DEEPENING OUR RELATIONSHIP: PARTNERING WITH ABORIGINAL COMMUNITIES TO STRENGTHEN ONTARIO CAMPUSES - Ontario's Universities

 
DEEPENING OUR RELATIONSHIP: PARTNERING WITH ABORIGINAL COMMUNITIES TO STRENGTHEN ONTARIO CAMPUSES - Ontario's Universities
DEEPENING OUR
RELATIONSHIP:
PARTNERING WITH ABORIGINAL
COMMUNITIES TO STRENGTHEN
ONTARIO CAMPUSES
DEEPENING OUR RELATIONSHIP: PARTNERING WITH ABORIGINAL COMMUNITIES TO STRENGTHEN ONTARIO CAMPUSES - Ontario's Universities
TABLE OF CONTENTS

In fulfilling our mission, the Council of Ontario Universities (COU) strives to provide
services accessible to all users. To obtain information in an accessible format, please
contact Eilis Karry at 416-979-2165 ext. 263 or ekarry@cou.on.ca.
CONTENTS
     Executive Summary .............................................................................................. 4
     Deepening Our Relationship ................................................................................. 7
     Summary of Responses to the General Survey of On-campus
     Indigenization-related Activities ............................................................................. 9
          Algoma University .......................................................................................... 9
           Brock University ............................................................................................. 11
           Carleton University ........................................................................................ 13
           University of Guelph ...................................................................................... 16
           Lakehead University ...................................................................................... 19
           Laurentian University ..................................................................................... 23
           McMaster University ...................................................................................... 27
           Nipissing University ....................................................................................... 30
           OCAD University ............................................................................................33
           University of Ontario Institute of Technology (UOIT) ..................................... 35
           University of Ottawa ...................................................................................... 38
           Queen’s University ......................................................................................... 40
           Ryerson University .........................................................................................43
           University of Toronto ...................................................................................... 46
           Trent University .............................................................................................. 50
           University of Waterloo .................................................................................... 54
           Western University ......................................................................................... 55
           Wilfrid Laurier University ................................................................................ 57
           University of Windsor ..................................................................................... 59
           York University ............................................................................................... 61
DEEPENING OUR RELATIONSHIP: PARTNERING WITH ABORIGINAL COMMUNITIES TO STRENGTHEN ONTARIO CAMPUSES - Ontario's Universities
Summary of Responses to the Faculties of Education Survey of
Indigenization-related Activities ............................................................................ 62
     Brock University ............................................................................................ 63
      Lakehead University ..................................................................................... 63
      Laurentian University .................................................................................... 64
      University of Ontario Institute of Technology (UOIT) .................................... 64
      Nipissing University........................................................................................ 65
      University of Ottawa ..................................................................................... 65
      Queen’s University ........................................................................................ 66
      University of Toronto (OISE) ......................................................................... 67
      Trent University ............................................................................................. 67
      Western University ........................................................................................ 68
      Wilfrid Laurier University ............................................................................... 68
      University of Windsor .................................................................................... 69
      York University .............................................................................................. 69
The Council of Ontario Faculties of Medicine and the Council of
Ontario University Programs in Nursing                                                           70
    The Council of Ontario Faculties of Medicine ............................................... 71
      The Council of Ontario University Programs in Nursing................................ 73
DEEPENING OUR RELATIONSHIP: PARTNERING WITH ABORIGINAL COMMUNITIES TO STRENGTHEN ONTARIO CAMPUSES - Ontario's Universities
EXECUTIVE SUMMARY

The release of the Truth and Reconciliation Commission’s (TRC) report and the 20th anniversary of
the release of the Report of the Royal Commission on Aboriginal Peoples (RCAP) provide an important
opportunity for universities to acknowledge the significant, historical work that has been done to support
the inclusion of Indigenous voices and peoples on our campuses. These reports also provide a vital
catalyst for challenging ourselves to set new collective and systemic goals that will help us to achieve
even greater Indigenization at Ontario universities.

BACKGROUND

In 2016, the Council of Ontario Universities (COU) reached out to its membership to request information
on activities that are currently underway or that have been recently undertaken to support the
Indigenization of Ontario university campuses. Twenty member responses were collected. This exercise
provided an opportunity for COU members to share valuable strategies and to acknowledge and celebrate
what has been accomplished to date, while also reflecting on the work to come. This document provides
an overview of the results. It is important to note that it does not, however, represent an exhaustive list of
all Indigenization-related activities. Member activities have been themed into five areas:

•      Governance and Strategic Plans;
•      Teaching and Learning;
•      Human Resources;
•      Community Engagement; and
•      Student Achievement for Aboriginal Learners.

In addition, given the importance that the recent report from the TRC places on education, an overview of
activities, specifically related to the actions taken within the Faculties of Education, Faculties of Medicine,
and Schools of Nursing at Ontario universities, have also been included.

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DEEPENING OUR RELATIONSHIP: PARTNERING WITH ABORIGINAL COMMUNITIES TO STRENGTHEN ONTARIO CAMPUSES - Ontario's Universities
Our surveys indicate clearly that our members have been implementing strategies to incorporate
Indigenous histories, culture, traditions, and culturally appropriate supports for some time. This work has
laid critical foundations, enabling the activities that have been included in this report, as well as those that
have yet to come.

Ontario universities recognize that the activities that are highlighted in this report were made possible
through the significant contribution and sacrifice of members of the Indigenous community who were,
and remain, committed to ensuring that Indigenous Peoples have a thriving voice and active presence
on university campuses across the province. It is their critical work that underpins the efforts of COU
members as they make good on their commitment to doing their part, as institutions of higher learning,
toward making historic and significant progress in advancing the process of reconciliation on our
campuses, in our communities, in our province, and across Canada.

SUMMARY OF FINDINGS

Governance and Strategic Plans

The vast majority of members, 95%, stated that they have incorporated Indigenization strategies into
areas of governance, vision statements, and strategic plans. One of the most prevalent activities,
indicated by 90% of respondents, was the creation of task or advisory groups to provide input on matters
related to the support for Indigenous learners, the development of a response to the TRC Calls to Action,
and the Indigenization of the academy, such as the development and integration of Indigenous curriculum.

The majority of respondents (85%) have developed, or are in the process of developing, a formal
Indigenization strategy. These strategies, which have been framed through a reconciliation lens, include
increasing First Nations, Métis, and Inuit scholarship, supporting Indigenization in curriculum development
and training, and advancing excellence in Indigenous education and research.

