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DEEPENING OUR RELATIONSHIP: PARTNERING WITH ABORIGINAL COMMUNITIES TO STRENGTHEN CAMPUSES TABLE OF CONTENTS

In fulfilling our mission, the Council of Ontario (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 [email protected]. CONTENTS Executive Summary ...... 4 Deepening Our Relationship ...... 7 Summary of Responses to the General Survey of On-campus Indigenization-related Activities ...... 9 Algoma ...... 9 ...... 11 ...... 13 University of ...... 16 ...... 19 ...... 23 McMaster University ...... 27 ...... 30 OCAD University ...... 33 University of Ontario Institute of Technology (UOIT) ...... 35 University of ...... 38 Queen’s University ...... 40 ...... 43 University of ...... 46 ...... 50 ...... 54 Western University ...... 55 Wilfrid Laurier University ...... 57 ...... 59 ...... 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 ...... 65 Queen’s University ...... 66 (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 , 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 .

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 , 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 , Métis, and 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 (SNP). These universities include Brock University, McMaster University, , 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 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, , 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 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 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 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 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 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); , 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.

10 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, . 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, 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 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 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

12 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 ’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: , 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. , , 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 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, , 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 and Innu, two Indigenous policy, cultural , languages, with particular emphasis , and health on understanding traditional and well-being. ecological knowledge and human cognition. She has produced online • As 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 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 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 , 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 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 Metis 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 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 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 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 (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 , 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

20 collaborative research projects be a part of each student’s campus communities within the and annually offers an Indigenous future. Students enrolled in the Northwestern Ontario region. Partnership Research Award to Achievement Program will be research and community partners encouraged to be connected • Numerous community who have developed mutually to their school, community, and engagement sessions are beneficial relationships. Lakehead. Participation in these hosted by the Office of Aboriginal programs will contribute to the Initiatives. Topics ranging from Community Engagement development of tuition credits the TRC Calls to Action, to the for students through the Youth intergenerational effects of Recognition Achievement Fund. residential schools, the Indigenous • Acknowledgement of numerous Content Requirement, future Aboriginal leaders including • Established an Aboriginal Advisory programming, and preparing conferring Honorary Doctorates to Committee for the Faculty of Law. Lakehead graduates to work in Norval Morriseau, (1985), John 20 The committee regularly meets Aboriginal organizations. Kim Bell, (1990), Richard Charles for Governance and Community Lyons (1991), Nellie Cournoyea, Outreach. • The Office of Aboriginal Initiatives (1994), Melvin Pervais (1996), has facilitated the KAIROS Olive Dickason (1997), Roberta • Established the Aboriginal Blanket Exercise, to internal L. Jamieson (1998), Douglas Mentorship Program (AMP), faculty, staff, and students, as well Cardinal (2000), Buffy SainteMarie in 2014. The AMP matches as community partners, to foster a (2000), (2003), experienced university students at better understanding of the history (2005), Goyce the undergraduate, graduate, and of colonization and the need Kakegamic (2007), Tony Belcourt post-graduate levels with regional for reconciliation and restoring (2010), Tomson Highway (2010), Aboriginal high school students. relationships. Richard Wagamese (2014) and AMP creates a positive connection Helen Cromarty (2016). that both inspires and assists high • Launched a number of initiatives school students in learning about designed to encourage Aboriginal Community Partnerships various academic disciplines, youth to set postsecondary • Under the guidance of encourages postsecondary education as their goal. These Lakehead’s President, Dr. Brian education, and aims to break initiatives include: an Aboriginal Stevenson, established the Youth down barriers to postsecondary Programs Open House to Achievement Outreach program education. showcase and provide the to provide students, beginning community with an opportunity in Grade 4, with a regular, long- • The Office of Aboriginal Initiatives to engage with faculty and term, personal connection with works closely with the Lakehead staff; a Grades 7 and 8 early Lakehead. Through agreements Native Student Association outreach initiative to engage with community partners and (LUNSA) established in 1985. youth and foster connections to school districts, Lakehead LUNSA organizes a popular postsecondary through faculty- will either develop or support annual powwow that showcases related activities with culturally- programs that increase the traditional dancing, singing, based curriculum emphasizing awareness that university can and drumming to on- and off- Aboriginal science; and a Sports

21 Mentorship Program to engage the Gichi Kendaasiwin Centre-a as Magnet, a breakthrough web and connect youth through varsity space that would bring Aboriginal portal using a powerful, unique sports and sports medicine. programs and services under job-matching technology that one roof and celebrate Aboriginal connects job seekers’ skills with • Facilitated a six-session certificate history and culture. Plans for the employers’ needs. program in public speaking in centre have been in development partnership with local high schools’ since 2009. • Developed by the Office of Aboriginal Youth Entrepreneur Aboriginal Initiatives, an program. • Since 1987, Aboriginal Cultural Aboriginal viewbook complements and Support Services (ACSS) has mainstream recruitment materials. Events and Exhibitions provided a culturally supportive The piece highlights all Aboriginal • Since 2015, Lakehead has hosted environment to all Aboriginal programs, services, and student National Aboriginal Education students helping them achieve opportunities. Day activities. Each year 600 success in their academic goals elementary students from Grades through a variety of support • At Lakehead’s Orillia campus, 4 to 6, facilitated by community services. These services include the Turtle Island Student Circle organizations, spend the day on access to Elders, cultural, (TISC) was created in September campus engaged in a range of administrative, personal, and 2015 to provide a safe and activates relating to health and transitional supports, and inclusive environment for all, wellness, as well as traditional orientation. ACSS welcomes while celebrating the diversity teachings and games. all students, staff, and faculty of Aboriginal cultures present who wish to learn more about at Lakehead in Orillia. TISC’s • Hosted Teach for Canada Aboriginal culture, traditions, and mission is to work closely with sessions designed to “recruit, teachings through activities such LUSU, Student Affairs, and the prepare and support outstanding as workshops, guest speakers, Office of Aboriginal Initiatives teachers who will increase student beading and bannock, and our to ensure the spiritual, mental, outcomes in northern First Nation monthly feast Miijim Noongom. emotional and physical needs of communities.” Aboriginal students are supported. • ACSS provides an Aboriginal • Celebrates an annual Fall Harvest student lounge, which is a hub • Aboriginal students at the Orillia that gives Elders a showcase for for student activities. The lounge campus can access sacred various traditional activities such offers an open and comfortable medicines, safe spaces on as moccasin-making, medicine environment where students can campus for smudging, Elder walks, beading, hand drumming, access a study area, kitchenette, counselling, community gardening, tipi teachings, sweat lodge and computer lab. In addition, and cultural events through a teachings, and so much more. Lakehead has a cultural room for network of support, including The sweat lodge site is a spiritual individual or group sessions with the Aboriginal Initiatives Office, place on campus where people Elders-in-Residence. The Lounge Turtle Island Student Circle, come together for ceremonies that is a home-away-from-home for Lakehead University, the Orillia promote personal healing. Aboriginal students. Native Women’s Group, and other community partners. Student Achievement • Established the Coordinated Learning Access Network (CLAN). • The Office of Aboriginal Initiatives Student Services CLAN was designed to create has created an Aboriginal-focused • To serve the Indigenous student pathways between education, public speaking program that population, which is 12% of total training, and employment for provides a safe and comfortable enrolment, and to raise awareness Aboriginal and non-Aboriginal space for students to strengthen among non-Indigenous students, students. CLAN has partnered and learn public speaking and Lakehead continues to seek with local and regional presentation skills. support for an Aboriginal building , educational institutes, on the Thunder Bay campus- and employment networks, as well

22 LAURENTIAN UNIVERSITY Governance, Strategic Plans that Laurentian University has • The Indigenous Student Circle been responding to the needs of (ISC) was established in the 1980s Governance Aboriginal learners in proactive and remains an active student • The Laurentian University Native ways and that these are consistent governance piece. The ISC has Education Council (LUNEC) has with the Calls to Action by the positions in key governance roles been in existence since 1989 TRC. In addition, LUNEC also on campus including the Student and includes representation from held a planning session with General Association, LUNEC, and regional Aboriginal communities, local Elders in which the dialogue Senate. staff, students and Elders. focused on examining ways The mandate of the council is that Laurentian University could Strategic Plans to facilitate Indigenous self- move forward and continue to be • LUNEC undergoes regular determination by providing advice responsive to the TRC’s Calls to strategic planning. The latest and recommendations on all Action. strategic plan is titled, Niigan matters related to Indigenous Ninaabin: Looking forward to the education at the university. • In 2006, the university future (2013-2018) Action Plan. This council also includes established a Director of This plan identified seven strategic representation from the Board Native Academic Affairs, which directions aimed at increasing of Governors and the Senate. provided strategic leadership access, support, and retention of Further to this LUNEC also for Aboriginal education. This Aboriginal students and faculty. appoints a representative to position has evolved and was Senate. There are currently three renamed in 2011 to Associate • Laurentian University’s overall Indigenous persons on the Board Vice-President, Academic and strategic plan (2012-2017) of Governors. Indigenous Programs. This identifies its overall purpose as position is the senior academic providing an outstanding university • In response to the TRC’s Calls lead for Aboriginal initiatives, experience, in English and French, to Action, the LUNEC discussed sits on many committees at the with a comprehensive approach the specific Calls relating to university including Senate, to Aboriginal education. Six of postsecondary institutions. During Academic planning, and Academic the university’s 40 strategic goals the discussion, it was reaffirmed management. were focused on either increasing

23 access and retention of Aboriginal Symposiums and Conferences learners, increasing Aboriginal • Maamwizing Indigeneity in the curriculum/content, increasing Academy L’université à l’heure the number of Aboriginal faculty, de la réconciliation Conference developing a new Master of was held in November 2016 with Indigenous Relations, building 240 participants from as far as a new Indigenous Sharing and New Zealand, New Mexico, and Learning Centre, and making Alaska, as well as, from across the campus more welcoming for Canada. The three–day multi- Aboriginal peoples. disciplinary conference focused on three themes: Diversity in Teaching and Learning Universities: Equity in hiring, tenure and promotion, and Teaching Practices and Curriculum leadership; Ways of Knowing: The • There is a strong commitment place of Aboriginal knowledge to increasing Aboriginal content in the university curriculum; and across the curriculum: there are Decolonizing Universities: New now over 100 courses that have pedagogies, resistance, and more than 50% Aboriginal content. reconciliation. In addition, a pre- conference day, Maamwizing: Des • In June 2016, Senate approved a pédagogies vers la reconciliation six-credit Aboriginal course (with brought together 86 K-12 teachers at least 50% Aboriginal content) from over 10 requirement for graduates of the school boards to participate three- and four-year Bachelor of in day-long professional Arts programs. development workshops.

• Indigenous Studies was Research established at the University of • Senate approved the Maamwizing Sudbury, a federated partner of Indigenous Research Institute in Laurentian University, in 1976 September 2016. and they offer a full range of Indigenous Studies courses that • The Office of the Vice-President can lead to a three- and four-year Research established the Bachelor of Arts in Indigenous Advancing Indigenous Research Studies. Fund in December 2016. The first major recipient is the Maamwizing • Established the Bachelor of Research Institute. Indigenous Social Work (formerly Native Human Services) in 1985 Human Resources after extensive consultations with regional Aboriginal communities. Faculty and Staff • Indigenous Student Affairs, • Established the School of established in the early ’90s, now Indigenous Relations in 2008. It includes six full-time staff (Director, houses the Bachelor of Indigenous Learning Strategist, Receptionist, Social Work and the Master of Outreach and Recruitment, Métis Indigenous Relations programs, Outreach, Counsellor) and three both established in 2014. part-time Traditional resource personnel. • The School of Indigenous Relations has partnered with two • The university embarked on an Aboriginal Institutes (Kenjgewin initiative to increase the number of Teg Educational Institute and Aboriginal academics and hired 13 Seven Generations Education new fulltime tenure-track faculty, Institute) to deliver a Bachelor bringing the total to 25 Aboriginal of Indigenous Social Work on faculty at Laurentian University Manitoulin Island and in Kenora. including its federated partners and the School of Medicine (east campus). 24 • Created the new position of Community Partnerships Director, Indigenous Sharing • Nwiijkiwenjik Day is a day of and Learning Centre in 2016, Aboriginal education geared which provides leadership for the towards Grades 7 and 8 students new centre as well as Aboriginal from Sudbury and the surrounding student support initiatives. area.

