Vancouver Island University
Aboriginal Service Plan 2018/19 – 2020/21
Submitted by the Office of Aboriginal Education and Engagement February 2018
1 Table of Contents Table of Contents ...... 2 Letter from the President ...... 4 Acknowledgement of Traditional Territory/Territories ...... 6 Situational Context ...... 7 Institutional Commitment ...... 9 Engagement ...... 10 a. Description of Aboriginal Student Engagement ...... 10 b. Description of External Partner Engagement ...... 11 Policies and process(es) to ensure respectful use of Traditional Knowledge and/or Indigenous Intellectual Property ...... 13 Overview of Proposed Plan ...... 14 Proposed Programs and Activities for 2018/19 ...... 15 Aboriginal Culture Nights ...... 15 ASP Coordinator ...... 17 Hwulmuxw Mustimuxw Siiem (HMS) ...... 19 Penelakut Island Learning Centre (PILC) ...... 21 Snuneymuxw House of Learning – Hul’qumi’num Language Revitalization ...... 23 Malahat Nation Kwunew Kwasun Cultural Resource Center: Secondary Education Upgrade Program ...... 25 Métis Education Navigation Coordinator ...... 27 Stz’uminus First Nation Chemainus Native College Adult Program ...... 29 Tillicum Lelum Community Engagement Coordinator ...... 31 Faculty of Education: Elders-in-Residence ...... 33 Cowichan Campus Student & Elder Supports ...... 35 Powell River Campus: Indigenous Community Engagement and Program Coordinator ...... 37 Language Revitalization ...... 39 Aboriginal University Bridging Program Student Supports ...... 41 Health and Human Services: Indigenous Relationships in the Curriculum ...... 43 B.A. Visual Art Minor in Aboriginal Art Program Development ...... 45 First Nations Studies (FNAT) 200: Water as Life ...... 47 Overall Budget ...... 49 Programs and Activities Supported by Minimum Ministry Funding ...... 49 Programs and Activities Requiring Additional Ministry Funding ...... 50 Total Funding (Minimum + Additional) ...... 50 Appendices ...... 51 Appendix 1: Oct 2017 HMS Think / Pair / Share ...... 51 Appendix 2: VIU Aboriginal Student Retention Data ...... 55 Appendix 3: VIU Academic Plan: Indigenous Commitment Objective ...... 57 Appendix 4: VIU Aboriginal Education Plan Update (Jan 2018) ...... 60 Appendix 5: VIU Graduate Attributes ...... 69 Appendix 6: VIU’s New Indigenous Learning Partnership ...... 73 Appendix 7: VIU’s Community-Based Program Delivery (Nanaimo Campus) ...... 75 Appendix 8: VIU Indigenous Student Summer Camp Report (Summer 2017) ...... 77 Appendix 9: VIU Professional Development Offerings in Aboriginal Education ...... 84 Appendix 10: Services for Aboriginal Students ...... 92 Appendix 11: Aboriginal-Focused Programs at VIU ...... 93 Appendix 12: Aboriginal Scholarships and Awards at VIU ...... 94 Appendix 13: ‘Su’luqw’a’ Community Cousins ...... 95 Appendix 14: HMS Terms of Reference (Updated Jan 2018) ...... 97 2 Appendix 15: Shawn Atleo ...... 101 Appendix 16: Doug White ...... 104 Appendix 17: Summary of VIU’s National Survey of Student Engagement Results: Aboriginal Students ...... 106 Appendix 18: Theyul’shenum Tseep Survey 2017 ...... 112 Appendix 19: Community Cousins Pancake Breakfast Survey 2017 ...... 114 Appendix 20: Letter of Support for Culture Nights Activity ...... 117 Appendix 21: Letter of Support for ASP Coordinator and Overall ASP from HMS ...... 118 Appendix 22: Letter of Support for HMS Activity ...... 120 Appendix 23: Letter of Support for Penelakut Activity ...... 121 Appendix 24: Articulation Agreement between VIU and Penelakut Tribes ...... 122 Appendix 25: Letters of Support for Snuneymuxw House of Learning Activity ...... 131 Appendix 26: Learning Partnership Agreement Between Snuneymuxw First Nation and VIU ...... 133 Appendix 27: Letters of Support for Malahat Secondary Upgrade Activity ...... 139 Appendix 28: Comments from Students Accessing Métis Education Navigation Coordinator ...... 141 Appendix 29: Métis Education Navigation Brochure ...... 143 Appendix 30: Letters of Support for Métis Education Navigation Coordinator Activity ...... 145 Appendix 31: Learning Partnership Agreement between Cowichan Valley Métis Nation and VIU ...... 147 Appendix 32: Letter of Support for Stz’uminus Activity ...... 153 Appendix 33: Articulation Agreement between VIU and Chemainus Native College ...... 154 Appendix 34: Letters of Support for Tillicum Education Coordinator Activity ...... 164 Appendix 35: Learning Partnership Agreement between Tillicum and VIU ...... 167 Appendix 36: Research Collaborations between Tillicum and VIU ...... 171 Appendix 37: Letter of Support for Faculty of Education: Elders in Residence Activity ...... 172 Appendix 38: Letter of Support for Cowichan Student and Elder Supports Activity ...... 174 Appendix 39: Affiliation Agreement between Cowichan Tribes and VIU ...... 175 Appendix 40: Letters of Support for Powell River Campus Indigenous Community Engagement and Program Coordinator Activity ...... 181 Appendix 41: Additional Information on Powell River Campus Indigenous Community Engagement and Program Coordinator Activity ...... 183 Appendix 42: MOU Between Tla’amin, VIU and SD47 (Powell River) ...... 188 Appendix 43: Kwak’wala Language Group Survey ...... 195 Appendix 44: Letter of Support for Kwak’wala Language Group ...... 196 Appendix 45: Letters of Support for Hul’qumi’num Language Group ...... 197 Appendix 46: Letters of Support for Aboriginal University Bridging Program ...... 199 Appendix 47: Letters of Support for HHS Indigenous Relationship in the Curriculum Activity ...... 201 Appendix 48: Letter of Support for BA Visual Art Minor in Aboriginal Art Activity ...... 203 Appendix 49: Letters of Support for FNAT 200: Water as Life Activity ...... 204
3 Letter from the President
4
5 Acknowledgement of Traditional Territory/Territories Hay ch qa’ sii’em siye’ yu mukw Mustimuxw
In keeping with regional protocol, Vancouver Island University (VIU) students, staff, faculty and administration would like to acknowledge and thank the Snuneymuxw First Nation, Tla’amin First Nation, Cowichan Tribes, Snaw- Naw-As First Nation and Qualicum First Nation for welcoming us to live and learn on their traditional territories where VIU’s campuses are located. We also recognize the Haida, Tsimshian, Haisla, Heiltsuk, Nuxalk, Oweekeno, Kwakwaka’wakw, Gwa’sala-Nakwaxda’xw, K’omoks, Nuu-chah-nulth and Coast Salish Nations on whose traditional territory we have the privilege of sharing educational experiences through community-based and off-campus programming.
VIU would also like to express its appreciation to the Hwulmuxw Mustimuxw Siiem (HMS) members for their continued support and direction in setting priorities for the Aboriginal Service Plan (ASP). Their work and commitment to the process is invaluable.
The ASP continues to contribute to a deeper level of community engagement and scholarship at VIU. This initiative extends the university’s work to respond to the Truth and Reconciliation Commission’s Calls to Action and to ensure both the existence of relevant programming/services for Aboriginal learners and opportunities to increase understanding of our collective Canadian history. The activities proposed in this year’s ASP submission contribute to strengthening relationships between the university, students and Aboriginal communities and offer several creative opportunities to extend our capacity to enhance Aboriginal student access, transition, retention and completion opportunities.
Sharon Hobenshield Director, Office of Aboriginal Education and Engagement
6 Situational Context The beginning of 2018 marks just over two years since the release of the Truth and Reconciliation Commission of Canada’s (TRC) final report in Ottawa on December 15, 2015. This document is the product of a six-year long process of statement gathering during which 6,750 people1 (including not only survivors, but also multiple generations of individuals, families and communities) shared how they have been and continue to be impacted by the Canadian residential school system. As VIU and its partners prepare to implement the 2018/19 Aboriginal Service Plan (ASP), along with celebrating the many successes and examples of resilience we witness in this work, it is important that we continue to acknowledge colonization as one of the most important external factors affecting Aboriginal students & communities. A strong link exists between the trauma inflicted through residential schools and other systems (child welfare, health, legal, etc.) established by the Canadian government to sever the connection between Aboriginal people and their culture and the education, health, economic & other disparities communities, government and researchers continue to identify between Aboriginal & non-Aboriginal Canadians.2 A lesson learned through ASP programming has been that wellness and education are closely connected, as physical, mental, emotional and spiritual health affect students’ educational success. For example, community partners at the October 2017 HMS meeting (see Appendix 1 for notes) highlighted substance use (which research has linked to trauma3) as one factor affecting student retention. Staff in VIU’s community-based programs have remarked that school can positively affect student wellness and students continue to emphasize that connection to culture and Elders facilitates their sense of belonging and happiness on campus (see Student Engagement section). Culturally relevant, holistic student supports have thus been integrated into many ASP activities (e.g. Cowichan Student & Elder Supports, Faculty of Education: Elders-in-Residence & Aboriginal Culture Nights) to address students’ identified needs. This has led to increased Aboriginal student retention at VIU: first-to-second year graduation/retention for Aboriginal students in Bachelor programs (see Appendix 2) increased from 57% for the 2008 entry cohort (enrolling shortly after VIU began participating in ASP) to 66% for the cohort of students entering VIU in 2015. The percentage of Aboriginal students beginning their programs in September 2015 and remaining at VIU in August 2017 (66%) was close that of non-Aboriginal students (73%) at VIU the same years. In addition to being impacted by university experiences, Aboriginal learners’ wellness, retention and completion are also affected by the K-12 system. Aboriginal youth face the most barriers of all BC students to completing high school.4 By age 24, while 92.7% of the overall BC population has received a high school diploma, only 81.8% of Métis and 74.2% of off-reserve First Nations youth have. Furthermore, many Aboriginal students who do receive their high-school certificates graduate without the courses they need (e.g. English 12) to apply to post-secondary. A 2015 Audit of the BC Public School System also revealed that a disproportionate number of School Completion (Evergreen) Certificates were awarded to Aboriginal students, despite their intended use for students with special needs.5 These systemic issues have direct influence on access to post-secondary, forcing Aboriginal students to complete the extra step of upgrading. We have learned that we must create opportunities for students to access ABE courses to meet immediate needs, but K-12 engagement is also required to facilitate smoother transitions. At the October 2017 HMS meeting, communities also noted that upgrading can lead to personal and financial hardship as students may have to be away from community for longer to complete their courses and band funding is often limited to a certain number of years. The new Indigenous learning partnership initiated at VIU (see Institutional Commitment) and the NDP’s decision to reverse tuition costs for Adult Basic Education (ABE) will reduce financial barriers for Aboriginal students & communities, allowing more learners to access education. However, living and transportation expenses remain significant concerns. As one of VIU’s Indigenous Education Navigators noted in Dec 2017, communities located as close as 14 km away from VIU’s campuses are functionally remote for students without access to public transit or personal vehicles. We have learned offering upgrading in community can help address the personal challenge of leaving home, the need for wraparound and cultural supports while studying and the geographic/financial barriers that students and communities (see Student Engagement section) continue to identify as external factors affecting access, retention & completion.
1 Truth and Reconciliation of Canada (2015). Honouring the Truth, Reconciling for the Future. Summary of the Final Report. Page 29. 2 Greenwood, M., de Leeuw, S., Lindsay, N.M., Reading, C. (2015). Determinants of Indigenous Peoples’ Health in Canada – Beyond the Social. 3 Adelson N. The embodiment of inequity: health disparities in aboriginal Canada. Can J Public Health. 2005;96 Suppl 2:S45-61. 4 White, M. (2013). Adult education: An essential element in a poverty reduction plan to improve economic opportunities for low-income individuals and families. BCTF Research Report. www.bctf.ca/publications.aspx? id=5630. 5 Bellringer, Carol: Auditor General (2015). An Audit of the Education of Aboriginal Students in the B.C. Public School System. Page 14. 7 The upgrading barrier could be further reduced by improving Aboriginal students’ experiences and success in elementary and high school. BC’s redesigned K-12 curriculum may have a positive impact in this area, as it includes a focus on Aboriginal languages, cultures and histories to improve school success for Aboriginal students.6 Reconciliation is also a district-wide goal for SD68 (Nanaimo-Ladysmith) and several others.7 Implementation of the new curriculum was mandated in 2017/18 for K-9 and will be required for all grades by 2019/20. As the Aboriginal population is young and growing faster than any other demographic in BC,8 within a few years many Aboriginal children will experience an increasingly relevant and receptive K-12 school system. This may decrease achievement gaps in elementary/high school & increase Aboriginal student transitions to post-secondary. Facilitating Aboriginal learners’ access to higher education is also important because post-secondary participation affects labour market participation. Research shows that Aboriginal people with university degrees experience similar unemployment rates to that of the general, university-degree holding Canadian population (4.9% vs. 4.4%). The unemployment rate for Aboriginal people with less than a high school diploma (22.5%), however, is 1.5 times that of the overall Canadian employment rate (15.4%) – see Table 19. Table 1: Canadian Unemployment Rates by Education Level Highest level of education Aboriginal unemployment rate Overall unemployment rate University degree 4.9% 4.4% High school diploma 13.6% 8.4% Less than high school diploma 22.5% 15.4% Aboriginal people with post-secondary credentials will be able to benefit from the surplus of jobs expected to become available in BC over the next 10 years. BC’s Labour Market Outlook: 2017 Edition10 predicts 917,000 job openings in the province between 2017 and 2027 (133,800 in the Vancouver Island / Coast Region), with 78% requiring post-secondary education. The Minister of Advanced Education, Skills and Training notes that “Indigenous youth are the fastest growing demographic in Canada and will play a vital role in filling the jobs of tomorrow. Ensuring all British Columbians have the right education and training to fill these job openings will be essential to the success of our province.”11 In addition, BC’s aging population means that Health Care / Social Assistance is one of five industries expected to account for half of the projected job openings. As the students trained in VIU’s Health and Human Services programs will become the workers filling these positions, the Faculty’s indigenization work has the potential to transform the healthcare experiences of Aboriginal communities by ensuring graduates possess strong knowledge of Aboriginal ways of knowing/being and cultural competency skills. Supports like the HHS Elder-in-Residence are also crucial to promoting Aboriginal student retention and program completion in the Faculty, which will allow Aboriginal learners to secure some of the many positions available in this field post-graduation. Jobs in community will also create opportunity for Aboriginal learners. October 2017 HMS meeting attendees reported (see Appendix 1) that a hotel will be opening in April 2018 in Stz’uminus and daycare services are expanding in Malahat, Qualicum, Penelakut and Tillicum Lelum. Cowichan Tribes are also expanding their health and education services. Workers will need education and training to succeed in their roles; this includes job- specific training for community members and specialized cultural competency training for outside employees. Community representatives also noted the need for capacity building to address staffing shortages, which Tillicum is encountering in hiring for their daycare. Penelakut staff are currently pursuing Early Childhood Education certificates to meet the need in their daycare. An overall key learning from the ASP is that Aboriginal students’ and communities’ resourcefulness, resilience and persistence remain significant strengths that facilitate educational and economic achievement. As noted in the 2017/18 Situational Context, achieving positive outcomes is not a linear process, and educational success may unfold over an extended timeframe. Given this, it is critical that VIU and its partners continuing to engage in long- term, authentic collaborations to support each student on their unique path, remembering to celebrate milestones and support students as they build confidence, self-awareness and personal, academic and job-related skills.