Other actions in this area include the appointment of Indigenous people to advisory or senior management
positions, such as on the university Senate and the governing board. In addition, a number of Ontario
universities support the community-facilitated Native University Program in cooperation with Six Nations
Polytechnic (SNP). These universities include Brock University, McMaster University, University of Guelph,
University of Waterloo, Western University, and Wilfrid Laurier University.

Teaching and Learning

Respondents indicated that this is an area of significant activity with all (100%) stating they have either
developed or are in the process of developing Indigenous curriculum, co-curriculum, or content to be
integrated into existing programs and courses. Forty percent of members indicated this process has
included Elder engagement through participation in the classroom or advising on course content. Eighty
percent conduct research and hold events, symposiums, and conferences that are relevant to Indigenous
life and respect Indigenous approaches to knowledge and learning. This includes research in Indigenous
communities that focuses on youth mental health and wellness and hosting Indigenous research events
and symposiums, such as the Anishinaabe Inendamowin Research Symposium hosted by Algoma
University and the Indigenous research symposium, Indigenous Research Landscape: Pathways to
Innovation and Collaboration, recently held at McMaster University.

Human Resources

The majority of the universities (85%) surveyed have committed to hiring Indigenous faculty and staff.
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DEEPENING OUR RELATIONSHIP: PARTNERING WITH ABORIGINAL COMMUNITIES TO STRENGTHEN ONTARIO CAMPUSES - Ontario's Universities
Members are at various stages of the recruitment process, from developing a recruitment and retention
strategy to hiring Indigenous staff and faculty across all disciplines and departments. Laurentian University
in Sudbury is one example of an institution that has made a concerted effort to recruit Indigenous faculty
to assist with Indigenization.

Community Engagement

The responses from the survey demonstrate that Ontario universities are committed to organizing and
supporting Indigenous events on campus and in the community, contributing to the creation of spaces
that facilitate the sharing of community knowledge. Ninety-five percent of members indicated they are
organizing or hosting campus and community events, such as movie screenings, art performances,
speaker series, panel discussions, and teach-ins, among others. Ninety-five percent are partnering with
community organizations, such as Indigenous groups, school boards, art organizations, and non-profit
organizations, to coordinate events and programming.

Student Achievement for Aboriginal Learners

Members understand Indigenous students are more likely to thrive and reach their full potential if they are
provided with culturally appropriate student supports and services. Ninety-five percent of respondents
indicated these supports and services are currently available to students. They include providing a
designated Indigenous space where students can practice their culture and traditions, visit with Elders,
access tutoring, counselling and advising services, and recognizing Indigenous student achievement
through awards and events.

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DEEPENING OUR RELATIONSHIP: PARTNERING WITH ABORIGINAL COMMUNITIES TO STRENGTHEN ONTARIO CAMPUSES - Ontario's Universities
DEEPENING OUR RELATIONSHIP

The release of the Truth and Reconciliation Commission’s (TRC) report and the Report of the Royal
Commission on Aboriginal Peoples (RCAP), which, this year, celebrates the 20th anniversary of its
release, have both highlighted the critical link between education and reconciliation, and have challenged
all educators to set new collective and systemic goals for the future.

BACKGROUND

In order to better understand what we have accomplished and to set our course for the future, the Council
of Ontario Universities (COU) reached out to its membership in 2016 to request information on activities
that support campus Indigenization. Nineteen responses were collected across the province. This
document provides an overview of the results. Member activities have been themed into five areas:

•      Governance and Strategic Plans;
•      Teaching and Learning;
•      Human Resources;
•      Community Engagement; and
•      Student Achievement for Aboriginal Learners.

In addition, given the importance that the recent report from the TRC places on education, an overview of
activities, specifically related to the actions taken within the Faculties of Education, Faculties of Medicine,
and Schools of Nursing at Ontario universities, have also been included.

It is important to note this document does not provide a comprehensive compendium of all Indigenization-
related activities at our institutions. However, it does offer highlights of the important work that was
underscored in our members’ responses. It is the beginning of COU’s efforts to gather information on the
growing tapestry of Indigenization activities taking place in Ontario universities, not the end.

INDIGENIZATION AND RECONCILIATION

Indigenization involves bringing Indigenous Peoples, including their diverse cultures, traditions, knowledge
and ways of knowing into all facets of the university, such as governance structures, strategic planning,
academic programming, research activity, and student/faculty recruitment. It is a process that not only
affects the institution, students, and faculty, but also the greater community. Indigenization enriches the
educational and cultural experience of all by creating a more inclusive environment and a more expansive
worldview. It imparts knowledge and skills that will follow individuals beyond university walls, playing a
critical role in building and strengthening the relationship between Indigenous people and non-Indigenous
people and advancing the process of reconciliation.

Indigenous community members have been implementing Indigenization strategies to bring culturally
appropriate supports for students, as well as Indigenous histories, culture, knowledge, and ways of
knowing on Ontario university campuses for a long time. This critical work has laid strong foundations
for our shared future, enabling the activities that have been included in this report in addition to those
that have yet to come. Ontario universities would like to acknowledge the tremendous contributions and
sacrifices these community members have made to create the robust framework on which we can now
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DEEPENING OUR RELATIONSHIP: PARTNERING WITH ABORIGINAL COMMUNITIES TO STRENGTHEN ONTARIO CAMPUSES - Ontario's Universities
build. These individuals were trailblazers in the truest sense of the word – resilient and committed to their
task, they overcame significant barriers to set a vision for reconciliation that promises something better for
us all.

In response to the TRC report, the Honourable Kathleen Wynne, Premier of Ontario, stated that the
TRC has provided Ontarians “an opportunity to renew our relationship with Aboriginal partners.” Ontario
universities share this belief, as well as the government’s commitment to reconciliation, supporting
Survivors, building trust, and working with the Indigenous community to bring awareness to the rights and
responsibilities of Ontarians as treaty people.

The TRC Calls to Action urge and challenge educators to demonstrate leadership by working in
partnership with Indigenous communities to repair the damage caused by residential schools and to
advance the process of reconciliation. Specifically, the Calls to Action place an emphasis on the role
that postsecondary institutions can play in increasing the preservation of Indigenous languages and
cultures, Indigenous enrolment in postsecondary institutions, research opportunities that advance the
understanding of reconciliation, and the integration of the history of Indigenous peoples into education
curriculums across the country. The responses included in this report demonstrate that Ontario universities
are building from a positon of strength as they work toward meeting the specific challenges that are laid
out for them as part of the TRC’s 94 Calls to Action.