• An Indigenous Academic support • In partnership with Sudbury network was established in 2015 Catholic District School Board to create a space for Aboriginal and Rainbow District School academics to come together, Board, Indigenous Student Affairs share experiences, support one completed its first Water Journey another, and provide feedback with over 65 students from 5 to the Associate Vice-President, different schools. Academic and Indigenous programs on Aboriginal academic Events and Exhibitions initiatives. • The new 7,500 sq. ft. Indigenous Sharing and Learning Centre Appointments opened for occupancy in March • The first Canada Research Chair II 2016. This centre is a focal point in Indigenous Health at Laurentian of the university’s commitment University was announced in to Indigenous education and December 2016. will serve as a hub for providing student supports and building Community Engagement linkages across the university. The centre houses Indigenous Student Recognition Affairs and is a “home away from • The Indigenous Social Work home” for Indigenous learners. Journal published its 10th edition The centre includes space for in 2016. seminars, individual study space, lounge space, a traditional • The Gwiijgaabwitaadmi...We resource area, and a kitchen. The Stand Together newsletter was grand opening will be celebrated first published in 2006 to highlight on June 21, 2017. Aboriginal student and faculty success, and Aboriginal initiatives • Red Dress Campaign included a and events. public art display on campus, as well as a day of critical thought • Laurentian University and reflection through traditional acknowledges that it is on teachings, poetry readings and the traditional territory of the presentations from community Atikameksheng Anishnawbek partners, faculty and students. at all public events including This event was far reaching and convocation. In addition, all had over 68,000 views on social convocation ceremonies are media opened with either an Honour Song by local drummers or an • A panel dialogue, “Reconciliation: Elder providing a prayer. Forging New Relationships,” was held in September 2016 that • Indigenous Education Week put the spotlight on the TRC’s is held yearly and includes recommendations. This event Aboriginal academic speakers sought to respond to the TRC’s with experience in supporting call for the establishment of transformative change in mutually respectful relationships communities and society. This between Aboriginal and non- event is designed to showcase Aboriginal peoples. Elders, achievements and bring students, scholars, and knowledge awareness about Aboriginal keepers were in attendance to peoples to the broader university explore the practical forms of and community. reconciliation that are aligned with 25 the recommendations set forward This series was renamed the North to organize events to by the TRC. RBC Gkendassawin Trail Speaker welcome students and families to Series in 2010 to acknowledge Laurentian and Sudbury. • An event called A Time for the Royal Bank of Canada’s Reconciliation in May 2015 funding donation to the Indigenous • 2012: Laurentian was awarded was held to mark the release Sharing and Learning Centre. funding in collaboration of the TRC report. In addition with and to speakers, the event included Student Achievement in partnership with Ontario a walk to a Cairn located on Native Education Counsellors campus. This Cairn was erected Student Recognition Association, Health Sciences as a symbol of the first apology to • Indigenous Graduation North, Mamaweswen North Shore Aboriginal Peoples by the United Celebrations are held during both Tribal Council, and the Centre for Church of Canada in 1986. spring and fall convocations to Addiction and Mental Health to honour Aboriginal graduates and train the trainers and deliver both • The Dbaajmawak-Indigenous those graduating from Indigenous Mental Health First Aid and ASIST Writers Series was initiated Programs. training. in 2015 by an Aboriginal faculty member in the English • Since 1994, Indigenous Student • A Métis Outreach position was department. The series is Affairs has provided an Orientation established in 2010 to engage supported by the English Day for new and returning Métis students and deliver specific department, Office of Academic Aboriginal students and those initiatives to raise awareness and Indigenous programs, and the enrolled in Indigenous Programs. about Métis history, culture, and Dean of the Faculty of Arts. The day fosters relationship- issues. building with students, faculty, and • In September 2013, the university staff. In 2016, Indigenous Student • The Supporting Aboriginal hosted the Legacy of Hope–100 Affairs collaborated with the Office Graduate Enhancement (SAGE) years of Loss exhibit of residential of Student Life to welcome, and program was established in 2007. schools which saw over 400 meaningfully engage, all first-year Modelled after a similar program people attend. The working group students regarding Aboriginal in New Zealand and western consisted of members of the presence on campus and through Canada, this program provides university and local First Nations’ collaborating with Atikameksheng support to Aboriginal graduate Elders who had attended the Anishinawbek to provide a students. residential schools. territorial welcome. • Indigenous Student Affairs also • There are a number of initiatives • Creation of the Student of the strives to provide a positive on campus designed to increase Month initiative where Indigenous Laurentian experience, which is awareness and understanding Student Affairs acknowledges based in cultural teachings and of Aboriginal peoples including, noteworthy students for both experiential learning. Indigenous but not limited to, raising the academic and extracurricular Student Affairs coordinates Full Anishinabek and Métis flags, achievements. Moon ceremonies, drumming, conferring of Honorary Doctorates, sweat lodge ceremonies and establishment of the Laurentian Student Services traditional teachings both regularly University Mnaaj’in Gechi- • The Indigenous Sharing and and upon request from students wiidookang Nishnaabe-Gchi- Learning Centre houses and staff. Kinoomaagziwin Native Person of Indigenous Student Affairs, which Distinction Award, and a regular provides a range of academic, • Indigenous Student Affairs also speaker series. social, and cultural support to provides ongoing workshops for Indigenous students. The newest academic support, mental health • The Gkendassawin Trail Speaker initiatives include a collaborative wellness, and how to access Series was initiated in 2005 to orientation program - the Biidaabin scholarships and bursaries. bring in a series of Aboriginal role Program, which includes a models to inspire and educate. collaboration with Science

26 MCMASTER UNIVERSITY Teaching and Learning approaches to health and • Developing a McMaster wellness: Indigenous Medicine Indigenous Research Institute Teaching Practices and Curriculum I– and Indigenous (MIRI) that will become a centre • Offered a collaborative course Medicine II–Practical (sponsored for Aboriginal research in a variety The of Community by the School of Midwifery). of disciplines across campus, Engagement/Indigenous building on collaborative models Community Research Experience • Offered a course in Indigenous of research between students, with the Indigenous Studies Studies, “Residential Schools in faculty, and community (led by Dr. Program (ISP), Sociology, and the Canada: History and Impacts,” in Bernice Downey and Dr. Alison Hamilton Regional Indian Centre Spring Term 2015, which is now Sekular). (co-taught by Dr. Gregory Hooks open to all Level II students. and Vanessa Watts). • With support provided by the • Discussing the possibility of Ontario Targeted Initiatives Fund, • Approved a Four-Year Honours making “Introduction to Indigenous leading a language project working Bachelor of Arts (B.A.) in Studies” a required course for towards the retention of the Six Indigenous Studies and Combined students in the Social Work Nations dialect of the Mohawk Honours B.A. in Indigenous program (initiated by ISP). language, currently spoken by less Studies that launched in than five native-born speakers. September 2015. • Continuing discussions around Provides a unique opportunity for the issue of mandatory/required students to work with Elders and • Sponsored two undergraduate Aboriginal studies courses community members to develop health courses in the School and curriculum across campus resources, curriculum, and of Midwifery taught by by the Indigenous Education teaching strategies at McMaster community members and Elders Council, students, and senior and in the Six Nations community knowledgeable in traditional administration. (led by Dr. Rick Monture).

27 Symposiums and Conferences students in the sciences and • Co-hosted a research symposium undergraduates from Six Nations with in May (initiated by Dr. Joe Kim and Dr. 2016 entitled, The Indigenous Rick Monture in 2013). Research Landscape: Pathways to Innovation and Collaboration. Events and Exhibitions • Hosted a Residential School Community Engagement Forum and Teach-In with residential school Survivors and Recognition the former Executive Director of • Nominated Mohawk clan the TRC in September 2015. mother, Louise MacDonald, as a Distinguished Indigenous • Developed, in collaboration with Scholar in the McMaster Institute the McMaster Planetarium, The for Innovation & Excellence in Celestial Bear: The Six Nations’ Teaching & Learning (MIETL) Night Sky, a 30-minute program Distinguished Scholars Program that featured Haudenosaunee (nominated by ISP and the stories relating to the creation Indigenous Education Council). of life on this earth and the Big Dipper constellation (hosted by the • Exploring the possibility of raising ISP and McMaster Planetarium). the Six Nations , or Confederacy flag, on campus as a • Organized a panel on Missing and symbol of Aboriginal presence, as Murdered Aboriginal Women with well as a reminder that McMaster Beverly Jacobs (lawyer and former sits on Aboriginal lands (initiated President of the Native Women’s by Dr. Rick Monture and Kaylin Association of Canada), Norma Parker, a fourth-year Aboriginal General, and Aileen Joseph, who student from Six Nations, who are all from Six Nations (co- completed an Independent Study organized and sponsored by the Project supervised by Dr. Monture Anti-Violence Network, Gender called, Haudenosaunee Flag Studies and Feminist Research Proposal). Program, English & , the President’s Advisory • The Indigenous Education Committee on Building an Council worked with Carol Wood, Inclusive Community (PACBIC), Ecumenical Chaplain, and the and UNIFOR Local 5555). Chaplaincy Centre, to plant a tree and dedicate a commemorative • Organized guest lectures by plaque in honour of Missing and Aboriginal faculty in Political Murdered Aboriginal Women Science, Sociology, Cultural and Girls outside of the Wilson Studies, and Health Sciences Building in fall 2016. classes from September– December 2015. • Awarded Rick Hill (Six Nations, Indigenous Knowledge Centre) • Shared the story of the formation for an Honourary Doctorate at of the the next McMaster Convocation amongst the Six Nations/ (nominated by faculty members Haudenosaunee through the Art in the Department of English & of Peace exhibit by Elizabeth Cultural Studies, ISP, and Social Doxtator (Six Nations) at the Work). McMaster Museum of Art from January–April 2016. Community Partnerships • Developed culturally-based • Screened and discussed science curriculum for delivery Sewatokwa’tsherat: the Dish with to elementary students from Six One Spoon, a documentary about Nations through the Let’s Talk the Six Nations land reclamation Science program, in collaboration at Caledonia in 2006, directed with McMaster graduate by Dr. Dawn Martin-Hill, as part 28 of McMaster’s Perspectives on Confederacy Sub-Chief Leroy Student Achievement Peach lecture series in January Hill, Confederacy Chief Allen 2016. MacNaughton, Dr. Dawn Martin- Student Recognition Hill, and Dr. Theresa McCarthy in • Introduced the Harvey Longboat • Hosted guest lectures by Dr. March 2016 (co-sponsored by ISP Graduate Awards that are received Leanne Simpson (Anishinaabe, and PACBIC). by two Aboriginal graduate McGill University) entitled, students at $15,000 annually, and “Decolonial Love: Centering • Screened The Pass System, a two Ontario Graduate Scholarship Resurgent Indigenous documentary on how the Indian (OGS) awards for Aboriginal Nationhood,” in January 2016, Act restricted the free movement graduate students at $15,000 and Dr. Sarah Hunt (Kwaguilth, of Aboriginal people on the annually (initiated by the School of University of ) prairies, followed by a talk by Graduate Studies). entitled, “Through the Eyes of director Alex Williams in March Dzunukwa: Stories of Law and 2016. Student Services Violence,” in April 2016. • Moved the ISP administrative • Hosted guest lectures by offices and student services • Organized the “Six Nations Land Aboriginal faculty in Political space to the new Wilson Hall in Reclamation at Kanonhstaton/ Science, Arts and Science, Peace September 2016. Caledonia: Ten Years Later” panel Studies, and Sociology from discussion with Janie Jamieson, January to April 2015.

29 NIPISSING UNIVERSITY Governance, Strategic Plans Program through a focus on the Anishnaabe ways of being and Governance knowing. • Included a designated seat on the Board of Governors for the • Identified specific goals to Chair of the Nipissing University support Indigenous Student Aboriginal Council on Education, Success and the inclusion in addition to the inclusion of a of Elders and Indigenous representative of Nipissing First knowledges in courses. In other Nation on the Board. courses, inclusion of Indigenous pedagogies, histories, cultures, • Included a designated seat and research is occurring in the Academic Senate for a in a range of programs – representative of the Nipissing Education, Social Work, History, University Aboriginal Council on Anthropology, Native Studies. Education.Included the Director, Symposiums and Conferences Office of Indigenous Initiatives, who reports to the President of • Hosted Maadhookiwin: Sharing Nipissing University, as a member A Treaty Learning Centre of the University Management Symposium on campus in Group. March 2014 in partnership with Anishnabek/Union of Ontario • Included representation from Indians, Nipissing First Nation, regional First Nations, Métis, and . and urban Aboriginal service organizations on the Nipissing Aboriginal Council on • The Office of Indigenous Education. They meet three or Initiatives consults with all more times per year to provide researchers who engage guidance and advice to Nipissing with Aboriginal peoples and University. communities prior to submitting their Research Ethics Protocol, Strategic Plans including the administration of a • The Aboriginal Strategic Plan community engagement plan that 2015-2019 includes a commitment poses key questions from Chapter to reconciliation,, as it is one of 9: Research Involving the First the four Guiding Enji Giigdoyang Nations, Inuit and Métis Peoples Principles: “Enji Giigdoyang of Canada of the TriCouncil Policy recognizes reconciliation as Statement 2: Ethical Conduct for an ongoing process, a way of Research Involving Humans. understanding history, community and action. Reconciliation frames • Included the Director of our collaborative endeavours with Indigenous Initiatives as a academic faculties, administration, Community Member on the support services and other Research Ethics Board. sectors.” • Faculty members in several • Consulted regularly with First disciplines engaged in Nation communities and collaborative research with Aboriginal organizations in the Indigenous communities, including development of the Aboriginal SSHRC-supported research. Strategic Plans, 2009 and 2015. Human Resources Teaching and Learning Faculty and Staff Teaching Practices and Curriculum • Piloted Aboriginal cultural • Framed the Native Studies awareness training for Nipissing 30 University staff and faculty with • Facilitated a practice and NU Science Explorations and support from Human Resources approach that builds respectful Youth Experience camps for in partnership with the North Bay and reciprocal relationships children and youth to participate in Indian Friendship Centre and with Aboriginal communities while on campus. Urban Aboriginal Strategy. regionally while fostering an intergenerational, culturally • Connected university students, • Student Counselling Services responsive learning community on faculty, and community through provided professional campus. the Biidaaban Community development offerings and Service-Learning (BCSL) culturally appropriate wellness • Included Indigenous practices program. Students volunteer in strategies for staff working with (smudging, opening prayers, placements of varying lengths students. honour songs) at events ranging within community organizations. from convocations to speaking A specialized focus of the • Development of the Handbook for events, film screenings, etc. program is increasing literacy and Educators of Aboriginal Students, . numeracy for First Nations, Métis, providing support for faculty, • Sharing community knowledge and Inuit students in Grades K-12. staff, and administration when on campus annually through BCSL partners with 55 community working with Aboriginal students Indigenous Week, Elders-in- organizations and schools, and at Nipissing University. Residence programs, classroom works with over 100 university visits, and Enji Giigdoyang students annually. This program Appointments Speaker Series. includes training for university • Hired a Chair in Indigenous students. Education, a cross-faculty Community Partnerships appointment, who will lead • Certified Aboriginal teachers, • Mentorship of Indigenous academic Indigenization educational assistants, and, youth in the community by beginning in 2017. Teachers of Anishnaabemwin as Indigenous university students, a Second Language through the peer mentorship on campus, Community Engagement Schulich School of Education’s and leadership conferences for Aboriginal Educational Programs. Indigenous youth is facilitated Recognition In this low-residency program, through Wiidooktaadwin • Recognized reconciliation students and their families are Indigenous Mentorship Initiatives as a process that frames the on campus for multiple weeks in in the Office of Indigenous collaborative endeavours the summer and students return Initiatives. This program includes within the university to support to their home communities for ample cultural support and Indigenous students and their teacher practicum placement. The training for university students. families. success of this program includes ample support for families through • The President of Nipissing