6 https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/curriculum_intro.pdf 7 Think/Pair/Share completed by SD68 representative at October HMS meeting 8 Ministry of Advanced Education (2012). Aboriginal Post-Secondary Education & Training Policy Framework and Action Plan: 2020 Vision for the Future. Pg 6. 9 White, M. (2013). Adult education: An essential element in a poverty reduction plan to improve economic opportunities for low-income individuals and families. BCTF Research Report. www.bctf.ca/publications.aspx? id=5630. 10 BC Labour Market Outlook: 2017 Edition, p. 1 11 BC Labour Market Outlook: 2017 Edition, p. 1 8 Institutional Commitment The Aboriginal Service Plan aligns closely with VIU’s strategic direction, as summarized in the institution’s Academic Plan (Appendix 3) and Aboriginal Education Plan (Appendix 4). The Academic Plan (approved in 2017 by the Board of Governors) lists “Indigenous Commitment” as one of six overall objectives, linking it to seven sub-objectives that support ASP and Framework goals including: “support community-based learning that builds on Indigenous protocols” (also Framework Goal # 2). Another sub- objective: “support Indigenous ways of knowing pedagogy” (related to ASP Goal # 3; Framework Goal # 1) has led VIU to include “Indigenous perspective” in the 21 attributes graduates must possess (Appendix 5). The Aboriginal Education Plan (2018 update) extends the Academic Plan through 17 Strategic Priorities including: “acknowledge, welcome and include Indigenous learners (ASP Goal # 3; Framework Goal # 1) and “support all Aboriginal student transitions into VIU programs” (ASP Goal # 1; Framework Goal # 4). VIU’s substantial contribution to Aboriginal services outside of the ASP also demonstrates the university’s commitment to Aboriginal education. In 2017/18, VIU launched a $13.5 million Indigenous learning partnership (Appendix 6) with funding from the Rideau Hall Foundation & MasterCard Foundation. This initiative will double the number of students that partner First Nations can support to pursue post-secondary and strengthen student support services, allowing 500 Aboriginal learners to complete their programs at VIU. Also ongoing at VIU are Aboriginal Community-Based Partnership Program deliveries with Ecotourism & Stewardship Technician programs serving 100+ learners from 20+ Nations (Appendix 7) and VIU’s first Indigenous student summer camp, which increased 62 high school students’ sense of belonging on campus in 2017 with a grant from the Peter Cundill Foundation (Appendix 8). VIU also facilitates extensive professional development in Aboriginal Education (Appendix 9) including the KAIROS Blanket exercise (900+ participants since Aug 2016), monthly “Exploring Reconciliation” lectures, Indigenous Book Circles, Indigenous Learning Circles (supported by Elders and students) and an annual Indigenous Speakers Series (in collaboration with The Laurier Institution & CBC Radio One Ideas). Furthermore, VIU continues to offer Aboriginal services and activities provided prior to the ASP, despite a challenging fiscal climate at the university. Ongoing initiatives include Services for Aboriginal Students, Aboriginal-focused programs and Aboriginal scholarships and awards (Appendices 10, 11 & 12). ‘Su’luqw’a’ Community Cousins (Appendix 13) continues to grow, receiving $40,000 from the RBC Foundation in 2017. The Cousins participated in Tribal Journeys in July 2017, canoeing with Pitzer College students from Cowichan to Campbell River and building relationships with communities through participation in protocol and ceremony. VIU has also moved several ASP activities to base or other funding including core functions for 8/9 Elders-in-Residence (originally in 2008/9 ASP). The university created two new 0.4 FTE positions in 2017 to welcome Nuu-chah-nulth Elder, Barney Williams, and hire a Kwak’waka’wakw Elder once he/she is identified by community. VIU’s Elders are compensated on a Faculty pay scale, resulting in regular increases in base dollars directed toward Aboriginal programming according to collective agreement changes. The Aboriginal Student Transition Advisor and Associate Director of Aboriginal Education (now Aboriginal Projects Coordinator/Elder Support) have also moved from ASP to base funds and graduates of the Indigenous Teaching and Scholarship Series (2016/17 ASP) are now engaged in a base-funded “Indigenous Knowledge in Our Disciplines” series. Finally, Aboriginal voice remains an integral part of institutional decision-making at VIU. Our Aboriginal Advisory Committee, Hwulmuxw Mustimuxw Siiem (Appendix 14), continues to ensure communities’ interests are represented in institutional planning (e.g. ASP development and VIU’s new Indigenous learning partnership). The Elders’ Council guides the university toward legitimacy & relevance in Aboriginal Education and the Elders provide support and direction for staff & students. VIU’s Board of Governors includes Snuneymuxw member, Erralyn Joseph, and re-appointed Chancellor, Louise Mandell (Aboriginal rights advocate/lawyer). Leaders like Shawn Atleo (Appendix 15) & Doug White (Appendix 16) advance VIU’s Aboriginal Education priorities through their work at the university and VIU continues to recruit Aboriginal staff (Aboriginal counsellors have been hired through human rights excluded processes at the Cowichan and Nanaimo campuses). The Office of Aboriginal Education and Engagement advocates for Aboriginal learners through participation on three university Senate Standing Committees (Planning & Priorities, Educational Standards, and Curriculum) and VIU’s Provost is calling for the creation of a Faculty of Indigenous Studies to give Aboriginal Education two voting seats on Senate. VIU’s Elders and Indigenous program areas have been consulted and are supportive of this direction. 9 Engagement a. Description of Aboriginal Student Engagement Student Group Engagement Activities Interests Outcomes 1st & 4th year Aboriginal Sample of 1st and 4th year Needs: more 1:1 contact FNAT, HHS & Education students in Bachelor VIU students invited to w/profs; better integrate Elders promote programs. respond to National FN history in curriculum; Indigenous perspectives Aboriginal student Survey of Student more cultural awareness in curriculum; Elders & response rate: ~ 70/519 Engagement (NSSE) - Feb from profs; funds for HHS build profs’ cultural (13.5%) 2016 (VIU participates tuition/living expenses awareness; Culture Nights every 2 years; next survey Appreciate: small class and Elders acknowledge in Feb 2018). See sizes; caring instructors; cultural background of Appendix 17 for details. acknowledgment of Aboriginal students; Aboriginal cultural Bridging Program helps background with tuition assistance Aboriginal students new Survey at Theyul’shenum Supports: friends; family; Culture Nights creates to VIU in Fall 2017 Tseep (New Student funding; Gathering Place friendships; community- n=22 surveys completed; Orientation) – Aug 31, Needs: transportation; based activities address response rate unknown 2017. See Appendix 18 housing; positive K-12 transportation; Penelakut for survey tool. experience; funding targets K-12 experience and English 12 credential Aboriginal students Survey at pancake Supports working well: Culture Nights activity attending ‘Su’luqw’a’ VIU breakfast – Oct 5, 2017. Shq’apthut events; food; provides food & cultural Community Cousins See Appendix 19 for cultural performances; performances, promotes pancake breakfast survey tool and results. movie/culture nights; cultural awareness; HHS n=37 surveys completed; Elder support; tutors and Education Elders response rate unknown Supports desired: more offer Elder support; HHS information on resources; activity working to funding; more Elder time; increase Aboriginal increase Aboriginal cultural awareness cultural awareness; reconciliation events; expansion of Shq’apthut Aboriginal students Ongoing check-ins Needs: funds for tuition & Tillicum activity funds (current & prospective) between Navigators and living; transportation; bus passes; community- supported by Indigenous students throughout Fall upgrading (English 12 a based programs (Malahat, Education Navigators (on 2017; informal barrier to access); more Tillicum, Bridging, all 3 VIU campuses and in conversations at services at regional Stz’uminus, Penelakut) communities across organized events (e.g. campuses; connection to support English 12 Vancouver Island – e.g. Indian Taco Day at culture, Elders, ceremony, completion; Culture Qualicum, Ahousat, Shq’apthut – Nov 1, protocol; create sense of Nights, Elders (Educ. & Stz’uminus, etc.) 2017) belonging in Gathering HHS) connect to culture & n=~75 students Place for more students promote belonging Aboriginal students Aboriginal Student Interests: support for Culture Nights & Elders enrolled at VIU between Retention Survey & focus living costs & personal (Educ., HHS) link students Sept 1/07 and Jan 31/13 groups (implemented Feb challenges; teaching to traditional practices & Survey response rate: 2013, but continues to traditional practices (e.g. Elders; HHS & FNAT 388/2205 (18%) à 225 provide relevant info on singing, drumming, integrate Indig. content in current students, 91 student needs/interests); language) - only 40% courses; Snuneymuxw & graduates and 72 leavers now 5 years later - next satisfied with Aboriginal Lang. Revitalization link major data collection content in courses; benefit to lang./culture; Métis 5 focus groups: 32 through new Indigenous of Elders, mentorship, Coord., Tillicum Coord., participants (current & learning partnership acknowledge/value Bridging support through former students) beginning in 2018 culture in & out of class personal challenges 10 b. Description of External Partner Engagement Partner Engagement Activities Interests Outcomes Cowichan Tribes ASP Development: Think/ More connection to Culture Nights; Language Pair/ Share (Appendix 1) language and culture; Revitalization activities at Jan 2018 HMS retreat. developing fluency and promote connection to ASP Review: May 2018 capacity building for language and culture HMS meeting activity language teachers presentations Cowichan Valley Metis ASP Development: Think/ Needs: recognition at the Métis Coordinator engages Nation Pair/ Share & priority community & provincial with K-12 students around setting discussion at Oct level; Metis curriculum for transitions; Penelakut 2017 HMS meeting. ASP schools. Priorities: supports Gr 12 English Review: May 2018 HMS engagement with K-12 students; Culture Nights meeting activity share Métis culture presentations Intertribal Health ASP Development: Think/ Needs: budget, staffing, Powell River Coordinator Authority (29 Member Pair/Share (Oct 2017 HMS collaboration. Priorities: links Tla’amin members to Nations incl. Penelakut, meeting). ASP Review: in-house training, capacity training & PD (health & Snuneymuxw, Stz’uminus, Activity presentations at building; professional other sectors); HMS Snaw-naw-as, Tla’amin) May 2018 HMS development promotes collaboration Malahat Nation ASP Development: Think/ Needs: literacy and self- Community-based Pair/Share (Oct 2017 HMS confidence. Priority: upgrading in Malahat & meeting). ASP Review: support members towards other Nations + Tillicum Activity presentations at completion of grade 12. and Métis Education May 2018 HMS Coordinators support this Mid-Island Metis ASP Development: Think/ Needs: staff/funding; start Metis & Tillicum Education Association Pair/Share (Oct 2017 HMS supports in early years; Coordinators meeting). ASP Review: more communication with communicate with Activity presentations at students to share supports students to increase access May 2018 HMS & opportunities; living & address staffing expenses; daycare spaces. shortages; HMS promotes Priorities: collaboration collaboration Qualicum First Nation ASP Development: Think/ Needs: funds for students, Bridging Program activity Pair/ Share at Jan 2018 both new and continuing supports students with HMS retreat. ASP Review: and those who do not extra costs not covered by May 2018 HMS meeting qualify under common bands or government activity presentations funding programs (e.g. INAC) Qualicum School District ASP Development: Think/ Needs/Interests: visits Culture Nights, Elders, (SD69) Pair/ Share at Jan 2018 from new VIU Navigators Bridging Program and HMS retreat. ASP Review: to support transitions community-based May 2018 HMS meeting Priorities: Emotional and upgrading activities activity presentations social support for students provide emotional/social through learning journey support for students Nanaimo-Ladysmith ASP Development: Think/ Needs: staff-new teaching Elders, HHS, FNAT, Culture Public Schools (SD68) Pair/Share (Oct 2017 HMS positions to fill following Nights (open to public) meeting). ASP Review: Supreme Court ruling. support Reconciliation & Activity presentations at Priorities: district-wide increase awareness; May 2018 HMS goal of Reconciliation; Penelakut English teacher equity for Aboriginal promotes equity for students; collaboration Aboriginal students; HMS fosters collaboration
11 Partner Engagement Activities Interests Outcomes Penelakut Tribes ASP Development: Think/ Needs: special education Penelakut activity Pair/Share (Oct 2017 HMS teacher; Early Childhood supports members toward meeting). ASP Review: Education (ECE) workers. Gr 12 completion, Activity presentations at Priorities: certification for facilitating access to post- May 2018 HMS educational staff / sec and programs like members so can fill jobs. ECEC and B.Ed Snaw-Naw-As (Nanoose ASP Development: Think/ Concerns: low attendance Upgrading activities (in First Nation) Pair/Share (Oct 2017 HMS in K-12 leads to IEPs; community, at Tillicum, at meeting). ASP Review: transitions in key grades Cowichan campus) Activity presentations at (K-1, 7-8-9, 12-post-sec). support transitions to May 2018 HMS Priorities: language & post-sec & language and numeracy; support K-12 numeracy skills; Penelakut students & transitions supports Gr 12 students Snuneymuxw First Nation ASP Development: Think/ Priorities: culture, Community-based Pair/ Share at Jan 2018 employment, education, upgrading activities (e.g. HMS retreat. ASP Review: wellness/healing; literacy, Stz’uminus, Malahat) May 2018 HMS meeting numeracy and ABE / adult support adult learning; activity presentations learning Snuneymuxw activity, Language Revitalization, Elders, Culture Nights connect to culture Stz’uminus First Nation ASP Development: Think/ Needs: Transportation, Community-based Pair/Share (Oct 2017 HMS upgrading, life skills; staff. programs address need re: meeting). ASP Review: Priorities: adult education; transportation, adult ed. & Activity presentations at community-based life skills; Education May 2018 HMS education; drivers license Coordinators (PR, Métis, training; Health Care Tillicum) help fill staffing Assistant (HCA) & ECE; gaps & link community/ student data collection students to training Tla’amin First Nation ASP Development: Think/ Needs: human resources Powell River Coordinator Pair/Share (Oct 2017 HMS following transition to links members to training meeting) and ongoing self-governance and & certification to meet conversations with VIU management over all staffing needs in era of Indigenous Education entities; funding for self-governance. Student Navigator in PR (meetings tuition & living costs. funding needs being met with Education & Social Priorities: training / outside of ASP through Development departments certification. new Indigenous learning & North Van. Island partnership at VIU. Training Society). ASP Review: Activity presentations at May 2018 HMS Tillicum Lelum Aboriginal ASP Development: Think/ Needs: funding; training; Tillicum Coordinator & Friendship Centre Pair/Share (Oct 2017 HMS building relationships & HMS build relationships, (Nanaimo) meeting). ASP Review: partnerships; developing address transitions; Activity presentations at new courses. Priorities: Tillicum Coordinator May 2018 HMS transitions to VIU & other supports youth training; community engagement; Powell River development; youth Coordinator links Nation engagement; support to training & supports students earlier. community development; Penelakut engages K-12 & FNAT created new course 12 Policies and process(es) to ensure respectful use of Traditional Knowledge and/or Indigenous Intellectual Property At VIU, respect of traditional knowledge starts with respect of traditional territory and this is modeled by Senior Management and faculty who acknowledge territory at public events like convocation, provost meetings, and in the classroom. We are lucky to have the Elders-in-Residence guiding us through protocol and ensuring we are using traditional knowledge in a respectful way. The Elders also support instructors who are trying to modify their teaching practice to integrate Aboriginal ways of being and are helping us learn to work in a “good way” with both our hearts and minds. Finally, the Elders remind us to learn through our mistakes, recognizing that bringing traditional knowledge into the university takes time. They also create a culture of respecting and honouring traditional knowledge across VIU as we work to create essential decolonizing discourses that lead to authentic, long-term and respectful relationships between the university and Aboriginal communities.
The tangible ways we support this practice include the following: • The Office of Aboriginal Education and Engagement facilitates extensive professional development (Appendix 9) for VIU staff and faculty to enhance awareness of and appreciation for Aboriginal history, culture and ways of knowing and being (including sessions on protocol and territory). • VIU develops protocol agreements with each Aboriginal community we work with, identifying our respective values, principles and shared objectives as we work in partnership. • HMS provides input that shapes Aboriginal programs and courses under development and related institutional planning. • The Elders’ Council provides input into Aboriginal programs and courses and the Elders also work one-on-one with faculty and students. • The Office of Aboriginal Education and Engagement has representation on three standing Senate Committees: Planning and Priorities, Educational Standards and Curriculum Committee which helps ensure that the institution is responsive and respectful of traditional knowledge and Indigenous intellectual property. VIU’s Provost is advocating for the creation of a Faculty of Indigenous Studies, which would give Aboriginal Education two voting seats on Senate. • VIU complies with Tri-Council policies related to research with Aboriginal communities. The Research and Scholarly Activity Office ensures that investigators understand Chapter 9: Research Involving the First Nations, Inuit and Métis Peoples of Canada of the Tri-Council Policy Statement on conducting research with humans. This also ensures that VIU research is consistent with the OCAP Principles12 (Ownership, Control, Access and Possession). • Action Item # 14A in VIU’s Aboriginal Education Plan (Appendix 4) is to “design a process consulting with local communities to develop VIU leading practices that are beyond Tri-Council compliance.” VIU’s Research Office is in the beginning stages of creating conversation around how the university can ensure the protection of traditional knowledge and Indigenous intellectual property during research activities. A committee has been formed to work on developing a protocol. The committee is planning to hold a forum in the Spring of 2018 to identify key stakeholders, concerns and needs for support. VIU is also in the process of hiring several research chairs who will be expected to integrate Indigenous communities’ needs into their work. • VIU continues to consider how we can ensure protection of Traditional Knowledge in community- based programs.
12 http://www.naho.ca/documents/fnc/english/FNC_OCAPCriticalAnalysis.pdf 13 Overview of Proposed Plan VIU’s 2018/19 to 2020/21 ASP facilitates Aboriginal student access and transitions to post-secondary. Several activities (e.g. Malahat, Tillicum, Stz’uminus & Bridging Program) address the need for Adult Basic Education identified in the Situational Context. These activities also include cultural and other wraparound supports, as students say personal challenges, finances and connection to traditional knowledge affect their retention and completion (Student Engagement). For example, Malahat’s Secondary Upgrade program takes place at the community’s Cultural Resource Center, offering students access to a culturally supportive environment where they can achieve success toward Grade 12 completion. Similarly, the Tillicum Education Coordinator focuses on holistic health and wellness from an Aboriginal perspective to help urban Aboriginal learners access post-secondary. Most of the upgrading programs are community-based to reduce geographic/transportation barriers (emphasized by both students and external partners – see Engagement and Situational Context). Offerings in community also advance VIU’s Academic Plan objectives (Indigenous Commitment sub-objective # 4: “support community-based learning that builds on Indigenous protocols, ways of knowing, and facilitates bridging into VIU”), as well as ASP (# 2: strengthen partnerships and collaboration) and Framework (# 2: support community-based delivery through partnerships) goals.
In addition, VIU and its partners work with the K-12 education system to decrease the need for upgrading after high school by supporting Aboriginal high school students to graduate with the pre- requisites they need for college or university. This need was identified by communities at the Oct 2017 HMS meeting and statistics that describe the disparities in educational outcomes achieved by Aboriginal & non-Aboriginal learners in BC (see Situational Context & External Partners). Penelakut’s English 12 teacher addresses this concern by giving students face-to-face access to a credential required for most post- secondary programs in a supportive & culturally-relevant environment. As the new provincial curriculum is implemented across all grades, K-12 students’ needs may change and we will adjust the ASP accordingly.
Another focus of VIU’s 2018/19 ASP is facilitating retention and program completion for Aboriginal students. Students have told us they want to see culture acknowledged both inside and outside of the classroom and that they value their sense of belonging in the Gathering Place (see Student Engagement). The Culture Nights activity builds relationships among VIU students, staff and the broader community by connecting participants to traditional knowledge (including drumming, singing and ceremony) and offering visits from local artists, Reconciliation presentations and movie/pizza nights. The Education and HHS Elders-in-Residence also help meet students’ communicated needs for mentorship and personal support (see Student Engagement) and further VIU’s goal of increasing Aboriginal student retention and completion. The Elders also support staff and faculty to increase their awareness and understanding of Aboriginal perspectives, allowing them to offer culturally-relevant educational experiences through development of courses like FNAT 200: Water as Life and the Visual Arts Aboriginal Art Minor. Positions like the Cowichan Student & Elder Supports and Métis Education Navigation Coordinator allow VIU to build relationships and share information with prospective and current students, supporting their individualized pathways to post-secondary. This has been identified by new Aboriginal students (see Theyul’shenum Tseep survey results in Student Engagement) and External Partners as crucial to post-secondary access.
Overall, VIU remains committed to supporting Aboriginal communities’ priorities through the ASP. Positions like the Powell River Campus Indigenous Community Engagement & Program Coordinator allow VU to respond to community-identified needs for capacity building in sectors such as Health Care & Social Assistance (emphasized in Situational Context and External Partner Engagement). HMS continues to ensure community and VIU interests are balanced in the ASP process by identifying areas of focus for funding in Oct, ranking additional funding proposals in Jan and reviewing ASP implementation in May. All partners continue to explore possibilities for linking services and working together to meet common needs through efficient resource allocation and authentic partnerships. We also strive to balance innovation/new programming with the need to (as articulated by one community partner at the Oct 2017 HMS meeting) “keep what we have…[as] the existing programs are now gaining momentum [and it is important that we] let them grow.” All activities are implemented through relationships grounded in trust, recognition and respect, and VIU’s 2018/19 ASP aligns strongly with the university’s overall strategic direction as documented in the Academic Plan and Aboriginal Education Plan (see Institutional Commitment). 14 Proposed Programs and Activities for 2018/19 Title Aboriginal Culture Nights Minimum or Minimum Funding Additional Funding Priority Ranking N/A New or Continuing Continuing Category Outreach activities and events Description This activity supports welcoming and cultural activities throughout the year including a Traditional Coast Salish Welcome (Orientation), Welcome Feasts (hosted by the four Aboriginal Nations represented on Vancouver Island) Every Child Matters (Orange Shirt Day) and regularly scheduled cultural programming (e.g. bimonthly art and culture nights, feasts, Soup & Bannock: Lunch & Learn series, Mental Health & Wellness opportunities, visits from local cultural teachers and artists and other events). These events are open to VIU students, families and community members throughout the academic year at Shq’apthut (VIU’s Gathering Place). Rationale for This activity is being continued due to the following evidence of its success: Continuing Activity • The VIU community is accessing the activity. Over 25 events were held in 2016/17, with the largest drawing 300 attendees. This is an increase from 2015/16, when 17 events were held with the largest drawing 225 people. • Participants are forming connections with each other. Surveys completed at 8 Soup and Bannock Lunch and Learns and a Welcome Feast in 2016/17 showed that 96% (244/253) of respondents agreed or strongly agreed attending made them feel like part of the VIU community. 91% (229/252) agreed or strongly agreed the events helped them get to know people at VIU. In addition, 100% (27/27) of participants at the Theyul’shenum Tseep: New Student Traditional Welcome event in 2016/17 agreed or strongly agreed that the event helped them get to know people at VIU. 100% (27/27) also agreed or strongly agreed that attending the event helped them feel like part of the VIU community. • Participants are increasing their comfort with engaging in discussions around Aboriginal culture, ways of knowing and being. In 2016/17, 90% (226/252) of respondents to the Soup and Bannock surveys agreed or strongly agreed that attending made them feel more connected to Aboriginal culture than they did before. 91% (229/253) agreed or strongly agreed they felt more comfortable engaging in discussions on Aboriginal culture and/or ways of knowing/being. • Culture Nights contribute to VIU’s receptivity and relevance for Aboriginal learners. 98% (249/254) of Soup and Bannock survey respondents in 2016/17 agreed or strongly agreed that attending made them feel like Aboriginal culture is respected and celebrated at VIU. Furthermore, 95% (19/20) of Theyul’shenum Tseep survey respondents agreed or strongly agreed that attending this Orientation made them feel like there is a place for them at VIU as an Aboriginal person. 100% (27/27) said Theyul’shenum Tseep showed them they have a comfortable, culturally appropriate space to go while attending VIU. Related Goals Increase VIU’s receptivity & relevance (ASP # 3; Framework # 1). Increase access, retention, completion & transition for Aboriginal learners (ASP # 1; Framework # 4). Measuring Success Measure Data / Observation The VIU community (Aboriginal and non- - # of participants and list of events Aboriginal students, faculty, staff and Goal: maintain or increase 2017/18 community members) access this activity numbers Connection and relationship-building - Culture Events survey occur between participants (Aboriginal & non-Aboriginal students, staff, faculty).
