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IV. Admission Information | 2016-2017
2016-2017 Undergraduate Calendar The information published in this Undergraduate Calendar outlines the rules, regulations, curricula, programs and fees for the 2016-2017 academic year, including the Summer Semester 2016, the Fall Semester 2016 and the Winter Semester 2017. For your convenience the Undergraduate Calendar is available in PDF format. If you wish to link to the Undergraduate Calendar please refer to the Linking Guidelines. The University is a full member of: · The Association of Universities and Colleges of Canada Contact Information: University of Guelph Guelph, Ontario, Canada N1G 2W1 519-824-4120 http://www.uoguelph.ca Revision Information: Date Description February 1, 2016 Initial Publication February 3, 2016 Second Publication March 4, 2016 Third Publication April 5, 2016 Fourth Publication July 5, 2016 Fifth Publication August 25, 2016 Sixth Publication September 21, 2016 Seventh Publication January 12, 2017 Eighth Publication January 31, 2017 Ninth Publication Disclaimer University of Guelph 2016 The information published in this Undergraduate Calendar outlines the rules, regulations, curricula, programs and fees for the 2016-2017 academic year, including the Summer Semester 2016, the Fall Semester 2016 and the Winter Semester 2017. The University reserves the right to change without notice any information contained in this calendar, including fees, any rule or regulation pertaining to the standards for admission to, the requirements for the continuation of study in, and the requirements for the granting of degrees or diplomas in any or all of its programs. The publication of information in this calendar does not bind the University to the provision of courses, programs, schedules of studies, or facilities as listed herein. -
Year Three Self-Evaluation Report (File 1)
Table of Contents: Year Three Self-Evaluation Report (File 1) I. Institutional Overview 1 II. Basic Institutional Data Form 3 III. Preface 15 A. Brief update on institutional changes since the last report 15 B. Response to topics previously requested by the Commission 17 IV. Update Chapter One: Mission, Core Themes, and Expectations 18 A. Executive Summary of Eligibility Requirements 2 and 3 18 B. Standard I.A, Mission 18 1. Mission statement 18 2. Interpretation of mission fulfillment 18 3. Articulation of an acceptable threshold of mission fulfillment 20 C. Standard I.B, Core Themes 22 1. Core Theme 1: Academic Quality 22 2. Core Theme 2: Cultural Integrity 25 3. Core Theme 3: Student Success 28 V. Chapter Two: Resources and Capacity 32 A. Executive Summary of Eligibility Requirements 4 through 21 32 B. Standard 2.A: Governance 35 C. Standard 2.B: Human Resources 54 D. Standard 2.C: Education Resources 58 E. Standard 2.D: Student Support Resources 67 F. Standard 2.E: Library and Information Resources 79 G. Standard 2.F: Financial Resources 84 H. Standard 2.G: Physical and Technological Infrastructure 93 VI. Conclusion 100 Support Documents I. Related Materials (Provided in print and Adobe Acrobat format – File 2) A. Year One Self-Evaluation Report, February 25, 2011 B. Year One Peer-Evaluation Report, March 1 – May 20, 2011 C. Aaniiih Nakoda College Catalog, 2013-2014 D. Aaniiih Nakoda College Personnel Policies and Procedures Manual E. Aaniiih Nakoda College Board of Directors Policies and Procedures Manual F. Aaniiih Nakoda College Finance Policies and Procedures Manual G. -
Educating the Mind and Spirit 2006-2007
Educating the Mind and Spirit 2006-2007 ANNUAL REPORT ENVISIONING OUR POWERFUL FUTURE MISSION The American Indian College Fund’s mission is to raise scholarship funds for American Indian students at qualified tribal colleges and universities and to generate broad awareness of those institutions and the Fund itself. The organization also raises money and resources for other needs at the schools, including capital projects, operations, endowments or program initiatives, and it will conduct fundraising and related activities for any other Board- directed initiatives. CONTENTS President’s Message 2 Chairman’s Message 3 Tribal Colleges and Students by State 4 The Role of Tribal Colleges and Universities 5 Scholarship Statistics 6 Our Student Community 7 Scholarships 8 Individual Giving 9 Corporations, Foundations, and Tribes 10 Special Events and Tours 12 Student Blanket Contest 14 Public Education 15 Corporate, Foundation, and Tribal Contributors 16 Event Sponsors 17 Individual Contributors 18 Circle of Vision 19 Board of Trustees 20 American Indian College Fund Staff 21 Independent Auditor’s Report 22 Statement of Financial Position 23 Statement of Activities 24 Statement of Cash Flows 25 Notes to Financial Statement 26 Schedule of Functional Expenses 31 1 PRESIDENT’S MESSAGE The Circle of Life, the Circle of Hope Dear Friends and Relatives, ast year I wrote about the challenges that faced Gabriel plans to graduate with a general studies the nation and how hope helps us endure those degree from Stone Child College, then transfer to the L -
Approved Testing Centres
Nipissing University – Approved Testing Centres Below is the list of Testing Centres approved for Distance Exams To review a list of the approved Testing Centres by province, where Nipissing students can write their distance exams, see the table of contents below. Students are responsible for ensuring the Distance Exam Request Form is submitted by the deadline each term. Please note: If there are no Testing Centres listed within 100km of your location, please email [email protected] for assistance. Contents ALBERTA ........................................................................................................................................................ 2 BRITISH COLUMBIA ....................................................................................................................................... 4 MANITOBA .................................................................................................................................................... 5 NEW BRUNSWICK ......................................................................................................................................... 7 NEWFOUNDLAND & LABRADOR ................................................................................................................... 8 NORTHWEST TERRITORIES ............................................................................................................................ 9 NOVA SCOTIA ............................................................................................................................................... -
