DOCSLIB.ORG

For Indigenous Students

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
For Indigenous Students For Indigenous Students SAY EDUCATION GUIDE 2018 | 21 SAY Magazine Survey Tips on how to use our Education Guide This Guide features over three hundred institutions, which includes You will find some information on Aboriginal/Native American some new listings and some updates from last year’s Guide. specific programs, services and courses offered by that particular institution. Use the legend below which explains the different types We want to thank those institutions who were very generous of symbols used in the grid. in sharing this information for your benefit. Some institutions were unable to respond to our request for information. If your For further information and a full description of the programs/ institution needs to be added, or has new/updated information, services these institutions offer, you should always review the insti- this can be done at http://saymag.com/2018-education-guide- tution’s website. You will discover more information that the SAY native-people-survey/. Scroll down the home page to ‘SAY 2018 Guide does not provide. Education Directory Form’. Although SAY Magazine has made every attempt to ensure The material in the grid comes from counsellors dealing with material in the Guide is correct, this is not a comprehensive listing Indigenous students. We asked them what information is most and SAY Magazine is not responsible for any errors or omissions. requested by Indigenous students and those are the questions asked in the survey sent to education institutions. This will give you a better understanding of the types of schools Electronic copies of back issues from 2009-2017 and the featured in the Guide, making it easier to find a good fit for you. 2018 SAY Education Guides are available for purchase. Look at the desired country in which you wish to attend a post secondary institution and find the Region/Province/State in which Go to Webstore at www.saymag.com your particular institution is located. Indigenous Degree Program Indigenous Student Association Housing Indigenous Faculty Indigenous Focussed Program Scholarships/Busaries Employment Indigenous Content in Programs Transition Course Childcare Job Search Assistance Employment Statistics Indigenous Center Community Services Indigenous Agreement Employment in Fild of Study Indigenous Coordinator Emergency Financial Aid Number of Agreements High Demand Programs Availability Categories of Higher Education Institutions in the US National Universities Regional College - 281 institutions - 367 colleges (173 public, 101 private and seven for profit) - focus on undergraduate programs, granting few graduate degrees - offer a wide range of undergraduate majors as well as master’s - in general, draw students from their surrounding states and doctoral degrees - some emphasize research Tribal Colleges and Universities - approximately 75 campuses where the majority of American National Liberal Arts College Indian reservations and trust lands are located - 248 liberal arts colleges - provide cultural knowledge and instruction in addition to regu- (220 private, 27 public and one is for profit) lar coursework - emphasize undergraduate education - offer master’s, bachelor’s, associate’s degrees; certificate and - award at least half of their degrees in the arts and sciences apprenticeship programs Regional Universities - four geographic regions – North, South, Midwest and West 621 universities - in general, they draw students from their surrounding states 22 | SAY EDUCATION GUIDE 2018 Western US Arizona *Arizona State University A.T. Still University of Health Sciences • • • • • Mesa Community College • • • • • • • Northern Arizona University • Scottsdale Community College (Maricopa) 2 • • 4 2 • • *University of Arizona California American Academy of Dramatic Arts • • *California State University, East Bay California State University, Long Beach • • • • • California State University, North Ridge • • • • California State University, Sacramento • • • California State University, San Marcos • • • • • • • Fisk University • • Fresno City College • • • • • • • • • • • • 5 • • • Humboldt State University • • • • • • • • • • • Loma Linda University • • Mills College • • • • • • • • • • San Diego State University 2 • • • San Francisco State University • Santa Barbara Business College • • Stanford University • • • • 2 ½ • • • • • Torres Martinez Desert Cahuilla Indians • • • • • • • • • 2 • University of California, Berkeley • • • • • 3 •• • • • • • University of California, Davis 5 • • 2 2 • • University of California, Irvine • • • 2 2 • • University of California, Los Angeles 3 • • • • • • *University of California, Riverside University of California, Santa Barbara • • • • • • • • • • University of the West • • • • Colorado Fort Lewis College • • • • • • • • • • • *University of Colorado, Boulder Nevada University of Nevada, Reno • • • • • • • • New Mexico Navajo Technical University • • • • • • • • New Mexico Military Institute • • • • • • • • New Mexico State University • • • • • 3 • • • University of New Mexico • • 3 • 7 14 20 • • • Utah Brigham Young University • • • • • •• • Lewis and Clark College • • • • • • • • University of Utah • • • • • • • • • 5 • • Western Governors University • • • • Idaho *Idaho State University University of Idaho • • • • • •• • Montana Montana State University 2 • • • 2 • • • Stone Child College • • • • • • • • • University of Montana • • • 3 • SAY EDUCATION GUIDE 2018 | 23 Western US Oregon Portland State University • • • • 2 • • • *Southern Oregon University Wyoming Central Wyoming College • • • • • • • • • University