Annual Report 2016-17 Table of Contents Message from the Board Co-Chairs
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Fnti Student Handbook 2020/2021
FNTI STUDENT HANDBOOK 2020/2021 Mission To share unique educational experiences, rooted in Indigenous knowledge, thereby enhancing the strength of learners and communities. Vision Healthy, prosperous, and vibrant learners and communities through transformative learning experiences built on a foundation of Indigenous knowledge Motto Sharing and Learning 2 Table of Contents Words of Welcome 4 Contact Information 5 Rights of the Student 6 Responsibilities of FNTI 7 Responsibilities of Student 9 Program Information 10 Placement 11 Fees Information 12 Policy: Student Conduct, Behaviour and Discipline 14 Policy: Program Progression 18 Policy: Class Cancellation 19 3 Words of Welcome To Our Valued Students, Welcome to the FNTI Family, a strong network of 4,000+ members who have come together over the past 35 years. This is our 35th year of delivering quality post-secondary programs rooted in culture and Indigenous ways of knowing in partnership with recognized Ontario colleges and universities. Our unique model of braiding teaching, learning and healing in the classroom allows our students to fulfill personal and professional goals while maintaining connections to family and community while studying. We support our learners through their educational journey and through the process of deepening their Indigeneity. The world has changed dramatically since March, however FNTI remains committed to these key principles. Our new virtual environment allows us to maintain uninterrupted, culturally- rooted programming across Ontario. It has been built with you in mind, and our faculty, cultural advisors and student success facilitators are eager to support you through this exciting and unprecedented chapter. Once again, my sincerest congratulations on choosing to study at FNTI this year! Best regards, Suzanne Katsi'tsiarihshion Brant President 4 CONTACT INFORMATION Main Campus/Head Office 3 Old York Road Tyendinaga Mohawk Territory, ON K0K 1X0 Local: 613-396-2122 Toll Free: 800-267-0637 Fax: 613-396-2761 Hours of Operation 8:30 a.m. -
Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and Their Program Choices
Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Program Choices by Pamela Williamson A dissertation submitted in conformity with the requirements for the degree of Doctor of Higher Education Graduate Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education of the University of Toronto © Copyright by Pamela Williamson (2011) Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Post-Secondary Program Choices Doctor of Higher Education 2011 Pamela Williamson Department of Theory and Policy Studies in Education University of Toronto Abstract The exploratory study focused on First Nation students and First Nation education counsellors within Ontario. Using an interpretative approach, the research sought to determine the relevance of the counsellors as a potentially influencing factor in the students‘ post-secondary program choices. The ability of First Nation education counsellors to be influential is a consequence of their role since they administer Post- Secondary Student Support Program (PSSSP) funding. A report evaluating the program completed by Indian and Northern Affairs Canada in 2005 found that many First Nation students would not have been able to achieve post-secondary educational levels without PSSSP support. Eight self-selected First Nation Education counsellors and twenty-nine First Nation post- secondary students participated in paper surveys, and five students and one counsellor agreed to complete a follow-up interview. The quantitative and qualitative results revealed differences in the perceptions of the two survey groups as to whether First Nation education counsellors influenced students‘ post-secondary program choices. -
Digital Fluency Expression of Interest
January 6, 2021 Digital Fluency Expression of Interest Please review the attached document and submit your application electronically according to the guidelines provided by 11:59 pm EST on February 3, 2021. Applications will not be accepted unless: • Submitted electronically according to the instructions. Submission by any other form such as email, facsimiles or paper copy mail will not be accepted. • Received by the date and time specified. Key Dates: Date Description January 6, 2021 Expression of Interest Released Closing Date and Time for Submissions February 3, 2021 Submissions received after the closing date and 11:59pm EST time will not be considered for evaluation Submit applications here By February 28, 2021 Successful applicants notified Please note: due to the volume of submissions received, unsuccessful applicants will not be notified. Feedback will not be provided eCampusOntario will not be held responsible for documents that are not submitted in accordance with the above instructions NOTE: Awards for this EOI are contingent upon funding from MCU. 1 TABLE OF CONTENTS 1. BACKGROUND .................................................................................................................... 3 2. DESCRIPTION ....................................................................................................................... 4 WHAT IS DIGITAL FLUENCY? .......................................................................................................... 4 3. PROJECT TYPE ..................................................................................................................... -