15 Title Aboriginal Culture Nights Participants feel more connected to - Culture Events survey Aboriginal culture Participants become more comfortable - Culture Events survey engaging in discussion around Aboriginal culture, challenges and successes VIU is receptive and relevant for - Culture Events survey Aboriginal learners (We may also be able to assess this measure using data from new Aboriginal student engagement activities – likely surveys and interviews planned for 2018 as part of new Indigenous learning partnership).
Location(s) Shq’apthut: A Gathering Place (VIU Nanaimo Campus) Timing Start Date June 2018 End Date April 2019 Duration 11 months Future Plans This activity is in its 6th year of funding. We plan to continue it in the future given its success and continuing demand for cultural programming that creates connection/ relationship for students. While VIU does not have the funds to move this activity into base, we have been looking for ways to increase university contribution. Over the last two years we have had various faculties and areas contribute to the costs of the soup & bannock for our Lunch & Learn series. We have also created partnerships with the other departments (including the Student Union, International Education and Residences) to host cultural events/activities on campus. Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $ 17,000 $ 17,000 $ 17,000 Institution $1,304 $1,304 $1,304 Contribution Other or In-Kind $8,104 $8,104 $8,104 (VIU) Total $26,408 $26,408 $26,408 Expense Breakdown Item Amount for 2018/19 activities/programs where Ministry funding is greater than $20,000 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents showing See Appendix 20 for Letter of Support for Culture Nights Activity. the support, capacity and readiness of the Aboriginal community, specifically relevant to the proposed activity/program
16 Title ASP Coordinator Minimum or Minimum Funding Additional Funding Priority Ranking N/A New or Continuing Continuing Category Partnerships and Engagement Description This position coordinates development, writing & review of ASP. The Coordinator works with VIU’s internal and external partners to document priority areas and needs, brainstorm ideas for programming to meet these needs and identify potential areas for collaboration among partners. The Coordinator then supports community & university activity leads in moving activities from ideas to ASP submissions through development of detailed descriptions, budgets and measures of success. In addition, the Coordinator works with partners to collect and analyze data to measure success including building capacity in program evaluation and reporting. The Coordinator also facilitates the ASP activity prioritization session at the Jan HMS retreat and ensures voting members understand the ASP process and activities to be ranked. Finally, the Coordinator acts as the main ASP Contact for the Ministry, representing VIU on Coordinator calls & collaborating with ASP staff at other institutions to maximize quality of all proposals. Rationale for This activity is being continued given the following evidence of its success: Continuing Activity • The Coordinator is increasing collaboration between institutions to facilitate continued improvement on ASP: in 2017/18, the Coordinator met twice with ASP staff from each of Camosun College and Vancouver Community College (VCC) to discuss ways to strengthen all three institutions’ ASPs. These meetings resulted in VIU discussing new ideas for engaging students based on lessons learned from Camosun. The other institutions also commented during those meetings and on the Jan 2018 Coordinator Call that the information VIU shared on measuring success helped them in their process. • VIU’s internal and external partners are satisfied with the ASP engagement process: a survey conducted at the 2017 HMS Retreat showed that 12/15 (80%) survey respondents were very or extremely satisfied with the way HMS was engaged in ASP. The Coordinator also received emails from ~5 partners in the fall of 2017 with comments demonstrating their satisfaction – e.g. “Thank you [name], You have made this super easy for us. Much appreciated” (Community Activity Lead); and “Thanks again for your supportive ideas and suggestions” (VIU Activity Lead). The Coordinator supported partners in completing activity proposals by providing feedback on draft templates, adding survey results to activity rationales, and discussing how to develop measures of success that capture unintended positive outcomes and are meaningful/ authentic for community as well as the Ministry. Related Goals Strengthen partnerships and collaboration (ASP #2); Continuous improvement based on research, data-tracking & sharing of leading practices (Framework#5). Measuring Success Measure Data / Observation ASP partners are satisfied - Feedback from ASP partners (via survey at HMS with level of engagement retreat) and examples Increased student - # of students participating in engagement activities engagement in 2018/19 (goal: 2019/20 proposal demonstrates increase from 2018/19 proposal) - Examples of new/enhanced methods of data collection Maintained or increased - Examples of data collection methods used in 2019/20 rigor in measures of proposal (highlight new / innovative methods and success for activities results) Collaboration leads to - Examples of VIU’s collaboration with other institutions continued improvement on ASP 17 Title ASP Coordinator - Examples of collaboration between community/university partners on ASP activities - Examples of improvements to ASP (e.g. increases in student engagement, rigor of measures of success, degree to which programming addresses identified needs) resulting from these collaborations
Location(s) VIU campuses and community locations Timing Start Date June 2018 End Date May 31, 2019 Duration 12 months Future Plans No plans exist to fund this work out of base, as it will only be needed while VIU is receiving ASP funding and base-funded staff continue to be engaged in multiple projects outside of ASP. This is the 4th year VIU is requesting ASP Coordinator funding. Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $20,000 $20,000 $20,000 Institution $1, 072 $1, 072 $1, 072 Contribution Other or In-Kind $7,921 $7,921 $7,921 (VIU) Total $28,993 $28,993 $28,993 Expense Breakdown Item Amount for 2018/19 activities/programs where Ministry funding is greater than $20,000 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents showing See Appendix 21: Letter of Support for ASP Coordinator and Overall ASP from HMS. the support, capacity and readiness of the Aboriginal community, specifically relevant to the proposed activity/program
18 Title Hwulmuxw Mustimuxw Siiem (HMS) Minimum or Minimum Funding Additional Funding Priority Ranking N/A New or Continuing Continuing Category Partnerships and Engagement Description The Hwulmuxw Mustimuxw Siiem (HMS) is VIU’s Aboriginal Advisory Group. HMS represents the interests of First Nations, Métis and Aboriginal communities and organizations on Vancouver Island, Sunshine Coast and surrounding areas where VIU has developing relationships. HMS serves as an official and formal decision-making body and is a channel for communications between Aboriginal peoples and Vancouver Island University (VIU) on matters related to Aboriginal education, training and employment. HMS participates in the development and review of Aboriginal initiatives and plays a critical role in priority setting for the ASP (by both generating ideas for new activity proposals and ranking the activities that are put submitted as part of VIU’s proposal). HMS will be moving to a new regional model in 2018/19 with two regional meetings (Fall/Spring) per year in each of the South Island, Mid Island and North Island regions. The group will continue to meet as a whole at the Annual Retreat in January. Rationale for This activity is being continued given the following evidence of its success: Continuing Activity • HMS deepens VIU’s level of community engagement by bringing the interests of Aboriginal communities to VIU: In 2016/17, HMS provided valuable feedback on several initiatives including the ASP, a national survey to assess students’ awareness of Indigenous Peoples in Canada, a proposed name change by the First Nations Studies Department at VIU and a new Indigenous learning partnership supported by the Rideau Hall Foundation and MasterCard Foundation that will create opportunities for Indigenous learners at VIU and Yukon College. HMS acted as a liaison between VIU and Band Administrators/ Chiefs, allowing VIU to gather critical input from community for this proposal. In addition, 13/14 (100%) respondents to the HMS feedback survey in Jan 2017 agreed or strongly agreed their community/organization’s voice is honoured and respected in HMS’s processes. 15/15 (100%) agreed or strongly agreed HMS represents an authentic partnership between VIU and community and helps deepen VIU’s level of community engagement. Several respondents listed collaboration and VIU’s community outreach as things going well with HMS, as well as “the meeting and creating an understanding between community partners” and the “intention to improve community engagement and connection.” • Community voice through HMS influences program and service development at VIU: one survey participant in Jan 2017 noted VIU is “always willing to listen to community concerns” when asked what is going well with HMS. 11/14 (79%) agreed or strongly agreed they feel HMS’s feedback is incorporated into VIU’s decision-making. Several examples demonstrate this. First, based on HMS’s feedback at the Oct 2016 meeting, First Nations Studies held off on changing their name pending further consultation. As well, as a result of the concerns voiced during the community consultations that HMS facilitated for the new Indigenous learning partnership, VIU successfully negotiated the terms of the funding agreement to support Métis, Inuit and non-status First Nations as well. • The regional model is being implemented given HMS members’ comments around the challenges of travelling up and down Vancouver Island for meetings. Related Goals Strengthen partnerships and collaboration in Aboriginal education (ASP # 2). Increase VIU’s receptivity & relevance for Aboriginal learners (ASP # 3; Framework # 1).
19 Title Hwulmuxw Mustimuxw Siiem (HMS) Measuring Success Measure Data / Observation Increased collaboration - Examples of initiatives/discussions started as a among communities and VIU result of HMS meetings or partnerships HMS deepens VIU’s level of - Examples of interests/concerns HMS brings to VIU community engagement planning tables on behalf of Aboriginal communities - Examples of HMS’s influence on program and service development at VIU - HMS survey
Location(s) VIU Nanaimo, VIU Cowichan and community locations. Meeting locations alternate to accommodate the geographical span of membership. Timing Start Date September 2018 End Date May 2019 Duration 9 months Future Plans This is an ongoing activity in its 7th year and we continue to seek base funding for it. This has been challenging, however, given the current fiscal climate at the university. It is therefore likely VIU will continue to seek ASP funding for this activity in future years. Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $14,500 $14,500 $14,500 Institution $ 1,824 $ 1, 824 $ 1, 824 Contribution Other or In-Kind $19,919 (VIU) $19,919 (VIU) $19,919(VIU) Total $36,243 $36,243 $36,243 Expense Breakdown Item Amount for 2018/19 activities/programs where Ministry funding is greater than $20,000 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents showing See Appendix 22: Letter of Support for HMS and Appendix 14: HMS Terms of Reference the support, capacity (Updated Jan 2018), including list of Member Nations and membership guidelines. and readiness of the Aboriginal community, specifically relevant to the proposed activity/program
20 Title Penelakut Island Learning Centre (PILC) Minimum or Minimum Funding Additional Funding Priority Ranking N/A New or Continuing Continuing Category Delivery of programs or courses in community Description Penelakut community members live on an isolated reserve, which is only accessible by ferry. With this funding, Penelakut Island Learning Centre (PILC) offers its students in- person English classes (previously, students were only able to take these courses online). Allowing students to complete their courses on Penelakut where they can be supported by family, community and an in-person teacher facilities student success. One of the courses offered is English 12, which is a requirement for the Adult Dogwood Diploma and for admission to most post-secondary programs. Rationale for This activity is being continued given the following evidence of its success: Continuing Activity • Students are accessing English on Penelakut: in 2016/17, there were 24 students registered in English First Peoples (EFP) 12. This is an increase from the 15 registered in 2015/16. Many of the students registered in 2016/17 took Communications 12 in 2015/16 and returned to upgrade. • Some students are completing English 12: 4 students completed EFP 12 in 2016/17. In the past completion rates have been higher (8/15 or 53% completed in 2015/16). In 2016/17, a large portion of the students withdrew at Christmas due to family commitments and work. Penelakut is trying to change the educational perspective in the community so youth and adult learners see the benefits of post-secondary. For financial reasons, reaching a short-term goal of a temporary job often takes precedence over the long-term goal of post- secondary and a lifelong career. Penelakut’s goal is to increase the incentive for follow through and reduce transportation/daycare barriers. • Some students are transitioning to post-secondary: 3 students from the 2016/17 EFP 12 course were accepted to post-secondary for Sept 2017, up from 2 students in 2015/16. These are big successes given that 2013/14 was the first year in which any students at Penelakut Island Learning Centre successfully graduated with an Adult Dogwood. • Some students are becoming more confident in the classroom and developing an awareness of their capabilities: in 2016/17, one student commented: "English here has helped boost my confidence by having the teachers by my side more than I did over at the public schools. It is more convenient having school over on the island because it is less stressful.” Another students said: "Having English on the Island is so much easier then going to English in the high school…I prefer a school that is much closer to home. I can’t be closer to home if I have to take two buses a ferry and run to class across.” Related Goals Increase access, retention, completion & transition (ASP #1, Framework #4). Measuring Success Measure Data / Observation Students access the activity - # of students registered in English courses on Penelakut. - Goal: maintain or increase 2017/18 numbers. Students become more - Feedback from teachers and students (gathered confident learners through survey, focus group or interview) More students access post- - # of Penelakut students completing English courses secondary education - # of English students applying to post-secondary for Sept 2018 Goal: maintain or increase 2017/18 numbers.
Location(s) Penelakut Island Learning Centre (PILC), Penelakut Island Timing Start Date Sept 2018
21 Title Penelakut Island Learning Centre (PILC) End Date June 2019 Duration 10 months Future Plans This activity is in its 6th year and is ongoing. It is anticipated the English teacher will continue to be required and supported through the ASP in the future, as English 12 is an essential pre-requisite to most post-secondary programs. Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $ 20,000 $ 20,000 $ 20,000 Institution $ 1,868 $ 1,868 $ 1,868 Contribution Other or In-Kind $ 30,000 Penelakut $ 30,000 Penelakut $ 30,000 Penelakut $ 5,166 VIU $ 5,166 VIU $ 5,166 VIU Total $ 57,034 $ 57,034 $ 57,034 Expense Breakdown Item Amount for 2018/19 activities/programs where Ministry funding is greater than $20,000 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents showing See Appendix 23: Letter of Support for Penelakut activity and Appendix 24: Articulation the support, capacity Agreement between VIU and Penelakut Tribes. and readiness of the Aboriginal community, specifically relevant to the proposed activity/program
22 Title Snuneymuxw House of Learning – Hul’qumi’num Language Revitalization Minimum or Minimum funding Additional Funding Priority Ranking N/A New or Continuing Continuing Category Delivery of programs or courses on campus or in Aboriginal communities Description This activity supports the delivery of Hul’qumi’num language courses at Snuneymuxw First Nation’s (SFN) House of Learning (HoL). Language preservation is a vital issue for Snuneymuxw as there are currently only six fluent speakers left. The HoL is an adult learning center that provides community based education in a supportive, culturally- relevant environment. The courses delivered through this activity are QCL 100 and QCL 101, and they are accepted by VIU as credit equivalent to FNAT 110 and FNAT11. Rationale for This activity is being continued given the following activities of success: Continuing Activity • Students are accessing these courses: As of December 2017, SFN has 20 youth and adults enrolled in Hul’qumi’num courses and interest in language revitalization is steadily growing in the community (last year there were 12-15 students attending these courses). The classes are now two hours twice a week. • Students are gaining knowledge of language and culture and becoming more confident in using language. In 2016/17, students worked on protocol, introducing themselves and saying where they are from as well as common opening conversation phrases like: Hello/good evening/good day; How are you; I am well, thank you; you’re welcome. The class takes turns dialoguing the above with the Instructor and the Elder assists in providing correct pronunciation. Snuneymuxw education staff also report that youth are feeling more confident with public speaking in the classroom. • Students are receiving language certification: Snuneymuxw can appoint any proficient language speakers to obtain a BC teaching certificate to teach the Snuneymuxw language. Two students have gained certification and become Hul’qumi’num teachers and it is expected that another two graduating students will be certified to teach Hul’qumi’num in the schools by the end of 2017/18. Related Goals Increase access, retention, completion, and transition (ASP #1; Framework # 4). Increase receptivity and relevance (ASP # 3; Framework #1). Measuring Success Measure Data/Observation Students access the - # of students enrolled in language classes activity Goal: maintain or increase 2017/18 numbers) Students gain - Examples of students demonstrating this (e.g. sharing confidence and learning with community) or student focus group/survey. competence in language - # of students receiving language recognition or teacher skills and applying certification cultural knowledge Students share language - Examples of students applying their language learning with knowledge/ skills outside of the classroom (e.g. home, Big community House) or teaching friends/family some of what they have learned. This data will be collected through student surveys/focus groups or from community members.
Location(s) Snuneymuxw House of Learning and/or Qwam Qwum Stuwixwulh Community School Timing Start Date September 17, 2018 End Date April 13, 2019 Duration 7 months Future Plans This is an ongoing activity in its 6th year. The House of Learning Hul’qumi’num language program has been growing since the doors opened 9 years ago and now has two of the best teachers in the district and strong involvement from youth, who are the key to keeping language alive. SFN has seen the demand for more teachers, speakers and
23 Title Snuneymuxw House of Learning – Hul’qumi’num Language Revitalization Elders as more members are eager to learn language. The funding request for this activity will therefore increase over the next two years to accommodate hiring an assistant to work with the language teachers to meet this increased demand. Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $30,000 $35,000 $40,000 Institution $ 1, 304 $ 1, 304 $ 1, 304 Contribution Other or In-Kind $15,000 SFN $15,000 SFN $15,000 SFN wages/classroom wages/classroom wages/classroom and utilities and utilities and utilities $5,085 (VIU) $5,085 (VIU) $5,085 (VIU) Total $51,389 $56,389 $61,389 Expense Breakdown Item Amount for 2018/19 2 language teachers (1.0 and 0.25 FTE) $25,000.00 activities/programs Honoraria for Elders $4,000 where Ministry Supplies $1,000 funding is greater Total $30,000 than $20,000 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents showing See Appendix 25: Letter of Support for Snuneymuxw House of Learning Activity and the support, capacity Appendix 26: Learning Partnership Agreement between Snuneymuxw First Nation and and readiness of the VIU. Aboriginal community, specifically relevant to the proposed activity/program
24 Title Malahat Nation Kwunew Kwasun Cultural Resource Center: Secondary Education Upgrade Program Minimum or Minimum Funding Additional Funding Priority Ranking N/A New or Continuing Continuing Category Delivery of programs or courses in Aboriginal Communities Description This activity supports an academic instructor in delivering grade 8-10 upgrading for adult learners on-reserve at the Malahat Kwunew Kwasun Center. Kwunew Kwasun provides a culturally supportive environment for adult learners to achieve success in their own community. The Secondary Upgrade program supports members to succeed in academic preparation courses so they can transition to UCEP (University and College Entrance Program) or other college/university/education programs of their choice. Rationale for This activity is being continued due to the following evidence of its success: Continuing Activity • Students are accessing this activity: In 2017/18, there are 8 students enrolled and as of Jan 2018, 6 students are still attending consistently. This is considered a success for the first year of programming in a community that is working to create a more positive view of education for members. The community also reports there is need/demand for upgrading opportunities. Furthermore, as economic opportunities and employment in Malahat Nation increase, the workers will be required to attend upgrading as per their employment agreement with the nation. This will capture a higher number of citizens and aim to inspire educational development. • Students are gaining self-esteem, confidence and a positive view of learning: VIU’s Director of Aboriginal Education visited the Malahat program in November 2017 and spoke with a woman who said that prior to having this program in community, she wasn’t able to leave her house. Now, she has the confidence to leave her house to attend her upgrading courses. Another woman said she was only able to stay in the upgrading program because of the support she received from the instructor. Her K-12 experience was traumatic and she encountered a lot of racism. She is now working on shifting how she regards learning and her capabilities as a learner. She views the Malahat Upgrade Program as a safe space and says the instructor makes her feel comfortable. Student self-esteem, confidence and positive view of learning are priorities for Malahat Nation. The community indicates that creating a culturally appropriate, consistent, self- paced on-reserve program will enable members to learn and succeed together and enhance their overall wellbeing. This activity will allow members to experience learning in a safe, supportive and culturally appropriate context. Related Goals Support community-based delivery through partnership (Framework # 2, ASP # 2). Increase access, retention, completion & transition (ASP #1; Framework #4) Measuring Success Measure Data / Observation Students access upgrading - # of students registered and retained in opportunities program Goal: maintain or increase 2017/18 numbers Students gain self-esteem, confidence - Student feedback (through survey, focus and positive view of learning group or individual conversations)
Location(s) Malahat First Nation, 110 Thunder Road, Mill Bay, B.C. Timing Start Date August 2018 End Date May 31, 2019 Duration 10 months Future Plans This activity is in its 2nd year of funding. Malahat plans to continue to enhance upgrading and educational outcomes for any member wanting to pursue education.