Ontario universities also understand the broader leadership role that they can play in supporting the
reconciliation process within Canadian society more generally and their unique responsibilities in
this regard. In their roles as knowledge keepers, generators, and disseminators, and as educators of
tomorrow’s leaders, they welcome the opportunity to continue their work with both Indigenous and non-
Indigenous communities to ensure that significant and historic progress is made.

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DEEPENING OUR RELATIONSHIP: PARTNERING WITH ABORIGINAL COMMUNITIES TO STRENGTHEN ONTARIO CAMPUSES - Ontario's Universities
SUMMARY OF RESPONSES TO THE GENERAL SURVEY

ALGOMA UNIVERSITY
Governance, Strategic Plans                  Committee. Phase I focuses on
                                             curriculum development in the
Governance                                   Social Work program.
• Shirley Horn, former Shingwauk
   Residential School Survivor and       •   Developed the course, “Justice as
   graduate of Algoma University,            Healing: Addressing the Legacy
   appointed as the first Anishinaabe        of Canada’s Residential Schools
   Chancellor at Algoma University.          Policies,” as part of the Shingwauk
                                             Residential Schools Centre
•   Five Anishinaabe members sit on          Summer Institute‘s Healing and
    the Board of Governors of Algoma         Reconciliation Through Education
    University and three Anishinaabe         initiative.
    members sit on the Senate.
                                         Symposiums and Conferences
•   Established of the Anishinaabe       • Established the Bi-Annual
    Initiatives Division department.        Anishinaabe Inendamowin
                                            Research Symposium for
•   The university has four                 Anishinaabe faculty and student
    Anishinaabe partners—                   research projects.
    Anishinaabe People’s Council,
    Children of Shingwauk Alumni         •   Established the Bi-Annual Gdo
    Association, Shingwauk                   Akiiminaan Ganawendandaan
    Anishinaabe Student Association,         (Taking Care of Our Land)
    and Shingwauk Education Trust/           Symposium for academic and
    Shingwauk Kinoomaage Gamig.              community-based research
                                             projects.
•   President’s Task Force
    appointed in spring of 2016          Human Resources
    to review Indigenization at
    Algoma University and make           Faculty and Staff
    recommendations to the               • Anishinaabe Initiatives Division
    President.                              (AID) comprises of four staff:
                                            Director, Anishinaabe Student
Strategic Plans                             Advisor, Anishinaabe Cultural and
• The 2016-2021 Strategic                   Social Program Coordinator, and
    Plan identifies Anishinaabe             Anishinaabe Outreach Officer.
    Inendamowin (Thought) as one of
    the five strategic objectives that   •   Hired the Sault Ste. Marie
    will be a focus of the university.       Academic Medical Association
                                             (SSMAMA) Research Director.
Teaching and Learning
                                         Community Engagement
Teaching Practices and Curriculum
• 1994: Algoma Unversity offers the      Recognition
   first degree program in Canada in     • Established the Bawaatig Online
   Anishinaabemowin (Ojibwe).               Journal of Indigenous Knowledge.

•   Established The Métis Research       •   1996: Former students of
    Project with a Métis Advisory            Shingwauk Indian Residential
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DEEPENING OUR RELATIONSHIP: PARTNERING WITH ABORIGINAL COMMUNITIES TO STRENGTHEN ONTARIO CAMPUSES - Ontario's Universities
School formalize as the Children      •   2008: The Shingwauk Residential          •   Student Assistant positions are
     of Shingwauk Alumni Association.          School Centre (SRSC) is                      available within the AID.
                                               established at Algoma University
•    2012: Shingwauk Kinoomaage                and is the first centre of its kind in   •   Since 1986, AID has provided
     Gamig received a Certificate of           Canada. In 2012, the Aboriginal              academic, personal, social, and
     Accreditation from the World              Healing Foundation Project                   cultural support services and
     Indigenous Nations Higher                 Archives were relocated to SRSC.             programming.
     Education Consortium (WINHEC).
                                           •   Established the Shingwauk                •   1991: Established the Anishinaabe
•    Algoma University’s Aboriginal            Residential Schools Centre,                  Student Life Centre with computer
     Honorary Doctorate recipients:            a cross-cultural research and                lab providing students with a
     Daniel Erskine Pine, Sr.                  educational development project              place to gather, study, meet other
     (great grandson of Chief                  of Algoma University, the Children           students, have a cup of coffee/tea,
     Shingwaukonce), Doctor of Laws            of Shingwauk Alumni Association              work on projects, etc.
     (1989); Basil Johnston, Doctor            (CSAA), and the National
     of Laws (1998); Olive Dickason,           Residential Schools Survivors            •   2014: Experiential learning
     Doctor of Letters (2000); Ted             Society (NRSSS).                             opportunities have been made
     Nolan, Doctor of Laws (2002); The                                                      available to students to work with
     Honorable James K. Bartleman,         Events and Exhibitions                           faculty on research projects (20
     Lt. Gov. of Ontario, Doctor of Laws   • Major events: 12th Annual                      projects to date).
     (2004); Daphne Odjiig, Doctor of         Gathering at the Rapids Pow
     Fine Arts (2010); Joseph Boyden,         Wow, 21st Annual Elders’                  •   Algoma University has the
     Doctor of Letters (2013); Senator        Gathering, Grade Six Education                following weekly events available
     Murray Sinclair, Doctor of Laws          Day (over 500 elementary                      for Aboriginal learners: Elders-in-
     (2016)                                   students from Algoma district visit           Residence, Soup’s On, Academic
                                              campus for workshops facilitated              Success Workshops, and free
Community Partnerships                        by Aboriginal presenters).                    tutoring.
• 1987: Aboriginal academic support
   services established at Algoma          Student Achievement                          •   The Shingwauk Anishinaabe
   University with community-based                                                          Student Association (SASA)
   representation as an advisory           Student Recognition                              signed a covenant with the
   committee called the Anishinaabe        • Anishinaabe Student                            Algoma University Student Union
   People’s Council.                          Scholarships, Bursaries and                   (AUSU), establishing a formal
                                              Awards available to students as               relationship between the two
•    2006: A covenant was signed              entrance and continuing awards.               groups and provides a seat on
     between Algoma University (cross-                                                      AUSU for a SASA representative.
     cultural education) and Shingwauk     Student Services
     Education Trust/Shingwauk             • Created Research Assistant
     Kinoomaage Gamig (culture-               opportunities for Anishinaabe
     based education).                        students to work with faculty.

