTEP provides many new opportunities to pursue a Bachelor of Arts (BA) or Bachelor of Science (BSc) degree while concurrently working toward a Bachelor of Education (BEd) degree. Students who successfully complete a BA/BEd will be recommended to the Ontario College of Teachers (OCT) who, in tum, will issue a Certificate of Qualification and Registration. The Native Teacher Education Program offers: PROGRAM STRUCTURE OF BA (General)/BEd P/J •Primary/Junior (Grades JK-6) First Year BA (General) / BEd (Native Ed) BSc (General) / BEd (Native Ed) BA (Indigenous Leaming) / BEd (Native Ed) HBA (Indigenous Leaming)/BEd (Native Ed) a) b) c) •Junior/lntermediate (Grades 4-10) BA (General)/ BEd (Native Ed) BSc (General)/ BEd (Native Ed) BA (Indigenous Leaming) / BEd (Native Ed) HBA (Indigenous Leaming)/BEd (Native Ed) •Intermediate/Senior (Grades 7-12) BA (General)/ BEd (Native Ed) BSc (General)/ BEd (Native Ed) BA (Indigenous Leaming) / BEd (Native Ed) HBA (Indigenous Leaming)/BEd (Native Ed) d) e) One full course equivalent in English General Science 0261 One full course equivalent in a Native Language Two full course equivalent electives Education 1499 Second Year a) b) c) d) e) Visual Arts 2060 English 2702 Two full course equivalent BA electives 2 Education electives Education 2399 Third Year a) b) c) Four full course equivalent BA electives 2 Education electives Education 3499 (Student Teaching) Professional Year a) Education Professional Year P/J Core Courses Note: 1. ALL BA or BSc courses must be completed before the professional year. 2. Students must obtain a Criminal Records Check and proof that they are free of Active Tuberculosis before their student teaching placement. 3. Primary-Junior students must demonstrate mathematics proficiency to the Grade 6 level. 4. Students who wish to pursue other majors are encouraged to consult the NTEP Coordinator. �ADMISSION REQUIREMENTS Admission consideration into any of the NTEP concurrent degree programs requires successful completion of the Ontario Secondary School Diploma (OSSO) or equivalent. A minimum of 6 Ontario Academic Courses (OACs) OR 6 Grade 12 U and /or M courses, or equivalent, including OAC English OR Grade 12 U English, with a minimum overall average of 70%. ADULT STUDENT Applicants who are twenty-one years of age in the calendar year of entry, who are residents of Canada, and who have not attended postsecondary institutions for two years prior to their admission, will be considered as adult students. Other Aboriginal Specific Programs Available on Campus: Indigenous Learning Native Access Program Native Language Courses Native Language Instructors' Program Native Nurses Entry Program For more NTEP information contact: Native Teacher Education Program Aboriginal Education Department Faculty of Education Lakehead University APPLICATION PROCEDURES Application to the Native Teacher Education Program must be made directly through the Ontario Universities Application Centre (OUAC) in Guelph. Application forms (101 or 105D) may be obtained from the Guelph Application Centre (www.ouac.on.ca) or Contact the Lakehead University Office of Admissions and Recruitment: 1-800-465-3959 TOLL FREE Or 1-807-343-8500 TEL: 807-343-8020 OR 807-766-7196 FAX: 807-346-7746 EMAIL: ntep@lakeheadu.ca OR susan. bebonang@lakeheadu.ca http://education.lakeheadu.ca/wp/?pg=23 Or EMAIL: achnissions@Jakeheadu.ca Lakehead snv IJN!Vf � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Teacher Education Program: Consider teaching as a career Subject The topic of the resource Universities Description An account of the resource Brochure for Native Teacher Education Program at Lakehead University. Circa 2007. 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/ae93f4d09b9d7ea82c3cae7ace9fcfe0.jpg 3007d62dcfc8dd1be6e047cfdf445a13 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 Natural black spruce 37 years. Subject The topic of the resource Forest Products Industry Description An account of the resource Natural black spruce 37years. Height. 12.1m.; Diameter at breast height 16cm.; Crown Diamond 2.25 metre. Dog River Road, Thunder Bay 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 1975-08 Format The file format, physical medium, or dimensions of the resource Jpeg Type The nature or genre of the resource Photograph Identifier An unambiguous reference to the resource within a given context Armson-Silviculture-1266 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-Alberta-Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/5e00eb6f4b4b84a9d2ace2bb140d98a0.jpg 2d2bdf73acf69ddedc513399feec98c8 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 Natural Cabbage Heading Probably From Fertilizer Pellet Subject The topic of the resource Forest Products Industry Description An account of the resource A natural cabbage heading probably from fertilizer pellet. White pine, 1+0, cabbage heading. 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 1965-07-10 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-145 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Swastika https://digitalcollections.lakeheadu.ca/files/original/4ae199e11a8977dea998664b6ac200a3.jpg 268062967af6488ecf591977527bcb05 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 Natural Douglas fir at 31 years after clearcutting Subject The topic of the resource Forest Products Industry Description An account of the resource Natural Douglas fir at 31 years after clearcutting, probably slash burn. N.B. stump from earlier cut. Renfrew Div. B.C. Forest Products. 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 1986-10 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-Silviculture-2013 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 - BC