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 ..................................................................................................................... -
2004-2009 UCN Strategic Plan Appendices.Pdf
TABLE OF CONTENTS Appendix A: UCN Implementation Team Terms of Reference Appendix B: UCN Elders’ Consultations Summary Report Appendix C: UCN Symposium Report Appendix D: University College of the North Act Appendix E: Governance Models of Selected Non-Aboriginal and Aboriginal Post-Secondary Education Institutions Appendix F: Facilities Development Summary Appendix G: Academic Plan: Degree Program Development Appendix H: First Year Program at UCN Appendix I: International Program Considerations for UCN Appendix J: UCN Research Strategy Appendix K: Centre for Aboriginal Studies and Research Development Report Appendix L: Centre for Aboriginal Languages Development Report Appendix M: An Outline for the Establishment of an Aboriginal Justice Institute within the University College of the North Appendix N: UCN Library Plan Appendix A University College of the North Implementation Team Terms of Reference UCN Implementation Team TERMS OF REFERENCE Mandate To provide guidance and leadership in the planning and development of University College of the North (UCN). Implementation Team An Implementation Team will be appointed by the Minister of Advanced Education and Training, composed of a chair, 4-5 professional staff and one support staff, the majority of whom will be respected Aboriginal educational leaders. The Team will report and be accountable to the Minister of Advanced Education and Training. In order to enhance the Implementation Team’s work, the following support will be provided: a) Steering Committee – appointed by the Minister of Advanced Education and Training to provide advice to the Implementation Team. This committee will be composed of individuals mainly from the north, the majority of whom represent the north’s diverse Aboriginal population. -
Student Competition Winner
STUDENT COMPETITION WINNER: KNOWLEDGE BOWL - 5 PARTICIPANTS 1st Place Team Aaniiih Nakoda College] 2nd Place Team Fort Peck Community College 3rd Place Team Institute of Am. Indian Arts BUSINESS BOWL 1st Place College of Menominee Nation 2nd Place Sinte Gleska University 3rd Place Oglala Lakota College WEB PAGE DESIGN 1st Place - Individual Steam Team Navajo Technical University 2nd Place - Individual Fort Peck Community College 3rd Place - Individual Navajo Technical University CRITICAL INQUIRY - TEAM # 1ST Place - Team (Traveling Trophy) Dine College 2nd Place - Team Northwest Indian College 3rd Place - Team Turtle Mountain Community College HANDGAMES - 12 participants 1st Place - Team Little Priest College 2nd Place - Team Oglala Lakota College 3rd Place - Team United Tribes Technical Best Hider Mariah Provincial Oglala Lakota College Best Guesser Jessica LaTray Little Priest College Best Group Singers Oglala Lakota College Most enthistic Haskell Indian Nations College Sponsorship Fond Lu Lac Tribal & Comm. College Best Dressed SIPI SCIENCE BOWL - 3 PARTICIPANTS 1st Place - Team Gabe Yellow Hawk, Joanne Thompson Oglala Lakota College Larissa Red Eagle 2nd Place - Team Lee Voight, Caley Fox Nueta Hidatsa Sahnish College 3rd Place - Team Darrell Yazzie, LeTanyaThinn, Jordan Mescal Dine College SCIENCE POSTER 1st place - individual Ashley Hall Nueta Hidatsa Sahnish College Comparsion of Yield of Various Cultivars of Amelanchier on Fort Berthold Reservation 2nd Place - individual Patrisse Vasek Oglala Lakota College "Bioavailable and Leachable -
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 -
Tribal College and University Funding
ISSUE BRIEF MINORITY-SERVING INSTITUTIONS Series May 2016 AUTHOR ACKNOWLEDGMENTS Tribal College and University We would like to thank the Amer- ican Indian Higher Education Consortium (AIHEC), the American Funding: Tribal Sovereignty Indian College Fund, and the tribal colleges and universities that con- at the Intersection of Federal, sulted on this project. AUTHOR AFFILIATIONS State, and Local Funding Christine A. Nelson (Diné and Laguna Pueblo) is a postdoctoral by Christine A. Nelson and Joanna R. Frye fellow at the University of New Mex- ico Division for Equity and Inclu- sion and the Center for Education Policy Research. Joanna R. Frye is a research fellow at the ADVANCE Program at the University of Michigan. EXECUTIVE SUMMARY As a general consensus, postsecondary credentials Tribal colleges and universities (TCUs) continue to are key to ensuring that the United States produces provide a transformative postsecondary experience economically competitive and contributing members and education for the Indigenous population and to society. It should also be stated that postsecondary non-Native students from in and around Native opportunities stretch beyond traditionally recognized communities. The 37 TCUs enroll nearly 28,000 full- needs; they also contribute to the capacity building of and part-time students annually. TCUs, which primarily sovereign tribal nations. The Native population has serve rural communities without access to mainstream increased 39 percent from 2000 to 2010, but Native postsecondary institutions, have experienced student enrollment remains static, representing just 1 enrollment growth over the last decade, increasing percent of total postsecondary enrollment (Stetser and nearly 9 percent between academic year (AY) 2002–03 Stillwell 2014; Norris, Vines, and Hoeffel 2012). -
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