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BROCK UNIVERSITY
Governance, Strategic Plans                      and academic supports that
                                                 are tailored to an Aboriginal
Governance                                       perspective (led by Aboriginal
• Appointed Brock’s first Aboriginal             Student Services).
   Chancellor, Shirley Cheechoo.
                                             Symposiums and Conferences
•   Included Aboriginal                      • 2016: Brock hosted the White
    representatives on Brock’s Board            Privilege Symposium, a prominent
    of Trustees.                                American symposium of educators
                                                and students “designed to
•   Included Aboriginal                         examine issues of privilege
    representatives on Brock’s                  beyond skin colour.” This marked
    Senate.                                     the first time the conference was
                                                hosted outside America in its 18-
•   Formed an Advisory Committee                year history. Organized by Racial
    on Aboriginal Education                     Climate Task Force at Brock
    (ACAE), a sub-committee                     University, and supported by the
    of Senate (Teaching and                     American conference group,
    Learning), to develop Brock                 the White Privilege Symposium
    University’s response to the                Canada (WPSC) was themed,
    United Nations Declaration                  Academics & Activists: Advocating
    on the Rights of Indigenous                 for Equity, Justice and Action, and
    People. This sub-committee will             used a format of guest speakers
    identify recommendations for                and group workshops to examine
    consideration.                              the impacts of, and solutions to,
                                                racial and cultural oppression.
•   2015: Established the Racial
    Climate Task Force which “brings         Research
    together students, staff and faculty     • Researchers are exploring
    to examine and consider the                 employment gaps between
    dynamics of race within the Brock           Aboriginal and non-Aboriginal
    context, and to initiate activity that      people in the Golden Horseshoe
    will improve the racial climate at          region through a partnership
    Brock.”                                     between Brock and an Aboriginal
                                                employment and training
•   2016: Established the Brock                 organization.
    University Human Rights Task
    Force “to make recommendations           •   Working with Aboriginal Student
    to improve and advance human                 Services, the Faculty of Health
    rights at Brock. The Task Force              Sciences is planning to undertake
    will provide recommendations to              research on youth mental
    the President to improve Brock’s             health/wellness in Aboriginal
    human rights policies, processes,            communities.
    services and supports”.
                                             Human Resources
Teaching and Learning
                                             Faculty and Staff
Teaching Practices and Curriculum            • The Senate Teaching and
• Approved an Aboriginal language               Learning Policy Committee
   (Mohawk) as a context credit in              formally endorsed the spirit of the
   the Humanities.                              Indigenous Education Advisory
                                                Committee Report, created by
•   Teaching and learning                       a working group of the ACAE,
    opportunities are available through         encouraging the Senate to enact
    in-class cultural workshops, talking        its recommendations. Included
    circles, storytelling, and other            in the report is the strategic
    avenues for cultural awareness              recommendation to hire and retain
                                                                                      11
Aboriginal staff and faculty across       and in 2002, she received an               setting and natural plantings
     the university.                           Honorary Doctorate from the                create a therapeutic environment
                                               university in recognition of her           that helps people offset stress
•    Made the Aboriginal Academic              contributions to Aboriginal cultural       and connect to nature and their
     Program Support Coordinator               life. She was also a member of             spirituality.
     position a fulltime, permanent            Brock’s Board of Trustees from
     position as of April 1, 2016.             1995-2001, and has been followed       Events and Exhibitions
                                               in that role by her daughter,          • Screened a film by Shirley
Community Engagement                           current Brock trustee Michele-            Cheechoo on the residential
                                               Elise Burnett.                            school experience.
Recognition
• 2016: An entrance to Brock               •   2016: Brock held a special ritual      Student Achievement
   campus was renamed Suzanne                  honouring the opening of the
   Rochon-Burnett Circle to honour             Healing Garden on campus. The          Student Services
   the Métis broadcaster, artist, and          Healing Garden is a greenspace         • 2016: The Aboriginal Student
   journalist who became a national            that provides a passive refuge            Services office celebrated the
   icon and advocate for Aboriginal            where people can pause and                grand opening of their new
   education, arts, and business               reflect. Brock’s Healing Garden           space and location on campus.
   groups. Suzanne Rochon-Burnett,             is intended to symbolize the              Aboriginal Student Services helps
   who passed away in 2006,                    university’s commitment to                students enhance their academic,
   established a Brock scholarship             Aboriginal students and Aboriginal        personal, social, and spiritual life
   in 1996 for Aboriginal students in          issues, and be a focal point for          at Brock.
   communications and business,                positive discussion. The outdoor

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CARLETON UNIVERSITY
Governance, Strategic Plans                    students to the campus, promoting           institutional missions that improve
                                               research on Aboriginal affairs,             access, retention, and success
Governance                                     and opening our curriculum to the           for underrepresented groups
• Developed an Aboriginal Vision               inclusion of Aboriginal knowledge.          (Aboriginal, first generation,
   Statement (August 2009) that                This will be an important opportunity       students with disabilities) and
   states: “Carleton University                for Carleton, not only regionally           francophones.”
   recognizes the historical and               and nationally, but indeed with
   contemporary contributions of First         indigenous communities across the       •   Established the Aboriginal
   Nations, Inuit, and Métis peoples           globe.”                                     Education Council in October 2013
   to the development of Canada. We                                                        with a mandate to promote, guide,
   aim to affirm these contributions,      •   Developed the Carleton University           and oversee the implementation of
   incorporate them into the life of our       Aboriginal Coordinated Strategy             Carleton’s Aboriginal Co-ordinated
   university and build on them moving         (2011) as a living, organic                 Strategy.
   forward. Carleton University aspires        document that serves as a
   to become a noted centre for                guide for the university to put its     Teaching and Learning
   Aboriginal learning and innovative          fundamental values into action.
   research as it embraces diverse             Those fundamental values include        Teaching Practices and Curriculum
   populations in a caring community.”         acknowledging the location of its       • Fostered language revitalization
                                               campus on the traditional, unceded         through Carleton’s “Introduction
•   Established an Aboriginal                  territories of the Algonquin nation,       to Anishinaabemowin” class by
    Education Council (October 2013)           and Carleton University’s respect          providing spaces in the course
    with a mandate to promote, guide           for and value of Indigenous                for community members to study
    and oversee the implementation of          knowledge.                                 alongside Carleton students at no
    Carleton’s Aboriginal Co-ordinated                                                    cost.
    Strategy. The Aboriginal Education     •   Articulated Carleton’s commitment
    Council (AEC) reports directly to          to support Aboriginal communities       •   Developed the Indigenous Policy
    the President and Vice-Chancellor          in the Strategic Integrated Plan            and Administration (IPA) stream
    and through the President to the           (2013-2018), Goal 3-4. Actions              as part of the Master of Public
    university’s Board of Governors            include increasing Aboriginal               Policy and Administration program,
    and Senate. The AEC has three              student enrolment and the number            recognizing the environment of
    subcommittees: Student Affairs,            of Aboriginal faculty members,              Aboriginal policy and administration
    Academic Programming, and                  expanding programming that                  continues to evolve and increases
    Truth and Reconciliation. Each             meets the needs and interests               the need for leaders who can work
    subcommittee is comprised of               of Aboriginal students, and to              in this fluid environment with a
    students, faculty, and staff.              create partnerships with Aboriginal         level of cultural competency and an
                                               communities to meet community               understanding of Aboriginal history,
Strategic Plans                                needs.                                      law, economics, and the politics
• Developed the Carleton Academic                                                          that go beyond a simple awareness
    Plan in June 2010 that states:         •   Entrenched Carleton’s                       of Aboriginal issues. The IPA is an
    “Carleton University will take             commitment to implement the                 important outcome of Carleton’s
    a leadership role in Aboriginal            Aboriginal Coordinated Strategy             Strategic Mandate Agreement
    teaching and research. This                in the university’s Strategic               (SMA).
    includes reaching out to Aboriginal        Mandate Agreement (2014-
    communities, welcoming Aboriginal          17) by recognizing “the unique          •   Innovated programming related to