31 University, Dr. Mike DeGagné, • Hosted Reflections on the Royal Student Success through chairs Reconciliation North Bay, Commission on Aboriginal support by the Ministry of a local effort and community- Peoples 20 Years Later with Advanced Education and Skills wide initiative grounded in the distinguished guests, Dr. Marlene Development. This includes a Community Action Circles of the Brant-Castellano, who served series of conversations with Urban Aboriginal Strategy. as co-director of research for community members, scholars, the RCAP; Dr. Frederic Wien, and students; piloted activities to Events and Exhibitions who served as deputy director define and support Indigenous • Partnered with Nipissing First of research for the RCAP; and student success; and a report Nation and North Bay Regional Dr. Mike DeGagné, president to be shared regionally and with Health Centre, and North Bay of Nipissing University, and other universities. Indian Friendship Centre on an former executive director of the annual round dance, a community Aboriginal Healing Foundation. An Student Services focused event that attracts exclusive video presentation by • The Sacred Space located in the over 250 community members George Erasmus, who served as Office of Indigenous Initiatives annually. co-chair of the RCAP, will also be allows for smudging, quiet screened. reflection, and visits with Elders- • The REDress Project, an in-Residence at any time as it has aesthetic response to more than Student Achievement been retrofitted with appropriate 1,000 missing and murdered ventilation mechanisms. Indigenous women in Canada, Student Recognition was installed at Nipissing • The Faculty of Arts and Science’s • Elder-in-Residence Program University by artist Jamie Black. Aboriginal Advantage program, ensures weekly campus visits This exhibition coincided by a a first-year undergraduate to support students during the discussion with local service access program built around academic year and during the providers as part of the National providing ample holistic support Schulich School of Education’s Day of Remembrance and Action academically, personally and Summer Aboriginal Education for Violence Against Women. culturally in a cohort-learning programs. model. Investigated Indigenousl

32 OCAD UNIVERSITY Governance, Strategic Plans • Committed to including Aboriginal • Coordinated symposiums perspectives in curriculum in the Fall and Winter 2016- Governance development and training in 2017 semesters to support art, • Developing a Senate Sub- the Faculty Curriculum and culture, and design research and Committee on Indigenous Issues. Development Centre. scholarship.

• The Presidential Task Force • Introduced the Bachelor of Fine Human Resources on Under-Representation is Arts (BFA) program in Indigenous developing recommendations Visual Culture, as well as a Minor, Faculty and Staff for OCAD with the specific in 2010. • Hired faculty of Art Indigenous objective of raising the percentage Tenure-track faculty, Luke Parnell. of racialized and Aboriginal • Included Aboriginal epistemologies employees in all areas and at all in course mapping and curriculum • Hired Teaching Intensive stream, levels of the university, and in across faculties of art, design, and sessional, and three-year limited doing so also seeks to increase liberal arts. term Aboriginal faculty.Hired diversity in the curriculum a cross-appointed Aboriginal • Developed an online Aboriginal tenured faculty, . Strategic Plans Art History course, in addition • Embedding Decolonization, to four new courses focused on • Undertaking a tenure-track Indigenization and the TRC’s Calls Aboriginal art practices. position search with an Aboriginal to Action as part of the OCAD focus. Five-Year Academic Plan (2017- • Supported experiential learning 2022). opportunities that include guest Appointments speakers, workshops, and • Named Ryan Rice as Chair for • Signed an articulation agreement interdisciplinary partnerships the Indigenous Visual Culture with Six Nations Polytechnic. and collaborations to access/ Program. Future cohorts will include cultivate art and cultural learning Canadore College, Cambrian experiences beyond the • Named Gerald McMaster as College, , classroom. Canada Research Chair Tier 1. and Queen’s University. Symposiums and Conferences Community Engagement Teaching and Learning • Coordinated annual symposia on Aboriginal art, culture, and design Recognition Teaching Practices and Curriculum issues. • Implemented a Land • Reviewing the Indigenous Visual Acknowledgement in spring 2015. Culture Program Committee • Offered a weeklong Summer Art curriculum. Workshop. Community Partnerships • Provided annual outreach with the

33 Native Learning Centre of Toronto locations such as the Harbourfront by providing workshops and work/ Centre. Exhibiting student work study placement. supports the creative-practice- based research Aboriginal • Partnered with other organizations students are conducting at OCAD for programming—arts crawl, and in programs across art and exhibitions, open house, design. The exhibitions educate documentary screenings, guest as well as bring into context lectures. Aboriginal knowledge, tradition, and land acknowledgement. • Organized creative leadership opportunities with professional • Host weekly events, guest artists, architects, writers, and lectures, workshops, visiting curators. Aboriginal learners artists, field trips, and a number of can access these opportunities extracurricular activities supporting through our partnerships across Aboriginal visual arts and culture various art organizations (ie, at the Indigenous Visual Culture Evergreen Brickworks and the Art (INVC) Student Centre. Weekly Gallery of Ontario). events include a Bead and Read program, Buffalo Stew luncheon • Invited an artist to spend three to that provides a platform for four weeks at OCAD University presentations, and a Talk and Tea engaging with students while Circle. developing their creative practice through the NIGIG (the otter) Student Achievement Visiting Artist Residency. The program provides an opportunity Student Services for an Aboriginal artist to visit • Provide resources at the INVC OCAD U to focus on a short- Student Centre for Aboriginal term project and explore in a and non- Aboriginal students, collaborative environment, issues visitors, faculty, and staff. The impacting their work. INVC Student Centre includes a resource library and archive, • The Indigenous Visual Culture computer workstations, lounge, Centre will be developed with workspace, and amenities the visioning and guidance of an including a microwave, fridge, Aboriginal architect and designer coffee maker, and snacks. through community collaboration. Services include an Indigenous Counsellor, Health and Wellness Events and Exhibitions supports, Mentors/Advisors, • Implemented annual Indigenous Academic Support and Writing Visual Culture Day. and Learning Consultant, and Recruitment and Outreach • In January 2016, programmed support. a four-hour endurance performance reading of the TRC’s • Offer specialized services to recommendations through the support academic, cultural, Indigenous Visual Culture program social, and emotional well-being as part of the Art and Design of Aboriginal students through social justice forum. With over 30 the welcoming and learning participants, the recommendations environment of the INVC Student were read aloud four times. Centre.

• Present exhibitions with Aboriginal • Support the Indigenous Student student work on an annual basis Association through the INVC at OCAD University or community Student Centre.

34 UNIVERSITY OF ONTARIO INSTITUTE OF TECHNOLOGY (UOIT) Governance, Strategic Plans Symposiums and Conference • The goals of UOIT’s Role in • Every February, the Indigenous Reconciliation report included: Governance Services staff is involved in to reflect on UOIT’s role in • Re-established an Indigenous the Faculty of Education’s responding to the TRC’s call Education Advisory Circle at UOIT Indigenous Conference. Several for reconciliation; to understand in 2014. The Circle consists of teacher candidates take part in what UOIT needs to consider a Co-Chair from the university, ceremonies, workshops, and in response to the call for a Co-Chair from the Indigenous teachings to help them incorporate reconciliation; and to set out Community, Indigenous members Aboriginal perspectives and principles to guide a response to within the community (i.e. local cultures into their future careers. the call for reconciliation. First Nation reps, Durham District School Board rep, etc.), one Research • UOIT’s Role in Reconciliation Indigenous Dean, one Indigenous • Under the purview of the Dean contains eight recommendations, Faculty member, two Indigenous of the Faculty of Social Sciences which will be addressed by students (current or alumni), a and Humanities, UOIT conducted a working group focused on representative from the Metis a research report entitled, UOIT’s recommendation implementation. Nation of Ontario, and one Role in Reconciliation: Options The recommendations include: Indigenous Staff member of UOIT. and Opportunities in Indigenizing to increase the offerings of Curricula. The researchers expressly-titled elective courses Teaching and Learning involved were Drs. Rachel Ariss in non-professional as well and Thomas McMorrow, faculty as professional education, Teaching Practices and Curriculum in the Legal Studies Program by including an accessible • Convening a working group to and student researcher Rhea introductory course on these develop an elective course on Boettcher. Shirley Williams, Elder topics, and integrating Aboriginal colonial relations in Canada. The and professor at Trent University content and perspectives into working group will be working in agreed to advise and guide the required courses; to increase collaboration with the Indigenous project. Jill Thompson of the UOIT the level of Aboriginal faculty, Education Advisory Circle. Baagwating Indigenous Student staff, and student representation, Centre was also closely involved as well, as improve Aboriginal in the project. cultural and artistic representation

35 on campus; and to continue and enhancing the profile of Aboriginal Appointments enhance the roles of Elders and scholars. • UOIT has given Honorary Indigenous Knowledge Keepers in Doctorates to three well-known curricula and in student support. • Hiring an Indigenous Recruitment local Indigenous scholars: Dr. Officer by August 2017. This Gary Edgar of the Mississaugas of • The co-writers of UOIT’s Role in position will be located within the Scugog Island First Nation (2014); Reconciliation, Drs. Rachel Ariss Baagwating Indigenous Student Dr. , Indigenous Artist and Thomas McMorrow, and Centre, and will focus on the (2016); and Dr. Shirley Williams the Indigenous Education and recruitment of Indigenous students of the Wikwemikong First Nation Cultural Services staff have been from local First Nations, as well as (2017). presenting the report to Faculty surrounding secondary schools Councils. with a high Indigenous population. Community Engagement

Human Resources • In June 2017, staff of the Recognition Indigenous Education and • Each September, Indigenous Faculty and Staff Cultural Services will present a Awareness Week is held, • An Aboriginal alumni, Dr. Jesse professional development session beginning with a Big Drum Allan, who graduated from UOIT on the colonial relations that exist Social, including traditional foods, in June of 2016, is doing post-grad between Canada and Indigenous vendors, drumming, dancing, and work with our Provost. Dr. Allan is peoples entitled, “From Contact teachings. Throughout the week, the President’s Indigenous Post- ‘Til Now”. students have the opportunity to Doctoral Fellow and is engaged in join in several different workshops

36 from beading to moccasin-making, Health Centre. All are welcome • Organized a panel called dream catcher, porcupine quill, and the event provides a great “The Role of Universities in and birch bark crafts. It culminates opportunity to learn more about Reconciliation” in March 2016 with various performers from many Indigenous cultures, and ways of to engage the UOIT community different nations. knowing. and wider public in identifying ways universities can and should • “Indigenous Student Services” Events and Exhibitions contribute to the process of was renamed “Indigenous • In January 2015, Wab Kinew was reconciliation. The panel was Education and Cultural Services” a guest speaker at the Regent a collaborative effort between to more accurately reflect the Theatre in downtown . the Faculty of Social Sciences scope of work done by staff. Wab spoke to a full house about and Humanities and Indigenous social injustice and change with Student Services. Community Partnerships several students, staff, and faculty • Indigenous Education and Cultural from UOIT in attendance, as well Student Achievement Services has strong partnerships as community members. within the community. UOIT does Student Services outreach work with the Durham • In November 2016, Aboriginal • In September 2014, the UOIT District School Board regularly; artist Dr. Robert Houle spoke at Baagwating Indigenous Student CAREA Community Health Centre an event, highlighting his recent Services building was opened, and UOIT deliver Lunch and Learn work about his residential school next to the main UOIT downtown programs to Durham Region experience called “Memory campus. Programs and services Secondary Schools throughout Drawings”. This event was opened are offered to Aboriginal as well as the year; and UOIT is closely to all of UOIT and the greater non-Aboriginal students, such as, engaged with the Durham District community. monthly sweat lodges, traditional School Board’s annual Indigenous beading workshops, lunch-and- Leadership Conference and • In March 2016, Elder Shirley learns, the Visiting Elder program, CAREA’s yearly Youth Summit. Williams spoke about her and much more. residential school experience and • UOIT is heavily involved in four her time spent sitting on numerous Big Drum Socials organized committees for the TRC over the throughout the year in Durham past several years. Region by CAREA Community

37 UNIVERSITY OF OTTAWA

Governance, Strategic Plans Teaching and Learning Symposiums and Conferences • Hosted the International Governance Teaching Practices and Curriculum Conference on Mémoires de • In the process of implementing • Integrated Aboriginal content Violences d’État, which had a a new governance structure to into courses in the Faculty of panel focusing on the memories of bring together key stakeholders Social Sciences in program areas colonial violence in Canada. in the Indigenous portfolio. This including Sociology, Anthropology, includes the creation of a Standing Social Work, and Feminist and • Acted as the Host University Committee on Indigenous Affairs. Gender Studies, and within the Sponsor of the Indspire Soaring: School of Political Studies (for Indigenous Youth Career • Finalized the Partnership example, Aboriginal Economics Conference in March 2017, Agreement with the National was offered beginning in 2015). including on-campus activities for Centre for Truth and Reconciliation approximately 300 Indigenous at the University of . As • Developing bilingual self-learning students and conference a partner, the University of Ottawa modules on the history of workshops that engaged 900- provides advice and guidance residential schools and conducting 1,000 Indigenous youth. to the Governing Circle for the a review of curricula in relation Centre and contributes to archival, to the health outcomes identified • Hosted the Indigenize and research, and public engagement, in the TRC recommendations Decolonize the Academy education, and reconciliation (initiated by the Faculty of Symposium in February 2017. activities. Medicine). The symposium brought together students, staff, and professors, • Established an advisory • Launched a pilot project to add with Indigenous scholars, committee in the Faculty of significant Aboriginal law content advocates, Elders, and community Education to study how to address to the first-year curriculum in members. Themes included the Truth and Reconciliation the fall of 2016 (initiated by the settler responsibilities, historical education mandate and implement Faculty of Law). consciousness, and how to be a the Canadian Deans of Education better ally. Accord on Indigenous Education, • Integrated Aboriginal content into Universities Canada 13 Principles the Nursing program curriculum Research on Education, and the TRC Calls beginning in the spring of 2016. • Dr. Brenda Macdougall, a leading to Action. • Partnered with First Nation, expert in the history of Métis and Métis, and Inuit Elders to ensure First Nations, is the province’s Strategic Plans the integration of traditional first Chair in Métis Research. Dr. • Committed to the development knowledge with scientific Macdougall’s research seeks to of a three-year strategic plan for concepts in Faculty of Medicine increase understanding of Métis Aboriginal initiatives that will align outreach programming, which history in general, and specifically with the university’s Destination focuses on science workshops as it relates to identity, community 2020 Strategic Plan and roadmap. and mentorship of primary and formation and coherence. The secondary school Aboriginal Ontario Research Chair in Métis students (initiated by the Faculty Research was selected in fall of Medicine). 2009 through a competitive process administered by the

38 Ontario Research Chairs Selection on and inter-generational artistic research, experience, and Panel, an arms-length body journey of seeking truth about knowledge pertaining to various associated with the Council of the history of Aboriginal people in Aboriginal legal traditions (initiated Ontario Universities. Canada. by the Faculty of Law).