of Wyoming • • 3 • Washington Antioch University – Seattle • • • • • • • • • Bates Technical College • • • • • • • • • • Bellevue Community College • • • • • • • • • Bellingham Technical College • • • • • • • • • Big Bend Community College • • • Central Washington University • • • • • Centralia College • • • • • Clark College • • • • • • • • Columbia Basin College • • • • *Eastern Washington University Edmonds Community College • • • • • • • • • • Everett Community College • • • • • • • • • • • • The Evergreen State College • • Grays Harbor College • • • • • • • • • • • • Green River Community College • • • • • • • • • • Heritage University • • • • • • • • • Highline Community College • • • • Lower Columbia College • • • • • • Olympic College • • • • • Pacific Lutheran College • • • • • • Peninsula College • • • • • • • • • • Pierce College Fort Steilacoom • • • • • • • Renton Technical College • • • • • • • Seattle Central Community College • • Seattle University • • • • • • • • • Seattle University – School of Law • • • • • • • • • Shoreline Community College • • • • • • • Skagit Valley College • • • • • • • South Puget Sound Community College • • • • • South Seattle Community College • • • • • • Spokane Community College • • • • • • • • Spokane Falls Community College • • • • • • • • Tacoma Community College • • • • • • • • University Of Puget Sound • • • • • • • • • • Walla Walla Community College • • • • • • • • • Washington State University • • • • • • • • • Wenatchee Valley College • • • • • • Western Washington University • • • • • • Whatcom Community College • • • • • • • • • Whitman College • • • • • • • • • • Whitworth University • • • • • • • • Yakima Valley Community College • • • • • • • • • • Indigenous Degree Program Indigenous Student Association Housing Indigenous Faculty Indigenous Focussed Program Scholarships/Busaries Employment Indigenous Content in Programs All of Washington information taken from Transition Course Childcare Job Search Assistance Employment Statistics “Pathways for Native (American) Students” Indigenous Center Community Services Indigenous Agreement Employment in Fild of Study Indigenous Coordinator Emergency Financial Aid Number of Agreements High Demand Programs Availability 24 | SAY EDUCATION GUIDE 2018 Northcentral US Illinois University of Illinois • • • • • • • • • • • • University of Illinois Urbana – Champaign • • • • • • 2 • • • • Indiana Ball State University • • Valparaiso University • • • • • Iowa University of Iowa • • • • • • • • • • • • • *Iowa State University Kansas *University of Kansas Kentucky Frontier Nursing University • • • • • *Northern Kentucky University Michigan Michigan State University • • • • • • Northern Michigan University 14 • • • • • • • • University of Michigan - Ann Arbor • • • • • • • Wayne State University • • • • • • • • • • Minnesota Augsburg College 2 • • • • •• • • • Bemidji State University • • • • • • • • *College of St. Scholastica St. Cloud State University • • • • • • • • • • • • • *Southwest Minnesota State University University of Minnesota, Twin Cities • • • • • • 3 • • • Nebraska Chadron State College • • • • • • • Creighton University • • • • • • • Little Priest Tribal College • • • • • • • University of Nebraska, Lincoln • • • • • University of Nebraska at Omaha • • • • • • • North Dakota Minot State University • • • • • • • • University of North Dakota • • • • • • •• • • • • Ohio Ohio State University • South Dakota Black Hills State University • • • • • 2 • *Dakota Wesleyan University • • • • Lake Area Technical Institute • • • • South Dakota State University • • • • • • • • • • • University of South Dakota • • • • • • • • • • • Tennessee Fisk University • • Wisconsin Northland College • • • • • • • • University of Wisconsin, Eau Claire • • • • • • *University of Wisconsin, Green Bay University of Wisconsin, Madison • • • • • • University of Wisconsin, Milwaukee • • • • University of Wisconsin, Stevens Point 2 • • • 2 University
Load more

Recommended publications
  • October 2008
    Volume 20 Issue 8 Published monthly by the Union of Ontario Indians - Anishinabek Nation Single Copy: $2.00 October 2008 IN BRIEF Saskatchewan first province Film school launched Treaty education mandatory TORONTO– With files from the Office of the Treaty Commis- Artist and film- The Leader-Post sioner (OTC) and the Federation maker Shirley REGINA – Saskatchewan be- of Saskatchewan Indian Nations Cheechoo has came the first province to imple- (FSIN). It came as a result of the fulfilled her ment mandatory treaty education 2007 Throne Speech, in which the dream of launch- on Sept. 15, which was also the provincial government commit- Shirley ing a film and ted to mandatory treaty education Cheechoo 134th anniversary of the signing television train- of Treaty 4. for children from kindergarten ing centre for Native youth Under the new agreement, ev- through to Grade 12. and people of diversity. The ery student in the province will be Speaking for the 42 member Weengushk Film Institute educated about the true meaning communities of the Anishinabek will be located on Manitoulin of the treaties and what it means to Nation, Grand Council Chief Beau- Island. be treaty people. cage applauded the Saskatchewan “This is exactly what we’d initiative, but said it shouldn’t have like to see happening in our ter- taken the establishment of a treaty Fire funding ritory and across Canada,” said commission to make it happen. Anishinabek Nation Grand Coun- “The Ipperwash Inquiry rec- out of date cil Chief John Beaucage. “Un- ommendations call for the estab- By Margaret Hele less today’s students who will be lishment of a treaty commission SAULT STE.