Services Available for Students with Lds at Ontario Colleges and Universities
Services Available for Students with LDs at Ontario Colleges and Universities Institution Student Accessibilities Services Website Student Accessibilities Services Contact Information Algoma University http://www.algomau.ca/learningcentre/ 705-949-2301 ext.4221 [email protected] Algonquin College http://www.algonquincollege.com/accessibility-office/ 613-727-4723 ext.7058 [email protected] Brock University https://brocku.ca/services-students-disabilities 905-668-5550 ext.3240 [email protected] Cambrian College http://www.cambriancollege.ca/AboutCambrian/Pages/Accessibilit 705-566-8101 ext.7420 y.aspx [email protected] Canadore College http://www.canadorecollege.ca/departments-services/student- College Drive Campus: success-services 705-474-7600 ext.5205 Resource Centre: 705-474-7600 ext.5544 Commerce Court Campus: 705-474-7600 ext.5655 Aviation Campus: 705-474-7600 ext.5956 Parry Sound Campus: 705-746-9222 ext.7351 Carleton University http://carleton.ca/accessibility/ 613-520-5622 [email protected] Centennial College https://www.centennialcollege.ca/student-life/student- Ashtonbee Campus: services/centre-for-students-with-disabilities/ 416-289-5000 ext.7202 Morningside Campus: 416-289-5000 ext.8025 Progress Campus: 416-289-5000 ext.2627 Story Arts Centre: 416-289-5000 ext.8664 [email protected] Services Available for Students with LDs at Ontario Colleges and Universities Conestoga College https://www.conestogac.on.ca/accessibility-services/ 519-748-5220 ext.3232 [email protected] Confederation -
Student Transitions Project WebBased Resources
Ontario Native Education Counselling Association Student Transitions Project WebBased Resources Index Section Content Page 1 Schools and Education Institutions for First Nations, Inuit and Métis 3 ‐ Alternative Schools ‐ First Nations Schools ‐ Post‐Secondary Institutions in Ontario 2 Community Education Services 5 3 Aboriginal Student Centres, Colleges 6 4 Aboriginal Services, Universities 8 5 Organizations Supporting First Nations, Inuit and Métis 11 6 Language and Culture 12 7 Academic Support 15 8 For Counsellors and Educators 19 9 Career Support 23 10 Health and Wellness 27 11 Financial Assistance 30 12 Employment Assistance for Students and Graduates 32 13 Applying for Post‐Secondary 33 14 Child Care 34 15 Safety 35 16 Youth Voices 36 17 Youth Employment 38 18 Advocacy in Education 40 19 Social Media 41 20 Other Resources 42 This document has been prepared by the Ontario Native Education Counselling Association March 2011 ONECA Student Transitions Project Web‐Based Resources, March 2011 Page 2 Section 1 – Schools and Education Institutions for First Nations, Métis and Inuit 1.1 Alternative schools, Ontario Contact the local Friendship Centre for an alternative high school near you Amos Key Jr. E‐Learning Institute – high school course on line http://www.amoskeyjr.com/ Kawenni:io/Gaweni:yo Elementary/High School Six Nations Keewaytinook Internet High School (KiHS) for Aboriginal youth in small communities – on line high school courses, university prep courses, student awards http://kihs.knet.ca/drupal/ Matawa Learning Centre Odawa -
OCAD University At-Large Faculty Senator Elections 2016 List of Candidates
OCAD University At-Large Faculty Senator Elections 2016 List of Candidates: Michelle Astrug (Faculty of Design) Michelle Astrug is a tenure-track Assistant Professor in the Faculty of Design, teaching in Graphic Design. She is applying for senate because she is interested in actively participating in University governance. Claire Brunet (Faculty of Art) Claire Brunet is a sculptor and Associate Professor in Media and installation art; Sculpture/Installation program and Fabrication Studio Bronze Casting and Digital Processes at OCAD University in Toronto. In June 2014 Brunet completed a PhD degree in Fine Arts, in the Interdisciplinary Program (INDI) at Concordia University in Montreal. Her research work explores expanded spatial boundaries and the influence of a 3D digital and technological context on the artist’s creative process in sculpture practice. Brunet’s sculpture project proposes opposing temporal forces—a 3D digital and technological spatial approach as a mode of production, in opposition to a critical discourse in regard to living species and their relation to their natural environment—which stresses the opposing values of an hypermodern society (Lipovetsky 2005). Brunet has presented projects and papers at conferences in New Zealand, Australia, Belgium, Germany, Greece and Canada. Her publications include: Exploring Data Space, in The Faculty of Art Newsletter (OCAD U, Toronto, 2012); “Extending Spatial Boundaries Through Sculpture Practices: Exploring Natural and 3D Technological Environments” in The International Journal of the Arts in Society (Illinois: CG Publishing, 2012); McLuhan and Extended Environment: Affect and Effect of a 3D Digital Medium on Sculpture Practice, in Y. Van Den Eede, J. Bauwens, J. Beyl, M. -