Human Resources Events and Exhibitions Student Achievement • Between January and March Faculty and Staff 2017, community members from Student Services • Recruiting and hiring of Aboriginal the university and local schools • Launched a new Indigenous graduate students, fellows, and collaborated on the construction Student Portal in April 2017, Aboriginal scholars within different of a 13-foot birch bark canoe uniting the university’s diverse faculties. on campus, in support of the resources for Indigenous students TRC’s calls to action. Participants in one place. The portal includes • Recruitment is in progress for explored aspects of Anishinabeg information on scholarships and the positions of Indigenous and Metis culture, including bursaries, work and volunteer Affairs Delegate and Director examples of how Indigenous opportunities, and Indigenous of Indigenous Affairs, two ways of knowing, being and doing programs. key positions that will provide intersect with the disciplines of leadership and expertise to the art, engineering, and science in a • Engaging Aboriginal university. hands-on and interactive setting. undergraduate students to lead and plan small events and cultural Community Engagement • In March 2017, uOttawa hosted and social activities for the two free “FNMI Education Days” Aboriginal student body. Recognition for children ages 4-11 from local • Launched a new book entitled, schools, camps, and daycares. • Liaising with Aboriginal and Re-Storying Indian Residential Activities included traditional non-Aboriginal organizations Schools in Times of Reconciliation storytelling, Métis jigging, to develop strong peer-to- in Canada. Inuit games, Medicine Wheel peer networks, community Teachings, Inuit throat singing, and relationships, and future role • Published information about a canoe teachings. Approximately models. wide range of interdisciplinary 300 children attended over the research on Aboriginal issues course of two days. • Offering Aboriginal learners being studied at the University of enriching experiences through Ottawa in the 2016 spring edition • Launched a speaker series in the Elder-in-Residence program of Research Perspectives. 2015-16 focusing on Aboriginal to provide spiritual and emotional law and reconciliation, where support, and cultural teachings Community Partnerships respected Aboriginal academics that build self-awareness and • Acting as the provincial center and jurists were invited to understanding. for the Project of Heart, a hands- participate and share their

39 QUEEN’S UNIVERSITY Governance, Strategic Plans courses in the Indigenous Studies Minor degree plan in Governance the Languages, Literatures and • Establishment of a Provost’s Task Culture department of the Faculty Force to respond to the TRC Calls of Arts and Science. to Action. The Task Force released its final report in March 2017. • Development of three new courses through the Principal’s Dream • Planning for the establishment of Course initiative: Words in Place: an Office of Indigenous Initiatives, Settler and Indigenous Stories of as recommended by the TRC Task Kingston/Cataraqui, Indigenous Force. Perspectives on the Environment and Health, and Introduction to • Launching a Curriculum Indigenous Literature in Canada. Committee to oversee the Indigenous Studies minor • Planning underway for the degree plan in the Faculty of inclusion of Indigenous content Arts and Science, which includes across the curriculum, specific community members. to each Faculty, School, and Department. • Implementation of an Aboriginal Admissions Policy for first-year • Expansion of Aboriginal undergraduate applicants language offerings to include Anishinaabemowin to recognize • Highly engaged Aboriginal that Queen’s University is Council of Queen’s University situated on Anishinaabe and that meets three times per Haudenosaunee Territory. year, and advises the university through three active working • Establishment of two Indigenous groups: Student Access and language undergraduate Support, Indigenous Knowledge, certificates in the Faculty of Arts Curriculum and Research, and and Science Indigenous Cultural Awareness and Programming. • ATEP Sacred Medicine Garden: three sacred medicines and • Aboriginal Teacher Education strawberries are grown and used Program (ATEP) Manitoulin North on site, and in community, with Shore Program Management cultivation supported through the Committee collaborates on work of an on-site student helper. decisions around the design and delivery of the community-based Symposiums and Conferences teacher education program • Annual Indigenous Research Symposium: The 2016 focus Teaching and Learning was Indigenous Knowledge: Responses to the TRC. Teaching Practices and Curriculum • Introduced an Aboriginal education • Co-organized Sharing the Land, course that is a required element Sharing a Future, a national forum of the enhanced Bachelor of marking the 20th anniversary of Education (B.Ed.) program. the RCAP final report, , November 2016. • Continued development of Aboriginal courses, including • Queen’s Native Students land-based courses, at the Association inaugural conference: undergraduate and graduate level, Inspiring a Generation, February including foundation and capstone 2017.

40 Research Aboriginal student recruiters for • Heather Castledon, • NSERC Create: SERA, a unique undergraduate, graduate and and Planning/ Public Health training program focusing on professional programs. Sciences. sustainable engineering in remote areas that offers a one-of-a-kind • Expansion of outreach and access • Hiring of instructor for new experience through training, initiatives under the Director of Anishinaabemowin language research and industry internships. Outreach and Aboriginal Access course for Fall 2017. in the Faculty of Engineering • Karine Bertrand, Film and Media: and Applied Science’s Aboriginal Community Engagement communications, film studies and Access to Engineering with two Aboriginal studies full-time positions, including Recognition Aboriginal Community • Naming of newest residence • Heather Castledon, Geography Engagement Coordinator, and building Brant House in honour and Planning/ Public Health several casual positions. of Dr. Marlene Brant Castellano Sciences: A SHARED Future: and Dr. Clare Clifton Brant— Achieving Strength, Health, and Appointments Mohawks of the Bay of Quinte of Autonomy through Renewable • Dr. Dylan Robinson, Canada the Tyendinaga Mohawk Territory, Energy Development for the Research Chair in Indigenous members of the Wolf Clan, and Future, CHIR Arts. Queen’s graduates.

• Matariki Network Indigenous • Dr. Armand Ruffo, Queen’s • Honorary degrees awarded to Student Mobility Program National Scholar (QNS) in Alexander McComber (2015), Indigenous Literatures and Nellie Cournoyea (2015), Carol • ATEP research collaboration Languages. Ann Bouchard (2016), and David towards full Anishinaabemowin Bouchard (Fall 2017). immersion programming targeted • Dr. Norman Vorano, QNS in for 2019 with communities of Indigenous Visual Arts of the • Indigenous names and art for 12 M’Chigeeng and Walpole Island Americas. study rooms in Stauffer Library. with Mnidoo Mnising Anishinabek Kinoomaage Gamig • Continued targeted faculty • Indigenous artwork, recruitment through Queen’s acknowledgement of land and Human Resources National Scholars program. plaque in renovated Arts and Science Undergraduate Society Faculty and Staff • Karine Bertrand, Film and Media. Reflection Room in Kingston Hall. • Introduction of dedicated

41 • Queen’s Remembers plinth, organized by the Limestone • Introduction of an Aboriginal acknowledging territory (Fall and the Algonquin & Lakeshore student cohort as part of 2017). Catholic District School Boards. the first-year undergraduate transition program, QSuccess, Community Partnerships Events and Exhibitions and subsequent introduction of • Development of STEM- • Picturing Arctic Modernity: North peer mentoring component for focused resources for children Baffin Drawings from 1964, Agnes self-identified Aboriginal students and youth, and curriculum Etherington Art Centre at Queen’s, to help support personal and materials aimed at all grade 2017 academic success. levels by Aboriginal Access to Engineering to help increase the • Lectures by TRC Chair Justice • Comprehensive cultural number of Aboriginal engineers. Murray Sinclair and TRC programming through Four Weekly return engagement Commissioner Wilton Littlechild. Directions Aboriginal Student relationships with six community Centre (feasts, traditional schools in four First Nations • Queen’s Native Students’ ceremonies, craft workshops, (Ahkwesahsne, Bkejwanong, Association Aboriginal Awareness drum circles, cultural teachings, Kanehsatake, Tyendinaga), and Week activities, including etc). active participation in Indigenous Solidarity Walk celebrating Education conferences across the Indigenous Presence and Success • Welcome Day program for country. in post-secondary education, incoming first-year Aboriginal March 2017. students in residence • Participating in organizing of community events for National Student Achievement • Establishment of the Bimaadiziwin Aboriginal Day in Kingston, the (The Good Life) Ka’nikonhriyo Katarokwi Community Pow Wow, Student Recognition (The Good Mind) Indigenous & the Heritage Kingston Fair, and • Aboriginal admission and in- Allies Living Learning Community annual Sisters in Spirit vigil for program Scholarships, Awards in residence (Fall 2017) missing and murdered Aboriginal and Bursaries. women; Queen’s is a member • Active student groups including of the Kingston Aboriginal • Gifting of blankets to self-identified the Queen’s Native Students Community Information Network. Aboriginal students at their Association (QNSA); Supporting convocation ceremonies. Aboriginal Graduate Enhancement • Collaborations with Kingston (SAGE); and Queen’s-American Writer’s Fest, Canadian Kingston • Annual honour feast for graduates Indian Science and Engineering Film Fest, Kingston Reelout Film of the Faculty of Engineering and Society (Q-AISES). Festival, Other Kingston Project, Applied Science Kingston Arts Council, Idle No • Faculty and school-based peer More Kingston, Royal Military • Development and implementation tutoring, skills workshops, exam College Aboriginal Leadership of mechanism in student records prep sessions, study halls, and Opportunity Year Program, and system to provide the opportunity advising. Tsi Tyonnheht Onkwawenna for students to self-identify at Language and Culture Centre. any time – funding by Ontario’s • Monthly career counselling at Targeted Initiatives Fund, Post- Four Directions Aboriginal Student • Design and delivery of the secondary Education Fund for Centre. Aboriginal Youth Leadership Aboriginal Learners. Program in partnership with Right • Planning and design work to Play, Canadian Tire Jump Start, Student Services underway to expand the Four and the Kingston Community • Establishment of a permanent Directions Aboriginal Student Foundation focused on physical part-time Elder position in the Centre. activity, health promotion and Four Directions Aboriginal Student . Centre, and a part-time Elder- in-Residence at the Faculty of • ATEP support for the annual Four Education. Winds Education Conference

42 RYERSON UNIVERSITY

Governance, Strategic Plans Strategic Plans embarked on a digital reporting • The 2014-19 Ryerson academic project titled, This is a Canadian Governance plan, Our Time to Lead, identifies Issue, inspired by the TRC’s Calls • In October 2015, Ryerson respect for Aboriginal perspectives to Action in areas from holistic announced a consultation as one of the institution’s core healthcare to criminal justice. process, including a series of values. The Aboriginal Education Talking Circles with students, Council and the Office of Equity • In 2015-16, the Aboriginal faculty and staff, for the Diversity and Inclusion co- Education Council approved community to share their thoughts organized an education event five proposals for curriculum and recommendations on the TRC encouraging the Ryerson development from the Calls to Action. community to use the academic Sustainability Management and plan as a framework to identify Enterprise Process Excellence • The Aboriginal Education Council and report on the TRC Calls to Certificate Program at The and the Office of Aboriginal Action. Chang School, Ted Rogers Initiatives have been given the School of Hospitality and Tourism responsibility to guide, develop, Teaching and Learning Management, the School of and provide leadership on Fashion, the School of Interior Aboriginal Education at Ryerson. Teaching Practices and Curriculum Design, and the Career Centre. • Since 2010, Ryerson’s Centre • As part of its Aboriginal for Indigenous Governance has • The Chang School of Continuing Postsecondary Education and provided additional support for Education offers the Aboriginal Training Action Plan, established Aboriginal students by overseeing Knowledges and Experiences a University Advisory Council on the development of curriculum and certificate program (developed Aboriginal Issues and Education in the development of programs. in partnership with the Aboriginal 2010 to ensure future generations Education Council). of Aboriginal people will have • First Nations, Métis and Inuit greater opportunities and success faculty, instructors, and staff from • DiverseCity Onboard, a in education at Ryerson. across the university formed program offering governance a community group whereby training, provides opportunities • The Faculty of Arts is forming members come together and learn to pre-screened members of a network of leaders in the from one another. underrepresented groups, Humanities and Social Sciences to including Aboriginal peoples, collaborate on implementing key • Duncan McCue, Rogers to connect with not-for-profits, TRC Calls into Action. Journalist-in-Residence, is as well as, with agencies, working with instructors to develop boards, and commissions of the • The Midwifery Education Program new approaches and educational municipal, provincial, and federal has developed the Aboriginal strategies for reporting Aboriginal governments. Admissions Process to make stories. access more equitable for • Chair of Indigenous Governance Aboriginal students. • Master’s students at the School in the Faculty of Arts offers of Journalism in the Faculty courses in various departments. of Communication & Design

