DEEPENING OUR RELATIONSHIP: PARTNERING WITH ABORIGINAL COMMUNITIES TO STRENGTHEN ONTARIO CAMPUSES - Ontario's Universities
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DEEPENING OUR RELATIONSHIP: PARTNERING WITH ABORIGINAL COMMUNITIES TO STRENGTHEN ONTARIO CAMPUSES
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
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
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. 4
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.
5
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. 6
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
7
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. 8
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
9
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.
10BROCK 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
11Aboriginal 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
12CARLETON 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
13the 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
14Educational 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
15UNIVERSITY 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
16of 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
17of 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
18LAKEHEAD 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
19students 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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