25 Title Malahat Nation Kwunew Kwasun Cultural Resource Center: Secondary Education Upgrade Program Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $20,000 $20,000 $20,000 Institution $1,304 $1,304 $1,304 Contribution Other or In-Kind $10,000 (Malahat) $10,000 (Malahat) $10,000 (Malahat) $2,984 (VIU) $2,984 (VIU) $2,984 (VIU) Total $34,288 $34,288 $34,288 Expense Breakdown Item Amount for 2018/19 activities/programs where Ministry funding is greater than $20,000 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents showing See Appendix 27: Letters of Support for Malahat Secondary Upgrade Activity. Note also the support, capacity that VIU and Malahat are in the process of finalizing a Learning Partnership Agreement and readiness of the that is expected to be signed in 2018. Aboriginal community, specifically relevant to the proposed activity/program
26 Title Métis Education Navigation Coordinator Minimum or Minimum Additional Funding Priority Ranking N/A New or Continuing Continuing Category Student Support Services Description This position works with VIU and Métis communities in assisting students as they navigate educational paths (e.g. identify career choice, complete application processes, secure funding and community supports, etc.). This work supports access and retention while considering Métis specific cultural identity and strength of the Métis heritage. The Coordinator is also responsible for the maintenance of an information pamphlet outlining different education supports Métis students can access on their journey. The pamphlet is a living document to accommodate the feedback from students and community. Rationale for This activity is being continued due to the following evidence of its success: Continuing Activity • Students are beginning to access the Coordinator: the Coordinator has been in contact with 18 students so far, with five having specific needs for direction. Students’ questions have centred around the available supports on campus (what they are and how to locate them) and the Coordinator has also connected students to the local Métis community for further support. Information regarding bursaries and scholarships has been shared with students and conversations have taken place regarding time management with course loads and identifying of various student support options on campus. It is expected that as the presence of the Métis Education Navigation Coordinator increases, the number of student contacts will expand as will questions around possible service and support information. See “Future Plans” section for more detail on outreach expansion. • Students are feeling supported in their transition to post-secondary: The Coordinator engages in verbal check-ins with students to gather feedback. Students have commented that “making the connection to the local Metis community as a result of connecting to the Metis Navigation Program was exciting, enjoyed the community support and warm welcome” and “information regarding appropriate scholarship applications was helpful as felt challenged in looking for these opportunities on my own.” See Appendix 28 for additional student comments. • Students are feeling confident in their ability to engage in lifelong learning. One student said: “At a point when I was ready to leave my course, the support and advice for me to manage the issues which had arisen enabled me to remain in my course.” • The information pamphlet has been developed and distributed to 6 Métis Nation communities (see Appendix 29 for pamphlet). Related Goals Increase access, retention, completion & transition (ASP # 1, Framework # 4). Measuring Success Measure Data / Observation Students access the Coordinator - # of student inquiries received Students gain knowledge about - Comments gathered through check-ins available supports (education, financial, with students health, culture and community) Students feel supported in their - Comments gathered through check-ins transition to post-secondary with students Students feel confident in engaging in - Comments gathered through check-ins lifelong learning with students
27 Title Métis Education Navigation Coordinator The Coordinator helps students access - Examples of support provided (e.g. advice, education opportunities facilitating laddering to build student success) and outcomes of this support
Location(s) Mid-Island Métis Association Timing Start Date April 2018 End Date March 2019 Duration 12 months Future Plans This activity is in its 2nd year. Further outreach to the School Districts has been identified as a priority for this year, as it can be difficult to successful connect with students on campus while they are adapting to a new and potentially intimidating educational environment. Activity leads are looking at the potential for developing a mentor program to connect new students to those who have been on campus for more than a year and continuing to visit the high schools in the spring semester to introduce the Coordinator. The Coordinator will also be working with the Indigenous Education Navigators through VIU’s new Indigenous Learning partnership to increase outreach. Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $18,500 $18,500 Institution $1,304 $1,304 Contribution Other or In-Kind $6,000 (MIMN) $6,000 (MIMN) $500 (VI Metis $500 (VI Metis Communities) Communities) $3,475 (VIU) $3,475 (VIU) Total $29,779 $29,779 Expense Breakdown Item Amount for 2018/19 activities/programs where Ministry funding is greater than $20,000 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents showing See Appendix 30: Letters of Support for Métis Education Navigation Coordinator activity the support, capacity and Appendix 31: Learning Partnership Agreement between Cowichan Valley Métis and readiness of the Nation and VIU. The Mid-Island Métis Nation (MIMN) is currently active in early years Aboriginal education (Aboriginal HIPPY, Greater Nanaimo Early Years Partnership), elementary community, education (TD Artists in the Schools, SD68 Nanaimo, SD69 Qualicum, Metis Awareness specifically relevant Days-2 day event, SD84 Gold River Métis culture presentations), high schools (SD68 to the proposed Nanaimo, SD69 Qualicum, SD84 Gold River cultural presentations), at VIU, with Metis activity/program Nation of BC Youth programing and with the Vancouver Island Metis Chartered Communities.
28 Title Stz’uminus First Nation Chemainus Native College Adult Program Minimum or Minimum funding Additional Funding Priority Ranking N/A New or Continuing Continuing Category Delivery of programs or courses on campus or in Aboriginal communities Description This activity supports delivery of Adult Dogwood Diploma courses (literacy and numeracy) in Stz’uminus First Nation. Chemainus Native College (CNC) is a community- based program that provides a culturally supportive environment for adult Aboriginal learners to succeed in academic preparation courses. The goal is for students to achieve the prerequisites they need and enter into a college/university of their choice. Rationale for This activity is being continued given the following activities of success: Continuing Activity • Students accessed upgrading during the 2016/17 academic year: 14 Aboriginal learners were accepted to CNC in Sept 2016 and 8 were attending as of June 2017. The Stz’uminus Education Coordinator noted that student attendance had improved from previous years and the 8 students remaining were attending every day. Courses delivered in 2016/17 included literacy, numeracy, career/family planning, Hul’qumi’num and textiles/woodwork. • This activity increased student access/transitions to post-secondary: In 2016/17, one student completed her Adult Dogwood Diploma and registered for the Bridging Program at VIU for Sept 2017. Seven students completed grade 10 English and Math and were planning to move on to Grade 11/12 courses in the Fall of 2017. • Students gained practical and personal skills to foster academic and career success: The Stz’uminus Education Coordinator reported that students gained skills in education and career planning in 2016/17 at Chemainus Native College. The 8 students who completed the program also benefited from the Cultural Connections course in which they learned how to cook and sew as well as gained basic life skills. Related Goals Increase access, retention, completion, and transition (ASP #1; Framework # 4). Support community-based delivery through partnership (Framework # 2, ASP # 2). Measuring Success Measure Data/Observation Students access - # of students enrolled at CNC upgrading Goal: 14 learners enrolled Increased student - # of students achieving pre-requisites required and applying to access/transitions college/university to post-secondary Goal: maintain or increase 2017/18 numbers Students gain - Examples and feedback from students (e.g. via focus group) practical and personal skills to foster personal, academic and/or career success
Location(s) 3951 Shell Beach Road, Ladysmith BC, V9G 1K6 Timing Start Date Sept., 2018 End Date May 2019 Duration 9 months Future Plans This is an ongoing activity in its 4th year. The goal is to have 45 students register over the next 4-5 years to gain entrance to University or College programs such as Health Care Assistant, Bachelor of Business Administration, Bachelor of Education etc., as Stz’uminus Future Economic Development Plans identify the need for University Graduates to enter workforce for Business and Health. The budget has decreased by $5000 in 2018/19 to accommodate increases in other community activities included in
29 Title Stz’uminus First Nation Chemainus Native College Adult Program the minimum funding request; however, it will return to the previous amount for 2019/20. Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $20,000.00 $25,000.00 $25,000.00 Institution $ 1, 304.00 $ 1, 304.00 $ 1, 304.00 Contribution Other or In-Kind $63,000 CNC $63,000 CNC $63,000 CNC $2,147 (VIU) $2,147 (VIU) $2,147 (VIU) Total $86,451.00 $91,451.00 $91,451.00 Expense Breakdown Item Amount for 2018/19 activities/programs where Ministry funding is greater than $20,000 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents showing CNC is a member of the Indigenous Adult and Higher Learning Association (IAHLA) the support, capacity See Appendix 32: Letter of Support for Stz’uminus Activity and Appendix 33: and readiness of the Articulation Agreement between VIU and Chemainus Native College. Aboriginal community, specifically relevant to the proposed activity/program
30 Title Tillicum Lelum Community Engagement Coordinator Minimum or Minimum Additional Funding Priority Ranking N/A New or Continuing Continuing Category Partnerships and Engagement Description This activity supports a part-time Education Coordinator at Tillicum Lelum Aboriginal Friendship Centre (TLAFC). Part of TLAFC’s role involves working to address systemic barriers that impede Aboriginal learners’ access to post-secondary education. TLAFC also plays a vital role in supporting and advocating for Nanaimo’s growing urban Aboriginal population, many of whom are disenfranchised from their communities. The Coordinator works to develop initiatives that link urban Aboriginal people to training and education opportunities and collaborates with VIU to address barriers to access and retention through holistic support. This activity also provides funding for strategic supports for Tillicum’s Adult Learning Centre students (e.g. public transit bus passes, school supplies, field trips, emergency child care, etc.). Rationale for This activity is continuing given the following evidence of its success: Continuing Activity • This activity is contributing to increased access, transition and retention for urban Aboriginal learners. Students are accessing & being retained in Tillicum upgrading courses. In 2016/17, 80% of Adult Basic Education (ABE) students completed the year at Tillicum (up from 57% in 2015/16 and 50% in 2014/15). The Adult Basic Education instructor stated the high success rate was related to newly offering English 12 in 2016/17 with an Indigenous focus. 8 English 12 students are now at VIU. Positive change is happening, but students are also struggling with childcare, substance use, & housing, highlighting a need for ongoing support. • This activity has strengthened collaboration between Tillicum and VIU: non- Indigenous VIU practicum students at Tillicum Lelum are developing valuable cultural competency through their experiences and Indigenous students are learning in a safe and culturally sensitive environment. This has allowed students to succeed in their courses and acquire skills desired by employers in health & human service fields. In 2016/17, the Community Engagement Coordinator at TLAFC supported 21 students from VIU who were placed into practicums at TLAFC. This position acted as a central point of contact for VIU, pre-screening students to place them in meaningful roles within programs aligned with their interests/career goals. The Coordinator also acted as a “go-to” person for students to liaise with around any difficulties and improved TLAFC’s practicum student record keeping and data tracking. In 2018/19, Tillicum will also run a language program for Adult Basic Education students, parents, and community members that wish to enhance their cultural connection. More Coordinator time is needed to support this, as students have voiced a desire to learn their language. One goal of the language program is to engage students who are new to the learning community by starting with a culture-based class that will increase their interest in classroom learning. Related Goals Strengthen partnerships and collaboration (ASP # 2); Increase access, retention, completion & transition for Aboriginal learners (ASP # 1, Framework # 4) Measuring Success Measure Data / Observation Increased access, - Adult Learning Centre enrolment and retention rates transition and retention Goal: maintain/increase 2017/18 numbers opportunities for urban - Feedback from ABE students (through focus group or Aboriginal learners survey) around impact of strategic supports - Student feedback (survey or focus group) around impact of Coordinator support on access/transition
31 Title Tillicum Lelum Community Engagement Coordinator Increased collaboration - # of VIU practicum students supported by Tillicum and between TLAFC and VIU examples of support provided - Feedback (via focus group, interview or survey) from VIU and TLAFC on partnership and impact of Coordinator on collaboration. This will also be measured using examples of initiatives implemented from the Learning Partnership Agreement between TLAFC and VIU. - Examples of new or ongoing research implemented through partnership between VIU and Tillicum
Location(s) Nanaimo Timing Start Date September 2018 End Date May 2019 Duration 9 months Future Plans The ABE component of this activity is in its 7th year and the Coordinator role is in its 4th year. Both are essential for TLAFC and it is therefore anticipated that this activity will be ongoing as urban Aboriginal populations continue to grow. The 2018/19 budget has been increased to support additional Coordinator time as Tillicum’s services have expanded and this year a Hul’qumi’num language program is also being offered. Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $40,000.00 $40,000.00 $40,000.00 Institution $1,304 $1,304 $1,304.00 Contribution Other or In-Kind $30,400 (TLAFC) $30,400 (TLAFC) $30,400 (TLAFC) $7,130 (VIU) $7,130 (VIU) $7,130 (VIU)
Total $78,834 $78,834 $78,834 Expense Breakdown Item Amount for 2018/19 Salary (.6 FTE) $30,000 activities/programs Strategic Supports for Adult Learners where Ministry (bus passes, field trip support, etc.) $10,000 funding is greater Total $40,000 than $20,000 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents showing See Appendix 34: Letters of Support for Tillicum Education Coordinator Activity and the support, capacity Appendix 35: Learning Partnership Agreement between Tillicum and VIU (signed Jan and readiness of the 2017). The strong partnership between VIU and Tillicum Lelum is also demonstrated Aboriginal through research collaborations listed in Appendix 36; this shows Tillicum’s capacity community, and readiness to deliver programming. specifically relevant to the proposed activity/program
32 Title Faculty of Education: Elders-in-Residence Minimum or Additional Funding Additional Funding Priority Ranking 1
New or Continuing Continuing Category Developing and enhancing programs and services. Description Honouring Aboriginal perspectives is a key component of the work we do as Educators. We are working to reflect this perspective in our teaching practices, curriculum, and daily interactions with faculty, staff and students. The Faculty of Education Elders-in- Residence enhance and strengthen the work we are doing by enriching and challenging our perspectives, engaging in curriculum development and teaching protocol. The Elders also support students and faculty members through regular office hours. Rationale for This activity is being continued given the following activities of success: Continuing Activity • The Elders are providing consultation and support to students. Students approach the Elders to seek personal support and connection, curriculum and lesson planning support, and to understand and utilize protocols and/or language in the schools in which they will be doing their practica. The Elders also facilitate workshops with the Post-Bacc and B.Ed. programs, presenting lessons and sharing learnings. In the Post-Bacc program, extensive group planning and teaching takes place. The Elders have been a part of these planning and learning sessions for students and have taken part in sharing cultural teachings (Metis and Coast Salish history and culture) with specific classes (e.g. Social Studies Methods, Indigenous Methodology, English Language Arts and Principles of Teaching and Learning). One student shared in 2016/17 that: “learning from an Elder was eye-opening. I had no idea my heart would be so moved.” Following a lesson shared by the Metis Elder-in-Residence, another student expressed that they “[weren’t] aware that there was so much meaning and teaching in everyday things” and that their perspective on culture had shifted and deepened. • The Elders are helping students, staff and faculty recognize that Indigenous ways of knowing/being have integral value in our education process. This is evident in the fact that the Elders are participating in Faculty decision-making and hiring committees. Faculty commented through a survey in 2015/16 that: “the presence of the Elders in our faculty have helped students imagine how they might make connections with elders, inviting them into their future classrooms and schools.” Another faculty member said: “As the new K-12 curriculum has greatly increased Aboriginal Inclusion, I would find it daunting to do my job without opportunities to discover and reflect. Having the Elders makes it possible and less terrifying as we try and respectfully move through and include this vital work.” In a faculty meeting in November 2017, one faculty member shared that being able to approach the Elders for guidance in informal ways helped her understand that teaching is embedded in relationship and connection, gaining depth over time. Related Goals Increase receptivity & relevance for Aboriginal learners (ASP # 3; Framework # 1). Measuring Success Measure Data / Observation Elders provide consultation and support - Examples of support provided to students, staff and faculty Students and faculty gain awareness of - Faculty interviews Indigenous history, culture and ways of - Student comments gathered through knowing/being informal conversations and “exit tickets” or other reflections written in classes visited by the Elders
Location(s) Nanaimo Campus 33 Title Faculty of Education: Elders-in-Residence Timing Start Date August 2018 End Date May 2019 Duration 10 months Future Plans This is an ongoing activity in its 5th year and conversations are taking place to explore the possibility of supporting it through base funding, though this is proving to be challenging given the current fiscal climate at VIU. As the Elders are compensated on the Faculty salary scale, the budget for this activity may increase according to future salary changes dictated by the collective agreement with which the Elder position is associated. Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $46,490 $46,490 $46,490 Institution $1, 304 $1, 304 $1, 304 Contribution Other or In-Kind $6,600 (VIU faculty $6,600 (VIU faculty $6,600 (VIU faculty of Education) of Education) of Education) $3,082 (VIU $3,082 (VIU $3,082 (VIU Aboriginal Aboriginal Aboriginal Education) Education) Education) Total $57,476 $57,476 $57,476 Expense Breakdown Item Amount for 2018/19 .5 FTE Elder position $38,741.48 activities/programs Benefits $7,748.30 where Ministry $46,489.77 funding is greater than $20,000 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents showing See Appendix 37: Letter of Support for Faculty of Education: Elders-in-Residence the support, capacity Activity. and readiness of the Aboriginal community, specifically relevant to the proposed activity/program