43 • A series of KAIROS Blanket • Omushkego Cree Elder and Exercises—an interactive teaching Traditional Counsellor Joanne tool used to share the historic Dallaire, Red Hawk Woman, and contemporary relationship has ancestry from Attawapiskat between Aboriginal and non- First Nation, and is available to Aboriginal peoples in Canada— meet with staff and faculty on an have been held for the internal array of personal, wellbeing, or community. Aboriginal topics as Ryerson’s campus Elder. • The Faculty of Arts offers grants for general students, faculty • Ryerson has employed an members, and all Aboriginal Aboriginal Liaison/Admissions tenure-stream faculty members Officer to support the unique to attend the World Indigenous admissions process for Aboriginal Conference on Education in learners. 2017, with the goal of building a better understanding of how to Community Engagement best implement the TRC Calls to Action. Recognition • Ryerson is the first and only Symposiums and Conferences university in Ontario to receive • Faculty of Arts will promote the an eagle staff. The staff has very World Indigenous Conference significant spiritual significance on Education 2017 online and at and is adorned with fur and Congress 2017, to be hosted by thirteen eagle feathers. It is Ryerson University. the traditional flag of Aboriginal peoples and takes precedence • In 2016, the Learning and over all other flags. Teaching Office held their annual faculty conference, EDI is in • Dr. Cindy Blackstock, member our DNA, and two workshops in of the Gitksan First Nation and collaboration with the Aboriginal Executive Director, First Nations Education Council including Child and Family Caring Society a keynote address from the of Canada, was hosted by the Honourable Murray Sinclair. Chair to discuss the responsibility of the Canadian Research government to reconcile its • The Ryerson University Library relationship with Aboriginal and Archives (RULA) launched children. an Aboriginal Research Portal in 2015. In 2016, a new guide • A space on campus has been on Indigenous Literatures and allocated for smudging and is Authors was added. available to all faculty, staff, and students. Human Resources • In May of 2016, the Ryerson Faculty and Staff Aboriginal Student Services and • Over the past few years, Ryerson the Aboriginal Education Council has tripled the number of were presented with a buffalo skull Aboriginal faculty and staff. from the Centre for Aboriginal Student Services at York • An Aboriginal Human Resources University during a community Consultant advises on appropriate ceremony in recognition for their recruitment, hiring processes, and work. contributes to Human Resources training programs, as well as, Community Partnerships for management, coaching, • Faculty of Arts established advising, mentoring and preparing a partnership with the First Aboriginal candidates. Nations Technical Institute in 2000, resulting in more than 250 44 Indigenous students receiving Aboriginal perspective on a variety for The Ann and Bill Mackay a certificate or degree in Public of issues. Entrance Award for Aboriginal Administration and Governance. Students in Recognition of Joanne • The Office of the Provost and Dallaire; and the Ann and Bill • The Aboriginal Community Vice President Academic hosted Mackay Entrance Scholarship for Outreach and Recruitment “Fostering a Culture of Safety Aboriginal Students in Recognition program engages the Aboriginal and Consent at Ryerson,” which of Monica McKay. community (both in Toronto and featured a diverse panel of throughout the province) on speakers including Christa Big Student Services supporting career, employment, Canoe, Legal Advocacy Director, • Aboriginal Student Services training, and education initiatives Aboriginal Legal Services of provides specialized services and programs. Toronto, to discuss the prevention for Aboriginal, Métis, and Inuit of violence against women at students on campus to develop a • Ryerson Housing and Residence Ryerson and within the broader mutually productive relationship Life has collaborated with Ryerson community. between Ryerson and the Aboriginal Student Services as Aboriginal community. well as the Native Youth Sexual Student Achievement Health Network and others as part • The Career Centre has curated of the Your Neighbour initiative Student Recognition a set of online employment • In 2006, with the support of Hydro resources for equity-seeking Events and Exhibitions One, an entrance scholarship for groups, including those specific • An Aboriginal history walk, led by an Aboriginal student entering the to Aboriginal students and First Story Toronto, was held in MPPA program was created. collaborated with Aboriginal October 2016. Student Services to develop • Toronto Eglinton Rotary Club/Dr. culturally-relevant career planning • Professor Hayden King and Robert McClure Award in Health tools for Aboriginal students. Distinguished Visiting Professor Science supports Aboriginal co-hosted an students pursuing a degree in • Student Learning Support (SLS) event in March 2015 called, A New Health Sciences. has offered “Writing for Wellness Conversation: Indigenous and Circles” in collaboration with New Canadian Perspectives on • The Frank H. Hori Award for Aboriginal Student Services. Canada. Aboriginal Students recognizes Aboriginal students for their • Aboriginal Student Bursary • 2016 Social Justice Week events academic achievements and was established in the 2008- included a variety of leaders their connection to the Aboriginal 09 academic year as part of and speakers, including Joanna community. the ’s Dallaire, Banakonda Kennedy- Aboriginal Education Strategy. The Kish Bell, Lynn Lavallée, and Dr. • Retired Ryerson employee Ann value of each bursary ranges from Cindy Blackstock, who offered an MacKay created an endowment $1,000 to $3,500.

45 UNIVERSITY OF TORONTO Governance, Strategic Plans January 2017 in an Entrustment statements or strategic plans Ceremony. The final report throughout the university. Governance contains 34 Calls to Action for the • Established a university-wide university pertaining to five areas • A working group on Indigenous steering committee, advisory to listed previously, and in addition: Outreach has been established the President and the Provost, in Indigenous Space and Indigenous by the Council to best coordinate response to the federal TRC to Leadership and Implementation. outreach activities across the review the 94 Calls to Action and university and to strengthen begin implementing those that are • In response to the final report, community relations. This group applicable to the university. The the following initiatives were will seek ways of engaging with steering committee established announced: the creation of a Indigenous youth to present post- five working groups to make new role (Director, Indigenous secondary opportunities. recommendations relating to: Initiatives), jointly reporting to Indigenous students; faculty and the Provost and Vice-President, • Divisional TRC working groups staff; curriculum; co-curricular Human Resources and Equity, within numerous divisions have programming; and research ethics to oversee the university’s been established, including and community relationships. The progress in addressing the Calls the Faculties of Law, Medicine, steering committee and working to Actions; funding available for Social Work, Arts and Science, groups included staff students, 20 Indigenous faculty and 20 the Central Library System, faculty members and Elders, in Indigenous staff roles; and funding University of Toronto Scarborough which at least half of the members to develop more Indigenous and Mississauga campuses, were Indigenous. spaces on all three campuses. Kinesiology and Physical Education, Division of Student • The Final Report of the Strategic Plans Life and the Ontario Institute for TRC Steering Committee, • The Council of Aboriginal Studies in Education (OISE). The Weeheehetowin: Answering Initiatives will have a central mandate of many of these groups the Call was presented to role in the development and/ is to develop strategies that will the President and Provost in or supporting of any vision address the calls to action and

46 seek ways to enhance Indigenous has established the Master providing space, programming, presence/visibility. of Social Work, Indigenous and support to the community of Trauma and Resiliency program language learners and speakers Teaching and Learning emphasizes and focuses on at the Centre for Indigenous the strong connection between Studies, University of Toronto, Teaching Practices and Curriculum personal, cultural, professional, and the broader community. The • The Curriculum and Co-Curricular and academic development. Indigenous Language Initiative Working Groups of the university’s Students will develop self- presents students and community steering committee presented awareness and personal skills to members with numerous their reports on the continued become effective and competent opportunities to gain insight about development and enhancement of professionals by studying the the importance of language and Indigenous curriculum across the history of trauma in their own culture, as well as sustainable and university and the enhancement family, community, racial, and vibrant ways of both learning and of co-curricular offerings with cultural group. teaching Indigenous languages. Aboriginal themes for students across the university (both reports • Renamed the Aboriginal Studies • OISE/UT’s Deepening Knowledge were included with the final Program as the Centre for Project infuses Aboriginal report). Indigenous Studies after an peoples’ histories, knowledges internal review by the Faculty of and pedagogies into all levels • The Faculty of Arts and Science, Arts and Sciences. The Centre of through the Faculty of Law and UT houses the undergraduate the engagement of teacher Mississauga and Scarborough are program; Ciimaan/Kahuwe’yá/ candidates. exploring how to best increase Qajaq (CKQ), an Indigenous Indigenous content through Language Initiative; Supporting • The Waakebiness-Bryce Institute current academic programming, Aboriginal Graduate Enhancement for Indigenous Health, established the development of new courses (SAGE) and research projects. at the Dalla Lana School of Public or establishing a new Indigenous Health, works with community stream. • Ciimaan/Kahuwe’yá/Qajaq partners and Indigenous peoples (CKQ) is an Indigenous language to address the complex factors • The Factor-Inwentash Faculty initiative that supports the that underlie disparities in health of Social Work, in partnership University of Toronto community between Indigenous and non- with the Ontario Federation of in the study and everyday use Indigenous people. The Institute Indigenous Friendship Centres, of Indigenous languages by is engaged in research, education 47 and service initiatives to overcome to request for new roles that will and made it available to the health challenges and evaluate increase the number of Indigenous university community. interventions to prevent disease employees. and improve health; improve the • The Elders Circle, along with the delivery and quality of Indigenous • The Division of Human Resources Fire Prevention Office, are revising health care, and educate and Equity is working with a guideline that will address Indigenous and non-Indigenous Indigenous units, such as First activities such as smudging students, so that each year more Nations House, to engage with the ceremonies on campus. Canadians and citizens of the external community to highlight world can recognize, reduce and employment opportunities at the • The University of Toronto eliminate health inequities. university. presented the Hon. , former Lt. Governor of • There are a number of • An external search for the new Ontario, with an Honorary Doctor international opportunities for Director of Indigenous Studies of Laws in June 2016. In 2017, Indigenous students to be was undertaken. The incoming the university will be honouring engages in global Indigenous faculty member will begin July 1, Susan Aglukark, Phil Fontaine communities that include the 2017. and Murray Sinclair with honorary Summer Abroad Program; the degrees. Queen Elizabeth II Diamond • Indigenous faculty and staff Jubilee Scholarship for gathered to introduce new faculty Events and Exhibitions international internships; and and staff to those who have been • Indigenous Education Week is an a community-engagement part of U of T for a while at the annual event coordinated by First experience for undergraduate beginning of 2017. It is anticipated Nations House, in partnership students, in partnership with the that a network will be developed to with multiple departments, which Center for Engaged Learning connect and support Indigenous focuses on themes relating to Abroad (CELA, Belize). employees across all three Indigenous education. It also campuses. invites the university and external Human Resources community to learn about the Community Engagement contributions of Indigenous Faculty and Staff scholars, students and community • The Provost’s Office announced Recognition leaders who are addressing these funding to support the hiring • Included a Statement of issues. of 20 Indigenous faculty and Acknowledgement of Traditional 20 Indigenous staff across the Land in all convocations, ground- • The Art Museum at the university. Divisions are invited breakings, and building openings, University College hosted Kent

48 Monkman’s exhibit, “SHAME services and programs that supports for their communities AND PREJUDICE: A STORY OF promote academic achievement, through Elders and Traditional RESILIENCE.” financial aid, cultural teachings Teachers. and a welcoming environment. • The REDress Project by Student Recognition Winnipeg-based Métis artist • The Office of Indigenous Medical • There are multiple student groups Jaime Black was exhibited at the Education at the Faculty of at the university including: university. Medicine is responsible for developing curriculum around • The Native Students Association • Victoria University, within the Indigenous concepts of health (First Nations House) University of Toronto, hosted and healing; undertaking Campus [Re]Conciliations: First Aboriginal community outreach; • The Indigenous Studies Student Listening. Involving members supporting Indigenous medical Union (Faculty of Arts and of the university’s Indigenous students through scholarships and Science) community, this conference was bursaries; responding to questions to give students an opportunity regarding the Indigenous Student • Aboriginal Law Student to listen and learn about issues Application Program (ISAP); Association (Faculty of Law) that Indigenous communities are developing and supporting facing in academic institutions Indigenous Programming within • Native Caucus (OISE/UT) and the impact of the Residential Undergraduate Medical Education School System. for students looking to learn • There are projects/programs that about Indigenous concepts of also support student success: • The university held the Honouring community, health and healing; Our Students Pow Wow and and providing a culturally safe • Supporting Aboriginal Graduate Indigenous Festival, which was space within the MD Program. (SAGE) is a graduate student organized by a student-led led group operating out of the planning committee. • An Aboriginal Learning Strategist Centre for Indigenous Studies supports the work of First Nations at the University of Toronto’s • Hart House hosted Words To House and the Academic Success St. George Campus. SAGE Form: Exploring Conciliation Centre by providing one to one or plans workshops, presentations, Through Architecture. This exhibit group support to students. meetings and other events that discussed productive theoretical focus on promoting the academic approaches for the creation an • The Indigenous Initiatives and personal development of architectural monument dedicated Office at the Faculty of Law Indigenous graduate students. to TRC findings. It explores offers innovative academic and diverse built forms commenting experiential initiatives to all law • The Indigenous Education strategies that reflect particular students and promotes cultural Network (IEN) is a group of Indigenous worldview, approaches initiatives at the law school and is students, faculty and community to materials and use of space. devoted to recruiting Indigenous members who share a common students. commitment to and passion • Guest speakers at the university for Indigenous Education and included Phil Fontaine, former • The Transitional Year Program Research and provides an Chief of the Assembly of First and The Millie Rotman Shime Indigenous presence at OISE by Nations spoke at the Faculty of Academic Bridging Program has establishing a forum for ongoing Law. an Aboriginal Recruitment/Support and dynamic discussion, action Officer that outreaches to the and change. The IEN supports Student Achievement Toronto Indigenous community students and their study interests • to provide information on access in Indigenous education; advances Student Services programs to the university and education research on Indigenous • Aboriginal Student Services (First also support current students in issues; and actively encourages Nations House), which provide both programs. the development of Indigenous supports to Indigenous students, curriculum. is celebrating its 25th anniversary • The Mississauga and Scarborough in 2017. It continues to offer Campuses provide cultural