    [Show full text]
  • Year Three Self-Evaluation Report (File 1)
    Table of Contents: Year Three Self-Evaluation Report (File 1) I. Institutional Overview 1 II. Basic Institutional Data Form 3 III. Preface 15 A. Brief update on institutional changes since the last report 15 B. Response to topics previously requested by the Commission 17 IV. Update Chapter One: Mission, Core Themes, and Expectations 18 A. Executive Summary of Eligibility Requirements 2 and 3 18 B. Standard I.A, Mission 18 1. Mission statement 18 2. Interpretation of mission fulfillment 18 3. Articulation of an acceptable threshold of mission fulfillment 20 C. Standard I.B, Core Themes 22 1. Core Theme 1: Academic Quality 22 2. Core Theme 2: Cultural Integrity 25 3. Core Theme 3: Student Success 28 V. Chapter Two: Resources and Capacity 32 A. Executive Summary of Eligibility Requirements 4 through 21 32 B. Standard 2.A: Governance 35 C. Standard 2.B: Human Resources 54 D. Standard 2.C: Education Resources 58 E. Standard 2.D: Student Support Resources 67 F. Standard 2.E: Library and Information Resources 79 G. Standard 2.F: Financial Resources 84 H. Standard 2.G: Physical and Technological Infrastructure 93 VI. Conclusion 100 Support Documents I. Related Materials (Provided in print and Adobe Acrobat format – File 2) A. Year One Self-Evaluation Report, February 25, 2011 B. Year One Peer-Evaluation Report, March 1 – May 20, 2011 C. Aaniiih Nakoda College Catalog, 2013-2014 D. Aaniiih Nakoda College Personnel Policies and Procedures Manual E. Aaniiih Nakoda College Board of Directors Policies and Procedures Manual F. Aaniiih Nakoda College Finance Policies and Procedures Manual G.
    [Show full text]
  • Educating the Mind and Spirit 2006-2007
    Educating the Mind and Spirit 2006-2007 ANNUAL REPORT ENVISIONING OUR POWERFUL FUTURE MISSION The American Indian College Fund’s mission is to raise scholarship funds for American Indian students at qualified tribal colleges and universities and to generate broad awareness of those institutions and the Fund itself. The organization also raises money and resources for other needs at the schools, including capital projects, operations, endowments or program initiatives, and it will conduct fundraising and related activities for any other Board- directed initiatives. CONTENTS President’s Message 2 Chairman’s Message 3 Tribal Colleges and Students by State 4 The Role of Tribal Colleges and Universities 5 Scholarship Statistics 6 Our Student Community 7 Scholarships 8 Individual Giving 9 Corporations, Foundations, and Tribes 10 Special Events and Tours 12 Student Blanket Contest 14 Public Education 15 Corporate, Foundation, and Tribal Contributors 16 Event Sponsors 17 Individual Contributors 18 Circle of Vision 19 Board of Trustees 20 American Indian College Fund Staff 21 Independent Auditor’s Report 22 Statement of Financial Position 23 Statement of Activities 24 Statement of Cash Flows 25 Notes to Financial Statement 26 Schedule of Functional Expenses 31 1 PRESIDENT’S MESSAGE The Circle of Life, the Circle of Hope Dear Friends and Relatives, ast year I wrote about the challenges that faced Gabriel plans to graduate with a general studies the nation and how hope helps us endure those degree from Stone Child College, then transfer to the L
    [Show full text]
  • Cestar College (PDF)
    Lambton College in Toronto at Cestar College T +1-416-485-2098 400-265 Yorkland Blvd E [email protected] Toronto ON, M2J 1S5 lambtoncollege.ca/Toronto Information for Prospective International Students Lambton College of Applied Arts and Technology (Lambton College) is a public college located in Sarnia, Ontario Canada. Lamb ton College has established a licensing agreement in Toronto, Ontario, Canada referred with Cestar College of Business, Health and Technology (Cestar College); a registered private career college. We refer to this licensing agreement as Lambton in Toronto. Students that are registered at Lambton in Toronto shall be deemed students of a public college and as such, shall receive full credit from Lambton College for all Lambton College courses completed at the Cestar College campus. Students who meet program graduation requirements will graduate with a credential from a public institution (Lambton College) in the Province of Ontario and operating under the Ministry of Training, Colleges and Universities. Cestar College is located at 265 Yorkland Boulevard, Toronto, Ontario, Canada. All services and classes at this location are delivered