34 Title Cowichan Campus Student & Elder Supports Minimum or Additional Funding Additional Funding Priority Ranking 2 New or Continuing Continuing Category Student support services and initiatives; outreach activities and events Description This activity supports Aboriginal student success through academic coaching, Elder support and ongoing networking with community to: • Support/outreach to Aboriginal students seeking access to training & education. • Provide academic support to Aboriginal students to improve academic success and facilitate a smoother transition to university. • Provide support to Cowichan Campus Elders who provide traditional and emotional support to students and share their teachings. This support ensures the Elders’ work is unencumbered by institutional constraints. • Ensure VIU programs/services are relevant and responsive to community needs. Rationale for This activity is being continued due to the following evidence of its success: Continuing Activity • Students are accessing these services: In 2016/17, the Support Worker provided approximately 10 hours per week of student support and saw 50+ students per term. 18 students also registered each term in the Study Skills program, which focused on how to become a stronger, more successful student (i.e. how to prepare for exams, write essays, improve time management and practice self- care) • This activity is contributing to student retention: 7/7 (100%) UCEP students completing a feedback survey in June 2017 said the Student Support Worker, Academic Coach and the services they offered helped them stay in UCEP. • This activity is helping to enhance students’ confidence in the transition to university: 7/7 (100%) UCEP students completing the June 2017 survey responded that the Student Support Worker, Academic Coach and the services they offered helped them feel more confident in their transition to university. One student said: “UCEP for me was useful with the many hands on life skills we may need. Especially being a new university student”. • This activity is supporting the Elders: In 2016/17, Elders were supported with finance processes for cultural events/honoraria, a historical houses of learning / past Elders picture project, a totem carving project, land based teaching days, event/field trip planning, tracking requests for Elders, & hosting Elders’ Council. • This activity is increasing community engagement and outreach at the Cowichan Campus by supporting the development and implementation of training such as UCEP, Life Skills programming and Ta’Tul’ut Shqwaluwun – Trades Exploration. Related Goals Increase access, retention, completion & transition opportunities (ASP # 1, Framework # 4); Increase receptivity and relevance of post-secondary institutions (ASP # 3, Framework # 1); Strengthen partnerships and collaboration (ASP # 2). Measuring Success Measure Data / Observation Students access these services - # of students supported by the Support Worker & Academic Coach Goal: maintain or increase last year’s numbers Students’ confidence is enhanced - Feedback (survey/focus group) from students accessing the services funded through this activity Students accessing these services - Feedback (survey/focus group) from students experience academic successes accessing these services - Examples from staff supporting these students Elders feel supported in their - Feedback from Elders (e.g. through check-ins) work 35 Title Cowichan Campus Student & Elder Supports - Community outreach - Examples (e.g. ideas generated, proposals maintained or increased at written, programs implemented in community) Cowichan Campus
Location(s) VIU Cowichan Campus Timing Start Date June 1, 2018 End Date May 30, 2019 Duration 12 months Future Plans This is an ongoing activity in its 6th year. Efforts are being made to transition to base funding; however, this is proving difficult given the current fiscal climate at VIU. The budget may increase in future years according to salary changes dictated by the collective agreements with which these positions are associated. Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $46,630.44 $46,630.44 $46,630.44 Institution $1,603 $1,603 $1,603 Contribution Other or In-Kind $6,206 (VIU) $6,206 (VIU) $6,206 (VIU) (VIU) Total $54,439.44 $54,439.44 $54,439.44 Expense Breakdown Item Amount for 2018/19 Aboriginal student support: 0.2 FTE $11,694.56 activities/programs Outreach coordinator: 0.17 FTE $17,467.94 where Ministry Academic coach/Elder in Residence: 0.17 FTE $17,467.94 funding is greater Total $46,630.44 than $20,000 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents showing See Appendix 38: Letter of Support for Cowichan Student & Elder Supports Activity and the support, capacity Appendix 39 Affiliation Agreement between Cowichan Tribes and VIU. and readiness of the Aboriginal community, specifically relevant to the proposed activity/program
36 Title Powell River Campus: Indigenous Community Engagement and Program Coordinator Minimum or Additional Funding Additional Funding Priority Ranking 3 New or Continuing Continuing Category Partnerships and engagement Description The activity funds a Coordinator to support communities in meeting training needs. A large focus is on supporting the Tla’amin Nation in meeting capacity development needs following their transition to self-governance as staff/management require training to fill new administrative roles. This involves working with Nation leadership & management and VIU to support development, find instructors & coordinate delivery/follow-up. The Coordinator also links other First Nations to training. In 2018/19, the focus will be on providing training to support long term income assistance recipients and offering professional development sessions to Nation staff & management. Rationale for This activity is being continued given the following evidence of its success: Continuing Activity 1. Increased access to education and training for community members in 2017/18: *Heavy Equipment Operator Training (HEO): Level 1/2 taken by 7 community members. Students will complete training with machine hours by end of May 2018. * Enhanced Construction Craft Worker Program (E-CCW): 12-week ITA Red Seal trades including Essential Skills portion. 8/10 students obtained employment after training. *Youth Essential Skills Training: 20 Tla’amin summer student employees participated in 4-day essential skills training program on healthy life style choices and strategies for success during transition from K-12 to post-secondary. *Adventure Tourism Certificate Program: A new Adventure Tourism program launched in Sept 2017 with the participation of 3 Haida students from Old Massett * “Confidentiality and Privacy in Health and Human Services”: 35 staff from Tla’amin Health participated in 2-day training to meet Nation's health accreditation needs. 2. Strengthened relationship between Tla’amin and VIU in 2017/18: • VIU (as a part of Hehewshin canoe carving group) has been invited by Tla’amin (Hegus, Clint Williams) to be a part of hosting Tribal Journeys in Tla’amin in 2020. • Training needs analysis completed for Income Assistance recipients and Nations staff and management. This will inform planning/prioritization of VIU training in Tla’amin. • The Coordinator has been serving on a Joint Education Management Committee b/w Tla’amin, SD47and VIU since Sept 2017. The Committee supports student retention in K-12, transitions to post-secondary and access for adult learners 3. Increased receptivity and relevance of post-secondary for the community • The Coordinator is in discussion with Tla’amin’s Community Development Officer around a tailored training delivery for long-term income assistance clients. • The Coordinator raised $70,000 from the Canada Council towards the carving of a traditional Coast Salish dug-out canoe and served on the organizing committee with Tla’amin cultural workers, VIU, SD47, City of PR and the PR Museum (see Appendix 41). • Three First Nations carvers apprenticed as canoe carvers under the master canoe carver for the duration of the carving of the canoe (280 hours each). Three struggling high school students carved alongside the carvers (140 hours) and expressed increased self-confidence cultural pride along with increased carving skills. Related Goals Increase access, retention, completion & transition (ASP # 1, Framework # 4). Strengthen partnerships (ASP # 2); Community-based delivery through partnership (Framework # 2). Measuring Success Measure Data / Observation Existing strong - # of mtgs. attended by Coordinator w/Legislators to Tla’amin partnership between (ed. portfolio), Community Development Officer & HR Manager Tla’amin and VIU - # of Joint Education Management Committee (JEMC) meetings maintained or attended by Coordinator deepened - Examples of how Coordinator’s participation on JEMC impacts
37 Title Powell River Campus: Indigenous Community Engagement and Program Coordinator integration of education planning into community development - Description of community-based “spin-offs” initiated through Coordinator’s work (e.g. initiatives related to self-governance, self-determination, building members’ confidence, learning, etc.) - # of community members participating in “spin-off” activities Goal: maintain or increase 2017/18 engagement (qualitative) Strong Tla’amin/ VIU - List of training/Pro-D requests received and delivered by VIU partnership leads to - # of community members participating in each training increased access to - List of community request for future training education, training & PD in Tla’amin & neighbouring Nations (Comox, Hamalco, Klahoose) Community training - Description of Nation’s communicated expectations for training needs met through delivery and outcomes quality relevant / - Community perspectives on quality/relevance of current useful deliveries training (gathered through check-ins & training feedback forms) Nation’s involvement - List of individuals identified by Tla’amin to formulate ASP in developing success measures w/Coordinator (will be requested at JEMC) relevant measures of - Feedback from Tla’amin on process of formulating outcome success increases measures (gathered via JEMC meeting minutes, check-ins) - Training feedback form developed and reviewed by Nation
Location(s) Powell River Timing Start Date May 2018 End Date April 2019 Duration 12 months Future Plans This activity in its 6th year and will evolve based on Tla’amin Nation’s training priorities. The budget may increase in future years according to salary changes dictated by the collective agreement with which this position is associated. Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $54,325.52 $54,325.52 $54,325.52 Institution $5,038.88 $5,038.88 $5,038.88 Contribution Other or In-Kind (VIU) $54,811 $54,811 $54,811 Total $114,175.40 $114,175.40 $114,175.40 Expense Breakdown Item Amount for 2018/19 Salary .9 FTE(31.5hpw) FTE = $42,525.67 activities/programs Vac.& Benefits = $10,099.85 where Ministry Supplies = $ 500 funding is greater Cell phone $100 x 12 months = $ 1,200 than $20,000 Total $54,325.52 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents showing See Appendix 40: Letters of Support for Powell River Campus Indigenous Community the support, capacity Engagement and Program Coordinator Activity. See Appendix 41 for Additional and readiness of the Information on Powell River Campus Indigenous Community Education and Program Aboriginal Coordinator Activity, including 2017/18 Training Delivery Summary and Description of community, 2017/18 “Spin-Off” Activities. See Appendix 42 for MOU between Tla’amin, VIU and SD47 specifically relevant (Powell River). to the proposed activity/program
38 Title Language Revitalization Minimum or Additional Funding Additional Funding Priority Ranking 4 New or Continuing Continuing Category Outreach activities and events Description This activity supports two language groups on Vancouver Island: • Kwak’wala Language Group: this program (as identified by local Elders and community advocates) creates community and an informal learning environment in which participants can engage with the Kwak’wala language. VIU works in consultation with the Kwakwaka’wakw Nation (Kwak’wala speaking peoples) to run a cohesive Kwak’wala Language Group comprised of Elders, community language educators, VIU representatives and the urban population in Nanaimo and the surrounding area. Funding is used to compensate fluent Elders (Speakers), semi-fluent speakers and other community language resource people. • Hul’qumi’num Language Group: this is a continuation of work initiated in 2014/15 and informed by the Hul’qumi’num Regional Language Revitalization Strategy developed with ASP funding. Funding supports a VIU/Snuneymuxw Elder to teach weekly in community, as well as time for an Aboriginal Education Coordinator to support the Elder in writing, curriculum and technology needs specific to the sensitive cultural and linguistic aspects of this work. Rationale for This activity is being continued due to the following evidence of its success: Continuing Activity • Students and community members are accessing the language groups: In 2016/17, the Hul’qumi’num language group ran weekly from September to June with 12 students participating. The Kwak’wala Language group is new in 2017/18 and has met 6 times between Oct-Dec 2017 with 161 total sign-ins thus far. An average of 24 participants attend each meeting and the largest meeting had 38 attendees. Nine different Nations are represented in the group’s membership. • Students are enhancing their language skills: Hul’qumi’num language group members who participated in a focus group at the end of 2016/17 commented: “I recognize more vocabulary than when I started” and “I am better at hearing the sounds for writing it.” Surveys were also completed by 24 Kwak’wala Language group participants in Dec 2017 (Appendix 43). 24/24 (100%) agreed or strongly agreed that attending the class helps expose them to the basics of the Kwak’wala language. 24/24 (100%) also agreed or strongly agreed that the group helps them build comfort with the language. • This activity is contributing to language revitalization: both language groups are multi-generational and include toddlers, school-age children, and adults all the way up to Elders. In 2016/17, the Elder leading the Hul’qumi’num group noted: “That is the medicine of language. If we can get it into their [the children’s] hands on a daily basis, I think they will carry it.” The Elder also reported at the end of 2016/17 that he sees group members using language around the kitchen table. He also sees that other Elders in the community are using language and now have someone to talk to. In addition, 17/22 (77%) Kwak’wala Language group survey respondents indicate they are using what they have learned in the class in their everyday lives and 23/24 (96%) agreed or strongly agreed attending made them feel more connected to the Kwakwaka’wakw culture. • This activity is strengthening the relationship between community and VIU and increasing VIU’s receptivity and relevance for Aboriginal learners: 24/24 (100%) Kwak’wala Language group survey respondents agreed or strongly agreed that the class shows Aboriginal languages are respected and celebrated at VIU. • Language instruction is contributing to participant wellness: Focus group participants from the Hul’qumi’num class in 2016/17 commented: “I feel better when I come here and feel way better when I leave” and “this class is good medicine.” 39 Title Language Revitalization Related Goals Increased access, retention, completion and transition (ASP #1; Framework # 4). Strengthen partnerships and collaborations in Aboriginal education (ASP # 2). Increase the receptivity and relevance of VIU for Aboriginal learners (ASP # 3; Framework # 1). Measuring Success Measure Data / Observation Students/community access language groups - # of participants Goal: maintain or increase 2017/18 numbers Participants gain language skills (vocabulary, - Participant survey sentence construction) Participants become more comfortable utilizing - Participant survey the language in their daily lives Participants feel more connected to community, - Participant survey culture and language Relationship-building occurs b/w academic & - Examples Kwak’wala/Hul’qumi’num speakers Authentic curriculum resources developed - Examples of resources developed
Location(s) Nanaimo Timing Start Date August 2018 End Date May 2019 Duration 10 months Future Plans The Kwak’wala group is in its 2nd year and the Hul’qumi’num group is in its 3rd year. Language revitalization is led by communities, with VIU supporting community direction around how a credential might be applied in the future. Discussion thus far has raised concerns of intellectual property rights and how we work with language within the confines of a public institution. These conversations will continue through a transparent process in consultation and collaboration with communities. The budget for the Kwak’wala group may increase in future as attendance grows and more food/speakers/sessions are added. The budget may also increase in future according to salary changes dictated by the collective agreement with which the Elder/ Coordinator positions are associated. Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $52,806 $52,806 $52,806 Institution Contribution $6,418 $6,418 $6,418 Other or In-Kind (VIU) $3,680 $3,680 $3,680 Total $62,904 $62,904 $62,904 Expense Item Amount Breakdown for - 41 Weeks of Instruction by Hul’qumi’num Elder $21,918 2018/19 - Honorarium for Hul’qumi’num Speakers and Elders $ 4,000 activities/programs - Release for Aboriginal Education Coordinator $14,288 where Ministry - Honoraria for Kwak’wala Language speakers and food for group $10,000 funding is greater - Food for monthly and year-end gathering $ 2,600 than $20,000 Total $52,806 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents See Appendix 44: Letter of Support for Kwak’wala Language Group and Appendix 45: showing the Letters of Support for Hul’qumi’num Language Group. support, capacity and readiness of the Aboriginal community, specifically relevant to the proposed activity/program 40
Title Aboriginal University Bridging Program Student Supports Minimum or Additional Funding Additional Funding Priority Ranking 5 New or Continuing Continuing and New Category Delivery of programs or courses; student support services and initiatives Description The Aboriginal University Bridging Program (AUBP) provides transition support for Aboriginal students with or without high school graduation. The Bridging Program is taught in community and at VIU (both Nanaimo and Cowichan campuses) and consists of one core 3-credit course (Indigenous Learning and Recognition Portfolio – ILRP 100 or IECE 032) and a minimum of 4 other courses - Adult Basic Education (ABE) or university-level (including Hul’qumi’num courses) depending on prior credits. The Bridging Program prepares students for admission to first year university programs at VIU and allows them to access resources available to students (e.g. counselling services). Rationale for New The new component of this activity supports the University College Entrance Program Activity (UCEP)/AUBP program at the Cowichan Campus. The need for upgrading programs that build students’ confidence and connect them to culture has been identified by several communities (including those located close to the Cowichan campus – e.g. Stz’uminus and Malahat) as a need/priority for 2018/19 (see Appendix 1: Oct 2017 HMS Think / Pair / Share). Aboriginal students have also identified tuition costs as a barrier to completing their education (see Student Engagement) and while there is now no charge for ABE courses, many students’ bands are unable to support them to take university- level classes like ILRP100. The Bridging Program addresses these identified needs by supporting students to enhance self-awareness, Indigenous identity and confidence as they achieve the credits they need to transition to university programs. Rationale for The support for AUBP students at the Nanaimo campus is continuing given the following Continuing Activity evidence of its success: • Students are accessing the Bridging Program: in 2016/17, 36 students enrolled and 32 were still attending in June 2017 (89% retention rate). An additional 8 students completed the IECE032 portfolio course and 8 completed ILRP100. • Students are leaving the Bridging Program with the courses they need to access the post-secondary programs they desire: in 2016/17, 16/36 (44%) AUBP students were accepted into programs at VIU. This was the highest number of students to be accepted into university in the programs’ history. • Students are gaining confidence and an awareness of their capabilities: one student enrolled in the 2017/18 Bridging Program said: “I really was a slacker in high school and didn’t graduate…I took the IECE032 course one day a week at VIU and started to see that I could belong here. This year I am in the Aboriginal University Bridging program and getting good grades…I am applying to the Education and Community Support Worker program because I want to be an Education Assistant in my community and support my nieces and nephews in their education journey.” In 2016/17, another student experienced a transformation in the way he saw himself after connecting to a VIU Elder through the AUBP, participating in cultural activities (particularly canoeing) and researching his family history (a requirement for his AUBP coursework). That student went from drawing his identity as a dark dot at the beginning of the program to representing himself with a half light/half dark circle in the second semester. He received an A+ in every one of his courses and is working toward attending medical school. Related Goals Increase access, retention, completion & transition opportunities (ASP # 1, Framework # 4); Increase receptivity and relevance of post-secondary institutions for Aboriginal learners (ASP # 3, Framework # 1); Reduce financial barriers (Framework # 3).