                                                                                                                             13
the Carleton University Institute            for Research Involving Humans
         on the Ethics of Research                    (TCPS2). CUIERIP is an important
         with Indigenous Peoples, the                 manifestation of the spirit and
         School of Public Affairs and                 content of Carleton University’s
         Policy Management’s graduate                 Strategic Integrated Plan and
         diploma in Indigenous Policy and             Aboriginal Coordinated Strategy.
         Administration, and the Bachelor of
         Arts Combined Honours degree in          •   Established the Centre for
         Indigenous Studies (beginning in             Indigenous Research, Culture,
         2017).                                       Language and Education (CIRCLE)
                                                      as a Carleton University Research
     Symposiums and Conferences                       Centre that facilitates research,
     • Carleton’s Centre for Indigenous               mentors students, and acts as a
        Research, Culture, Language                   hub for collaboration and interaction
        and Education (CIRCLE) hosts                  between academic and community
        an annual student research                    members.
        conference. The conference is a
        forum for both Indigenous and non-        •   Conducted research involving
        Indigenous researchers, students,             Indigenous issues in four of the
        activists and artists to come                 five academic faculties, spanning
        together to share their work.                 numerous disciplines. Expertise
                                                      lies in Indigenous histories,
     Research                                         literature, languages and language
     • Received a prestigious Killam                  revitalization, ethnomusicology,
        Research Fellowship in 2010 that              the arts, law and legal studies,
        enabled Dr. Marie-Odile Junker to             human rights, politics, governance,
        research the word formations used             economic development, public
        for Cree and Innu, two Indigenous             policy, cultural anthropology,
        languages, with particular emphasis           environmental studies, and health
        on understanding traditional                  and well-being.
        ecological knowledge and human
        cognition. She has produced online        •   As Canada Research Chair in
        specialized topical dictionaries in           Fish Ecology and Conservation
        these two endangered languages                Physiology, Dr. Steven Cooke
        as well as contributed to the                 collaborates with Indigenous
        advancement of knowledge in                   communities and seeks their
        linguistics.                                  knowledge in his pursuit of better
                                                      understanding of fish habits and
     •   Developed the Carleton                       health, and interaction between
         University Institute on the Ethics           humans and aquatic life for
         of Research with Indigenous                  economic, cultural, and social and
         Peoples (CUIERIP), which is a                recreational purposes.
         six-day, on-campus certificate
         program where Indigenous and             Human Resources
         non-Indigenous researchers
         learn about the ethics of research       Faculty and Staff
         with Indigenous communities,             • The Centre for Aboriginal Culture
         particularly First Nations, Inuit, and      and Education (CACE) supports
         Métis in Canada. It is an ethical           Indigenous (First Nations, Inuit and
         and safe space, a dynamic hub of            Métis) students, staff and faculty
         collaboration and awareness that            in their academic studies and
         provides training for the responsible       work at Carleton University. CACE
         conduct of research, with particular        provides space on campus where
         focus and responsiveness to the             Indigenous cultures, traditions and
         needs of First Nations, Métis,              worldviews are represented and
         and Inuit Peoples in Canada                 respected.
         as articulated in the Tri-Council
         Policy Statement: Ethical Conduct        •   CACE partnered with Carleton’s