49 TRENT UNIVERSITY Governance, Strategic Plans plan on Aboriginal education at Trent University. Governance • The first donors to the original Strategic Plans university fund were the • 1993: Developed a Mississuaga Anishinaabe of Curve Comprehensive Plan on Lake First Nation. Since then, the Indigenous Education, updated in university has remained committed 2011. to reconciliation with Aboriginal peoples through numerous • 2006: Developed a Statement policies, practices, and programs. of Affirmation and Support that includes a commitment to • 1988: Created the Council of “continue to lead by example Directors (COD), an Aboriginal and to remain at the forefront of Advisory Council for the Native higher education with respect to Management and Economic Aboriginal peoples, by fostering Development Program, that their development, their cultures provides the model for the Ontario and their knowledge within the government’s Aboriginal Education University and in society.” Councils. • 2012: Developed a University • 1992: Transformed the COD Vision Statement that reads: into the Aboriginal Education “We foster an environment Council (AEC) to provide advice where Indigenous knowledge on Aboriginal education to Trent is respected and recognized Senate and Board of Governors. as a valid means by which to The AEC membership consists understand the world.” of local Aboriginal community representatives and university • Radical Recovery: An Academic representatives working in Plan for Trent (2012-15) partnership to improve Aboriginal establishes Canadian Studies and education at Trent. Indigenous Studies as a signature area for targeted marketing, • 2001: Criteria for Tenure for recommends a Chancellor Traditional Aboriginal Knowledge and President’s Task Force on and Dual Tradition Scholars Indigenous Education and updates approved by Committee on the Aboriginal student recruitment Academic Personnel, formalizing a target of 600 students. two-decade practice of appointing Elders to tenure track positions on • The Strategic Mandate Agreement basis of Indigenous Knowledge. 2014-17 sets out to remain at the forefront of Aboriginal • 2014: Presidential Task Force on education and scholarship as part Indigenous Education releases of the Trent Mission, identifies Enweying: Continuing the Indigenous Knowledge as one of Conversation about Indigenous 10 areas of Institutional Strength Education at Trent University and proposes the Study of Canada report. and Indigenous Knowledge as a program area for growth. • 2015: Formed a Senate Subcommittee on Indigenous Teaching and Learning Education. The committee will address recommendations from Teaching Practices and Curriculum the TRC and recommendations • For more than 50 years, Trent from the Enweying report, and has incorporated traditional develop a new comprehensive teachings and perspectives into

50 its curricular and extra-curricular • Business Specialization in • 2016: Created an Indigenous programming. Trent’s leadership Niigaaniiwin—The Art of Leading: Bachelor of Education Degree in Indigenous Studies dates back This specialization is available (B.Ed.). This new concurrent to the university’s beginnings, to students in the B.B.A. five-year program of professional when in 1969 it became the first program and brings together two education, the first of its kind in university in Canada, and second knowledge systems, Western North America, puts Aboriginal in North America, to establish an business practices and Indigenous knowledge and perspectives at academic department dedicated ways of knowing and working, with the forefront of teacher training to the study of Aboriginal peoples a view to developing students’ and provides self-identified and Aboriginal knowledges. ability to work skillfully in the 21st First Nations, Métis, Inuit, and century business environment. Aboriginal students from around • Offering Bachelor of Arts (B.A.) the world with the opportunity to Honours, or B.A., Single or • Diploma in Foundations of become Aboriginal teachers. Joint Major; B.A. Honours, or Indigenous Studies for future B.A., Indigenous Environmental Nursing Students: A two-year • 2016: Trent calendar indicates Studies; Bachelor of Business program for Aboriginal students 54 courses cross-listed with the Administration (B.B.A.) Indigenous who have the equivalent of Department of Indigenous Studies Management and Economic Grade 12 or who qualify as and other university departments. Development Specialization. At mature students looking to bridge the graduate level: Master’s of into Nursing. All courses from • 2016: Enweying School of Arts (M.A.), Canadian Studies this diploma program receive Indigenous Studies proposed for & Indigenous Studies; Doctor of university credit and students who Senate approval. Philosophy (Ph.D.) in Indigenous complete the diploma and meet Studies. the requirements are admitted Human Resources to the Compressed Bachelor • Indigenous Diploma programs in of Science in Nursing (B.Sc.N.) Faculty and Staff Indigenous Learning or Indigenous degree. • 1978: First Indigenous Elder Environmental Studies provide hired to teach Nishinaabemowin the opportunity for students of • 2016: Indigenous content language and culture. Elders Aboriginal heritage to make requirement in the School of subsequently appointed to tenured the transition into university- Education and Professional positions based on their traditional level studies in a supportive Learning for all teacher knowledge. environment. Students may candidates. transfer their diploma credits • 1993: Hired an Indigenous to their degree program. Most • 2016: Aboriginal Health Issues is Counsellor and an Indigenous students are able to complete a one of three areas of focus in the Cultural Advisor in Indigenous diploma and degree in four years. Trent/Fleming School of Nursing. Studies.

51 • 2016: The university currently • 2006: Developed a Recognition Performance Space is a one-of has 10 self-identified Aboriginal Statement of Traditional a-kind venue designed to allow faculty and eight Aboriginal staff Territories, which is now used at the audience to interact with members. official functions of the university, artists and performers. Unlike such as, the beginning of a traditional Western theatre, Appointments introductory week ceremonies, the space is designed to host • First university in Canada to opening of convocation, etc. ceremonies and to nurture appoint professors to tenure Aboriginal oral tradition, language, track positions based on their Community Partnerships and knowledge. The space also Indigenous knowledge. • 1999: Creation of Friends of serves as the summer home to Native Studies Council to assist the Centre for Indigenous Theatre • 2008: Creation of the Chair in fundraising for First Peoples from Toronto. in Indigenous Knowledge House of Learning (FPHL). responsible for research and • Trent Aboriginal Cultural transmitting Aboriginal knowledge • In the spirit of working and Knowledge and Science to undergraduate and graduate speaking together (Enweying), (TRACKS) is a youth outreach students. FPHL and the Indigenous Studies program for ages 8-15 run through Department work closely with Trent University in association • 2004: Established Canada local First Nation communities with the Indigenous Environmental Research Chair in Aboriginal Arts both through our AECl and Studies Program (IES) and the and Literatures. through local community services Kawartha World Issues Centre agencies. (KWIC). The focus is on weaving Community Engagement Aboriginal cultural knowledge with • The FPHL welcomes the math and science curriculum. Recognition entire Trent community to the • 1994: Aboriginal Education services and programs offered Events and Exhibitions Council gifts Condolence (i.e. traditional teachings, open • 1971: Trent hosts the founding Cane carved by former faculty houses, the Elders Gathering, meeting of the Inuit Tapirsat member and Condoled Chief the Visiting Elders program, Pine of Canada, the National Inuit Jake Thomas to Senate, which, Tree lectures, and hands-on Organization. along with traditional Indigenous workshops). Honour Song, is added to all • 1976: Creation of the first Elders convocation ceremonies to honour • Commitment to numerous and Traditional Persons’ Gathering achievements of all graduates. community-led initiatives, including in a Canadian university, which is but not limited to, Gchi-nbi–Water now an annual event. The Elders • 1973: Largest Lecture Theatre in Awareness Walk, Indigenous Gathering is an opportunity for the Otonabee College named after Student Community Welcome students and the community to Charlie , recognizing the Celebration, and Seeds of Good listen and learn from the stories impact of residential schools in Life Documentary Project. and knowledge that the Elders and Canada. traditional people carry. • Nozhem: First Peoples

52 Student Achievement community use the sweat lodge and tipi for a number of cultural Student Services and ceremonial practices. A • 1994: Created the Mon-Ki-Ki community full moon ceremony Reading Room in Native Studies is held monthly and other in the Bata Library. ceremonies are held on request.

• The FPHL employs students • Development of a project for throughout the year as incoming Aboriginal learners ambassadors to the wider funded through the Mental Health community. They are a visible Innovation Fund in 2015, entitled presence on and off the campus, Biishkaa (Anishnaabemowin promoting the services FPHL for “rise up”) to support first- provides and extending a year Aboriginal students in their welcoming hand to the community transition to Trent University. that FPHL fosters. The Biishkaa program provides a holistic approach to incoming • 2001: FPHL created as a Aboriginal students’ well-being community of learners and student by utilizing Elders’ teachings and support centre: “...a community experiences on the land. The within the university for the three-week on-campus summer exploration and development of orientation program continues as a indigenous knowledge” and “a mentorship throughout the school celebration of Aboriginal learning year, with regular meetings with and knowledge.” the Biishkaa Mentors who are available to help guide students in • The FPHL manages the Traditional their transition to Trent University Area, located just outside of the and help them to become familiar building named Enweying. The with the City of Peterborough traditional area has a tipi and and surrounding First Nations an Anishnaabe sweat lodge. communities. The Trent and Peterborough

53 UNIVERSITY OF WATERLOO Governance, Strategic Plans an intercultural calling-in of social • c̓ əsnaʔəm is a 5,000-year-old justice advocates, community Musqueam village and cemetery Governance Elders, researchers, artists, located in what is now . • Formed a TRC Task Force to cultural, and multidisciplinary Working with the Musqueam develop an institutional response practitioners and performers, First Nation, the Museum of to the TRC Calls to Action. The academics, students, and Vancouver, and the Museum of committee consists of faculty residential school representatives, Anthropology at the University of members, representatives among others, in order to generate British Columbia, the University from the Aboriginal Students creative solutions to immediate of Waterloo’s Susan Roy helped Association, and staff from the societal challenges and to develop create a series of exhibitions and Waterloo Aboriginal Education opportunities for Aboriginal digital projects called c̓ əsnaʔəm, Center (WAEC). It is chaired and non-Aboriginal artists and the city before the city. The project by the Principal of St. Paul’s researchers across disciplines to focuses on the ancient landscape University College, which hosts meet and collaborate. and living culture of Musqueam, the WAEC. bringing a critical history of city Human Resources building, colonialism, museum • The TRC Task Force has prepared collecting practices, and Aboriginal a survey, to be distributed across Faculty and Staff activism to public audiences. the university, to determine what • The survey being executed by is currently being done to advance the TRC Task Force includes Events and Exhibitions Indigenization at the faculty and questions that will allow the • The University of Waterloo’s Bob departmental level and to solicit university to more effectively Harding Humanities and Social suggestions for future actions. identify Aboriginal staff and faculty Sciences Award supported the and to better understand and Mush Hole Project, an immersive, Teaching and Learning respond to their needs. site-specific art and performance installation event that responded Teaching Practices and Curriculum Community Engagement to the former residential school, • New courses have been the Mohawk Institute. The event developed and delivered that Recognition was held at the Woodland Cultural teach students how to work with • The WAEC, with support from the Centre in , Ontario, in Aboriginal communities, in fields Hallman Foundation, has twice September of 2016. such as Environmental Studies or hosted a summer camp on the Engineering. university campus for Aboriginal Student Achievement youth and their caregivers called, • The creation of a new minor Circle of Lifelong Learning. Student Services in Indigenous Studies is under • St. Paul’s University College is discussion. Community Partnerships constructing a ceremonial fire • In collaboration with the grounds and medicine garden Symposiums and Conferences university’s HeForShe project, the to make Aboriginal students feel • In partnership with the Faculty WAEC hosted a special summer more welcome by supporting of Arts, the WAEC hosted a camp this summer for Indigenous traditional cultural practices. The symposium in response to the girls to promote STEM (science, creek-side site will include anchors TRC Calls to Action entitled, technology, engineering, and for erecting tipis. Integrating Knowledges Summit. mathematics) disciplines. This summit was designed to be

54 WESTERN UNIVERSITY Governance, Strategic Plans community relationships; nurture Indigenous ways of knowing Governance through an inclusive campus • Established a Provost Task Force culture; enhance Indigenous to inform the implementation of student access and experiences; Western’s Indigenous Strategic achieve excellence in Indigenous Plan and Canada’s TRC Calls to research and scholarship; excel in Action. Indigenous teaching and learning; Indigenize institutional practices • Continues to work closely with and spaces; and increase its Indigenous Postsecondary representation among staff and Education Council (IPEC). This faculty. Council is a formal advisory to the University representing Teaching and Learning interests and concerns of local Indigenous communities, and Teaching Practices and Curriculum provides input into governance, • Established an Inter-Disciplinary long-term planning, student affairs, Initiative (IDI) in Applied employment, academic and Indigenous Scholarship in 2016 research initiatives. that focuses on enhancing Indigenous teaching and research Strategic Plans initiatives. Some key activities: • Approved its first ever, Indigenous hosting of a winter school in Strategic Plan (ISP) in December Indigenous cultural competency; 2016 with unanimous support from and supporting the development of Board of Governors and Senate. new Indigenous curriculum in the Faculty of Medicine and Law. • The ISP process involved comprehensive community • Faculty of Social Science looks engagements on and off campus ahead to move the First Nations with over 600 participants and Studies (FSN) Program to a local Indigenous community department in 2017-18. partners who engaged at multiple stages. • Faculty of Education’s Bachelor of Education Program implements • The ISP has eight broad goal compulsory course in Indigenous areas: to strengthen Indigenous education.