by Cestar College employees in accordance with our licensing agreement. The advantages of studying at Lambton in Toronto include: • Possible access to a great number of off-campus employment opportunities. • Public transportation options are more frequent and accessible. • Possibility of living closer to friends and family in the Greater Toronto Area. The main disadvantages of studying at Lambton in Toronto include: • Living costs may be higher in Toronto than Sarnia. • Classes are composed of only international students. • Due to the small size of the Cestar College campus in Toronto, the breadth of student services, computer and science labs, and recreational facilities will be much less than those offered at Lambton College’s main campus in Sarnia.
    [Show full text]
  • Approved Testing Centres
    Nipissing University – Approved Testing Centres Below is the list of Testing Centres approved for Distance Exams To review a list of the approved Testing Centres by province, where Nipissing students can write their distance exams, see the table of contents below. Students are responsible for ensuring the Distance Exam Request Form is submitted by the deadline each term. Please note: If there are no Testing Centres listed within 100km of your location, please email [email protected] for assistance. Contents ALBERTA ........................................................................................................................................................ 2 BRITISH COLUMBIA ....................................................................................................................................... 4 MANITOBA .................................................................................................................................................... 5 NEW BRUNSWICK ......................................................................................................................................... 7 NEWFOUNDLAND & LABRADOR ................................................................................................................... 8 NORTHWEST TERRITORIES ............................................................................................................................ 9 NOVA SCOTIA ...............................................................................................................................................
    [Show full text]
  • Fnti Student Handbook 2020/2021
    FNTI STUDENT HANDBOOK 2020/2021 Mission To share unique educational experiences, rooted in Indigenous knowledge, thereby enhancing the strength of learners and communities. Vision Healthy, prosperous, and vibrant learners and communities through transformative learning experiences built on a foundation of Indigenous knowledge Motto Sharing and Learning 2 Table of Contents Words of Welcome 4 Contact Information 5 Rights of the Student 6 Responsibilities of FNTI 7 Responsibilities of Student 9 Program Information 10 Placement 11 Fees Information 12 Policy: Student Conduct, Behaviour and Discipline 14 Policy: Program Progression 18 Policy: Class Cancellation 19 3 Words of Welcome To Our Valued Students, Welcome to the FNTI Family, a strong network of 4,000+ members who have come together over the past 35 years. This is our 35th year of delivering quality post-secondary programs rooted in culture and Indigenous ways of knowing in partnership with recognized Ontario colleges and universities. Our unique model of braiding teaching, learning and healing in the classroom allows our students to fulfill personal and professional goals while maintaining connections to family and community while studying. We support our learners through their educational journey and through the process of deepening their Indigeneity. The world has changed dramatically since March, however FNTI remains committed to these key principles. Our new virtual environment allows us to maintain uninterrupted, culturally- rooted programming across Ontario. It has been built with you in mind, and our faculty, cultural advisors and student success facilitators are eager to support you through this exciting and unprecedented chapter. Once again, my sincerest congratulations on choosing to study at FNTI this year! Best regards, Suzanne Katsi'tsiarihshion Brant President 4 CONTACT INFORMATION Main Campus/Head Office 3 Old York Road Tyendinaga Mohawk Territory, ON K0K 1X0 Local: 613-396-2122 Toll Free: 800-267-0637 Fax: 613-396-2761 Hours of Operation 8:30 a.m.