14
Educational Development Centre to            honouris causa to the Honourable             of mixed Indigenous and non-
    offer faculty training on Indigenous         Justice Murray Sinclair Chair                Indigenous students.
    Ways of Knowing in the Classroom:            of the TRC in recognition of his
    Relationships for Learning, Tools for        career in the judiciary, as well as      •   Met with Reconciliation Canada
    Teaching that focused on the Truth           his dedication, care, and service            (initiated by Carleton’s Aboriginal
    and Reconciliation Commission and            to Indigenous peoples and to                 Education Council).
    Royal Commission on Aboriginal               Canadians in leading the TRC.
    Peoples.                                                                              •   Hosted a panel presentation
                                             •   Conferred a Doctor of Laws,                  entitled, “RCAP: 20 Years Later,”
•   Hired six faculty members who                honouris causa to Thomas                     featuring former staff from the
    identify as First Nations or Métis           Louttit in recognition of his wise           RCAP: Katherine Graham (Chair),
    across disciplines in a three-year           leadership and gracious service              Karen Green, Don Kelly, and Allan
    period.                                      to the community as an Elder and             Moscovich (hosted by the Carleton
                                                 the inspiration he offers those he           University Institute on the Ethics of
•   An Indigenous Studies subject                mentors and those privileged to              Research with Indigenous Peoples).
    specialist at MacOdrum Library               witness his actions, which constitute
    supports students in their research.         an honourable model of personal          •   Presented to the Council of
                                                 reconciliation and education.                Ontario Deans of Arts and Science
•   Carleton University Art Gallery                                                           on “Truth and Reconciliation
    (CUAG) boasts an impressive              •   Elder Jim Albert received the                Commission of Canada &
    collection of Inuit art and is a venue       Founders Award (2017).                       Postsecondary Education”
    for numerous exhibitions.                                                                 (presented by Carleton’s Director of
                                             Events and Exhibitions                           Equity Services).
Appointments                                 • Coordinated a series of events
• Hired Dr. Allan J. Ryan in 2001 as            about the Royal Commission on             Student Achievement
   the New Sun Chair in Aboriginal              Aboriginal Peoples (RCAP) that
   Art and Culture, the first of its            culminated in an event in November        Student Services
   kind in Canada. He has hosted a              2016, celebrating the 20th                • Expanded the Indigenous centre,
   conference on visual, mixed media,           Anniversary of the report (organized         Ojigkwanong, which offers a
   performance, and curatorial arts             by a faculty member at Carleton              welcoming space for students, staff,
   each year, celebrating its 16th              and former employee of RCAP).                and faculty, and the community.
   anniversary in 2017.
                                             •   Invited RCAP Commissioner Paul           •   The Centre for Aboriginal Culture
•   Appointed Dr. Ruth Phillips as               Chartrand to deliver Carleton’s              and Education supports First
    Canada Research Chair in Modern              annual Katherine A.H. Graham                 Nations, Inuit, and Métis students
    Culture in 2003. She created the             Lecture on “Aboriginal-Canada                through their academic journeys
    Great Lakes Research Alliance for            Relations: From RCAP to 2016.”               at Carleton University. CACE aims
    the Study of Aboriginal Arts and             Commissioner Chartrand met                   to increase the recruitment and
    Cultures (GRASAC) Knowledge                  with the students in the graduate            retention of Indigenous students,
    Sharing Database to provide                  diploma in Indigenous Policy and             faculty, and staff at Carleton by
    Aboriginal community members,                Administration Program to discuss            ensuring Indigenous cultures,
    academics, and museums with                  RCAP. Professor Hayden King                  traditions, and worldviews are
    digital access to heritage held in           met with these same students to              respected and represented on
    repositories around the world. It            discuss RCAP and the TRC.                    campus.
    provides a platform for the co-
    creation of new, multi-vocal, and        •   Hosted the Walking With Our              •   The Aboriginal Enriched Support
    interdisciplinary research.                  Sisters commemorative art                    Program (AESP) is a one-to-two-
                                                 installation at the Carleton                 year transition program for First
•   Hired Dr. Jennifer Adese and                 University Art Gallery, in partnership       Nations, Inuit, and Métis students
    Dr. Kahente Horn-Miller as,                  with the Indigenous community in             to demonstrate their potential to
    respectively, the first and second           Ottawa and Gallery 101.                      succeed at the university. AESP
    New Sun Visiting Aboriginal                                                               students take first-year credit
    Scholars (2012-13, 2013-14).             •   CACE and CUAG collaborated                   courses while benefiting from
                                                 with an internationally-renowned             academic support in the form of
Community Engagement                             Algonquin craftsman from Kitigan             coaching and workshops.
                                                 Zibi Anishinabeg, Daniel “Pinnock”
Recognition                                      Smith, to build a birchbark canoe
• Conferred a Doctor of Laws,                    for the university with a group

                                                                                                                                    15
UNIVERSITY OF GUELPH
Governance, Strategic Plans                    First Nations, Métis, and Inuit          and social realities, decolonizing
                                               scholarship, including graduate          struggles, and contemporary
Governance                                     scholarships, undergraduate              grassroots movements while
• Established the President’s                  research opportunities, faculty          examining how identity, location,
   Advisory Committee on Aboriginal            recruitment, and an Artist-in-           power, and privilege influences
   Initiatives (PACAI) with three              Residence program.                       interactions within personal,
   strategic priority areas: support for                                                social, and cultural contexts.
   Aboriginal learners, teaching and       Teaching and Learning
   learning, and research and ethics.                                                Symposiums and Conferences
                                           Teaching Practices and Curriculum         • Hosted a number of academic
•    Developed initiatives to improve      • Implemented the co-curricular              and research events with a
     awareness and understanding of           Aboriginal Affairs Certificate based      strong Aboriginal focus including
     Aboriginal cultures, knowledge           on student need and feedback.             the Ground Swell Conference,
     systems, and worldviews, leading         The certificate is grounded in            Environmental Sciences
     to an increase of meaningful and         a social justice framework with           Symposium, Ontario Public
     active engagement of Aboriginal          measurable outcomes designed              Interest Research Group (OPIRG)-
     peoples in curriculum and co-            to support students in advancing          Guelph Social and Environmental
     curriculum across campus.                from Awareness of Aboriginal              Justice Research Symposium, and
     Initiatives include the intentional      Affairs through to Acknowledgment         the Engagement of Indigenous
     integration of First Nations,            of Diversity, Advocacy, and Action.       and Western Science Knowledge
     Métis, and Inuit knowledges and                                                    Systems: Implementing the
     cultures in a number of courses       •   Delivered a First Year Seminar           Crown’s Duty to Consult with First
     and student leadership programs           called, “Knowledge Sharing:              Nations on Natural Resource
     including: the Leadership                 Indigenous Resistance,                   Management event.
     Intensive, Student Leaders                Resurgence and Relationships.”
     Interacting and Collaborating             The course provided students          Research
     Conference, and Project Serve.            with the opportunity to foster an     • Sponsored three faculty members
                                               understanding of First Nations,          through the Saugeen Ojibway
Strategic Plans                                Métis, and Inuit experiences             Nation-University of Guelph faculty
• Announced a comprehensive,                   through the investigation of             partnership in the department of
    generational strategy to increase          historical, political, economic,         Integrative Biology, the School