55 Research Aboriginal Health Access Centre Indigenous Awareness Week in • Western hired a 2-year Indigenous (SOAHAC) to deliver Western’s 2017 over 500 participants. Post-Doctoral Fellow part of Visiting Elders program on a bi- the IDI in Applied Indigenous weekly basis. • Indigenous Services publishes its Research Western’s Indigenous 5th annual Indigenous Viewbook Health Lab continues to support • Partners with Chippewas of the to promote Indigenous presence training and development of Thames First Nation to deliver at Western. undergraduate, graduate students a grade 8 young women and and post-doctoral fellows in men’s program at Antler River • Western offers 2nd annual Law community-based research elementary school. School Admission Test (LSTA) to address Indigenous health • Hired six Indigenous university preparatory course for Indigenous concerns. students to lead and deliver Mini students. University Summer Programming Human Resources in 2016. • Supporting Aboriginal Graduate Enhancement (SAGE) delivers Appointments Events and Exhibitions its first ever, Indigenous Writing • Western recognizes 3 Honorary • Indigenous Students Association Retreat in May 2017. Doctorates in June 2017: Mary (ISA) hosts in 11th annual Simmons, Lesley Whiteeye, and Indigenous Pow Wow in March Student Recognition Marie Wilson. 2017. • Makes available several Indigenous student award Community Engagement Student Achievement opportunities: Inter-Disciplinary Initiative in Applied Indigenous Recognition Student Services Research awards (5 recipients) • Western begins officially • Indigenous Services unit is and Indigenous undergraduate acknowledging Indigenous lands elevated within the organizational and Indigenous graduate student at Convocation Ceremonies in structure. New Director position of the year awards (2 recipients). 2016-17. Through policy changes, reporting to the Assistant Vice- Indigenous students are able to President of Student Experience. • Faculty of Education graduates wear their traditional clothing and/ its fourth cohort in the Master of or Indigenous Services stoles • Indigenous Services pilots an Professional Education Program in during convocation ceremonies. Indigenous student experiences the field of Aboriginal Educational survey in December 2015. Leadership in 2016-17. Community Partnerships • Establishes a new partnership • Faculty of Education hires • Overall Western celebrated 63 with Southern Ontario Aboriginal part-time Indigenous Support Indigenous student graduates in Diabetes Initiative (SOADI) to hire Coordinator in 2017. 2016-17. a Wholistic Wellness Coordinator and deliver programming centering • Schulich School of Medicine • Indigenous Services hosts its on restoring Indigenous food and hires a part-time 5th annual Indigenous Graduate sovereignty among Indigenous Indigenous Liaison in September Celebration in April 2017. students and communities. 2016. Indigenous student graduates are gifted with an Indigenous Services • First Nations Studies offers its 3rd • Indigenous Services Centre stole and honoured publicly in the annual Oneida Language summer renovates its kitchen facilities in context of community. school in partnership with Oneida December 2016. Nation of the Thames. • Indigenous Services in • Continues to work in partnership collaboration with many campus with partners hosts its 4th annual

56 WILFRID LAURIER UNIVERSITY Governance, Strategic Plans Teaching and Learning systems into a variety of experiential programming and Governance Teaching Practices and Curriculum physical spaces on campus.” • Following the launch of the • Growing range of Indigenous TRC Report, Laurier released academic programs include: Symposiums and Conferences the statement: “Laurier is The standard, innovative • An annual Indigenous Research committed to working towards Indigenous Symposium highlights issues rapid implementation of the Field of Study program based surrounding research in Aboriginal recommendations of the on Indigenous knowledge, communities and Indigenous commission and ensuring that scholarship, methodologies, researchers and their work, the Laurier community becomes theory, and practice; an methodologies, and ground- active participants in the Indigenous Studies major which breaking relationship-building in reconciliation process.” includes a communities. course and a course on the • Senate approved the Indigenous Haudenosaunee Longhouse Human Resources Protocol Handbook for all Laurier traditions; a Bachelor of Social convocations, which outlines Work (B.S.W.) program that Faculty and Staff Indigenous ceremony and regalia includes Indigenous courses in • The HR Strategic Plan 2016- inclusion in Laurier convocations. the core courses including one 2021 commits to: Develop and co-taught by a local community deliver educational programming Strategic Plans Elder; Indigenous “circle rooms” and resources to build Aboriginal • The new Strategic Academic at both the Brantford campus and and Indigenous awareness; Plan 2015-2020 commits to the Kitchener-based Faculty of and develop and implement an “Build capacity in Indigenous Social Work; and both campuses employment equity strategy aimed education and Indigenization of have Medicine Gardens attached to attract and retain a diverse our campuses to enable Aboriginal to the Indigenous Student Centres employee population with a programming to be expanded that support teaching by offering specific focus on Aboriginal faculty under the leadership of Indigenous Medicine Garden courses and and staff. students, faculty, and staff. workshops. • Fifty staff and faculty participated • Have a Traditional Medicine Policy • Ashoka University in its in an Indigenous Awareness allowing the use of traditional designation of Laurier as a training pilot project. An intensive medicines in any common use Changemaker campus said, evaluation will form the basis for building on our campuses. “We were also very impressed the implementation of permanent with how Laurier was integrating awareness training at Laurier for Indigenous Issues and knowledge all staff and faculty.

57 • HR’s new employment strategy Polytechnic to design and deliver • Academic advising and includes positions for an Indigenous studies courses for the support, including: tutor Indigenous Curriculum Specialist, Laurier B.S.W. program highlights matching, assistance with an Indigenous Human Resources local issues and promotes course selection, Specialist, and Elders for each cooperation between community peer mentoring, and academic campus. and university in delivering locally skill development programs. o Hired an Indigenous relevant programming. Curriculum Specialist that • Bursary and scholarship will work in partnership with Events and Exhibitions information, including: faculty, staff, and students • Waterloo Lutheran Seminary reference letters, mailing on campus to Indigenize conducted a weekly reading and applications, and search their course curriculum to be discussion of each Call to Action assistance. more inclusive of Indigenous from the TRC. ways of knowing, teaching, • Visiting Elders-in-Residence: and learning. • Film and speaker series bring Every month an Elder visits distinguished Aboriginal voices campus to spend time with o Hired an Elder-in- to our campuses and highlight a students, deliver talks, or meet Residence, in partnership with great variety of topics and issues. with students one-on-one. faculties at the Brantford Authors such as , campus, to support the Joseph Boyden, , • Resource library and success and and Drew Hayden Taylor, political research support: Borrow a development of Indigenous figures including Senator Murray book from our library full students and assist in the Sinclair, Chiefs Ava Hill and Perry of Aboriginal perspectives on infusion of Indigenous Bellegarde, journalists such a variety of topics. knowledge across all as Duncan McCue and Jesse programs. Wente, scholar and activist Cindy • Cultural programming, Blackstock, scholar and author including: craft workshops, Community Engagement Leanne Simpson are a few of speaker series, socials, moon those speakers who attract not ceremonies, and more. Recognition only the campus community but • Initiated Traditional Territorial also the local community. • Study lounge, available for Acknowledgements at the small group meetings or beginning of Laurier official • Grand Chief Perry Bellegarde studying by yourself. events such as Senate and Board inspired a large group of students, meetings, convocations, and other staff, faculty, and community • Weekly soup lunch from public events. members in a moving lecture noon to 2 p.m. where he advocated to close the • Annual Indigenous Education educational and employment gap • Referrals to on- and off- Week includes events that for Indigenous peoples. campus services. highlight Aboriginal leaders and engage the campus and local Student Achievement • The SEEDS program is a community in a celebration of scholarship incentive program Aboriginal cultures, knowledge, Student Services designed to help first-year and people. • Indigenous Student Centres in students succeed at Laurier. Waterloo and Brantford are open Indigenous students who fulfill Community Partnerships to both Indigenous and non- academic program requirements • Successful partnerships with three Indigenous learners who are and check-ins with Indigenous Aboriginal Institutes to deliver studying at Laurier. The centres Student Support Coordinators the gold standard Indigenous are a welcoming space to study, receive a $250 scholarship each Field of Study-MSW program in meet up with friends, or grab a semester to help with their school communities. bite to eat. Services and programs expenses. offered at the Indigenous Student • An agreement with Six Nations Centres include:

58 UNIVERSITY OF WINDSOR Governance, Strategic Plans and Indigenize curriculum and space, the university has created reinvigorate its relationship a new, dynamic and expansive Governance with First Nation communities walkway and meeting place • In May 2017, the Aboriginal located in Southwestern Ontario, on campus and features and Education Council completed particularly Walpole Island First promotes the region’s Indigenous a one-day retreat to discuss Nation. history. Turtle Island Walk will the University of Windsor’s display Indigenous Art from a local Senate Benchmarking Report Community Engagement First Nations artist and will portray on Universities Canada’s the Seven Ancestors teaching 13 Principals on Indigenous Recognition along this new thoroughfare. Education. Among other priorities • The Office of the President identified by the Council, it announced the opening of Turtle • Starting in 2016, the university has committed to supporting Island Walk. After closing down began and continues to programs that recruit and retain what used to be Sunset Avenue acknowledge the traditional more Indigenous students, to to traffic and investing in a multi- territory of the Three Fires increase efforts to decolonize million pedestrianization of the Confederacy – The Ojibwa, The

59 Potawatomie, and the Odawa recommendations of the TRC and Windsor Native Students Alliance, - those peoples who lived on Universities Canada Principles a new coalition of students who the land where the University of of Indigenous Education, have come together to support Windsor is located. the University of Windsor is Indigenous students and programs establishing the President’s being delivered by Turtle Island. Community Partnerships Indigenous People’s Scholars Among other activities, the • In partnership with the Walpole Program. This program will see Student Alliance completed a Island Elementary School, the the eventual appointment of five successful fundraising campaign Anishnaabe Kinomaage Gamig more Indigenous scholars to to raise funds for student and provides a teaching lodge to tenure-track faculty positions. families in need. Sleepii in the Walpole Island students from The University will be seeking Tii Pii included a Winter Outdoor K-8 grades. Original teachings applications from scholars in any Soup-Day & Bannock Lunch and based on cultural protocols discipline who self-identify as First pledges for a one-night sleep- in reflect language, history, and Nations, Métis, or Inuit. the Tii Pii. building techniques in the original construction. Student Achievement

Human Resources Student Services • In 2015-2016, Indigenous students Faculty and Staff at the University of Windsor • In keeping with the established the University of

60 YORK UNIVERSITY Governance, Strategic Plans explore the impacts of the on campus in relation to the TRC Calls to Action on all law TRC report, including faculties Strategic Plans schools and to institute courses hosting their own events and • Engaged a process to develop of study on residential schools, inviting speakers to talk about the a university-wide strategy to treaties, and the United Nations report, and students contacting address the needs of Indigenous Declaration on the Rights of the Centre for Aboriginal Student students, staff, and faculty, and Indigenous Peoples, inter-cultural Services requesting information the importance of Indigenous competencies, anti-racism, and and resources on the subject. engagement to the future of the more (hosted by university. The emerging strategy Law School). Student Achievement explores the recruitment and academic success of Indigenous Symposiums and Conferences Student Services students, the curricular offerings • Hosted a colloquium on • The renovated Hart House and content which explore Indigenous Language Policy (current Tipi site location) provides Indigenous life, culture and Implications of the TRC Report. ceremonial and community space traditions, and programs to recruit The event explored the various dedicated for use by serve the and retain Indigenous staff and TRC Calls to Action specially Aboriginal Indigenous students, faculty, and establishing spaces directed to Aboriginal languages staff and faculty at York. for Indigenous cultures and and access to language education community within the university, in postsecondary institutions • Established the Centre for among others. (hosted by ). Aboriginal Student Services, a multi-faceted student service unit Teaching and Learning Community Engagement that provides culturally-appropriate support services and programming Teaching Practices and Curriculum Recognition for York’s Indigenous student • Hosted a faculty meeting to • A number of activities take place community.

61 SUMMARY OF RESPONSES TO THE FACULTIES OF EDUCATION SURVEY OF INDIGENIZATION- RELATED ACTIVITIES SUMMARY OF RESPONSES TO THE FACULTIES OF EDUCATION SURVEY

BROCK UNIVERSITY

• Brock University has embedded Intermediate/Senior Teacher instruction around working with Education students called Aboriginal populations, as well “Indigenous Education in as with diverse populations, into Secondary Schools.” It highlights a foundational course for all Aboriginal perspectives and Teacher Education students. issues to Intermediate/High School students, and focuses on • The Teacher Education program integrating Aboriginal content and also provides a specific stand- strategies across the curriculum. alone elective course for

LAKEHEAD UNIVERSITY

• The Faculty of Education offers the knowledge, skills, and attitudes a Master of Education (MEd) that are necessary to meet the in Indigenous Education. This educational and cultural needs of specialization is grounded in Aboriginal youth. Aboriginal historical, philosophical, sociocultural, and political • The Department of Aboriginal foundations and Aboriginal Education recently created a research, protocols, and practices proposed four-year Honours BEd that focus on educational aspects degree specializing in Aboriginal of the politics of colonization and Education and aims to create decolonization, honouring Aboriginal new Graduate opportunities for knowledge and relationships Aboriginal applicants. to land, exploring Aboriginal approaches to well-being, and • Lakehead University made a revitalizing traditional worldviews commitment in May 2014 that and languages. by the beginning of the 2016/17 academic year, all academic units • The four-year direct-entry Honours will have calendared for all of their Bachelor of Education (BEd) undergraduate degree programs, a (Aboriginal) Primary/Junior at degree requirement of at least one Lakehead University prepares 0.5 Full Course Equivalent course people of Aboriginal descent to containing at least 50% (equivalent become teachers, as well as to 18 hours) of Aboriginal community leaders. Using in- knowledge and/or Aboriginal class and experiential teaching content. methods, students are provided

63 LAURENTIAN UNIVERSITY

• The concurrent and allow pre-service teachers Six to eight teacher candidates Bachelor of Education (BEd) has to experience Aboriginal culture are selected annually from a pool an embedded Indigenous focus. by completing six-week teaching of applicants to complete long- placements. term placements at that school. • All BEd courses include sections on Indigenous cultures, ways • The most successful partnership • The BEd Intensive Professional of knowing, and history, and in terms of longevity and Year begins with a day dedicated candidates must plan each reciprocal learning has been one to learning from Elders (either lesson with consideration for First with the M’Chigeeng First Nation. at the Killarney-Shebanoning Nation, Métis, and Inuit learners, In their final year, all teacher Outdoor Environmental Education regardless of where they practice candidates travel to the band- Centre or Camp Falcona). teaching. The program has run Lakeview School to visit with sought to establish partnerships Anishinabek Elders and to learn with First Nation, Métis, and Inuit how the school incorporates communities to share knowledge Ojibwe culture into the curriculum.

UNIVERSITY OF ONTARIO INSTITUTE OF TECHNOLOGY (UOIT)

• The Faculty of Education has • The Faculty of Education holds • UOIT offers two Aboriginal elective integrated First Nation, Métis, and an annual Indigenous Education courses in the BEd program: “An Inuit content throughout the BEd conference in collaboration with Introduction to Indigenous Art” and Program. The foundation courses local Aboriginal organizations and “Pedagogy of the Land.” An Ojibwe include Aboriginal perspectives and people, UOIT’s Baagwating Centre, language course is in development. teachings such as visiting Elders and the Durham District School presenting to teacher candidates Board. Teacher candidates learn each term, sharing their traditional about Aboriginal history, including knowledge and culture, and a residential schools, engage in discussion of the Final Report Aboriginal cultural activities, and of the Truth and Reconciliation explore how to infuse Aboriginal Commission of Canada (TRC). perspectives into school curriculum.