    [Show full text]
  • Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and Their Program Choices
    Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Program Choices by Pamela Williamson A dissertation submitted in conformity with the requirements for the degree of Doctor of Higher Education Graduate Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education of the University of Toronto © Copyright by Pamela Williamson (2011) Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Post-Secondary Program Choices Doctor of Higher Education 2011 Pamela Williamson Department of Theory and Policy Studies in Education University of Toronto Abstract The exploratory study focused on First Nation students and First Nation education counsellors within Ontario. Using an interpretative approach, the research sought to determine the relevance of the counsellors as a potentially influencing factor in the students‘ post-secondary program choices. The ability of First Nation education counsellors to be influential is a consequence of their role since they administer Post- Secondary Student Support Program (PSSSP) funding. A report evaluating the program completed by Indian and Northern Affairs Canada in 2005 found that many First Nation students would not have been able to achieve post-secondary educational levels without PSSSP support. Eight self-selected First Nation Education counsellors and twenty-nine First Nation post- secondary students participated in paper surveys, and five students and one counsellor agreed to complete a follow-up interview. The quantitative and qualitative results revealed differences in the perceptions of the two survey groups as to whether First Nation education counsellors influenced students‘ post-secondary program choices.
    [Show full text]
  • 2003 15Th Year Evaluation Report
    NASA’s South Dakota Space Grant Consortium 15th Year Evaluation National Space Grant College and Fellowship Program Program Performance and Results (PPR) Report South Dakota Space Grant Consortium Dr. Sherry O. Farwell, Director South Dakota School of Mines and Technology 501 East Saint Joseph Street Rapid City, SD 57701 Phone: 605-394-1975 Fax: 605-394-5360 [email protected] Submitted October 16, 2003 1 Table of Contents Title Page ……………………………………………………………………………….. 1 Table of Contents …………………………………………………………………….…. 2 Executive Summary and Consortium Impact …………………………………………... 3 Introduction ……………………………………………………………………………... 5 National Program Emphases ……………………………………………………………. 7 Program Elements Consortium Management ……………………………………………………….. 10 Fellowship/Scholarship Program ……………………………………………….. 13 Research Infrastructure Program ……………………………………………….. 14 Higher Education Program ……………………………………………………... 18 Precollege Education Program …………………………………………………. 22 Public Service Program: General Public and External Relations ………………. 26 Statement of Consortium Concurrence …………………………………………………. 27 2 Executive Summary and Consortium Impact The South Dakota Space Grant Consortium (SDSGC) has facilitated tremendous advances in educational outreach and research in subject areas critical to NASA’s unique mission. Over the past 12 years since it’s inception, the SDSGC has greatly stimulated the growth and impact of our expanding network of industry, academic, and governmental organizations; thereby bringing the Consortium’s educational and research
    [Show full text]
  • Program Listings
    Program Listings Confederation College is located in the city of Thunder Bay, a culturally CAMPUSES diverse community that serves as the education and government hub of Thunder Bay » northwestern Ontario. Located in the heart of one of the finest outdoor 1450 Nakina Drive recreation and tourism destinations in Canada, Confederation College P.O. Box 398 students enjoy the benefits of living and learning in a community that Thunder Bay, ON provides a rich lifestyle right at your doorstep. Canada P7C 4W1 Dryden » At Confederation College we change lives through learning. We are Fort Frances » committed to meeting the needs of our learners, employers and communities, Geraldton » and we are here to help you succeed in meeting your life goals. To arrange Kenora » for a Thunder Bay campus tour call (807) 475-6110 or book a tour online. Marathon » Red Lake » Sioux Lookout » Wawa » ADMISSIONS SERVICES FOR PROSPECTIVE STUDENTS The minimum admission requirement Click the title to visit Department webpage: for a postsecondary program is an Admissions & Recruitment » (807) 475-6213 Ontario Secondary School Diploma, Career & Placement Services » (807) 475-6193 or its equivalent, with minimally 2 senior credits at the college, college Centre for Continuing Education » (807) 475-6550 /university or university preparation Counselling Services » (807) 475-6110 level. Some programs have Distance Education » 1-800-563-9435 additional admission requirements. For specific admission requirements, Financial Aid » (807) 475-6637 please see the program descriptions Fitness Centre » (807) 475-6239 included in this publication, visit the General Inquiry » (807) 475-6110 Admissions website or contact our Health Centre » (807) 475-6169 Admissions Office at (807) 475-6213.