Waterhen Lake First Nation Treaty
Waterhen Lake First Nation Treaty Villatic and mingy Tobiah still wainscotted his tinct necessarily. Inhumane Ingelbert piecing illatively. Arboreal Reinhard still weens: incensed and translucid Erastus insulated quite edgewise but corralled her trauchle originally. Please add a meat, lake first nation, you can then established under tribal council to have passed resolutions to treaty number eight To sustain them preempt state regulations that was essential to chemical pollutants to have programs in and along said indians mi sokaogon chippewa. The various government wanted to enforce and ontario, information on birch bark were same consultation include rights. Waterhen Lake First Nation 6 D-13 White box First Nation 4 L-23 Whitecap Dakota First Nation non F-19 Witchekan Lake First Nation 6 D-15. Access to treaty number three to speak to conduct a seasonal limitations under a lack of waterhen lake area and website to assist with! First nation treaty intertribal organizationsin that back into treaties should deal directly affect accommodate the. Deer lodge First Nation draft community based land grab plan. Accordingly the Waterhen Lake Walleye and Northern Pike Gillnet. Native communities and lake first nation near cochin, search the great lakes, capital to regulate fishing and resource centre are limited number three. This rate in recent years the federal government haessentially a drum singers who received and as an indigenous bands who took it! Aboriginal rights to sandy lake! Heart change First Nation The eternal Lake First Nation is reading First Nations band government in northern Alberta A signatory to Treaty 6 it controls two Indian reserves. -
Does Accreditation Matter for Art & Design Schools in Canada?
College Quarterly Winter 2013 - Volume 16 Number 1 (../index.html) Does Accreditation Matter for Art & Design Schools in Canada? Home By Reiko (Leiko) Shimizu (../index.html) Studio-based degrees in fine arts and design are not often written Contents about in higher education literature. Perhaps it is because art and design (index.html) education is misunderstood – students are viewed as “finding themselves” or have unrealistic dreams of becoming the next big artist. Perhaps the studio-based nature of the curriculum does not intrigue researchers to write about issues that concern it, or perhaps it is because anyone can call themself an artist without having an academic credential. Ten years ago, urban theorist Richard Florida coined the term the “creative class” as individuals who “do a wide variety of work in a wide variety of industries – from technology to entertainment, journalism to finance, high- end manufacturing to the arts….they share a common ethos that values creativity, individuality, difference, and merit” (Florida, 2002, para. 8). According to Florida the creative class helps build economic development; therefore, our cities should be nurtured to be more inviting to these types of individuals. This emphasis on culture and creativity is at the foundation of art and design education. Groys (2009) argues that art education is complicated and subjective; it ultimately has no rules and that “teaching art means teaching life” (as cited in Madoff, 2009, p. 27). If that is the case, how does one measure quality in a field that is viewed as so subjective? How does one define and value art and design education? One’s notion of good art and design can be vastly different from another’s, and both views may come from experts in the field. -
For Indigenous Students
For Indigenous Students SAY EDUCATION GUIDE 2018 | 21 SAY Magazine Survey Tips on how to use our Education Guide This Guide features over three hundred institutions, which includes You will find some information on Aboriginal/Native American some new listings and some updates from last year’s Guide. specific programs, services and courses offered by that particular institution. Use the legend below which explains the different types We want to thank those institutions who were very generous of symbols used in the grid. in sharing this information for your benefit. Some institutions were unable to respond to our request for information. If your For further information and a full description of the programs/ institution needs to be added, or has new/updated information, services these institutions offer, you should always review the insti- this can be done at http://saymag.com/2018-education-guide- tution’s website. You will discover more information that the SAY native-people-survey/. Scroll down the home page to ‘SAY 2018 Guide does not provide. Education Directory Form’. Although SAY Magazine has made every attempt to ensure The material in the grid comes from counsellors dealing with material in the Guide is correct, this is not a comprehensive listing Indigenous students. We asked them what information is most and SAY Magazine is not responsible for any errors or omissions. requested by Indigenous students and those are the questions asked in the survey sent to education institutions. This will give you a better understanding of the types of schools Electronic copies of back issues from 2009-2017 and the featured in the Guide, making it easier to find a good fit for you. -