16
of Environmental Sciences, and        •   Introduced a number of initiatives        establishment of a Community of
    the School of Computer Science.           that have enhanced the receptivity        Practice where graduate students,
    The research involves Great               to and respect for Aboriginal             faculty, and staff can have a
    Lakes fisheries ecology, testing          cultures and knowledge systems.           monthly venue to discuss their
    ecosystem and community                   This includes the conferring of           work with Aboriginal communities
    level metrics for assessments             Honorary Doctorates to community          and share promising practices.
    in the traditional territory of the       Knowledge Holders such as Sylvia
    Saugeen Ojibway Nation, and               Maracle (2012), Shawn A-in-chut       Events and Exhibitions
    researching statistical methods           Atleo (2013), Jean Teillet (2014),    • Held a number of campus events
    for modeling populations with a           and Rick Hill (2016).                    in response to the TRC report
    specific application to ecological                                                 including sharing circles, a tour of
    risk assessment and relationships     •   Included an acknowledgement              the former Mohawk Residential
    between Aboriginal and Western            of the Attawandaron people, on           School with Survivors and
    science knowledge systems.                whose territory the University of        their families, and community
                                              Guelph resides, at major events          forums on topics such as “From
Human Resources                               including the President’s Welcome        Reconciliation to the ‘Re-
                                              for new students and Convocation.        Confederation’ of Canada.” The
Faculty and Staff                             The acknowledgement is one               ARC also engaged with local
• Hired six First Nations and Métis          of the simplest yet impactful            community sharing and teaching
   faculty in 2016 across disciplines         initiatives as it was broadly            circles to discuss Aboriginal
   in the College of Arts, College            recognized across campus and is          community needs and new paths
   of Biological Sciences, Ontario            now utilized by departments and          forward.
   Agriculture College, Ontario               student organizations.
   Veterinary College, Physical and                                                 •   Hosted the 2017 National
   Engineering Sciences and Social        Community Partnerships                        Aboriginal Physical Activity and
   and Applied Human Sciences.            • Developed the Establishing an               Wellness Conference. The
                                             Aboriginal Gateway to Learning             conference is the nation’s largest
•   Established an Aboriginal                and Education (EAGLE) program              focusing on Physical Activity &
    Post-Doctoral Fellowship to              as a means to introduce Grades             Wellness for First Nations, Métis
    encourage a First Nations, Inuit,        7 and 8 First Nations youth to             and Inuit people and it is created
    Métis post-doctoral graduate to          postsecondary education, and to            for all of those with an interest in
    pursue a program of research             involve current Aboriginal students        sports and recreation, health and
    and scholarship at the University        as mentors and role models. Its            wellness, and traditional activity.
    of Guelph in any discipline. The         aim is to break down barriers to
    initial fellowship was awarded in        academic study for youth.              Student Achievement
    2016.
                                          •   Collaboration with Elders and         Student Recognition
Community Engagement                          Aboriginal scholars, the Aboriginal   • Established the Kishaadigeh
                                              Resource Centre (ARC), faculty,          Award as part of the Student Life
Recognition                                   and students from various                Recognition Awards. Kishaadigeh,
• Honoured the Jay Treaty of 1794,            academic disciplines, instigating        which in Ojibway means “she
   designating Native American                a public dialogue about the              who guards the lodge,” was
   students as eligible to pay                convergence of Aboriginal and            established to honour Dr. Jaime
   domestic tuition.                          Western scientific knowledge             Mishibinijima, a Guelph alumna,
                                              systems. The positive reception          who served as the Aboriginal
                                              and increasing interest led to the       Student Advisor and Manager

                                                                                                                          17
of the Aboriginal Resource                 •   Formally acknowledged the                 by respecting and responding
     Centre from 2003-2010. The                     accomplishments of Aboriginal             to the diverse array of identities
     award recognizes an Aboriginal                 learners at the Celebration               and lived experiences of
     student, in any semester,                      of Aboriginal Achievement.                First Nations, Métis, and Inuit
     who demonstrates academic                      Established in 2011, the                  learners at the University of
     achievement, leads by example,                 celebration recognizes Aboriginal         Guelph. By integrating aspects
     and has a positive impact on their             achievement by honouring                  of Aboriginal worldviews with
     peers and community.                           graduating Aboriginal students            culturally respectful Western-
                                                    in the presence of family, staff,         based therapeutic approaches,
•    Established the Aboriginal                     community members, Elders, and            academic, cultural, emotional, and
     Student Engagement Scholarship                 alumni, while also acknowledging          social supports are developed with
     in 2014 through the Aboriginal                 the many contributions made               consideration of how best to meet
     Student Association (ASA).                     by student leaders, alumni, and           Aboriginal learners where they
     The award demonstrates the                     community members to Aboriginal           are on their personal journey. This
     ASA’s commitment to supporting                 learner success.                          initiative has served to enhance
     their peers. The scholarship is                                                          the support for Aboriginal learners
     awarded to a student identifying           Student Services                              by delivering individual counselling
     as First Nations, Métis, or Inuit          • Providing a culturally responsive           and advisement through the
     who is engaged in the Aboriginal              environment through the                    Aboriginal Student Advisor, a
     community either in their home                ARC that fosters academic                  senior Counsellor/Therapist, and
     community or at the University of             excellence and the intellectual,           visiting Elders (developed by ARC
     Guelph.                                       spiritual, emotional, and physical         and Counselling Services).
                                                   development of Aboriginal
•    Established the Aboriginal                    learners. The centre offers            •   Awarded funding from the Mental
     Undergraduate Research Awards                 a “home away from home,”                   Health Innovation Fund for 2015-
     (AURA) to stimulate First Nations,            complete with a resource library,          2017 in order to further enhance
     Métis, and Inuit students’ interest           computers, meeting, workshop               the mental health and wellness
     in research and to encourage                  and study spaces, and a fully              outcomes for Aboriginal learners in
     students to consider pursuing                 equipped kitchen.                          partnership with Mohawk College
     graduate studies. During the                                                             and Six Nations Polytechnic
     summer position, the students will         •   Received the National                     (SNP).
     gain research experience, further              Association of Student Personnel
     their insight into their field of study,       Administrators–Indigenous             •   Developed START Aboriginal,
     work with faculty, and learn the               Peoples Knowledge Community               an early move-in program that
     value of a graduate degree.                    Award for Outstanding Student             provides Aboriginal learners and
                                                    Support in 2014 that recognized           their families with information
•    Established the Aboriginal                     the ARC. The centre, and its              about university life and study
     Graduate Scholarships to                       innovative approach to program            in addition to the resources
     encourage First Nations, Métis,                and service delivery, continues to        they need to succeed. From the
     and Inuit students to pursue                   be a promising practice in the area       program’s inception, START
     graduate studies in any discipline.            of Aboriginal learner support.            Aboriginal participants have
     The scholarships provide Doctoral                                                        demonstrated resiliency, self-
     students with $30,000 of support           •   Developed an Aboriginal-specific          advocacy, and leadership.
     per year, for up to four years, and            Counselling Bridge that focuses
     Master’s students $15,000 per                  on the holistic development and
     year, for up to two years.                     support of Aboriginal students