    [Show full text]
  • Digital Fluency Expression of Interest
    January 6, 2021 Digital Fluency Expression of Interest Please review the attached document and submit your application electronically according to the guidelines provided by 11:59 pm EST on February 3, 2021. Applications will not be accepted unless: • Submitted electronically according to the instructions. Submission by any other form such as email, facsimiles or paper copy mail will not be accepted. • Received by the date and time specified. Key Dates: Date Description January 6, 2021 Expression of Interest Released Closing Date and Time for Submissions February 3, 2021 Submissions received after the closing date and 11:59pm EST time will not be considered for evaluation Submit applications here By February 28, 2021 Successful applicants notified Please note: due to the volume of submissions received, unsuccessful applicants will not be notified. Feedback will not be provided eCampusOntario will not be held responsible for documents that are not submitted in accordance with the above instructions NOTE: Awards for this EOI are contingent upon funding from MCU. 1 TABLE OF CONTENTS 1. BACKGROUND .................................................................................................................... 3 2. DESCRIPTION ....................................................................................................................... 4 WHAT IS DIGITAL FLUENCY? .......................................................................................................... 4 3. PROJECT TYPE .....................................................................................................................
    [Show full text]
  • Workplace Leadership Through Professional Development: Lambton College Support Staff Group
    WORKPLACE LEADERSHIP 1 WORKPLACE LEADERSHIP THROUGH PROFESSIONAL DEVELOPMENT: LAMBTON COLLEGE SUPPORT STAFF GROUP By HEATHER DIANNE COURTNEY-TORRES Integrated Studies Project submitted to Dr. Angela Specht in partial fulfillment of the requirements for the degree of Master of Arts – Integrated Studies Athabasca, Alberta September, 2010 WORKPLACE LEADERSHIP 2 ABSTRACT This project focuses on the need for post secondary intuitions, more specifically Lambton College, to react to global pressures by maintaining a competitive edge by investing in training and development of the support staff employee group. Support staff are responsible for front line requests from internal and external stakeholders and in most cases are the first point of contact. This employee group is a viable resource for the College in executing institutional objectives by effectively meeting the needs of internal and external clients. Since the Ontario College System is being influenced by ministry initiatives which are diversifying the student enrollment, support staff are experiencing changes to their roles and expectations within Lambton College and across the province of Ontario. By integrating a theoretical and pedagogical principal to an applied workplace leadership program, a well-built certificate can meet both the professional development needs Lambton College’s support staff while acknowledging its organizational mission and mandate. This workplace leadership certificate focuses on many subject areas in developing leadership skills such as communication, customer service, critical and creative thinking, cultural/community sensitivity, coaching and leading teams, Strengths based leadership, project management, the Ontario college system, entrepreneurial spirit. The underlying theme of the workplace leadership certificate highlight concepts from Lambton College’s newly adopted positive psychology assessment called Strengths Quest.
    [Show full text]
  • 2004-2009 UCN Strategic Plan Appendices.Pdf
    TABLE OF CONTENTS Appendix A: UCN Implementation Team Terms of Reference Appendix B: UCN Elders’ Consultations Summary Report Appendix C: UCN Symposium Report Appendix D: University College of the North Act Appendix E: Governance Models of Selected Non-Aboriginal and Aboriginal Post-Secondary Education Institutions Appendix F: Facilities Development Summary Appendix G: Academic Plan: Degree Program Development Appendix H: First Year Program at UCN Appendix I: International Program Considerations for UCN Appendix J: UCN Research Strategy Appendix K: Centre for Aboriginal Studies and Research Development Report Appendix L: Centre for Aboriginal Languages Development Report Appendix M: An Outline for the Establishment of an Aboriginal Justice Institute within the University College of the North Appendix N: UCN Library Plan Appendix A University College of the North Implementation Team Terms of Reference UCN Implementation Team TERMS OF REFERENCE Mandate To provide guidance and leadership in the planning and development of University College of the North (UCN). Implementation Team An Implementation Team will be appointed by the Minister of Advanced Education and Training, composed of a chair, 4-5 professional staff and one support staff, the majority of whom will be respected Aboriginal educational leaders. The Team will report and be accountable to the Minister of Advanced Education and Training. In order to enhance the Implementation Team’s work, the following support will be provided: a) Steering Committee – appointed by the Minister of Advanced Education and Training to provide advice to the Implementation Team. This committee will be composed of individuals mainly from the north, the majority of whom represent the north’s diverse Aboriginal population.
    [Show full text]