41 Title Aboriginal University Bridging Program Student Supports Measuring Success Measure Data / Observation Students access the AUBP - # of students registered (goal: fill 26 seats) Students leave the Bridging - Maintained or increased completion/retention Program with the courses they rate over 2017/18 need to access the post- secondary programs they desire Students gain confidence and - Feedback from students gathered through exit awareness of their capabilities interviews (March/April 2019) and class and Indigenous identity reflection activities. - Feedback from ILRP100/IECE032 teachers and/or Aboriginal Student Transition Advisor
Location(s) VIU Nanaimo and Cowichan Campuses and Tillicum Lelum, Snuneymuxw House of Learning, Chemainus Native College, and Penelakut Adult Learning Centre Timing Start Date Sept 1, 2018 End Date May 31, 2019 Duration 9 months Future Plans The Nanaimo portion of this activity is in its 4th year and the Cowichan portion is a new activity. VIU has created an Aboriginal University Bridging Program Chair position whose work will be to expand and enhance the program. A new person is transitioning into this role in 2018 and will continue to work to identify sustainable funding for this activity. In 2018/19, VIU’s Faculty of Academic and Career Preparation is funding the instructor for the ILRP course (tuition is no longer charged for ABE courses in accordance with the current government’s policy). Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $37,207 $37,207 Institution $176,463 $176,463 Contribution Other or In-Kind $3,456 $3,456 (VIU) Total $217,126 $217,126 Expense Breakdown Item Amount for 2018/19 Portfolio Course for Nanaimo & Cowichan students (30) $13,298 tuition activities/programs FNAT 110 (18 students-Cowichan) $ 7,979 tuition where Ministry Additional credit course 5 students (Nanaimo) $ 2,216 tuition funding is greater Student Fees (application, activity, union, services) $ 4,774 than $20,000 Field trip x 2 (Cowichan & Nanaimo) $ 900 Textbooks & Supplies (Nanaimo & Cowichan) $ 6,000 Travel support for students $ 2,040 TOTAL $37,207 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents showing See Appendix 46: Letters of Support for Aboriginal University Bridging Program. the support, capacity and readiness of the Aboriginal community, specifically relevant to the proposed activity/program
42 Title Health and Human Services: Indigenous Relationships in the Curriculum Minimum or Additional Funding Additional Funding Priority Ranking 6 New or Continuing Continuing Category Enhancement of programs or courses Description This activity supports 0.6 FTE of Elder time in the Faculty of Health and Human Services and program-level curriculum revision activities to enhance Indigenous content and pedagogy. Curriculum teams are supported by the Elder, Aboriginal communities and service delivery agencies who review/revise curriculum and participate in classroom activities that support this curriculum. In 2018/19, funding will also support an Indigenous Speakers series that will hopefully become an annual offering. A new focus will also be added to support students in community to create personal portfolios that can be used in the Prior Learning And Recognition process (PLAR) to challenge credits in the Early Childhood Education and Care (ECEC) and possibly the Education Assistant and Community Support (EACS) programs. HHS will work with the Indigenous Portfolio Coordinator (also funded through ASP) to advance this work, which also supports Strategic Priority # 4 in VIU’s Aboriginal Education Plan: Work to extend Prior Learning Assessment as a validated way to recognize life experience, prior coursework and program competencies (Appendix 4: VIU’s Aboriginal Education Plan Update (Jan 2018). Rationale for This activity is being continued given the following evidence of its success: Continuing Activity • HHS students are more aware of Indigenous history and ways of knowing/being: HHS graduates have contacted faculty members to discuss how they have used knowledge gained from the Indigenized curriculum in their field of work and to ask for contacts in order to incorporate the work of Elders and Traditional Knowledge Keepers into their current professions. Student anecdotes also show greater understanding of Indigenous culture, specific barriers to education and supports needed. One ECEC 270 student said: “I always thought it was unfair that Indigenous children have extra funding for Aboriginal Head Start, now I understand why.” Faculty also report a change in the depth of understanding and acknowledgement of Indigenous ways of knowing and being in the papers of students who participated in events such as the KAIROS Blanket Exercise or the Village Workshop in comparison to past students who did not have access to the same opportunities. Students are now able to recognize key aspects of relational practice and mindfulness using a reflective approach that incorporates self- awareness, self -regulation, open mindedness in various courses. One HHS 263 student said: “What I really value is that we are asked to analyse “where did your reaction come from (mind, body, spirit, heart) and why do you think you had this reaction?” The approach values feelings, and challenges you to think about what you can do to change it; a further question concerns how you might apply this to your professional practice or to your life? It’s a valuable tool for analyse anything that has an impact on you about any subject or situation.” • Faculty and staff are enhancing their knowledge of Indigenous ways of knowing and being: The HHS Elder-in-Residence is working with faculty to incorporate Aboriginal content into their teaching. The Elder sits on the Social Work program advisory committee and attends faculty meetings. She also teaches in the Social Work, Child and Youth Care, Early Childhood Education and Care Health Care Administration and Nursing courses. One HHS faculty member said: “Having Auntie Geraldine come into the classroom to perform the Cedar Cleanse on the students was invaluable. I could see the students relax and let go of some of the stresses, anxieties and worries that come from taking a challenging and often triggering course for many of them. Her words and actions – even her silence - modeled for students what it means to ‘be present’ - a concept and a skill that many Health and Human Services students struggle to practice.” 43 Title Health and Human Services: Indigenous Relationships in the Curriculum Related Goals Increase receptivity & relevance (ASP # 3; Framework # 1); Increase access, retention, completion & transition (ASP # 1, Framework # 4); Strengthen partnerships (ASP # 2). Measuring Success Measure Data / Observation Curriculum is receptive and - Student comments in talking circle with students relevant for Aboriginal learners and Elders (method of gathering comments may change following HHS consultation with VIU Elders and working group in 2018) All HHS students grow in their - Comments from students in classes Elder has awareness of Indigenous history visited (via exit tickets or other reflections organized and ways of knowing/being by professors) Faculty and staff enhance their - Faculty/staff comments in talking circle with knowledge of Indigenous ways students and Elders (method of gathering comments of knowing and being to be determined following consultation with Elders and working group)
Location(s) Nanaimo, Duncan, and Powell River Timing Start Date August 2018 End Date May 2019 Duration 10 months Future Plans This is a continuing activity in its 6th year, though the PLAR component is a pilot and will be assessed after completion of the first offering. The institution continues to contribute where possible to make VIU more receptive and relevant for Aboriginal students; for example, one HHS faculty member has been trained to lead the KAIROS Blanket Exercise after taking it himself and another will be trained in 2018 to help meet the demand for this workshop. The ASP Budget may increase in future years according to salary changes dictated by the collective agreement with which Elder/Faculty positions are associated. Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $72,238 $72,238 $72,238 Institution $1,304 $1,304 $1,304 Contribution Other or In-Kind $5,394 (VIU) $5,394 (VIU) $5,394 (VIU) (VIU/HHS Faculty) $15,000 (HHS $15,000 (HHS $15,000 (HHS Faculty) Faculty) Faculty) Total $93,936 $93,936 $93,936 Expense Item Amount Breakdown for 0.6 Elder position $57,077 2018/19 -Support for curriculum revision (community consultation, $ 8,000 activities/programs development of instructional materials, Speaker Series, etc.). where Ministry 1/2 section of instructor release to support PLAR $ 7,161 funding is greater Total $72,238 than $20,000 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents See Appendix 47: Letters of Support for HHS Indigenous Relationships in the Curriculum showing the Activity. support, capacity and readiness of the Aboriginal community, specifically relevant to the proposed activity/program
44 Title B.A. Visual Art Minor in Aboriginal Art Program Development Minimum or Additional Funding Additional Funding Priority Ranking 7 New or Continuing New Category Development or enhancement of programs or courses Description This activity funds two sections of release time for an Aboriginal consultant or Faculty member to develop a Bachelor of Arts in Visual Art (B.A. Visual Art) Minor in Aboriginal Art. This involves establishing consultations and connections to work in partnership with the VIU First Nations Department, Elders, current Aboriginal students, alumni and local Aboriginal communities. Release time is also necessary to work with the Provost, area Dean, internal and advisory committees such as Faculty Council, Curriculum Council and Senate. Release time will further assist in reaching institutional and administrative timelines and developing curriculum, conducting student surveys, determining pedagogical approaches, clarifying graduate attributes, and accommodating grade 11/12 Dual Credit. Rationale for New This activity is being proposed as it addresses the following issues/needs: Activity • An external review13 of the Visual Art Department conducted in 2012 recommended that work begin on an Aboriginal Minor in the Visual Art program. The recommendations outlined in the review were based on a detailed data set including student surveys, a comprehensive course outline package, a Program Data and Analysis report covering internally identified strengths and weaknesses in the program/curriculum structure based on the student survey data, a Departmental “self study” (reflection on strengths and weaknesses), and meetings with Visual Arts faculty/students and VIU’s upper administration. The external review concluded that VIU has the infrastructure and foundations in place to support Indigenous Arts programming, a student demographic to respond to and Department members who are actively seeking to create educational content that would honour Indigenous traditions and protocol. It was recommended that Indigenous Arts programming should proceed, but in the context of more consultation both within and outside of VIU. This activity proposes to fund release time for two consultants or Faculty members to engage in such consultation. • In the fall of 2013, the internal Faculty committee created to spearhead the development of the Aboriginal Art Minor decided to prioritize the establishment of an Artist-in-Residence program. Nuu-chah-nulth, Gitxsan and Kwakwaka'wakw artist, Connie Watts, was thus invited to create, share, and exhibit her work on campus. The success of this residency prompted further discussion about Aboriginal Studio and Art History course offerings that could be part of a Visual Art Minor in Aboriginal Art. • The minor in Aboriginal Art will extend the relationship begun through VIU’s totem pole carving project (three poles were carved through a partnership between the university, industry and First Nations artists between 2015-2017 and now stand outside the Gathering Place at the Nanaimo campus) with the three language groups on Vancouver Island by offering students an opportunity to deepen their understanding of Coastal art forms, traditions and functions. • The newly established View Gallery at the Nanaimo campus has placed program emphasis on Aboriginal exhibitions including The Witness Blanket (2016) and Identity: Art as Life (2017). The gallery is committed to scheduling more Aboriginal exhibitions in the coming years, as museum and VIU staff have observed that the Witness Blanket and Identity displays created cultural
13 See https://www2.viu.ca/oupa/ProgramReview/VA/VA_External_Review_Panel_Report.pdf and https://www2.viu.ca/oupa/ProgramReview/VA/VisualArtSelfStudy.pdf 45 Title B.A. Visual Art Minor in Aboriginal Art Program Development awareness/dialogue on campus, in the community and beyond. Art instructor and View Gallery curator, Dr. Justin McGrail, continues to work in partnership with Aboriginal communities and local aboriginal artists toward this goal. Related Goals Strengthen partnerships and collaboration in Aboriginal education (ASP # 2). Increase VIU’s receptivity & relevance for Aboriginal learners (ASP # 3; Framework # 1). Measuring Success Measure Data / Observation Meaningful consultation occurs - List of engagement activities with partners (Aboriginal - Feedback from partners on satisfaction with communities, students & Elders) engagement process Aboriginal Art Minor program - Examples of decisions made as a result of proposal is informed by partners’ contributions consultation with partners - B.A. Visual Art Minor in Aboriginal Art completes phase 1 of Program Planning & Prioritization (PP&P) process by end of 2018/19 academic year (see Office of University Planning & Analysis website14 for detailed description of PP&P process – all new programs proposed at VIU go through this process)
Location(s) Vancouver Island University, Nanaimo Campus Timing Start Date September 1, 2018 End Date May 31, 2019 Duration 9 months Future Plans This is the first year of a pilot project. Future plans will depend on success this year. Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $28,643 $28,643 Institution $1,304 $1,304 Contribution Other or In-Kind $2,168 $2,168 (VIU) Total $32,115 $32,115 Expense Breakdown Item Amount for 2018/19 2 X 0.125 FTE $23,146 (2 sections of Faculty release) activities/programs Fringe $ 5,4987 where Ministry $28,643 funding is greater than $20,000 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents showing See Appendix 48: Letter of Support for BA Visual Art Minor in Aboriginal Art Activity. the support, capacity and readiness of the Aboriginal community, specifically relevant to the proposed activity/program
14 VIU Office of University Planning and Analysis: Program Planning & Prioritization. https://www2.viu.ca/oupa/ProgramPlanning/index.asp 46 Title First Nations Studies (FNAT) 200: Water as Life Minimum or Additional Funding Additional Funding Priority Ranking 8 New or Continuing New Category Development/enhancement of programs; partnerships/engagement Description This activity funds the development of First Nations Studies (FNAT) 200: Water as Life, including support for a VIU Elder & community members to assist in curriculum development and delivery. FNAT 200 focuses on land/water and community-based experiential learning and particularly on engaging with and sharing Indigenous Knowledge related to water and its role in life. Topics planned include: Indigenous understandings / philosophies of fresh and salt water; water-based food resources and their use and management by Indigenous communities; contemporary challenges facing Indigenous communities related to water and water-based resources; and engaging with water resources so students can experience first-hand their own connections to water. The course will be available to any student with second year standing with reserved seats for FNAT and Fisheries / Aquaculture (FISH/AQUA) students. Rationale for New This new activity has been proposed by the FISH/AQUA Chair in response to a formal Activity review of the FISH/AQUA program, which highlighted a desire to “indigenize” as the program to date has not overtly included content pertaining to Indigenous communities. Following a discussion between the Chairs of First Nations Studies and FISH/AQUA, it was decided that a course would be created within the First Nations Studies program that would also be required for FISH/AQUA students. A VIU Elder and two community members were consulted regarding the viability of this course and their availability to participate in development and delivery; they were all enthusiastic about the idea. Informal consultation with Aboriginal students in the FNAT department has also revealed that students are excited about this course (see Appendix 45: Letters of Support for FNAT 200: Water as Life Activity). Related Goals Increase receptivity and relevance (ASP # 3; Framework #1); strengthen partnerships and collaboration (ASP #2). Measuring Success Measure Data/Observation Community - Description of engagement members are - Feedback from partners involved in course development on meaningfully satisfaction with / assessment of partnership / engagement process engaged in course development FNAT 200 - Examples of decisions made as a result of community members’ course is contributions to FNAT200 development informed by - New FNAT 200 course approved by Department, Faculty and VIU community Senate by May 31, 2019 teachings
Location(s) Development will take place at the VIU campuses (Nanaimo and Cowichan) and in community Timing Start Date September 1, 2018 End Date May 31, 2019 Duration 9 months Future Plans This is a new activity in its pilot year. Funding for this initiative is sought for one year to create the curriculum and facilitate community partnership, including remunerating Elders/community members who participate in developing content and pedagogy. Once the course is established, funding will become the responsibility of the associated decanal areas.
47 Title First Nations Studies (FNAT) 200: Water as Life Budget 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ministry (ASP) $14,321.28 Institution $1,304 Contribution Other or In-Kind $2,168 (VIU) Total $17,793.28 Expense Breakdown Item Amount for 2018/19 activities/programs where Ministry funding is greater than $20,000 Activities/ Programs Delivered in Aboriginal Communities (where applicable) Documents showing See Appendix 49: Letters of Support for FNAT 200: Water as Life Activity. FNAT 200 will the support, capacity link well with FNAT 300: Land as Life, a popular land-based, community-based and readiness of the Indigenous Knowledge sharing course that has been running for the past 16 years at Aboriginal VIU. FNAT 300 has served as a positive model that this pedagogy is successful and it is community, anticipated that FNAT 200 can be similarly effective. specifically relevant to the proposed activity/program
48 Overall Budget Programs and Activities Supported by Minimum Ministry Funding 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Activity/Program Title Category Ministry Institution Ministry Institution Ministry Institution Outreach activities Aboriginal Culture Nights and events $17,000 $1,304 $17,000 $1,304 $17,000 $1,304 Partnerships and ASP Coordinator engagement $20,000 $1,072 $20,000 $1,072 $20,000 $1,072 Hwulmuxw Mustimuxw Partnerships and Siiem (HMS) engagement $14,500 $1,824 $14,500 $1,824 $14,500 $1,824 Delivery of Penelakut Island Learning programs or courses Center on campus or in community $20,000 $1,868 $20,000 $1,868 $20,000 $1,868 Delivery of Snuneymuxw House of programs or courses Learning - Hul'qumi'num on campus or in Language Revitalization community $30,000 $1,304 $35,000 $1,304 $40,000 $1,304 Malahat Nation Kwunew Delivery of Kwasun Cultural programs or courses Resource Center: on campus or in Secondary Education community Upgrade Program $20,000 $1,304 $20,000 $1,304 $20,000 $1,304 Métis Education Student support Navigation Coordinator services $18,500 $1,304 $18,500 $1,304 - - Delivery of Stz’uminus First Nation programs or courses Chemainus Native College on campus or in Adult Program community $20,000 $1,304 $25,000 $1,304 $25,000 $1,304 Tillicum Lelum Partnerships and Community Engagement engagement Coordinator $40,000 $1,304 $40,000 $1,304 $40,000 $1,304 Sub-Total $200,000 $12,588 $210,000 $12,588 $196,500 $11,284
* Please note we are aware our estimated Minimum Funding budget for 2019/20 is over 200,000. Our Aboriginal Advisory Committee (HMS) will be discussing how to reduce this before February 2019.
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Programs and Activities Requiring Additional Ministry Funding Priority 2018/19 2019/20 (Estimate) 2020/21 (Estimate) Ranking Activity/Program Title Category Ministry Institution Ministry Institution Ministry Institution 1 Developing and Faculty of Education: enhancing Elders-in-Residence programs and services $46,490 $1,304 $46,490 $1,304 $46,490 $1,304 2 Student support Cowichan Campus Student services and and Elder Supports initiatives $46,630 $1,603 $46,630 $1,603 $46,630 $1,603 3 Powell River Campus: Indigenous Community Partnerships and Engagement and Program engagement Coordinator $54,326 $5,039 $54,326 $5,039 $54,326 $5,039 4 Outreach activities Language Revitalization and events $52,806 $3,680 $52,806 $3,680 $52,806 $3,680 5 Delivery of programs or Aboriginal University courses on Bridging Program campus or in community $37,207 $176,463 $37,207 $176,463 - - 6 Health and Human Developing and Services: Indigenous enhancing Relationships in the programs and Curriculum services $72,238 $1,304 $72,238 $1,304 $72,238 $1,304 7 Developing and BA Visual Art Minor in enhancing Aboriginal Art programs and services $28,643 $1,304 $28,643 $1,304 - - 8 Developing and First Nations Studies enhancing (FNAT) 200: Waters as Life programs and services $14,321 $1,304 - - - - Sub-Total $352,661 $192,001 $338,340 $190,697 $272,490 $12,930
Total Funding (Minimum + Additional) 2018/19 2019/20 (Estimate) 2020/21 (Estimate)
Ministry Institution Ministry Institution Ministry Institution Total $552,661 $204,589 $548,340 $203,285 $468,990 $24,214
50 Appendices Appendix 1: Oct 2017 HMS Think / Pair / Share Think / Pair / Share
1. Community / Organization Name
2. What are the biggest needs related to education in your community/organization? 3. What are your community / organization’s educational priorities for the next year or two?
4. What upcoming things in the community or organization will affect students?
This could be upcoming economic opportunities or community/organizational planning, student trends in education, etc.
How will these things impact students? 5. What lessons have you learned from the past few years of running your ASP activity? You can leave this blank if you didn’t have any activities funded through ASP 6. What would you like to see in the 2018/19 ASP? This could be new activities, ongoing activities, changes in the process of developing the ASP, etc. Really anything.