64 NIPISSING UNIVERSITY

• The Faculty of Education hired • All university staff and faculty courses in the BEd program a Chair/Professor in Indigenous are provided an opportunity to that have the following learning Education. The role is sponsored take part in Cultural Awareness outcome: demonstrate knowledge by the Schulich School of Training. of course content as it applies Education and is the institutional to First Nations, Métis, and Inuit lead on Indigenization at • The Faculty of Education has populations. Nipissing. required two cross-divisional

UNIVERSITY OF OTTAWA

• Established a First Nation, TRC Calls to Action, an Algonquin Boards on commitments to TRC Métis, and Inuit Bachelor of Advisor from the Kitigan Zibi Calls to Action. Education Advisory Committee. community was hired to work with The committee is comprised professors and teacher candidates • Several Teacher Candidates are of professors, school board for the 2016-2017 academic year. working on Community Service representatives, teachers, graduate Learning projects with the Kitigan students, teacher candidates, • An Algonquin Elder is invited Zibi community where they have Algonquin Elders, Kitigan Zibi to the opening and closing the opportunity to do a three- Algonquin representatives from orientation sessions to welcome week teaching placement at the the educational sector, and other and offer an official blessing to the Kikinamadinan School. Aboriginal community organization incoming 360 teacher candidates. representatives. • The Faculty of Education is • In the process of establishing a committed to hiring professors in • Representation of Aboriginal memorandum of understanding the area of Indigenous Studies community members on the to be the provincial centre of over the next three years. Teacher Education Advisory Project of Heart, “an inquiry Committee. based, hands-on, collaborative, • The Faculty of Education offers inter-generational, artistic journey a three-year community-based • In partnership with the Kitigan Zibi of seeking truth about the history Aboriginal Teacher Education Algonquin community, University of Aboriginal people in Canada”. Program (ATEP) at the Primary/ of Ottawa established professional All Primary-Junior teachers have Junior level that leads to a BEd learning orientation sessions for received training in this project or the Certificate in Aboriginal administrators and professors to demonstrate a commitment to Teacher Education. that address Algonquin history, the Calls to Action put forth by the knowledge, and contemporary TRC. • Starting in 2016-2017 all teacher issues. Individuals travel to Kitigan candidates are required to take Zibi and attend professional • The Faculty of Education hosted a 36-hour credit course titled learning sessions with Elders. a professional learning day with “First Nations, Inuit, and Métis the Ottawa Catholic School and Education: Historical Experiences • To reflect a commitment to the Ottawa Carleton District School and Contemporary Perspectives.”

65 QUEEN’S UNIVERSITY

• The Aboriginal Teacher Aboriginal schools; and ATEP students have ongoing access to Education Program (ATEP), students, staff, and faculty host smudging and other medicines in celebrating its 25th anniversary film nights, workshops, book the ATEP lounge. in 2015-16, is one of the oldest sales, and speaker series events Aboriginal education programs in throughout the year. • Queen’s University offers Canada. The program offers the graduate programming in opportunity for students to earn • The Faculty of Education is home Aboriginal education, including a BEd at community-based sites to the ATEP medicine garden, Aboriginal and World Indigenous around Ontario, Manitoulin-North where sacred medicines (tobacco, Education Studies (AWIES), Shore, and Northwestern Ontario cedar, sage, and sweetgrass) MEd, and an Aboriginal education regions; the ATEP trains both grow, as well as the Three Sisters stream in the new online Aboriginal and non-Aboriginal (corn, beans, and squash) and Professional MEd program. people to teach in Aboriginal other food and medicinal plants. communities, in addition to how Weekly open smudges are offered to address reconciliation in non- to the whole student body, and

66 UNIVERSITY OF TORONTO (OISE)

• Ontario Institute for Studies in “collaborative” with support approach to environmental Education (OISE) participated from the Munk School of Global education. It was developed by in a joint project with the Martin Affairs. The IEI “aspires to be the the Laboratory School at the Dr. Aboriginal Education Initiative to global leader in scholarship on Eric Jackman Institute of Child improve student achievement in Indigenous issues that affects Study. Through this work, OISE reading and writing in on-reserve educational practice and policies has connected with the Aboriginal elementary schools. leading to Indigenous futures that community and is planning to are healthier, safer, more just and integrate Aboriginal perspectives • OISE serves as the hub of the prosperous and to demonstrate in a meaningful manner into future Indigenous Education Network, Canadian and global progress editions of the resource. a group of students, faculty, and on reconciliation.” It supports community members who share a community and cultural events in • To advise on institutional policies, common commitment and passion order to raise the understanding of procedures, practices, and for Indigenous Education and “citizens at large.” programs to ensure they reflect Research. and respect the interests and • OISE publishes Natural Curiosity: needs of Aboriginal communities, • OISE coordinated the Indigenous A Resource for Teachers, based the OISE Aboriginal Advisory Education Initiative (IEI), a on an interactive and integrated Council was established.

TRENT UNIVERSITY

• The Indigenous Studies Program identified Aboriginal students. This Teacher. Key issues will be equity is a long-standing and highly five-year concurrent program has pay for on-reserve teachers, regarded program with participants a unique curriculum that includes preparation for on-reserve ranging from undergraduate both Aboriginal cohort classes and teachers, greater representation to (PhD). courses that are integrated with of Aboriginal teachers in Ontario, The program was developed in the consecutive BEd program. and recognizing Aboriginal prior close partnership with a Program learning experiences. Advisory Council made up of • All students in the Faculty of community members, Elders, Education take a mandatory 36- • Established the First Peoples faculty, staff, college, and hour course on Indigenous and House of Learning that supports school board partners. Teacher Environmental Sustainability. students both academically and candidates have field experiences culturally with advising, events, on-reserve and off-reserve in • Faculty researchers are and ceremonies, and an Elder in urban and rural school settings. developing a narrative inquiry Residence program. research project with voluntary • For September 2016, Trent is teacher candidates on Stories launching a BEd program for self- of Becoming an Indigenous

67 WESTERN UNIVERSITY

• The Faculty of Education • Western proudly renewed its offers elective undergraduate longstanding commitment to and graduate courses and “improving the accessibility and professional development success in higher education sessions that integrate Aboriginal for Indigenous peoples” in the knowledge, histories, and voices. university-wide Indigenous Strategic Plan. As part of this • The Master of Professional strategic priority, Western is Education program in the field of committed to strengthening Aboriginal Educational Leadership their approach to planning and considers Aboriginal ways of engaging Aboriginal peoples at leading, knowing, teaching, and every level of study, work, and learning with an emphasis on research, contributing to the organizational and pedagogical best experiences for Aboriginal strategies to improve Aboriginal students, staff, and faculty student success. members.

• In March 2015, the Faculty of • Supporting Aboriginal Graduate Education hosted Matters to Enhancement (SAGE) is a Us! Transforming the Legacy of peer-based support network for Residential Schools. Attendees Aboriginal graduate students shared stories and learned at Western University aimed at about the legacy of residential facilitating transition, retention, schools. They also identified and completion of Aboriginal culturally responsive approaches students in graduate studies. and resources to increase an educator’s comfort and skill • The Faculty of Education has level in teaching about Canada’s committed to hiring a full-time Aboriginal people. faculty position in Aboriginal Education.

WILFRID LAURIER UNIVERSITY

• Laurier has made a commitment • Laurier has dedicated to infuse Aboriginal issues related scholarships for those who self- to education into every course identify as having an Aboriginal within the BEd program. background, heritage, or ancestry during the admission process.

68 UNIVERSITY OF WINDSOR

• “We work in partnership with the (Science, Technology, Engineering, • The Faculty of Education offered a Aboriginal Education community Arts and Mathematics) project, non-credit course in Anishinaabe and the Walpole Island reserve, which uses Aboriginal perspectives language, in which all teacher supported by specific faculty to assist elementary school candidates were invited to research, to provide both students in their learning. participate. required courses and field experience opportunities for • The BEd curriculum includes a • Events such as the Social Justice teacher candidates to learn about mandatory foundation course, Conference, which is a required Indigenous issues, cultural life, and “Aboriginal Ways of Knowing,” event for all BEd students and traditional practices.” and a service-learning course which also brings in Associate “Beginning Time Ab/Original Teachers, school board members, • The Faculty of Education has a Teachings,” in which students AEC representatives, and other longstanding partnership with the participate in a series of learning members of the community, help university’s Aboriginal Education experiences designed to increase teacher candidates learn about Centre (AEC) and, with them, their familiarity with traditional the diverse perspectives of the holds a substantial grant to fund teachings and ways of knowing, young people they will work with, the Beginning Time Teaching including on-site participation including Aboriginal and refugee program, which assisted in the in cultural life and traditional populations. sponsorship of the STEAM practices.

YORK UNIVERSITY

• The Faculty of Education • York has a specialized MEd in • All students must take a Access Initiative is aimed at Aboriginal Education, the current mandatory course on issues in Aboriginal students among other cohort of which is focusing on Aboriginal education. In these underrepresented groups. The urban Aboriginal issues and classes, students explore initiative is designed to recruit, integrating Aboriginal subject issues like using Aboriginal admit, and support individuals material across the curriculum education practices and sources who will make excellent teachers for all students. This cohort was in the classroom, decolonizing and who reflect the diversity in our developed in response to the need approaches to pedagogy, and society. for knowledge and understanding understanding Aboriginal concepts of First Nations, Métis, and like leadership, knowledge, and • York offers a concurrent program Inuit cultures, histories, and environment in contemporary specialization in Indigenous perspectives into the classroom contexts. Teacher Education that prepares and is the product of collaboration students to teach Aboriginal with the Toronto District School material in respectful ways to Board Aboriginal Education Aboriginal and non-Aboriginal Centre. students at all levels.

69 THE COUNCIL OF ONTARIO FACULTIES OF MEDICINE AND THE COUNCIL OF ONTARIO UNIVERSITY PROGRAMS IN NURSING THE COUNCIL OF ONTARIO FACULTIES OF MEDICINE

INDIGENIZATION IN MEDICAL EDUCATION PROGRAMS INCREASE ABORIGINAL PROFESSIONALS IN HEALTH CARE (23.i) Increase the number of Aboriginal professionals working in the health care field. Pre-admission Programs

Ontario Faculties of Medicine have a number of programs designed to encourage young Indigenous students to consider careers in health sciences structured as camps, mini-medical school programs and outreach activities by medical students geared to primary and high school students. Indigenous Admissions Stream

All six of Ontario’s Faculties of Medicine have application streams that promote and support admission of Indigenous students into the MD Program. Each school’s admission stream is unique and strives to ensure any Indigenous applicant who meets the admission standards is offered a position, through process that promotes cultural safety. Some medical schools involve Aboriginal community members in file review and the interview process. Many schools reserve a dedicated number of seats for Aboriginal applicants, while others commit to accept all Aboriginal applicants who meet the minimum academic requirements. Student Supports and Retention

Once in the MD program, the Ontario Faculties of Medicine/Universities offer Indigenous student support services through a dedicated office that creates a welcoming and safe space and offers individualized student services. Services and supports offered through these offices aim to create a culturally safe “home away from home” for learners.

71 PROVIDE CULTURAL COMPETENCY TRAINING

(23.iii) Provide cultural competency training for all health care professionals Provide cultural competency training for all health care professionals

The Canadian Faculties of Medicine have a longstanding commitment to developing and integrating curricula that promotes competencies of cultural safety of Canada’s Indigenous people. In 2009, the Indigenous Physicians Association of Canada (IPAC) and the Association of Faculties of Medicine of Canada (AFMC) updated competencies for Medical Education entitled First Nations, Inuit, Métis Health Core Competencies.

ABORIGINAL HEALTH ISSUES COURSE REQUIREMENT (24) We call upon medical and nursing schools in Canada to require all students to take a course dealing with Aboriginal health issues, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, and Indigenous teachings and practices. This will require skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism Ontario’s Faculties of Medicine implemented the IPAC/AFMC competencies into the undergraduate curriculum as a theme that is integrated throughout the medical education program, rather than a discrete course as specified in the TRC call to action. Some schools are developing a self-learning module that will complement this theme.

NEXT STEPS COFM is committed to the implementation of comprehensive measures to meet these calls to action. In order to establish a comprehensive, province-wide approach COFM: • developed a provincial reference group of the Indigenous Physician leads at each Faculty of Medicine, under the umbrella of COFM, to further develop a set of proposals that respond to these recommendations, building and strengthening on the existing initiatives. • will provide annual reports on the progress regarding the integration of the TRC calls to action. The circle would act as an expert reference group to all COFM committees and would report directly to the COFM Deans.

72 THE COUNCIL OF ONTARIO UNIVERSITY PROGRAMS IN NURSING

The Council of Ontario University Programs in Nursing (COUPN) has approved core principles that will guide their approach to addressing the TRC recommendations as these pertain to nursing education. These principles include: • work in partnership with Indigenous communities and representatives • incorporate an anti-racist, equity-based approach, including students, faculty, administrators, and staff • incorporate concepts of reconciliation, decolonization, and integration • identify promising practices and content that work and build on these • ensure that content is integrated across curricula (versus one-off courses) • respect and incorporate diversity of educational mandates and Aboriginal communities and practices • work interprofessionally where possible The Canadian Indigenous Nursing Association (CINA) will be guiding and collaborating on COUPN’s work, and a formal partnership agreement between the two organizations is being developed. A scan of existing resources has been conducted and a survey has been developed to identify Indigenous curricular content, admissions and support practices, and local partnerships that are already in place in nursing schools across the province. Promising resources and practices will be shared, and COUPN will look for opportunities to build upon these. A partnership is also developing at the national level with the Canadian Association of Schools of Nursing and CINA.

73 For more information, please contact:

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ISBN: 978-0-88799-532-3 COU Number: 922