18
LAKEHEAD UNIVERSITY
Governance, Strategic Plans                  of making university education
                                             an attainable goal for Aboriginal
Governance                                   students. A critical element of
• Established the first Canadian             the Strategic Plan is expanding
   university Chair on Truth and             relationships with Aboriginal
   Reconciliation as an advisor to           peoples by engaging in authentic
   the President in 2016. Dr. Cynthia        and meaningful partnerships with
   Wesley-Esquimaux was appointed            Aboriginal communities.
   as the Chair. She is developing a
   strategic plan for how Lakehead       •   Lakehead’s 2012-2017
   will address the TRC’s Calls for          Academic Plan has guided
   Action, including the establishment       the implementation of several
   of President’s Councils on                strategies to enhance the support
   Truth and Reconciliation at both          of Aboriginal students, as well as
   the Thunder Bay and Orillia               Aboriginal programs and research
   campuses..                                initiatives.

•   The Ogimaawin-Aboriginal             Teaching and Learning
    Governance Council (OAGC),
    with members of both the             Teaching Practices and Curriculum
    external Aboriginal and Lakehead     • Stemming from the Academic
    University communities, was             Plan, an Indigenous Content
    originally established as a             Requirement (ICR) began in the
    requirement for provincial              2016-2017 academic year focused
    Aboriginal education funding            on a set of learner outcomes.
    in the 1990s. The OAGC                  All academic units require their
    has a direct connection to              undergraduate students before
    Lakehead’s President making             they graduate to take at least 18
    recommendations on all                  hours of Indigenous knowledge
    Aboriginal-related issues,              and/or content. Over 60 courses
    including academic programming,         have been listed as meeting the
    support services, research, and         ICR while some academic units
    community outreach. The OAGC            have chosen to spread the ICR
    also recommends individuals for         across their programs.
    appointment to Lakehead’s Board
    of Governors and Senate.             •   Designed two transition programs
                                             to prepare Indigenous students
•   Established the Elders Council           for university programs. The
    as an advisory council to the            Native Access Program (NAP)
    Office of Aboriginal Initiatives,        is a transition program for
    exercising their collective wisdom       Aboriginal learners offered in a
    and knowledge to reinforce               culturally supportive and friendly
    OAGC’s and Lakehead’s vision             environment. NAP provides the
    and mission statements. Elders           academic skills necessary for
    provide guidance, advice, and            the successful completion of
    support through the Elders-in-           an undergraduate degree. The
    Residence Program by sharing             Native Nurses Entry Program
    traditional teachings, providing         (NNEP) has been in place since
    emotional support, and creating          1985. NNEP is a nine-month
    awareness and understanding of           access program designed to
    traditional values and culture.          provide the necessary skills and
                                             academic preparation required for
Strategic Plans                              the successful completion of the
• Developed a university-wide                Bachelor of Science in Nursing
    Strategic Plan that includes             (B.Sc.N.) degree program at
    recognition of the importance            Lakehead University. Seventy-five

                                                                                  19
students have graduated with their        the goal of creating a smoother
     B.Sc.N.                                   transition into postsecondary for
                                               Aboriginal students.
•    Established the Indigenous
     Learning Program that attracts a      Human Resources
     wide cross-section of students,
     many of whom come to Lakehead         Faculty and Staff
     specifically for this program.        • Hiring an Indigenous Curriculum
     The Department describes                 Specialist to support faculty in the
     Indigenous Learning as “the study        effective delivery of the Aboriginal
     of Aboriginal history, culture and       content in all programs.
     19 values and strives to increase
     awareness/appreciation of the         •   Faculty of Law created and hired
     life experience of Aboriginal             a Director of Indigenous Relations
     Peoples with a view to creating an        position for Teaching and Learning
     environment of understanding and          and Community Outreach.
     trust amongst all Peoples.”
                                           •   In 2002-03, an Associate Vice-
•    The Faculty of Education has              Provost (Aboriginal Initiatives)
     a strong focus on Aboriginal              position was created (upgraded
     education, including: the Honours         to Vice-Provost in 2007-08).
     Bachelor of Education (H.B.Ed.)           Five people have served in this
     Aboriginal Education that prepares        position: Dr. Lauri Gilchrist (2004-
     people of Aboriginal ancestry,            06), Beverly Sabourin (2007-12),
     who meet the needs of Aboriginal          Yolanda Wanakamik (Acting
     learners including required Native        2012- 13), Dr. Cynthia Wesley-
     language and culture courses and          Esquimaux (2013-16), and Dr.
     three years of teacher education          Peggy Smith (Interim 2016).
     courses, to become teachers
     for K-Grade 6; the B.A./B.Ed.         •   The Office of Aboriginal Initiatives
     Indigenous Learning Major                 currently has nine staff in the
     (formerly the Native Teacher              areas of administration, Aboriginal
     Education Program) is designed            & Cultural Support Services,
     for students of Aboriginal ancestry       an access program, Aboriginal
     and leads to an Intermediate/             student recruitment and retention,
     Senior teaching credential in             a mentorship program, a
     Indigenous Studies for Grades             transitions advisor, a Coordinated
     7-12; the Native Language                 Learning Access Network (CLAN)
     Instructors’ Program (NLIP) with          coordinator and an Indigenous
     a Native Language Teacher’s               student counsellor.
     Certification (NLTC) and Native
     as a Second Language (NASL)           •   Currently has 11 tenured or
     Program; and the NLIP Elders              tenure-track Aboriginal professors
     program in which Elders provide           in Indigenous Learning, Law,
     counselling and general support           Psychology, Education, Nursing,
     to students for personal, social,         Kinesiology, and Natural Resource
     guidance, and cultural needs.             Management. The university has
                                               made a commitment to increase
Symposiums and Conferences                     the number of Aboriginal faculty
• Hosts an annual Educators                    over time and is addressing
   Seminar to highlight Aboriginal             ways to improve recruitment and
   programs, services, and new                 retention of Aboriginal faculty and
   initiatives. The event focuses on           staff.
   the promotion of strengthening the
   relationship between Lakehead           •   Has numerous scholars who teach
   and the secondary system’s                  and do research in Aboriginal-
   Aboriginal counsellors, support             related areas. Lakehead promotes
   staff, and teachers as well as              community-based partnerships
   postsecondary funders with                  with Aboriginal communities for

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