51 Notes from October 2017 HMS Meeting: Think/Pair/Share Activity
1. What are the biggest needs related to education in your community/organization? • Funding and pre-requisites • Course development – new community-based curriculum with Elder support • Transportation • Driver’s license training • Upgrading • Lifeskills • Funding, training, community development, relationship building, development of new courses and curriculum • Reality of Indigenous students’ experiences. INAC funds, family commitments, spiritual responsibilities, intergenerational trauma • Tutoring needs – more upgrading opportunities, online courses / programs, literacy level funding, connecting to local communities for support, providing more smooth flow and access into UCEP programs providing supports on an ongoing basis • Supports for Aboriginal student retention and recruitment • Literacy – self confidence • Staffing, filling positions, continuity • Funding • Supports early years onward • Staffing • Recognition of Métis at the community and provincial level • Attendance issues leading to IEPs • Transitions (K-1, 7-8-9, grads to post-secondary) • Educational gaps • Variety throughout 29 member Nations • Budget / more staff / work collaboratively • Students overwhelmed by full time busy, demanding schedule – need supports • Community development, sharing, partnerships • Foundational skills and relationship building • New course development with community / Elder input – especially land-based learning / Indigenous Knowledge – we cannot/should not develop curriculum in isolation in this area • Need for special education and ECE (early childhood) workers – certification needed • Management in all our entities - HR
2. What are your community/organization’s educational priorities for the next year or two? • Elders – Kwak’waka’wakw • Revamp and update course offerings • Data collection for all students attending schools, training programs • Adult education, ECEC (Early Childhood) /HCA (Health Care Assistant) /PSE (post-secondary education)/community-based education • Continue working with IECE, help students to transition to VIU and other training programs • Budget • Reaching out to communities and creating partnerships • Support members towards completion of grade 12
52 • Reconciliation (goal for whole school district), equity for students of Aboriginal ancestry • Developing methods of communication with students to better share supports and opportunity • Reconciliation • K-12 engagement – develop Métis curriculum • Transitioning to economic development courses that will improve individual learning in regards to employment • In-house training, professional development and building capacity • New Indigenous learning partnership at VIU – student funding, student distribution and Aboriginal support • Youth engagement, supports, starting earlier for students • Student demand for new land-based learning / Indigenous knowledge courses and funds to run these • Getting educational staff their credentials to do their jobs • Training / certification
3. What upcoming things in the community or organization will affect students? This could be upcoming economic opportunities or community/organizational planning, student trends in education, etc. How will these things impact students? • New Indigenous learning partnership at VIU affects VIU community and Indigenous community à more Aboriginal students accessing post-secondary education • With growing student numbers we need new Faculty • Lack of education AKA grade 12 / education programs Certificates / Degrees • Lack of Senior Ed Manager to move forward • New Indigenous learning partnership at VIU à employment and support • New programs/courses (BILD, Business Fundamentals, HA, ECE) and Indigenous learning partnership at VIU à more choice, access • Programming, no ABE program at Powell River campus, no librarian, no upgrading support à students not able to enrol in BA programs • Significant economic development will take place over next 5-10 years: Health and Daycare building – jobs will require education • Ongoing change to K-12 curriculum, assessment, courses, grad requirements • Cross community building connections • Provincial Métis student / youth opportunities being organized by the Métis Nation of BC • Exploring new possible funding opportunities • Grad requirements and curriculum changes • Federal funding • Relationships with educational institutions • Families will continue to struggle at minimum wage for both adults – getting daycare near impossible • Economic development, further education, etc. • Treaty • Substance abuse issues affecting families and individuals • Funding – working collaboratively to support membership; working collaboratively with other service providers; blanketing the community with support / advocacy • Students may feel more visible and called upon to represent their culture as curriculum is “Indigenized” – students may feel uncomfortable and exposed with this demand. Is it fair to put them in these places?
53 • Daycares opening, expansion of youth clinics, and youth in care support à requirement of specialized training and cultural competency • Student demand for new land-based learning / Indigenous knowledge courses and funds to run these • Renovations could disrupt staff and students à no classes or disrupted classroom times • 1 year post-treaty à revisit community plan, especially education
4. What lessons have you learned from the past few years of running your ASP activity? • The importance of the ASP Movie/Culture Fund as Students for Aboriginal Services would not be able to offer any sense of belonging activities if we didn’t receive it. We would be Advisors but would not offer any welcoming activities. • UCEP program to adult education • Successes were UCEP program delivery moving to adult education • Need facility and strong person to lead program • Additional dollars help to support students where they might not have received support • Perseverance / determination; it can lead to the creation of new programs which will empower; CHR training program – name change; Diploma program • Lots of work – lots of collaboration • Value of relationships in community and tapping into existing services to reach vulnerable populations • Plan short medium or long term plan
5. What would you like to see in the 2018/19 ASP? • To sustain Kwak’wala language group – growth of activities and communities involved • Opportunities to offer sustained Kwak’wala language group and to conduct sustained study of latent or semi speakers • Adult education • Life skills program / essential skills • Indigenous Leadership workshop series or conference • Personal (self) development • Economic development activities • More of the same • Collaboration • Collaboration • Bigger daycare on campus • Language skills / numeracy skills for students • Students understand how their choices / lack of choice in secondary school affects their opportunities • More cutting edge programs • Games and garden • I think it is important to keep what we have, perhaps look at how we link services, but the existing programs are now gaining momentum – let’s let them grow • Student demand for new land-based learning / Indigenous knowledge courses and funds to run these • Continue with our plan
54 Appendix 2: VIU Aboriginal Student Retention Data
VIU Indigenous Student Retention Data
• 2016/17 cohort entry year is incomplete for Yr1-Yr2 retention.
A note on how VIU tracks retention:
VIU tracks retention, attrition and graduation of Indigenous students in multi-year credential programs (Bachelor’s, Masters and Diploma programs). Retention is tracked by cohort entry year (year in which the student entered their program at VIU) to the end of each academic year (designated as August 31 of that year). This means we can summarize, for example, the number (or %) of Indigenous students who began a program at VIU at the beginning of 2015/16 and remained in, left or graduated from the program at the end of the 2015/16 academic year. We can also look at how many students remained/left/graduated at the end of the 2016/17 (i.e. August 31, 2017) – that is the first-to-second year retention rate. First to second year retention is a commonly reported summary measure because this is a critical time for student retention when we tend to see the highest attrition.
Caveats: Retention numbers are updated in February and October of each year in order to give registration time to catch up with data entry for late registrations.
The pink graph compares Indigenous and non-Indigenous student graduation, retention and attrition. First-to-second year retention/graduation increased from 66% for Indigenous student cohorts entering VIU Bachelor programs in 2015 to 70% for Indigenous student cohorts entering VIU in 2016. That means 66% of Indigenous students entering VIU in Sept 2015 were still at VIU in August 2017 and 70% of Indigenous students who entered VIU in Sept 2016 are still on track to be at VIU in August 2018. However, the Indigenous Bachelor student retention/graduation rate is still lower than the non-Indigenous Bachelor student retention/graduation rate (73% for 2015 cohort entry year and 74% for 2016 cohort entry year).
55 Other Notes
District Retention model: 1. Tracks students within individual programs and, hence, a student who transfers programs but remains at VIU is counted as attrition. 2. Students who transfer to another post-secondary institution are included in the attrition rate. 3. Percentages are always based on the original size of the cohort. 4. Retention model extracts data from SRS and is a work-in-progress. It focuses on the year a student starts in program and follows them over a 10-year period and maps to final credential student receives. 5. Includes part-time and full-time students. 6. Unclassified bachelor students (e.g. exploratory students) are excluded from the retention model. However, if an unclassified student enters into a bachelor program, they are added into the retention model and their cohort entry year is backdated to the year that they first entered VIU as an unclassified student. This may impact bachelor cohort sizes in prior years.
56 Action: The Provost Ofce will work with Planning and Priorities Committee of Senate to initiate an assessment of institutional academic units that support learning at VIU and report back to Senate, by Fall 2018. That work will examine how CIEL and the Writing Centre can be more integrated into the mandate of Senate and Senate can more directly comment on the work of CIEL and the Writing Centre.
12. Develop and approve an Institutional Scholarship, Research and Creative Activity Plan. • It is essential that an Institutional Scholarship, Research and Creative Activity Plan be completed as soon as possible. • This Action Item should be cross-referenced with Action Item #5. Action: The Ofce of the Provost will work with the Scholarship, Research and Creative Activity Plan Advisory Committee to prepare this Integrated Plan for Senate consideration by spring 2017.
13. Identify supports for enhancement of faculty scholarship, research and creative activity and service. • VIU faculty have continued to develop a breadth of scholarship activity. • With the expected adoption of the Institutional Scholarship, Research and Creative Activity Plan, systems and processes to support faculty scholarly activity will be required. Action: The Deans through their Faculties will identify specific, appropriate and meaningful supports that enable faculty scholarly activity. Appendix 3: VIU Academic Plan: Indigenous Commitment Objective 3. Indigenous commitment The recommendations outlined below are intended to provide direction and engagement for the VIU community to address the emerging dialogue related to Indigenous Rights and Title, and the Truth and Reconciliation Commission of Canada and the United Nations Declaration on the Rights of Indigenous People.
14. Explore and promote Indigenous content, considerations, cultural understanding, perspectives, traditional knowledge, and ways of knowing into and across the Institution, including curriculum development. • VIU has long been an advocate for Indigenous matters. • The national debates and the implications of the United Nations Declaration of Rights of Indigenous People and Truth and Reconciliation Commission of Canada Calls to Action require that VIU develop a concerted and carefully thought-out action plan. • The development of such an action plan requires new ways of considering program delivery and institutional responses. • To inform broad Institutional dialogue, Faculty Councils need to take leadership in these conversations and support departments in the delivery of content.
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57 • Action Item #4 should be completed in concert with this Action Item #14. Action: Faculty Councils will explore and develop strategies internal to their academic departments and disciplines that enhance the Institutional commitments and actions to this important regional, provincial and national dialogue. Deans will report the results of that work to Planning and Priorities Committee of Senate on an annual basis.
15. Recognise the United Nations Declaration of Rights of Indigenous People and Truth and Reconciliation Commission of Canada Calls to Action in Education as foundational documents for informing Indigenous matters at VIU. • These two documents are foundational precedent setting mandates and will need to inform the activities of VIU. • A rich, deep conversation across the Institution and region will need to be held to explore these matters. • Action Item #17 should be linked to this work. Action: VIU will explore the ways and means of addressing the implications of the United Nations Declaration of Rights of Indigenous People and the Truth and Reconciliation Commission of Canada Calls to Action upon the operation of VIU.
16. Continue to engage in local, regional, national and international dialogues related to promotion of Indigenous programming and content in governance, curriculum and community outreach. • By partnering with others, such as the Shqwi qwal for Indigenous Dialogue, CBC Ideas and VIU’s Indigenous Peoples Speakers Series, and the Fulbright Canada Jarislowsky Visiting Research Chair in Aboriginal Studies, VIU has been engaged in raising the profile of Indigenous matters within local, regional, provincial, national and international contexts. • To facilitate continued activity in this area, it will be critical to expand local, regional, national and international partnership opportunities that develop new funding sources to support activity development and community outreach. Action: Led by University Relations, VIU will develop relationships and explore opportunities to access funding and other resources.
17. Provide support in matters related to the advancement of Indigenous rights, title and reconciliation. • This will be an on-going requirement that will evolve over time, including partnerships and concerted efort to build appropriate internal institutional responses to emerging needs. • Action Item #15 should identify specific recommendations to advance this Action Item. Action: VIU will continue to work with Indigenous communities to understand and support their eforts in attaining their on-going eforts to achieve reconciliation.
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58 18. Explore structural opportunities to enhance Indigenous engagement within the Institution. • Provincial legislation defines Institutional body composition. • Exploring all options for Indigenous participation in governance bodies at VIU, including Faculty Councils, Senate, and the Board of Governors will require careful thought. Action: The University Secretariat will advise Faculty Councils, Senate and the Board of Governors on the options available.
19. Build upon the Senate approved Aboriginal Education Plan and re-evaluate its content and recommendations as needed. • The Aboriginal Education Plan was adopted by Senate in early 2016. • It provides the current basis for enhancing Aboriginal content within the Institution. • Since The Aboriginal Education Plan was completed prior to the issuance of the Truth and Reconciliation of Canada Calls to Action, it will require on-going monitoring and reporting to ensure it remains relevant and timely. Action: Beginning in January 2017, the Ofce of Aboriginal Education is requested to provide yearly reports to Planning and Priorities Committee of Senate on the implementation of the Aboriginal Education Plan.
4. Program quality The recommendations outlined below are intended to identify the mix, expectations and priorities, and provide support for synergistic collaboration.
20. Maintain a viable mix of high-quality programs. • The overall mix of programs should be operationally sustainable. • There should be a clear rationale for the way programs are included or excluded based on the outcomes of the cyclic Summative Program Assessment, Program Reviews and emerging new needs, such as the Truth and Reconciliation Commission of Canada. • There should be a general understanding of how changes in a program impact the performance of other programs. • There needs to be recognition that government, through the Degree Quality Assessment Board, is interested in the justification of new programs. Action: The Senate Standing Committee on Planning and Priorities will continue to guide and monitor the delivery of a sustainable mix of high-quality programs.
21. Support and encourage collaboration across departments and campuses, including interdisciplinarity. • The Cowichan, Powell River and Nanaimo campuses provide an opportunity to share resources and course content so that students in all three locations benefit from that collaboration, especially as technology supports enhanced content sharing.
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59 Appendix 4: VIU Aboriginal Education Plan Update (Jan 2018)
Vancouver Island University Aboriginal Education Plan Update January 2018
Senate approved the Aboriginal Education Plan in January 2016. The Academic Plan update approved by the Board of Governors in March 2017, added a new and explicit focus: Indigenous Commitment. Action item 19 asked that the Office of Aboriginal Education and Engagement report annually to Planning and Priorities on the implementation of the Aboriginal Education Plan in order to re-evaluate content and recommendations as needed. This report identifies the progress made in the 16 strategic priority areas to date. Overall, this report confirms the majority of strategic priorities are underway, however in many circumstances it is difficult to substantiate the action items as described. The inherent challenge, which was also identified at the onset of developing this plan, is in the application of a tactical linear methodology to a relationship-focused process that is indicative of Aboriginal education planning and development. This struggle bears repeating and ongoing reflection as we deepen our commitment and engagement in this area.
Objective 1: Student learning, engagement and success
Strategic Priority #1: Continue to develop a holistic approach to the success, progress, health, and well-being of indigenous learners. Action Action Item Responsibility/ Number Timeline 1A Promote holistic models of student health and wellness among Community OAEE, SAS, Enrolment Cousins, Services for Aboriginal Students, Elders-in-Residence, Enrolment Management, Student Management, Student Affairs Affairs/ Ongoing 1B Consider indigenous models for wider student health and wellness Director-OAEE, Elders, ED- initiatives (including mental health recommendations) Student Affairs/ By Spring 2016
1A: Numerous activities and workshops are offered across all campuses promoting holistic models of health and wellness for students, faculty and staff, such as smudging, chair yoga, drumming, and energy work. Acquiring Aboriginal Counselors at both Nanaimo and Cowichan Campuses has enhanced activity and leadership in this area.
2A: A draft Well-being Framework has been developed that draws on the teachings of the three cultural families of Vancouver Island (Coast Salish, Kwakwaka’wakw, Nuu-chah-nulth) on whose traditional territory we live, learn, work and play. Vancouver Island University (VIU) strives to be a well-being partner to all those with whom we interact. Acknowledging the Nuu-chah-nulth principle of Hishook is Tsawalk (everything is one, and all is connected). VIU is establishing a Well-being Framework that is grounded by Respect (si’em /maya’xala /iiaak ). Relationships with all that surrounds us (family, community, and environment) impact our well-being. Our vision is to foster an environment that sustains balance among all facets that impact our well being, and is conducive to healthy living, learning, working, and playing. The university community will be invited to provide input in spring of 2018 with an aim for the framework to be fully articulated and adopted by January 2019.
Strategic Priority #2: Work with internal departments, community partners, and school districts to enhance student transitions of all kinds. Action Action Item Responsibility/ Number Timeline 2A Explore a joint program of VIU and SD 68 (in the first instance) aimed at Office of Enrolment improving transition rates from high school to VIU Management/ December 2015 2B Continue to promote dual credit, and develop dual credit recruitment for Office of Enrolment Aboriginal learners Management/ Ongoing 60 2C Ensure program intakes have clear standards, assessment expectations, and Departments, Deans, supports as required, recognizing that different programs, and even different Communities, VIU intakes of the same program, may lead us to different approaches Assessment office/ Ongoing 2D As new funding comes available, create an “Academy” for incoming Various Deans, OAEE, learners, providing individualized advice, support, and course options AVPAPAI/Ongoing
2E Build on the successes of the Aboriginal Bridging Program to support all Dean-ACP, ED-Student Aboriginal student transitions into VIU programs, including enhanced Affairs, OAEE/ opportunities offered through the Faculty of ACP, as well as transitions out Ongoing of VIU and into the workforce, graduate school, and so forth
2A: The OAEE and Office of Enrollment Management worked collaboratively to develop a report titled, Indigenous Access and Enrolment Plan: Navigating Access. The report was created by a series of conversations with local partners, HMS, School districts 68, 69, and 79, and Community Adult Learning Centers. There were also many internal conversations with VIU. These internal and external partner groups informed the “Four Pillar Philosophy” of Mentorship Culture, Supportive Relationships, Cultural Health and Wellness, Outreach, Coaching, and Skill Building. These pillars were instrumental in informing and securing support for the MasterCard initiative.
2B: Aboriginal students continue to benefit from the numerous dual credit offerings, especially at the Cowichan and Nanaimo campuses. In 2017-18, the Indigenous Learning and Recognition Course was offered as a dual credit offering for school district 68. 21 participants, 13 of which were dual credit students completed the course with students reporting this course was helpful in the transition to full-time studies at VIU, with one student stating, “This course made me realize that I would like to attend VIU for my first year of post-secondary."
2C: This work is ongoing. The recent adoption of VIU’s Graduate Attributes identifying an Indigenous perspective along with the 2017 Academic Plan update that incorporates an Indigenous Commitment objective are valuable contributions to ensure this action item continues to be considered and implemented across the institution. Going forward, creating opportunities to share in the development of unique and varied approaches is critical to offering support for the complex work of Indigenization.
2D: The MasterCard funding has created this opportunity as well as educational funding for an additional group of 250 Aboriginal students. The benefits of the funding are extended to all Aboriginal students to receive individual support through the work of the Indigenous Education Navigators. The resources supporting this initiative, including an external evaluation firm that has created a comprehensive framework to extract key learning outcomes throughout the project, will provide valuable information to inform all action items identified in this strategic priority.
2E: In 2017, Academic & Career Preparation (ACP) developed an Aboriginal University Bridging Program Chair to work with communities, students and faculty within ACP to enhance programming in this area. As a result, additional course offerings grounded in an Indigenous perspective and pedagogy have been delivered and initial planning is underway regarding student transitions. This action item is also being supported through the work of the Indigenous Education Navigators. An Indigenous Employment Navigator will be hired in the summer of 2018.
Strategic Priority #3: As part of the overall institutional initiative, enhance experiential education opportunities for Aboriginal learners and in Aboriginal communities. Action Action Item Responsibility/ Number Timeline 3A Consider land-based activities and other cultural activities for the co-curricular OAEE, Elders, ED- record – for all students – and how they can fulfill the recommended degree Student Affairs/ requirements (see 11A) Spring 2016 3B Continue developing relationships with Aboriginal communities so that OAEE, Elders, ED- experiential education placements for VIU students become a mutually- Student Affairs/ beneficial feature Summer-Fall 2016 3C Promote student exchange and study abroad among Aboriginal students, across OAEE, SAS, 61 Canada and internationally International Ed/Ongoing
3A: The Community Cousins Aboriginal Peer Mentors were part of the pilot for the co-curricular record and a number of these students received recognition on their transcripts for their mentorship activities.
3B: Experiential education placements and/or community based research projects with Aboriginal communities are ongoing occurring across many program areas: for example, Community Planning; BSN community/school of nursing placements; Aboriginal Child Welfare placements; MABRI. Further evaluation is required to identify mutually benefiting features. Emergent work between VIU and the Champions Table, which includes members of B.C.’s Assembly of First Nations and the Business Council of B.C. has begun to progress toward business related paid internships for Indigenous students graduating from Post-Secondary Institutions in B.C. in support of economic reconciliation.
3C: To date, VIU students have participated in two student exchanges: St. Thomas University in New Brunswick and Pitzer College in Claremont California. The first exchange involved one student each from St. Thomas and VIU doing a reciprocal one-semester exchange. The second exchange included a group of students and faculty from each institution sharing their cultural contexts through community based events, such as Tribal Journeys. Both groups also provided support to each institutions respective mentorship summer program for Indigenous youth.