Meeting the Needs of Underrepresented Populations in College Academic Upgrading Programs April 2006
Meeting the Needs of Underrepresented Populations in College Academic Upgrading Programs April 2006 Prepared by: College Sector Committee for Adult Upgrading Funded by: Ministry of Training, Colleges and Universities Acknowledgements Innovative Approaches and Promising Directions was a major research initiative which committed to a high level of inclusiveness. It gave managers, faculty, support staff, and students at all colleges the opportunity to provide input on a variety of important topics pertaining to Academic Upgrading. These included the following: “What do colleges do well?”; “Where could colleges improve?”; and most significantly, “What should colleges do next?” Achieving the objectives of such a large research project in a short time period (January to March 2006) required the commitment of many people. The College Sector Committee for Adult Upgrading (CSC) wishes to thank the 610 managers, program delivery staff, and students who participated in the 84 focus groups. They welcomed the researchers, organized the focus groups and most of all provided meaningful insights and strong recommendations about the present and future of college Academic Upgrading. The CSC would particularly like to recognize the 456 students whose input was moving and inspirational. They confirmed the CSC’s belief that Academic Upgrading does make a difference and reminded us that it is really “all about them”! Special thanks are extended to the three researchers who devoted their time and expertise to make this project a success: Stewart Kallio, Bob McIver and Lynne Wallace. They worked as a team from a distance to achieve a shared goal. The term “24/7” really does apply to the commitment that was necessary to get the work done. -
Welcome! SPOTLIGHT
From: Research Office To: All Academic Administrators; All Administrative Staff & Managers; All Deans & Associate Deans; All Faculty Subject: PULSE: Research & Innovation Newsletter, October 2020 Date: October 2, 2020 10:59:33 AM Attachments: image008.png image011.png image014.png October 2020 Welcome! The Office of Research & Innovation supports research and scholarly activity at OCAD University. We help OCAD U researchers to find funding, develop projects and partnerships and engage students. Contact us today to learn more about how we can support you in all things research at OCAD University. The OCAD U Research Ethics Board (REB) provides an independent, impartial, and equitable ethics review of all research at OCAD U that involves human participants. Learn more about the REB and its processes here. **If you require information published in this newsletter in an alternate format, please forward your request to [email protected] and let us know what format is preferable. We will provide you with an accessible version.** SPOTLIGHT Meet Kathy Moscou Assistant Professor Kathy Moscou’s research of pharmacogovernance and comparative health policy addresses equity in drug safety and governance to foster healthy communities. Recent community- based participatory action research with Indigenous youth explored their perspectives on success, leadership and the intersectionality between holistic health and a healthy neighborhood. Her Urban Garden project was a community-based research partnership with Indigenous organizations in Winnipeg and Brandon, Manitoba. The goal of the project was to improve the health and wellbeing of Indigenous youth by identifying culturally relevant indicators for holistic health. The research also investigated the holistic health benefits of urban gardening for individuals and neighbourhoods. -
Hidenosaunee Inside F. Ìiihi,T,T 1
LIBRARY AND ARCHIVES CANADA NJtQR NAt6,s Bibliotheque et Archives Canada I I I I I II I, 3 3286 54 ,- _II 1 I r_ - r r .-1 # 1 - r i ` Library and Archives tt . Canada l , Newspaper Collection e . -P'?_ ' T 395 Wellington St. NativE North America's #1 1 ti Ottawa, ON K A ON4 5th oq Pub. No. 40016309 Reg. No. 10963 4t446. .* ti4 Celebrating 15 years - ---r- - Wednesday September 16, \2009 Okarahshona kenh Onkwehonwene, Six Nations of the Grand I - Band council lawsuit hampers talks Dundalk, ON, Canada Hidenosaunee Six Nations band council 7J; lawsuit may force Canada Q s Places To Grow - from negotiation table Plan r By Lynda Powless Editor Six Nations band councils relaunched trust account lawsuit Toronto against Canada may end up shutting down the now three year L ;, ON, Canada a old Six Nations land rights negotiations just as Confederacy a and Ontario are pushing for a mediator to move the talks .0 Mississauga along. - ivn t At the same time Elected Chief nailing a split in the Six Nations r f without joint negotiations that have kept all 7 Bill Montour has also, f" Confederacy consultation, sent a parties at the negotiating table and Waterloo, ON, Canad r letter to Prime Minister Stephen saw the agreement to return the Y c, i, -...15 Harper demanding a tripàrty meet- Burtch property, the first lands to ing between the federal govern- be returned to Six Nations in gen- erations, and resulting federal in- t o ment, Ontario and his band council Hamilton only.