Strategic Priority #4: Work to extend Prior Learning Assessment as a validated way to recognize life experience, prior coursework, and program competencies, with an aim of developing a robust and trusted process that assesses and recommends to the Registrar a student’s learning, expressed as a credit value and the potential completion of university requirements. Action Action Item Responsibility/ Number Timeline 4A Begin an institutional dialogue on Prior Learning Assessment and Aboriginal Ed rep to ESC, Recognition through the Educational Standards Committee of AVPAPAI/ Senate October 2016 4B Design and propose a process for assessing prior learning beyond Provost’s office, Indigenous the stand-alone courses currently offered. Portfolio Coordinator, Elders/ Spring 2017 4C Fund a pilot of the proposal for academic year 2017-18 Director-OAEE, AVPAPAI/ Fall 2016 budget proposal
4A – C: Work in this priority area has yet to be addressed. Given the range of courses and programs offered at VIU, developing a ‘robust and trusted process’ is an onerous task requiring expertise and resources. A group will begin this work in the Spring of 2018,
Strategic Priority #5: Continue to develop courses and programs that not only meet student and community needs, but provide new perspectives on higher education, including a commitment to cross-cultural education for all students. Action Action Item Responsibility/ Number Timeline 5A Determine feasibility of developing a Master’s degree, perhaps with a focus AVPAPAI, Deans, Regional on Indigenous Leadership Campuses, Elders, Communities/ 2016-17 5B Begin the work on a First Nations credential in Visual Arts, as suggested by Visual Arts department, that department’s last Program Review Dean, Arts and Humanities/ Fall 2016 5C Develop a Bachelor of General Studies degree as a degree-completion AVPAPAI/ strategy for any students, and as a program to promote increased Prior Spring 2016 Learning Assessment 5D As appropriate, develop certificate and diploma programs that ladder in to Deans, faculty, OAEE/ multiple degrees Ongoing 62 5E Promote and support curriculum change and new courses that address the Provost, Deans, faculty/ new realities of Aboriginal land claims, the history and effects of residential Ongoing schools in Canada, the work of the Truth and Reconciliation Commission, and so on
5A: Development in this area has focused on a Bachelor of Indigenous Leadership Degree. Consultation to date with Indigenous communities and organizations has corroborated a need for this level of programming and a proposal is being lead by Cowichan Campus and is expected in Spring 2018.
5B: A departmental committee is conscientiously working on this action item exploring required resources such as additional faculty appointments.
5C: The proposal which was sent for peer consultation in Spring 2017 was determined to be too generalized and is being reviewed and revised as an Interdisciplinary initiative under the leadership of the AVPA. Discussions regarding the best approach to degree completion options and to embedding increased PLA will be embedded with the previous item.
5D: The recent approval of the Individually Selected University Studies Certificate provides an opportunity to work with Aboriginal community partners to identify a number of relevant courses, both credit and non-credit, that meets the immediate training/employment requirements for community-based programming. The certificate designation further promotes potential laddering options for students in these programs who are interested in pursuing degrees and complements the existing Diploma in Individually Selected University Studies.
5E: A number of new courses have been developed or enhanced in this area such as PHIL 113 - Indigenous Philosophy: Comparative Perspectives and POLI 328 - First Nations, Municipal, Regional Government and Politics. Additionally, the Indigenous Commitment objective articulated in the 2017 Academic Plan is identified on the New Degree Proposal and Course Template to be considered and incorporated into future curriculum development.
Strategic Priority #6: support faculty and staff to continue to find respectful ways to acknowledge, welcome, and include Indigenous learners Action Action Item Responsibility/ Number Timeline 6A Senate Standing Committees and Faculties adopt a commitment to opening OAEE, AVPAPAI, meetings with acknowledgement of territories Senate/ Fall 2016 6B Provide to faculty model language for acknowledging territory (see Appendices for AVPAPAI, OAEE, examples from the University of Manitoba and Wilfred Laurier) Elders/ Spring 2016
6A and B: Both of these action items have not been developed to the extent identified above, however the practice of acknowledging territory has become more pronounced at VIU and acknowledgement and respect for local territories is articulated in all institutional planning documents. Support and tutelage for acknowledging territory is provided through Elders facilitated Coast Salish Protocol Sessions and other Professional Development offerings related to Indigenous Education. Additionally, Snuneymuxw Elder Gary Manson, provides a traditional welcome and articulates its significance on VIU’s website found at https://aboriginal.viu.ca
Strategic Priority #7: Establish VIU enrolment goals in order to position the university to meet enrolment and “success” goals set by BC government in Framework (2012). Action Action Item Responsibility/ Number Timeline 7A Work with Faculties to develop strategic goals for Aboriginal student enrolments AVPAPAI, Deans, Departments/ Spring 2016 7B Refine the capacity to measure these goals in the Office of University Planning AVPAPAI, OUPA/ and Analysis Ongoing 7C Refine our capacity to measure retention rates for all transitions (semester-to- OUPA, OAEE, 63 semester, year-to-year, etc.), and to better understand what makes students stop- AVPAPAI/ out or drop-out Ongoing
7A: The Registrar’s Office maintains a program summary sheet with goals for admission to specific programs and makes programs aware of the initiative to reserve seats for Aboriginal students.
7B: The Office of University Planning and Analysis reports on enrollment and retention of Indigenous students on a regular basis. OUPA is working with the OAEE on the evaluation of the Mastercard funding.
7C: Current retention model extracts data from SRS and is a work-in-progress. It focuses on the year a student starts in program and follows them over a 10-year period and maps to final credential student receives. First-to-second year retention and graduation rates for Indigenous students in Bachelor programs are fairly comparable to retention and graduation rates for Non-Indigenous students. This objective is built into the broader University retention initiatives.
Academic Plan Objective 2: Academic community
Recognizing Indigenous Knowledge in the Academy: An early draft of a “statement of academic values” for the university recognized the provisional nature of knowledge, and tries to establish a statement for VIU that moves from defining a single, monolithic, and permanent “truth”.
Strategic Priority #8: Complete the work on a VIU “Statement of Academic Values”. Action Action Item Responsibility/ Number Timeline 8A Senate Working Group to resume work on the Academic Plan action item #8, with a AVPAPAI/ goal of Senate approval in 2016 Spring 2016
8A: VIU’s Statement of Academic Values was approved in February 2016.
Strategic Priority #9: Continue to offer educational and professional development opportunities for faculty and staff. Action Action Item Responsibility/ Number Timeline 9A The Office of Aboriginal Education and Engagement, and Services for OAEE, SAS, Elders/ Aboriginal Students, continue their programs of professional development Ongoing offerings, and expand as demand requires and resources permit 9B Make mandatory for new faculty and staff the Coast Salish protocol session OAEE, Elders, HR, Presidents’ Council/ From August 1, 2016 9C Consider ways to promote common understanding and vocabulary, such as a AVPAPAI, OAEE, “VIU Reads” program in which a group reads and discusses a common work CIEL/ Pilot Summer 2016 – Oct. 2016
9A: This work is ongoing. The 2017-18 offerings can be found at https://aboriginal.viu.ca/professional-development. A new offering this year includes a series titled, Indigenous Knowledge in the Disciplines. This series invites faculty and staff who have been engaging with Indigenous communities, knowledge holders and perspectives to adapt their courses and programs to share their experiences and learning from this process.
9B: Coast Salish Protocol Sessions are not mandatory however sessions delivered at Nanaimo and Cowichan campuses continue to be well attended by faculty and staff. Recognition of Vancouver Island’s Kwakwaka’wakw and Nuu-chah- nulth territories has also been increasing with three totem poles carved by the three language families in place on the Nanaimo campus and an Elder from Nuu-chah-nulth hired in the fall of 2017. The search for a Kwakwaka’wakw Elder is currently underway.
64 9C: The OAEE and CIEL co-host Indigenous Learning Circles which invite faculty and staff to engage with Indigenous perspectives and critically reflect about suggested teaching and learning practices with the goal to deepen the campus conversation on understanding and responding more effectively to the experience of Indigenous students. Faculty members, Staff, Elders and Indigenous students, meet to explore, through readings and conversation, the issues shaping the experience of Indigenous students. The 2017-18 circles have extended the hosting invitation to different departments to situate the circles in different spaces with different facilitators. Circles have been facilitated in ACP, the English Department and by the Aboriginal Community Cousins.
Strategic Priority #10: Develop employee profile and practices to support the objectives of this Plan, and to support Aboriginal learners. Action Action Item Responsibility/ Number Timeline 10A Work towards a percentage of Aboriginal faculty and staff reflective of the makeup HR, OAEE/ of our student population Over the next 3-5 years 10B In all cases, departments should be encouraged to seek faculty who are not only OAEE, qualified teachers, but who have experience working with diverse populations of AVPAPAI/ learners Ongoing 10C In particular, when posting for teaching that is part of community delivery, a phrase OAEE, HR/ such as “experience working with Aboriginal learners” be included as a By Spring 2016 “Requirement”
10A: This work is in development and there have been a number of positions that have received approval through the Human Rights Tribunal for preferential hiring of Aboriginal people, however, a target percentage of Aboriginal faculty and staff has not been identified.
10B: This work is ongoing and the OAEE is consulted to support departments in this area.
10C: Recent postings for Instructors for community delivery courses have identified a requirement for “being responsive to diverse learning styles”, and in one instance stating “Prior experience collaborating with First Nations community partners”.
Academic Plan Objective 3: Program quality
Strategic Priority #11: Support the implementation of the VIU Graduate Attributes, especially those under “Civic Engagement” related to understanding Aboriginal history, culture, knowledge, and perspectives. Action Action Item Responsibility/ Number Timeline 11A Institute a graduation requirement for degree programs in the Arts and Multiple: ESC, CC, Faculties, Humanities, Social Sciences, Science and Technologies, and Provost’s office, CIEL, OAEE, Management OUPA/ Beginning September 2017 11B Provide advice to programs, as requested, on how to adjust courses, AVPAPAI, OAEE, faculty/ teaching practices, and other factors in order to a) meet learning Over next two academic years outcomes, and b) promote indigenizing the academy 11C Work towards a goal of each Faculty employing an Elder-in-Residence OAEE, Deans and departments/ to provide program advice, student support, or classroom instruction Budget requests 11D Develop teaching and curriculum resources that can inform CIEL OAEE, AVPAPAI, CIEL/ activities and advice 2015-16 academic year 11E Create an Aboriginal Initiatives Fund, held by the Provost’s Office, to AVPAPAI/ promote and support curricular change in support of the VIU Graduate For Fall 2016 budget cycle Attributes
65 11A – E: All of the above action items are being considered, explored and in some cases acted upon. The application of this objective and related action items are unquestionably the most complex to deliver upon in this plan. Indigenization, in conjunction with reconciliation, is a national endeavor that cannot be fully prescribed. Implementation comes with persistent commitment to seek understanding of our collective history and unique knowledge systems and perspectives. This objective has been built into the updated Academic Plan through the Indigenous Commitment and the relevant action items, extending these actions beyond the OAEE.
Academic Plan Objective 4: Community engagement
Strategic Priority #12: Continue to nurture relationships with regional Aboriginal communities and groups in order to be able to respond to ongoing and emerging education and training needs. Action Action Item Responsibility/ Number Timeline 12A Continue working with HMS members to identify workforce OAEE, HMS/ opportunities and education and training needs Ongoing 12B Develop the capacity of the OAEE to provide this education and Director-OAEE, AVPAPAI/ training in all VIU regions, and pursue new relationships beyond Budget request Fall 2015 (Northwest Coast, Pacific Rim, Cape Breton U., etc.) 12C Request that HMS review its Terms of Reference, with particular Director-OAEE, HMS/ attention to “Membership” Report for Adoption January 2016 retreat 12D Create campus-specific Aboriginal Advisory Councils to provide OAEE, AVPAPAI/ better, more focused advice on programming needs in our regions Begin Fall 2015, with recommendation by April 2016 12E Work with First Nations to explore ways VIU can partner with OAEE, Modern Languages dept., communities to support their language revitalization projects First Nations Studies dept., Elders/ Ongoing
12A: OAEE leads an annual S.W.O.T with HMS members and identified outcomes continually inform development in this area.
12B: The OAEE continues to respond to incoming requests for collaboration with external groups. Recent projects include:
• Learning Partnership with the Rideau Hall Foundation and MasterCard Foundation for a five year project to support 250 Indigenous learners access education and employment • Introduction to Trades Community Based Delivery with Snuneymuxw First Nations • Five Cohorts of Indigenous Stewardship Training delivered in partnership with Coastal First Nations and Nanwakolas Council • In partnership with Emerging Leaders’ Dialogues Canada and McGill University’s Institute for the Study of International Development, VIU hosted an Emerging Leaders for Sustainable Community Development program in June of 2017. The weeklong program brought 40 Canadian emerging leaders together to promote relationship building and reconciliation between Indigenous and non-Indigenous communities through leadership collaboration and development. • VIU has been invited to contribute to the establishment of The National Centre for Collaboration in Indigenous Education developed for practitioners. The site will feature examples of “best practices” in Indigenous education gathered from across Canada. VIU contribution is collecting examples of programming in this area on Vancouver Island.
12C - D: HMS is reviewing its Terms of Reference looking at broadening the membership and moving to a regional model to be more inclusive of the south, mid and north Island regions to support local programming and services. Adoption of revised Terms of Reference is being brought forward to the January 2018 retreat.
66 12E: The focus of this work has been at the community level, with VIU playing a supportive role in accessing funding such as the Aboriginal Service Plan to deliver language programs within communities.
Strategic Priority #13: Promote local and regional dialogue about truth and reconciliation. Action Action Item Responsibility/ Number Timeline 13A As the details of an Aboriginal Education Plan are finalized and adopted, Communications promote our goals and actions to our communities. Office/ Once the Plan is adopted 13B Following from Strategic Priority #15 below, create clear communication and SMG, OAEE, Faculties decision-making lines within the university that facilitate public discourse on truth and reconciliation with the larger community 13C VIU continue to take a leading role in public dialogue about Aboriginal history, All parts of the perspectives, legal status, and truth and reconciliation generally university community/ Ongoing
13A - C: In the fall of 2016 Reconciliation Road: Join the Journey with VIU was introduced which involved the art installation of the Witness Blanket at the View Gallery and hosting TESTIFY, an art exhibit featuring artwork and written work about Indigenous laws. The KAIROS Blanket exercise, a two-hour workshop on reconciliation was also introduced at this time. Approximately 60 workshops with over 1000 participants have been facilitated as of December 2017.
In the fall of 2017, VIU’s Powell River Campus, the Powell River Museum and City Council collaborated to carve two canoes. The Reconciliation Canoe Journey Project titled, The Way Forward gifted the canoes to Tla’Amin in the spirit of reconciliation to be used for educational classes and demonstrations. This project launched a five part reconciliation conversation series inviting community members to speak to how they are implementing reconciliation in their work and personal lives.
Strategic Priority #14: Develop leading practices for faculty and students to undertake Indigenous community- based research. Action Action Item Responsibility/ Number Timeline 14A Design a process consulting with local communities to develop VIU leading AVP: Scholarship and practices that are beyond Tri-Council compliance, thereby honouring the Community Engagement/ values of this Plan Academic Year 2015-16
14A: VIU’s Strategic Research and Creative Activity Plan identifies the need to work with Indigenous communities to identify research interests and process for working collaboratively. A symposium inviting interested participants to explore the ethics related to research with Indigenous communities has been identified as a starting point to design a respectful process. The symposium is being planned for the spring of 2018.
Strategic Priority #15: Explore administrative structures that will improve communication and decision-making for the University, and thereby facilitate the implementation of this Plan. Action Action Item Responsibility/ Number Timeline 15A Begin a consultation process that will lead to a recommendation about how to AVPAPAI/ improve communication and processes related to Aboriginal Education, perhaps Recommendation by considering the Options below May 2017 15B Promote communication at the highest level of administration by inviting the SMG/ Director, Aboriginal Education to Senior Management Group meetings September 2016 periodically 15C Create a senior academic administrator position (AVP, Indigenous Affairs or SMG/ similar) to coordinate the academic and administrative unit(s) engaged in September 2017? Aboriginal education
67 15A- C: The Provost has begun a consultation process for the development of a Faculty of Indigenous Learning and Engagement. Recommendations in this area are targeted for May 2018. In the interim the Director of Aboriginal Education and Engagement has been named as a special advisor to the Provost.
Strategic Priority #16: Begin a consultation to consider the creation of a Centre for Excellence. Action Action Item Responsibility/ Number Timeline 16A Convene stakeholders from across campus and community to Provost, AVPAPAI/ consider the design and theme of such a Centre Begin Fall 2015, with a recommendation by March 2016
16A: This priority, in addition to #15, was perhaps too ambitious given the current fiscal realities. Consultation for priority #15 will be the continued focus in this plan. VIU is recognized repeatedly as a centre of excellence for Indigenous education, as recognized by the Mastercard/Rideau Hall Foundation funding and frequent requests to consult with government and post-secondary education groups.
Strategic Priority #17: Make Phase II of the construction of Shq’apthut (the Gathering Place) a priority for fund- raising and completion. Action Action Item Responsibility/ Number Timeline 17A Make Phase II of the construction of Shq’apthut (the Gathering Place) a priority SMG, Facilities, for fund-raising and completion. Senate/ ASAP
17A: Phase II of the gathering place is 9th on the priority list with a start date of 2023 and completion date of 2024.
68 Appendix 5: VIU Graduate Attributes
Graduate Attributes
The Rationale for Graduate Attributes
A move toward institution-level learning outcomes
With a shift from general education to focused and specialized learning, the emerging belief is that colleges and universities must begin to “do more for their students than simply teach disciplinary content” (Green et al., 2009). Supporting arguments point to the changing nature of working in knowledge-based economies, where an individual’s flexibility and adaptability in these new, “get smart fast” environments is often valued above a discipline-specific knowledgebase per se (Barnett, 2000). At the same time, there is a growing awareness of the need to ensure that there is a ‘balance’ with the notion of the need for the ‘educated citizen’ as a central tenet for all university graduates.
In a “New Paradigm for Liberal Education”, Thompson (2014) identifies “three formative themes: cultivating inquiry skills and intellectual judgment; personal and social responsibility and civic engagement; and integrative and applied learning” as central to a developmental model approach to higher education. He concludes that a developmental model “makes clear that the goal of higher education is to transform students’ ways of thinking, knowing, and understanding”. Learning outcomes, or in the case of VIU, graduate attributes support such a developmental model.
In light of the above, numerous colleges, universities and jurisdictions have developed learning outcomes for their graduates. These efforts, while they may have different names, are in evidence, at the institutional level, from large public institutions to small private ones.
A statement of learning outcomes answers the question: “What do we expect our students to acquire from an education at our University?” In order to ensure that these varied ‘outcomes’ are achieved, Vancouver Island University has determined that learning outcomes (renamed Graduate Attributes by Senate) should be developed so that there is a broad institutional commitment to common aspirations concerning student learning.
Graduate Attributes
Our graduate attributes are grouped into three “pillars,” which we believe form a solid foundation of citizenship. These pillars are Literacies (i.e. the acquisition of knowledge), Intellectual and Practical Skills (i.e. understanding the application of gained knowledge), and Civic Engagement (i.e. appreciating that knowledge exists in context). As students experience growth in these three areas, they develop maturity and many of the positive traits of engaged citizenship, such as emotional intelligence, perspectives on social justice, and intercultural awareness. VIU entrusts each decanal area to determine how best to meet the graduate attributes that make up each of these three pillars.
At VIU, we believe that, through our graduate attributes we can help students to become valued contributors in their chosen communities, no matter their backgrounds, starting points, how long they are with us, or when they leave. Through VIU’s graduate attributes, we believe that there can and should be common expectations such that students will: