The Board of Governors acknowledges and respects the Algonquin First Nation, on whose traditional territory the Carleton University campus is located.
The 602nd Meeting of the Board of Governors Monday, April 24th, 2017 at 4:00 p.m. Room 2440R River Building, Carleton University
AGENDA
OPEN SESSION
1. CALL TO ORDER AND CHAIR’S REMARKS
2. DECLARATION OF CONFLICT OF INTEREST
3. APPROVAL OF OPEN AGENDA
. The agenda was circulated with the meeting material.
4. OPEN CONSENT AGENDA APPROVAL
. Circulated with this agenda is a Consent Agenda which lists items presented to the Board for approval or for information.
5. OPEN - ITEM(S) FOR APPROVAL
(5 min) 5.1 Approval of the Appointment University Secretary
. Verbal report will be made.
(5 min) 5.2 Approval of Board of Governors Award for Outstanding Community Achievement (L.A. Daly)
. Materials were circulated in advance. (15 min) 5.3 Approval of 2016/17 Operating Strategic Allocations (B. Wener)
. Materials were circulated in advance.
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(20 min) 5.4 Approval of Operating Budget 2017/18 (B. Wener)
. Materials were circulated in advance.
(10 min) 5.5 Approval of Student Association Fees 2017/18 (B. Wener)
. Materials were circulated in advance.
5.6 Strategic Research Investments (10 min) . Materials were circulated in advance.
6. OPEN – ITEM(S) FOR DISCUSSION
(20 min) 6.1 Aboriginal/ Indigenous Programs and Initiatives (Kahente Horn-Miller, Rodney Nelson & André Plourde)
. A verbal report will be given.
7. OPEN – ITEM(S) FOR INFORMATION
(5 min) 7.1 Report from the Chair (C. Carruthers)
A verbal report will be given.
(10 min) 7.2 Report from the President (R.Runte)
A verbal report will be given including: . Update on the Strategic Mandate Agreement (10 min) 7.3 Committee Chair Updates
a) Building Program (C. Carruthers) b) Community Relations & Advancement (L.A. Daly) c) Finance Committee (B. Wener) d) Governance Committee (K. Evans)
8. OPEN – QUESTION PERIOD
. There are no questions to be addressed.
9. END OF OPEN SESSION AND BRIEF NETWORKING BREAK (10 min) . Guests and observers are asked to step out of the meeting.
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The 602nd Meeting of the Board of Governors Monday, April 24th, 2017 at 4:00 p.m. Room 2440R River Building, Carleton University
CLOSED SESSION
10. APPROVAL OF CLOSED AGENDA
. The agenda was circulated with the meeting material.
11. CLOSED - CONSENT AGENDA APPROVAL
. Circulated with this agenda is a Closed Consent Agenda which lists items presented to the Board for approval or for information.
12. CLOSED – ITEM(S) FOR INFORMATION
12.1 Report from the Chair (C. Carruthers) (10 min) A verbal report will be given.
12.2 Report from the President (R.Runte) (10 min) A verbal report will be given including: . Update from the Office of the Vice-President (Students and Enrolment)
12.3 Update on Comprehensive Campaign (D. Fortin) (10 min) . Materials were circulated in advance and a verbal update will be provided.
12.4 Committee Chair Updates (10 min) a) Audit Committee (B. Wener) b) Nominating Committee (C. Carruthers) c) Executive Committee (C. Carruthers)
14. CLOSED - IN CAMERA SESSION
15. ADJOURNMENT
Page 3
AGENDA ITEM
5.1
APPOINTMENT GUIDELINES FOR
UNIVERSITY SECRETARY
Approval Authority: Board of Governors Date Approved: April 2014 Mandatory Revision Date: April 2017 Responsible Office: University Secretariat
Article I: General
1.1 Pursuant to the Carleton University Act and the Bylaws of the University, the University Secretary is appointed by the Board of Governors (the “Board”).
1.2 The University Secretary shall normally hold office for an initial term of six years, renewable for successive terms in the discretion of the Board.
1.3 The term of office of the University Secretary may be extended for one year periods, for extenuating circumstances. If exigencies require, the Board may appoint an Acting University Secretary for a period of up to one year and, in extenuating circumstances, such appointment may be renewed by the Board for such term as the Board deems expedient, acting reasonably.
1.4 These guidelines shall apply both in the case of the search for a new University Secretary, and in the case of consideration of an incumbent University Secretary for renewal of the initial term or any renewal term.
1.5 For the purposes of these guidelines, “Special Circumstances” shall mean a situation in which either for whatever reason, the University Secretary is unable or unwilling to finish her or his current term, or a recommendation is not made within the time allowed, as contemplated by Articles IV.2 and V.1 of these guidelines. Should Special Circumstances occur, then these guidelines shall apply mutatis mutandis to the review or selection process (as appropriate) undertaken, except with respect to limitations of time as they appear in these guidelines. In the event of the occurrence of Special Circumstances, the review or selection process (as appropriate) will proceed with all reasonable dispatch, bearing in mind the significance of the appointment to the University.
2
Article II: Committee Process
2.1 The Advisory Committee
(a) The Board shall make the appointment or re-appointment of the University Secretary on the recommendation of an Advisory Committee on the University Secretary (the “Committee”). The Executive Committee of the Board shall instruct the President to establish the Committee. The Committee shall remain active until the successful candidate has taken office or until such time as it is discharged by an action of the Board, whichever shall occur first.
(b) In carrying out its duties pursuant to these guidelines, the Committee shall at all times observe and respect the highest equitable standards, including standards with respect to bias, the appearance of bias, and the fairness of its deliberations and investigations to all parties concerned. The Executive Committee of the Board shall have the responsibility of ensuring that the Committee’s work is undertaken and completed in accordance with such standards, and shall have the power, acting reasonably, to take whatever corrective action it feels necessary should circumstances warrant, including (without limitation) the removal of members of the Committee. Without limiting the generality of the foregoing, the activities of the Committee will reflect the values represented in the University’s Human Rights Policies and Procedures.
(c) Except in Special Circumstances, the Executive Committee of the Board shall use its best efforts to establish the Committee not later than 12 months prior to the anticipated date of appointment. Any recommendation on renewal will generally be made no later than nine months prior to the end of the incumbent’s term.
(d) The Committee shall ordinarily be composed of the following as members:
The President and Vice-Chancellor, as chair of the Committee ex officio The Vice-President (Finance and Administration) Three members of the Board, elected by the Board One member of the staff of the University, selected by the President The Assistant Vice-President, Human Resources
The Executive Assistant to the President or delegate shall serve as the non-voting secretary of the Committee.
In her or his discretion, the President may make adjustments in the composition of the Committee.
The Committee shall elect its Vice-Chair from among its members.
3
Article III: Procedures
3.1 The Committee shall determine its own procedures, subject to the following conditions:
Proceedings of the Committee shall be in camera. Members of the Committee shall hold in confidence all information discussed by the Committee. The requirement for confidentiality shall survive the discharge of the Committee. When the Committee is discharged all records associated with the work of the Committee shall be the responsibility of the President. Each Committee member shall provide all such records to the President’s Office at the earliest opportunity, and no copies shall be made or retained. The President’s Office shall ensure that all confidential records associated with the work of the Committee are destroyed immediately after the successful candidate takes office. In the event that a Committee member ceases to serve for any reason, a replacement shall be elected or selected (as the case may be) by the same process and from the same constituency as the member withdrawing, except in the case where the work of the Committee has progressed to the point where the Committee decides, in its discretion acting reasonably, that the election or selection of a replacement is inappropriate.
Article IV: Reappointment Process
4.1 As soon as practicable after the establishment of the Committee, the President shall communicate with the incumbent to determine if she or he wishes to be considered for reappointment.
4.2 If the incumbent wishes to be considered for reappointment, the following process shall be undertaken:
The President shall begin the process by meeting with the University Secretary to discuss the review process. The Committee shall proceed to evaluate the performance of the incumbent, using: (i) the criteria employed in the appointment of the incumbent; (ii) the outcome of annual performance reviews conducted by the President; and (iii) input from members of the University community, all as deemed appropriate by the Committee.
The Committee shall meet with the incumbent to review her or his performance and to discuss the incumbent’s plans if she or he were to be reappointed. After the Committee has formulated its recommendation to the Board, the President shall meet in confidence with the University Secretary to review the general findings of the Committee and the nature of the recommendation to be made to the Board. The Committee shall use its best efforts to provide a recommendation on reappointment to the President no later than nine months before expiration of the 4
incumbent’s term of office. The President shall carry the Committee’s recommendation forward to the Board. In the event that the Committee cannot reach a recommendation within the time allowed, then the Board shall be advised, and the Board may either grant an extension of time or strike a new committee pursuant to these guidelines.
Article V: Search Process
5.1 In the event that either the incumbent does not seek reappointment, or the Board decides against reappointment, then the Committee shall undertake a search for a new University Secretary in accordance with the following process:
The position shall be widely advertised through such media and at such times as the Committee may decide in its discretion, inviting applications and nominations. The Committee shall be free to approach individuals to request that they allow their names to stand for the position. The Committee shall establish its own procedures for assessing candidates and shall interview selected candidates. The Committee shall use its best efforts to provide a recommendation to the President not later than three months before the anticipated date of appointment. The President shall carry the Committee’s recommendation forward to the Board. In the event that the Committee cannot reach a recommendation within the time allowed, then the Board shall be advised, and the Board may either grant an extension of time or strike a new committee pursuant to these guidelines.
AGENDA ITEM 5.2
COMMITTEE: Board of Governors
MEETING: 602nd – April 24, 2017
ORIGINATOR: Community Relations & Advancement Committee
ITEM: 5.2 - Board of Governors Award for Outstanding Community Achievement
I. INFORMATION PRESENTED TO THE BOARD
On March 1, 2017, the Board Award Jury met to review the nominations for the Board Award. This year, fifteen nominations were received.
It was agreed by the Jury that this year’s recipient of the award be Gabriela Bernal Astrain, who will be graduating with a Bachelor Degree in Science Honours (Biochemistry and Biotechnology) in June 2017.
The Jury was impressed by Gabriela’s significant and consistent volunteerism both at Carleton and in the Ottawa community. The Jury noted that her volunteerism exemplified her passion for helping others. At Carleton, she volunteers in the Science Student Success Centre (SSSC) where she has played a leadership role becoming the first coordinator of the Science Learning Communities and later a team coordinator for the Kick-Start into Science program which she spearheaded. She has taken on challenges to create, implement and improve the programming at SSSC making a difference in many lives. She has played an important role in helping first-year students in the Faculty of Science become acclimated to university life and form a community during a key period of adjustment. In the Ottawa community, she has been a consistent volunteer at the Children’s Hospital of Eastern Ontario (CHEO), Acceso International and remains an active volunteer at her former high school. In addition to her volunteer work she has multiple part-time positions as a PASS Facilitator, Peer Assisted Study Coach in Chemistry and a Teaching Assistant at Carleton. Gabriela has unparalleled leadership and has balanced all this volunteering, in addition to other numerous pursuits, with her academic studies and achieved a solid GPA of 11.17.
Gabriela Bernal Astrain will be presented the award at the June convocation ceremony.
II. RECOMMENDATION TO THE COMMITTEE
It is recommended that the Board approve the recommendation of the Jury that Gabriela Bernal Astrain receive this year’s Board of Governors Award for Outstanding Community Achievement.
AGENDA ITEM 5.3
COMMITTEE: Board of Governors
MEETING: 602nd – April 24, 2017
ORIGINATOR: Vice‐President (Finance and Administration)
ITEM: 2016/17 Operating Strategic Allocations
I. MATERIAL ATTACHED
Financial Presentation
II. THE ISSUE
Current financial projections indicate that there will be $38m in unallocated funds available at fiscal year‐end 2016‐17. The Administration is proposing a plan for the use of these funds.
III. DECISION REQUIRED
To approve the appropriation of year‐end available balances (currently estimated at approximately $38m) towards endowed Student Aid and Faculty Chairs, Investment Income Equalization Fund, and Pension Reserve.
IV. INFORMATION PRESENTED TO THE COMMITTEE:
Current projections show revenues over budget by $15m and lower expenses of $23m. Higher than budgeted revenue is coming from government grants, tuition fees, investment income, and other income. Favorable lower expenses are due to lower than expected pension contributions because of extension of the government solvency relief program.
V. ANALYSIS
Please refer to attached power point presentation.
VI. RECOMMENDATION
Approve the appropriation of 2016‐17 unallocated funds as follows: $20m towards matching Endowed Student Aid and Faculty Chairs, $6m towards an Investment Income Equalization Fund; and $12m towards the Pension Liability Reserve. 2016‐17 PROJECTIONS FINANCE COMMITTEE MARCH 8, 2017 2016-2017 Operations Budget
Opening Revised Projected Variance Budget Budget Actual ($000) ($000) ($000) ($000) Government Grant 167,512 171,851 174,969 3,118
Tuition Fee 258,830 259,476 264,715 5,239
Investment Income 7,180 7,180 12,975 5,795
Other Income 12,232 15,747 16,317 570
Total Income 445,754 454,254 468,976 14,722
Total Expenses 445,754 454,254 430,780 23,474
Operating Results - - 38,196 38,196 Notes:
1. Government Grant - Higher due to accessibility funding from increased enrolment 2. Tuition Fees - Due to greater 1st and upper year enrolment, and a change in mix towards higher fee programs 3. Investment Income – Strong investment returns on $100m working capital investment fund 4. Total expenses lower due to extension of pension solvency relief program Allocation of 2016‐17 Operating Results
($000) • Increase to Student Aid Endowment Fund $10,000
• Creation of 5 Endowed Chairs 10,000
• Pension Reserve 12,196
• Investment Income Equalization Fund 6,000
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Total $38,196 ======Notes: 1. Endowment funds for student aid and faculty chairs would be used on a matching contributions basis 2. Pension: We currently have a reserve of $92m for this purpose. The $12m could be added to the pension reserve which would then total $104m towards a total solvency liability of over $200m 3. The investment income equalization fund would counteract the inevitable volatility arising from the investment of operating cash in equity investments. The initial contribution will be $6m. 2016‐2017 ENROLMENTS
‐‐‐‐‐ Fall 2016‐‐‐‐‐‐ Fall 2015 April 2016‐17 Actual Assumptions Actual Fall first‐year, full‐time students 6,305 6,234 6,398 Fall first‐year, full‐time students (New) 5,254 5,202 5,356 Fall full‐time undergraduate (degree programs) 20,168 20,228 20,576
Fall FT international undergraduate (degree programs) 2,220 2,300 2,317
1 Fall full‐time Master’s 2,277 Up to 1986 2,338 Fall Eligible FTE Masters 1,795 Eligible FTEs 1,861
Fall full‐time PhD 955 Up to 738 960 Fall Eligible FTE PhD 634 Eligible FTEs 658
Two‐year retention rate (CSRDE methodology) 79.1% 79.1% 79.3%
1. Includes Graduate Diplomas/Certificates, excludes Dominican students. 2. Office of Institutional Research and Planning – final Nov. 1 2016 data
AGENDA ITEM
5.4 COMMITTEE: Board of Governors
MEETING: 602nd ‐ April 24th, 2017
ORIGINATOR: Vice‐President (Finance & Administration)
ITEM: Operating Budget 2017‐2018
I. MATERIAL ATTACHED
2017‐2018 Proposed Operating Budget
II. THE ISSUE
In accordance with the budget development schedule approved by the Finance Committee, the 2017‐2018 Operating Budget is to be presented for approval at the April 2017 meeting.
III. DECISION REQUIRED
Recommending to the Board approval of the 2017‐2018 Operating Budget.
IV. BACKGROUND
The University administration is operating under guidance from the Board of Governors that a balanced 2017‐2018 operating budget be developed.
V. ANALYSIS
The 2017‐2018 proposed operating budget is presented in comparison to the Approved 2016‐ 2017 operating budget, and shows that the budget is balanced. The budget is based on the planning framework approved at the December 1, 2016 Board of Governors meeting.
VI. OPTIONS
Approve or reject the 2017‐2018 Proposed Operating Budget.
VII. RECOMMENDATION
Approve the 2017‐2018 Proposed Operating Budget.
Meeting of the Board of Governors
2017‐2018 Operating Budget April 24, 2017 Finance Committee – April 12, 2017 #2 PRESENTATION OUTLINE
• Planning Framework • Summary Financial Projections • Budget Analysis • Pension Plan • Enrolment Projections • Financial Risks • Recommendation
Finance Committee – April 12, 2017 #3 Planning Framework
May
Share Plans and Measure Progress
Implement June to Refine Planning April Operational Plans October
Start Planning Cycle Receive Budget Carleton for Coming Year November March Decisions Planning (Preliminary Planning) Framework
Communication of Budget Requests Budget Priorities February Submitted to FPG December and Framework January Complete Preliminary Planning and Share Plans Finance Committee April 12, 2017 #4 PLANNING FRAMEWORK
The University’s Goal is to maintain a balanced operating budget that will permit progress towards institutional priorities as outlined in the Strategic Integrated Plan.
Finance Committee – April 12, 2017 #5 Strategic Integrated Plan
Carleton University will be known nationally and internationally:
… for its research and teaching in programs which respond to the needs of society today and which anticipate the needs of the future.
… as a university that promotes research excellence and connectedness. It will be recognized as a leader in research that focuses both on tangible outcomes and the development of knowledge with longer‐term impacts.
… for being student centered, linking its academic endeavours and student supports to empower students as productive and engaged citizens in an increasingly diverse world.
… as a university that nurtures leadership, encourages innovation, recognizes achievement and embraces sustainability
Finance Committee – April 12, 2017 #6 2017‐18 PLANNING PRIORITIES
Government Policies: • Strategic Mandate Agreement (June 2017) • Net Tuition Billing (New OSAP rules) • Federal Budget 2017‐18 (Innovation and Skills) Operational Priority Areas: • Leadership Succession • Student Services • Research Support & Infrastructure • CUASA and CUPE 2424 Collective Agreements
Finance Committee – April 12, 2017 #7 2017‐18 BUDGETED OPERATING REVENUES
Finance Committee – April 12, 2017 #8 2017‐18 BUDGETED OPERATING EXPENDITURES
Finance Committee – April 12, 2017 #9 SALARIES AND BENEFITS
To be provided at the meeting
Finance Committee – April 12, 2017 #10 2017-18 Budget Analysis
2016-17 2016-17 2017-18 Variance Budget Projected Budget to 2016-17 Results Budget ($000) ($000) ($000) ($000)
Government Grant 167,512 174,969 171,744 4,232
Tuition Fee 258,830 264,715 274,202 15,372
Investment Income 7,180 12,975 8,250 1,070
Other Income 12,232 16,317 15,873 3,641
Total Income 445,754 468,976 470,069 24,315
Total Expenses 445,754 468,976 470,069 24,315
Operating Results -- - -
Notes 2017-18 Budget vs. 2016-17 Budget:
1. Government Grant - Higher due to accessibility funding from increased 2016-17 enrolment 2. Tuition Fees - Higher 2016-17 enrolment and 2017-18 fee increases 3. Investment Income – Projected return of 2.7% 4. Total expenses increases from salaries and benefits, pension, student aid, and general operating costs
Finance Committee – April 12, 2017 #11 2017‐18 BUDGET ANALYSIS
Government Grants +$4.2M
• Higher 2016‐17 enrolment of 2.5%
• No further increases in grants expected during coming Strategic Mandate Agreement (SMA): 2017‐18 to 2020‐21
• Return to “corridor” system (negotiated mid‐point based on 2016‐17 levels))
• Shift of grants from enrollment to differentiation funds (92% and 8%)
Finance Committee – April 12, 2017 #12 2017‐18 BUDGET ANALYSIS
Tuition Revenue + $15.4M
• $5.9M coming from 2016‐17 enrolment growth and $9.5M from fee increases
• Targeting flat growth (new) undergraduate, 4% (new) graduate • Overall Growth ‐ Undergraduate 1.1%, graduate 2.6%
• Domestic tuition fee increases of 3% overall and 3% to 8% for international
Finance Committee – April 12, 2017 #13 2017‐18 BUDGET ANALYSIS
Investment Income +$1.0M
• Expected returns of 2.7% on invested funds available: 5% on equity and 1.6% on fixed income
• Decision to shift $100M from fixed income to equity funds by Investment Committee starting in 2016‐2017
• Returns in excess of budget to be held in reserve to equalize investment revenues in years of negative return
Finance Committee – April 12, 2017 #13 2017‐18 BUDGET ANALYSIS
Other Income + $3.6M
• Recovery of $2.2M overhead contribution from endowment funds – previously waived due to poor investment returns
• Increased Co‐op fees of $0.5M (higher enrolment)
• Re‐classification of fall student orientation of $0.5M
Finance Committee – April 12, 2017 #14 2017‐18 BUDGET ANALYSIS
Total Expenses +$24.3M Significant Items:
• Annual recurring Increases $17.2M (e.g. wages, benefits, student support, utilities)
• New Base Budget Allocations $ 1.1M
• Annual investments in projects/initiatives $ 6.7M
Finance Committee – April 12, 2017 #15 2017‐18 BUDGET ANALYSIS
Additional Budget Allocations + $7.8M ($6.7M + $1.1M) $M Students & Enrolment • Student support positions 0.3 base • Retention and graduation initiatives 0.2 • Experiential learning enhancements 0.3 • Transfer Credit ‐ advisors and coordinators 0.3
Research & International • Grant & research support positions 0.2 base • Outreach activities/communications 0.2 base • Research support grants and awards 0.4
Finance Committee – April 12, 2017 #16 2017‐18 BUDGET ANALYSIS
Additional Budget Allocations + $7.8M ($6.7M + $1.1M)
FASS $M • Renovations 0.1 FPA • Faculty positions (new programs) 0.3 base Sprott • Program support positions 0.3 Science • Renovation biology labs 0.3 • Health Science equipment 0.2
Finance Committee – April 12, 2017 #17 2017‐18 BUDGET ANALYSIS
$M Engineering & Design • Faculty positions 0.1 base
Academic Administration • Teaching and Learning Initiatives 0.4 • Strategic initiatives fund 0.3
President’s Office • Sexual Assault support position 0.1 • Communications support 0.2
Advancement • Campaign support & legal 0.3
• Finance Committee – April 12, 2017 #17 2017‐18 BUDGET ANALYSIS
Finance & Administration $M • IT Security enhancements 0.6 • Learning space improvements 1.5 • ISSC Funding 0.5 • Perimeter security and surveillance systems 0.3 • Wireless network optimization 0.3 • Maintenance and project management systems 0.3
Finance Committee – April 12, 2017 #18 2017-18 Budget Analysis
2016-17 2017-18 Variance Provisions and Budget Budget to 2016-17 Contingencies Budget ($000) ($000) ($000) Contingencies 8,878 13,788 4,910
Enrolment Incentives 13,609 11,306 (2,303)
Pension Plan Deficit 33,400 35,000 1,600
Building capital projects 8,000 8,000 -
Student scholarship/bursaries 5,000 5,000
Campaign matching funds 4,000 (4,000) Total Provisions and 67,887 73,094 5,207 Contingencies
Finance Committee – April 12, 2017 #19 2017‐18 BUDGET ANALYSIS
Ongoing Capital Projects • New Health Science Building: $52M (Sept. 2017) • SIF Projects (April 2018): ‐ ARISE Building: $29.5M ‐ Energy Retrofit: $20.5M • Co Gen Project: $20.7M (Sept. 2018) Deferred Maintenance Projects ‐ $14M/Year
Finance Committee – April 12, 2017 #20 FINANCIAL PROJECTIONS 2016‐2022
Projected Operating Shortfall ($ million) 2017‐18 2018‐19 2019‐20 2020‐21 2021‐22 5.5 8.7 9.3 10.2 10.2
Finance Committee – April 12, 2017 #21 PENSION PLAN
July 1st, 2016 Valuation: $M • Going concern deficit 80 • Solvency deficit 223
2017‐18 Funding: • Base funding 18 • Required special payments 10 • Appropriation to pension reserve 25
2017‐18 Pension Reserve 129 (after appropriation)
Finance Committee – April 12, 2017 #22 APPLICANTS/TARGETS ‐FALL 2017/18
Ontario University Application Centre Systems Data – First Year 2017 2016 % +- Applicants 142,187 136,560 4.1% Confirmations n/a (Final) 96,775 Applicants (H.S. – ‘OUAC 101s’) 89,925 88,458 1.7% Carleton University First Year 2017 2016 % +- Applicants 23,044 23,283 -1.0% Approved 12,126 12,486 -2.9% Confirmed 1,562 1,542 1.3% Carleton University Target (Full-time Fall) 2017 2016 % +- First Year 6,418 6,398 0.3% First Year (New) 5,356 5,356 0.0% Undergraduate 20,684 20,454 1.1% Total (FT+PT) Enrolment 30,316 29,916 1.3%
Carleton data as at March 29,2017; OUAC data as at March 2, 2017 (with matched dates in 2016) Finance Committee – April 12, 2017 #23 KEY FINANCIAL RISKS
• Reduced Enrolment – Demographics
• Strategic Mandate Agreement ‐ Funding level (flow through), graduate space
• Structural Revenue Shortfall ‐ Govt. funding + tuition ≤ cost increases
• Net Tuition Billing System ‐ Consolidation of information from 3rd party and timing of payments
Finance Committee – April 12, 2017 #24 RECOMMENDATION
• Approve the 2017‐2018 Operating Budget as presented.
Finance Committee – April 12, 2017 #25
2017-2018 Operating Budget Notes
Table of Contents
Section Topic Page
1.0 Introduction 1 1.1 Operating Result 1 2.0 Operating Income 1 2.1 Government Operating Grants 1 2.2 Tuition Fees 2 2.3 Miscellaneous Fees and Income 3 2.4 Short-Term Interest Income 4 2.5 Departmental Income 4 3.0 Operating Expenditures 5 3.1 Compulsory and Discretionary Resource Allocation 5 3.2 Provisions and Contingencies 9 4.0 Conclusion 10 Appendix A 2017-2018 Proposed Operating Budget 11 Appendix B 2017-2018 Detailed Tuition Fees 12 Appendix C 2016-2017 and 2017-2018 Faculty and Staff Positions by RPC 16
April 2017 Carleton University – 2017-2018 Budget Notes ______1.0 Introduction The 2017-2018 Operating Budget is hereby presented to the Board of Governors for approval. The Budget, as shown on Appendix A, is balanced, as mandated by the Board of Governors in November 2016.
1.1 Operating Result Appendix A to these notes shows the expected operating result for the 2016-2017 fiscal year, as well as the proposed operating budget for 2017-2018. The details are as follows:
2016-2017 2016-2017 2017-2018 Budget Projected Actuals Proposed Budget ($000’s) ($000’s) ($000’s) Income 445,754 468,976 470,069 Expenditures and Transfers 445,754 468,976 470,069 Net Result - - -
The following sections compare the 2017-2018 Proposed Budget with the 2016-2017 Approved Budget.
2.0 Operating Income Operating income is expected to total $470,069,000, $24,315,000 in excess of the 2016-2017 Approved Budget and $1,093,000 in excess of the projected 2016-2017 results. The $24,315,000 is the sum of: increased grant income of $4,232,000; increased tuition income of $15,372,000; increases in miscellaneous fees and income of $2,529,000; an increase in interest income of $1,070,000 and an increase of $1,112,000 in departmental income. Each category is reviewed below.
2.1 Government Operating Grants Government grants for 2017-2018 are projected to be $4,232,000 above that in the 2016-2017 Approved Budget.
2016-2017 2016-2017 2017-2018 Budget Budget Projection Proposed Budget Change ($000’s) ($000’s) ($000’s) ($000’s) Basic Grant 130,050 129,618 129,617 (433) Accessibility Fund 22,665 26,130 27,247 4,582 Access to Higher Quality Education 6,298 6,311 6,311 13 Munipical Tax Funding 1,567 1,576 1,576 9 Performance Funding 778 671 669 (109) Provincial Research Overheads 557 562 562 5 Federal Research Overheads 4,392 4,557 4,557 165 Other grants 1,205 1,205 1,205 - Grants offset by additional expense - 4,339 - -
Total 167,512 174,969 171,744 4,232
1 Carleton University – 2017-2018 Budget Notes ______
Other grants include Access for the Disabled and Credit Transfer funding, while grants offset by additional expense relate to special purpose grant from the Ministry for targeted initiatives such as student success and financial support.
The decrease in the Basic Grant funding is a result of reductions announced by the provincial government in 2012. While efficiency cuts of $2,591,000 were factored into the prior year budget, the international tuition fee claw back is expected to be $433,000 higher than the prior year. The increase in the Accessibility Fund is the result of an increase in 2016-2017 enrolment.
2.2 Tuition Fees
On December 15, 2016, the Ministry of Advanced Education and Skills Development (MAESD) announced a two year extension on the current tuition framework, originally provided in 2013, which keeps the cap on tuition increases to an average of three percent.
The guidelines allow for tuition fee differentiation based on program and program year of study. These guidelines are based on the principle that tuition fees may increase annually, within specified limits, and with the total tuition increase not to exceed 3%, excluding changes in enrolment. Subject to the total tuition increase cap of 3%, existing graduate and professional programs may increase by no more than 5% for students in the first year of their program and 4% for students in continuing years of their program.
Government Guidelines also state that in cases where an institution has an existing program with higher (or lower) fees in the upper years of a program, the differential between tuition fees in each year of study may be maintained, in addition to any increases mandated under the new tuition fee framework. As these guidelines apply to journalism, commerce and international business, the second year fees have been recalculated accordingly.
Fee increases, based on these guidelines, were approved by the Board of Governors at its March 23, 2017 meeting.
The following compares tuition revenue by category from the Approved 2016-2017 Budget to the 2017-2018 Proposed Budget:
2016-2017 2016-2017 2017-2018 Budget Budget Projection Proposed Budget Change ($000’s) ($000’s) ($000’s) ($000’s) Undergraduate Fees 208,570 211,263 219,273 10,703 Summer Session Fees 18,594 18,936 19,684 1,090 Graduate Fees 31,666 34,516 35,245 3,579 Total 258,830 264,715 274,202 15,372
Tuition revenues being projected in the Proposed Budget total $274,202,000, $15,372,000 more than those presented in the Approved 2016-2017 Budget. The increase from the current 2016- 2017 fee estimate of $264,715,000 is $9,487,000. It is assumed that in fall 2017, Carleton will have a first-year, full-time enrolment of 6,418 students. This is a slight increase from fall 2016, which saw 6,398 first year students, 164 higher than the 6,234 that was assumed in the 2016- 2017 tuition budget.
The detailed tuition rates can be found in Appendix B.
2 Carleton University – 2017-2018 Budget Notes ______
2.3 Miscellaneous Fees and Income Miscellaneous fees and income are expected to total $10,199,000 which is $2,529,000 more than that in the 2016-2017 Approved Budget. The main components are as follows:
2016-2017 2016-2017 2017-2018 Budget Budget Projection Proposed Budget Change ($000’s) ($000’s) ($000’s) ($000’s) Application Fees 2,130 2,130 2,130 - Deferred Payment/Late Registration 2,195 2,396 2,345 150 Omnibus Fee 1,010 1,050 1,055 45 Other Fees and Charges 430 430 393 (37) Miscellaneous fees subtotal 5,765 6,006 5,923 158
Overhead Recoveries 626 626 2,791 2,165 Rental of Facilities 723 776 776 53 Commission Income - - 175 175 Library Fines and Fees 70 70 50 (20) Unrestricted Donations 75 290 75 - Other 411 472 409 (2) Miscellaneous income subtotal 1,905 2,234 4,276 2,371
Total 7,670 8,240 10,199 2,529
The increase in Omnibus fee revenue is more a reflection of achieved enrolment growth, with only a minor rate increase, while increases in fees associated with deferred payments/late registration are due solely to uptake and not changes in rates charged. The increase in overhead recoveries relates to reinstating the administrative overhead received from the endowment funds for 2017-18. It had been suspended for the 2016-2017 fiscal year as the market value increase per unit had not kept up with inflation for the 2012 to 2015 period.
The commission income now being recognized in the operating budget relates to the use of a procurement card, or pcard, for low value purchases. Previously this amount had been included as part of our ancillary revenues.
2.4 Short-Term Investment Income Short-term investment income is expected to total $8,250,000 for the 2017-2018 fiscal year. The breakdown is as follows:
2016-2017 2016-2017 2017-2018 Budget Budget Projection Proposed Budget Change ($000’s) ($000’s) ($000’s) ($000’s) Investment income on cash flows 5,360 11,265 6,670 1,310 Endowment income* 250 260 260 10 Interest charges to ancillaries and 1,570 1,450 1,320 (250) internal loans Total 7,180 12,975 8,250 1,070
* The endowment income included in the operating budget relates to those endowments for which a specific purpose has not been designated by the donor (e.g. unrestricted).
3 Carleton University – 2017-2018 Budget Notes ______
In 2015, the Investment Committee decided to invest $100 million of available operating cash in equity funds. To date this decision has yielded higher than expected results, however the equity funds are more susceptible to market risks. To mitigate this risk, and shield the operating budget from large variations in actual results, the short-term investment income budget will be set at $8,250,000 and any variation is actual investment income earned will be appropriated to an investment income equalization fund.
2.5 Departmental Income
Departmental income represents sales of goods and services by departments (e.g. the rental of equipment by Instructional Media Services), as well as special instructional fees related to specific departments (e.g. Center for Initiatives in Education workshop fees) to external users. The table below outlines the various sources of departmental income:
2016-2017 2016-2017 2017-2018 Budget Budget Projection Proposed Budget Change ($000’s) ($000’s) ($000’s) ($000’s) Co-op fees 1,812 2,005 2,326 514 CUOL sales and rentals 897 1,000 897 - CIE workshop fees 781 831 825 44 Fall student orientation - 525 525 525 ITS sales and rentals 321 321 331 10 General sales and services 220 220 232 12 Externally funded salaries 182 182 189 7 IMS sales and rentals 116 160 116 - EDC mini courses 120 120 120 - Trademark advertising 25 25 25 - International Sponsorships 88 88 88 - Other income offset by additional - 2,600 - - expense Total 4,562 8,077 5,674 1,112
The increase in Co-op fee revenue is more a reflection of enrolment growth, with only a minor rate increase. Income related to the fall student orientation has been in place for several years, however, had not been previously included in the opening budget but as adjustments to the revenue and offsetting expense budget once amounts were known.
The other income included in the projected results of 2016-2017 represent income specific to departments that is unexpectedly received during the year and is therefore not included in the opening budget. Examples include a $1,068,000 software donation in kind to Earth Science and $270,000 from Alumni sponsorship and events that must be spent on specific expenditures.
4 Carleton University – 2017-2018 Budget Notes ______
3.0 Operating Expenditures The Operating expenditure total proposed for 2017-2018 is $470,069,000, which compares to $445,754,000 in the 2016-2017 Approved Budget, and $468,976,000 in projected 2016-2017 actual expenditures.
3.1 Compulsory and Discretionary Resource Allocation
The resource allocations for 2017-2018 include: Budget Budget Budget Reduction Applied Reclassification Allocation ($000) ($000) ($000) a) Faculty of Arts and Social Sciences (962) - 1,249
b) Faculty of Public Affairs (615) 105 755
c) Sprott School of Business (171) - 973
d) Faculty of Science - 270 1,980
e) Faculty of Engineering and Design (591) 765 2,034
f) Provost and Vice-President (Academic) - 642 772 g) Vice-President (Students and Enrolment) - 2,390 1,050
h) Library - 375 584 i) Vice-President (Research and International) - 1,087 899 j) Vice-President (Finance and Administration) - 3,315 1,590 k) President - 914 44 l) Advancement - - 260 m) University Expense Budgets - 900 5,774 Total (2,339) 10,763 17,964
Allocations noted under reclassification represent activities previously funded through fiscal only budget sources but which will now be base funded due to their ongoing and recurring nature.
Budget Budget Budget Reduction Applied Reclassification Allocation ($000) ($000) ($000) a) Allocations to Faculty of Arts and Social Sciences Faculty retirements/departures (962) Provision for Faculty replacements 523 Enrolment Incentive allocation 626 Renovations 100 (962) - 1,249
b) Allocations to Faculty of Public Affairs Faculty retirements (615) Provision for Faculty replacements 407 New faculty position 203 Equipment replacement 90 Social Work administrative support 25 Enrolment Incentive allocation 30 BGINS administrator positions 105 (615) 105 755
5 Carleton University – 2017-2018 Budget Notes ______
Budget Budget Budget Reduction Applied Reclassification Allocation ($000) ($000) ($000)
c) Allocations to Sprott School of Business
Faculty retirements (171) Provision for Faculty replacements 130 Enrolment Incentive allocation 548 Research facilitator position 87 Undergraduate program position 68 Data analysis and reporting position 62 Highschool outreach 30 MBA curriculum redesign 28 Graduate recruitment strategy 20 (171) - 973
d) Allocations to Faculty of Science
Faculty retirements - Provision for Faculty replacements - Enrolment Incentive allocation 1,430 Renovation biology labs 250 Health Science equipment 200 New faculty position 100 Front Door commercialization initiative 80 Centre for Quantitive Analysis and Decision Support 80 Lab support 70 Expand Science Student Success Centre services 40
- 270 1,980
e) Allocations to Faculty of Engineering and Design
Faculty retirements (591) Provision for Faculty replacements 403 Enrolment Incentive allocation 1,527 New faculty positions, 50% 104 Student activities 250 Capstone projects 200 Industry research liaison position 115 Undergraduate student research awards 105 Research facilitator position 95
(591) 765 2,034
6 Carleton University – 2017-2018 Budget Notes ______
Budget Budget Budget Reduction Applied Reclassification Allocation ($000) ($000) ($000) f) Allocations to Provost and Vice President (Academic)
Strategic Initiatives Fund 300 KM Theatre equipment renewal 85 Blended learning initiative 80 Decanal search fees 70 CRM implementation, position backfill 70 Teaching and learning, administrative position 51 Student training and mentoring in cuPortolio 40 Vice-Provost teaching releases and site visits 62 Graduate student learning enhancement 14 IMS operations 250 Discovery Centre operations 210 Discovery Centre administrator 64 Executive assistant, Vice-Provost 60 Academic Initiatives coordinator 58 - 642 772
g) Allocations to Vice-President (Students and Enrolment)
Experiential learning enhancements 365 Student accessibility support 165 Career Services positions 145 CRM implementation, position backfill 120 Admissions position 75 Scheduling position 60 Social media/web officer position 60 Student mental health initiative 60 Retention initiatives 940 Recruitment, domestic and international 875 Transfer credit advisors and coordinators 260 International internships 75 Student experiential learning position 60 International Student Services position 60 McIntyre Exam Centre position 60 Paul Menton Centre position 60 - 2,390 1,050
h) Allocations to Library Library acquisitions 439 Bloomberg terminals 120 Digital scholarships 25 Copyright clearance 200 Student staffing 150 Open Access support 25 - 375 584
7 Carleton University – 2017-2018 Budget Notes ______
Budget Budget Budget Reduction Applied Reclassification Allocation ($000) ($000) ($000)
i) Allocations to Vice-President (Research and International)
Research communications and outreach 275 Research support grants and awards 203 Global Academy 128 Assistant Director position 94 Grant writer position 94 Chair stipend, course release 70 Database technologist, part-time 35 Research software 260 Memberships and research database access 210 Conference, professional development travel 167 Canada-India Centre 145 Summer research assistants 90 Project officer 75 Confucius Centre 60 Carleton International administrator 40 External research officer, MITACS partnership 40 - 1,087 899
j) Allocations to Vice-President (Finance and Administration)
IT security enhancements 590 Perimeter security and surveillance systems 320 Wireless network optimization 300 Maintenance and project management systems 260 Building exterior door access system 120 Network and data centre upgrades 1,077 Enterprise IT applications 860 Software licenses 549 Carleton Leader 182 HR positions 139 Information security analyst 125 EMCO project 97 Special constable positions 97 Research account administrator 70 Payroll specialist 70 Labour relations assistant 49 - 3,315 1,590
8 Carleton University – 2017-2018 Budget Notes ______
Budget Budget Budget Reduction Applied Reclassification Allocation ($000) ($000) ($000)
k) Allocations to President
Sexual assault support services 44 Advertising and public relations 800 Communications positions 114 - 914 44
l) Allocations to Advancement
Comprehensive campaign 160 Campaign counsel 100 - - 260
m) University Expense Budget changes Student support 900 1,120 Benefits 1,631 Classroom upgrades 1,500 Utilities 910 IT information systems 500 Cleaning 479 Bad debts and collections (405) Other 39 - 900 5,774
3.2 Provisions and Contingencies
The 2017-2018 Proposed Budget contains the following provisions and contingencies:
2017-2018 Proposed Budget ($000’s) 2016-2017 base contingency balance at March 1, 2017 2,005 a) Contingencies 11,783 b) Enrolment incentive (ELBA) 11,306 c) Pension plan deficits 35,000 d) Building capital projects 8,000 e) Endowed student bursaries 5,000
Total provisions and contingencies 73,094
a) The combined contingencies total $13,788,000 ($2,005,000 carried forward from 2016-17 and an additional $11,783,000 added for 2017-18), relate to foreseen requirements that cannot be immediately quantified, as well as an amount for unforeseen requirements.
9 Carleton University – 2017-2018 Budget Notes ______
b) In 2009-2010 the University introduced a plan whereby Faculties would be rewarded for enrolment growth. The plan calls for the resources to be built into the Faculty base over time. The amount in the contingency represents an undistributed base amount from previous years. c) The status of the pension plan remains a significant financial liability for the University. The most recent valuation shows that the plan has an unfunded going concern deficit of $80,100,000 and an unfunded solvency deficit of $223,700,000. Because the plan is not fully funded, the province requires that deficits be amortized over a period not to exceed 15 years, which would result in special payments rising to $34,000,000 annually. However, the University applied for and was approved for temporary solvency relief, thereby reducing the special payments considerably.
The $35,000,000 allocated to special pension payments consists of $10,000,000 base (i.e. ongoing) allocation to meet immediate special payment obligations, and a $25,000,000 fiscal (i.e. one time) allocation to ensure adequate reserves are in place once funding relief ceases. At the end of the 2017-2018 fiscal year, it is estimated that the pension reserve will have a balance of $129,000,000. d) The University has allocated another $8,000,000 towards the funding of a new building for the Sprott School of Business. This is in addition to the $11,900,000 allocated in prior years, and the $10,000,000 gift made by Wes and Mary Nicol. The University will need to raise and/or contribute another $18,100,000 to complete the $48,000,000 project. e) The University has allocated $5,000,000 in the current budget for endowed student bursaries.
4.0 Conclusion
The 2017-2018 Budget being proposed meets the objective set out by the Board in the fall of 2016 in that a balanced budget be developed. The 2017-2018 Budget is therefore respectfully submitted to the Board of Governors.
M. Piché J.T. Sullivan Vice-President (Finance and Assistant Vice-President (Financial Administration) Services)
10 Carleton University – 2017-2018 Budget Notes Appendix A Carleton University 2017-2018 Proposed Operating Budget ( 000's )
Approved Projected Proposed Change Budget Actuals Budget fm Prior Year 2016-2017 2016-2017 2017-2018 Budget
Income
Government Grant 167,512 174,969 171,744 4,232
Tuition Fees 258,830 264,715 274,202 15,372
Miscellaneous Fees and Income 7,670 8,240 10,199 2,529
Investment Income 7,180 12,975 8,250 1,070
Departmental Income 4,562 8,077 5,674 1,112
Total Operating Income 445,754 468,976 470,069 24,315
Expenditures and Transfers
Faculty of Arts and Social Sciences 47,425 49,764 49,125 1,700
Faculty of Public Affairs 31,695 32,839 32,727 1,032
Sprott School of Business 10,832 11,749 11,910 1,078
Faculty of Science 30,728 33,998 33,023 2,295
Faculty of Engineeering and Design 33,088 35,222 36,153 3,065
Provost and Vice-President (Academic) 9,412 10,242 10,149 737
Vice-President (Students and Enrolment) 17,621 19,695 20,811 3,190
Library 16,100 15,757 16,681 581
Vice-President (Research and International) 5,262 5,095 5,389 127
Vice-President (Finance and Administration) 31,454 45,832 36,364 4,910
Advancement 5,093 7,266 5,069 (24)
President 3,827 4,327 4,029 202
University Budgets and Transfers 135,330 141,758 135,545 215
Provisions and Contingencies 67,887 17,236 73,094 5,207
Net Appropriations - 38,196 - -
Total Expenditure and Transfers 445,754 468,976 470,069 24,315
Net Result - - - - Carleton University – 2017-2018 Budget Notes Appendix B
______
N/A
N/A
N/A
N/A
5.0%
5.0%
5.0%
5.0%
3.0%
3.0%
5.0%
3.0%
3.0%
3.0%
5.0%
3.0%
3.0%
3.0%
3.0%
5.0%
5.0%
5.0%
5.0%
3.0%
3.0%
5.0%
3.0%
3.0%
3.0%
5.0%
3.0%
3.0%
3.0%
3.0%
Increase
N/A
N/A
N/A
N/A
1,666
1,931
1,853
2,032
1,382
1,413
1,726
1,511
1,648
1,616
1,624
1,382
1,043
1,308
1,305
8,346
9,669
6,922
7,086
8,653
7,573
8,252
8,094
8,131
6,922
5,237
6,546
6,546
16-17
11,136
10,175
4th year4th
Fourth Fourth Year Student
N/A
N/A
N/A
N/A
1,587
1,839
1,765
1,936
1,342
1,372
1,644
1,467
1,600
1,569
1,547
1,342
1,013
1,270
1,267
7,949
9,209
9,691
6,721
6,880
8,241
7,353
8,012
7,859
7,744
6,721
5,085
6,356
6,356
16-17
10,606
3rd year 3rd
N/A
N/A
N/A
N/A
5.0%
5.0%
5.0%
5.0%
3.0%
3.0%
5.0%
3.0%
3.0%
3.0%
5.0%
3.0%
3.0%
3.0%
3.0%
5.0%
5.0%
5.0%
5.0%
3.0%
3.0%
5.0%
3.0%
3.0%
3.0%
5.0%
3.0%
3.0%
3.0%
3.0%
Increase
N/A
N/A
N/A
N/A
1,666
1,931
1,853
2,032
1,382
1,413
1,726
1,511
1,648
1,616
1,624
1,382
1,043
1,308
1,305
8,346
9,669
6,922
7,086
8,653
7,573
8,252
8,094
8,131
6,922
5,237
6,546
6,546
17-18
11,136
10,175
3rd 3rd year
Third Year Student
N/A
N/A
N/A
N/A
1,587
1,839
1,765
1,936
1,342
1,372
1,644
1,467
1,600
1,569
1,547
1,342
1,013
1,270
1,267
7,949
9,209
9,691
6,721
6,880
8,241
7,353
8,012
7,859
7,744
6,721
5,085
6,356
6,356
16-17
10,606
2nd year 2nd
N/A
N/A
N/A
N/A
5.0%
5.0%
5.0%
5.0%
3.0%
3.0%
5.0%
3.0%
3.0%
5.0%
3.0%
3.0%
3.0%
3.0%
5.0%
5.0%
5.0%
5.0%
3.0%
3.0%
5.0%
3.0%
3.0%
5.0%
3.0%
3.0%
3.0%
3.0%
12.6%
12.7%
Increase
N/A
N/A
N/A
N/A
1,666
1,931
1,853
2,032
1,382
1,413
1,726
1,511
1,648
1,616
1,624
1,382
1,043
1,308
1,305
8,346
9,669
6,922
7,086
8,653
7,573
8,252
8,094
8,131
6,922
5,237
6,546
6,546
17-18
11,136
10,175
2nd 2nd year
Second Year Student
N/A
N/A
1,587
1,839
1,765
1,936
1,342
1,372
1,644
1,342
1,600
1,569
1,547
1,342
1,013
1,270
1,267
7,949
9,209
9,691
6,721
6,880
8,241
6,721
8,012
7,859
7,744
6,721
5,085
6,356
6,326
6,356
6,356
16-17
10,606
1st year
5.0%
5.0%
5.0%
5.0%
3.0%
3.0%
5.0%
3.0%
3.0%
3.0%
5.0%
3.0%
3.0%
3.0%
2.9%
3.0%
3.0%
5.0%
5.0%
5.0%
5.0%
3.0%
3.0%
5.0%
3.0%
3.0%
3.0%
5.0%
3.0%
3.0%
3.0%
3.0%
3.0%
3.0%
Increase
1,666
1,931
1,853
2,032
1,382
1,413
1,726
1,382
1,648
1,616
1,624
1,382
1,043
1,305
1,299
1,308
1,305
8,346
9,669
6,922
7,086
8,653
6,922
8,252
8,094
8,131
6,922
5,237
6,546
6,515
6,546
6,546
17-18
11,136
10,175
1st year 1st
First Year First Student
1,587
1,839
1,765
1,936
1,342
1,372
1,644
1,342
1,600
1,569
1,547
1,342
1,013
1,267
1,262
1,270
1,267
7,949
9,209
9,691
6,721
6,880
8,241
6,721
8,012
7,859
7,744
6,721
5,085
6,356
6,326
6,356
6,356
16-17
10,606
1st year
DomesticUndergraduate Students
InformationTechnology
ComputerScience
Engineering
Architecture and Architecture Studies,Architectural Industrial Design
Humanities
Music
InternationalBusiness
Journalism,Journalism and Humanities
PublicandManagement Affairs Policy
Globaland International Studies
Commerce
SocialWork
SeniorCitizens
SpecialStudents
Bac, Diploma Bac, AccountingPost-Bac, Diploma Cognitive Science Post-Bac
Certificates,Diploma Economics Post-Bac, Diploma Women&Gender Post-
HealthSciences
Studies,Economics
Arts, Science, Cognitive Arts, Science, Mathematics, Communication Media &
Part-Time Undergraduate
InformationTechnology
ComputerScience
Engineering
Architecture and Architecture Studies,Architectural Industrial Design
Humanities
Music
InternationalBusiness
Journalism,Journalism and Humanities
PublicandManagement Affairs Policy
Globaland International Studies
Commerce
SocialWork
SeniorCitizens
SpecialStudents
Bac, Diploma Bac, AccountingPost-Bac, Diploma Cognitive Science Post-Bac
Certificates,Diploma Economics Post-Bac, Diploma Women&Gender Post-
HealthSciences
Studies,Economics Arts, Science, Cognitive Arts, Science, Mathematics, Communication Media & Full-Time Undergraduate 12 Carleton University – 2017-2018 Budget Notes Appendix B
______
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
3.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Increase Increase
2,752
2,794
2,234
4,489
3,429
3,076
3,076
3,311
3,441
2,941
5,407
3,283
3,649
2,982
3,647
3,647
3,826
3,682
3,753
17-18
Upper yr
Upper Year Student
2,752
2,794
2,234
4,489
3,429
3,076
3,076
3,311
3,441
2,941
5,250
3,283
3,649
2,982
3,647
3,647
3,826
3,682
3,753
16-17
1st year
0.0%
2.0%
2.0%
5.0%
3.0%
2.0%
2.0%
2.0%
5.0%
2.0%
3.0%
5.0%
2.0%
5.0%
2.0%
2.0%
5.0%
2.0%
2.0%
Increase Increase
2,752
2,849
2,278
4,713
3,531
3,137
3,137
3,377
3,613
2,999
5,407
3,447
3,721
3,131
3,719
3,719
4,017
3,755
3,828
17-18
1st year 1st
First Year First Student
2,752
2,794
2,234
4,489
3,429
3,076
3,076
3,311
3,441
2,941
5,250
3,283
3,649
2,982
3,647
3,647
3,826
3,682
3,753
16-17
1st year
DomesticGraduate Students
All otherPHD programs All
All otherMasters All programs; DIP(EPAF)
Seniorcitizens
Qualifying year (Architecture) Qualifyingyear
Qualifying year (except Architecture) (except Qualifyingyear
PhDSocial Work
Master of Social of (MSW) Master Work
PhDArchitecture
Architecture (MArch), Architectural Studies (MAS); Dip (ArchCon) StudiesArchitectural (MAS); (MArch), Architecture
PhDEngineering; PhDComputer Science; PhDInformation Technology (DM)
Master of Accounting(MAcc) of Master
Master of Information of Master Technology (NET)
Master of Design of Master Engineering of MasterEntrepreneurship;(MDes); of Master (MEng);
Master of Political of Master Management (MPM)
InformationTechnology (DM)
Master of Applied Science (MASc); Master of Computer of Master of Master ScienceApplied of Science(MCS); Master (MASc);
Master of Philanthropy of Masterand Nonprofit Leadership(MPNL); Dip(MPNL)
Master of Public andof Master Policy Administration (MPPA)
Master of Arts (Public Administration); Dips(PPA); MA (International Affairs); DIP(IPA); (Public (InternationalArts Administration); DIP(IPA); of Master Affairs); Dips(PPA);MA
Master of Business of Master Administration (MBA);
(MIPIS); Diploma in(MIPIS); Infrastructure Protection and International (DIPIS) Security
Master of Journalism of Master Infrastructure of MasterProtection and International (MJ); Security
and Policy(HSTP), Dip(HSTP); Sustainable Energy (M.A., M.Eng, M.A.Sc.). M.Eng, Dip(HSTP);Sustainable and Policy(HSTP), (M.A., Energy Human-Computer Interaction (M.A., M.A.Sc., M.C.S.); M.Sc. Health: Science, Technology M.Sc. M.C.S.); Human-ComputerM.A.Sc., Interaction(M.A., Full-Time Graduate 13 Carleton University – 2017-2018 Budget Notes Appendix B ______Domestic Graduate Students First Year Student Upper Year Student 16-17 17-18 16-17 17-18 1st year 1st year Increase 1st year Upper yr Increase Part Time Graduate Master of Computer Science (MCS); Master of Applied Science (MASc); Master of Information Technology (DM) up to .59 credits 1,017 1,067 4.9% 1,017 1,017 0.0% more than .59 credits 1,487 1,561 5.0% 1,487 1,487 0.0% PhD Computer Science; PhD Engineering; PhD Information Technology (DM) up to .59 credits 1,005 1,024 1.9% 1,005 1,005 0.0% more than .59 credits 1,469 1,497 1.9% 1,469 1,469 0.0% Master of Social Work up to .59 credits 1,053 1,073 1.9% 1,053 1,053 0.0% more than .59 credits 1,534 1,564 2.0% 1,534 1,534 0.0% PhD Social Work up to .59 credits 1,053 1,073 1.9% 1,053 1,053 0.0% more than .59 credits 1,534 1,564 2.0% 1,534 1,534 0.0% Master of Human-Computer Interaction (HCI); M.Sc. Health: Science, Technology and Policy(HSTP), Dip(HSTP); Sustainable Energy (M.A., M.Eng, M.A.Sc.) up to .59 credits 1,282 1,307 2.0% 1,282 1,282 0.0% more than .59 credits 1,875 1,912 2.0% 1,875 1,875 0.0% Master of Journalism (MJ); Master of Infrastructure Protection and International Security (MIPIS); Diploma in Infrastructure Protection and International Security (DIPIS) up to .59 credits 1,258 1,282 1.9% 1,258 1,258 0.0% more than .59 credits 1,840 1,876 2.0% 1,840 1,840 0.0% Master of Business Administration (MBA) up to .59 credits 1,308 1,373 5.0% 1,308 1,308 0.0% more than .59 credits 1,911 2,006 5.0% 1,911 1,911 0.0% Master of Accounting (MAcc) up to .59 credits 1,796 1,849 3.0% 1,796 1,849 3.0% more than .59 credits 2,625 2,703 3.0% 2,625 2,703 3.0% Master of Arts (Public Administration); Dips(PPA); MA (International Affairs), DIP(IPA), Master of Public Policy and Administration (MPPA) up to .59 credits 1,248 1,272 1.9% 1,248 1,248 0.0% more than .59 credits 1,823 1,858 1.9% 1,823 1,823 0.0% Master of Philanthropy and Nonprofit Leadership(MPNL); Dip(MPNL) up to .59 credits 1,248 1,272 1.9% 1,248 1,248 0.0% more than .59 credits 1,823 1,858 1.9% 1,823 1,823 0.0% Master of Political Management (MPM) up to .59 credits 1,246 1,270 1.9% 1,246 1,246 0.0% more than .59 credits 1,822 1,857 1.9% 1,822 1,822 0.0% Master of Architecture; Master of Architectural Studies; Dip (ArchCon) up to .59 credits 1,174 1,232 4.9% 1,174 1,174 0.0% more than .59 credits 1,717 1,802 5.0% 1,717 1,717 0.0% PhD Architecture up to .59 credits 1,068 1,089 2.0% 1,068 1,068 0.0% more than .59 credits 1,560 1,591 2.0% 1,560 1,560 0.0% Master of Design (MDes); Master of Engineering (MEng); Master of Information Technology (NET); Master of Entrepreneurship up to .59 credits 1,121 1,177 5.0% 1,121 1,121 0.0% more than .59 credits 1,637 1,718 4.9% 1,637 1,637 0.0% Senior citizens up to .59 credits 763 778 2.0% 763 763 0.0% more than .59 credits 1,115 1,136 1.9% 1,115 1,115 0.0% All other Masters programs; Dip(EPAF) up to .59 credits 954 972 1.9% 954 954 0.0% more than .59 credits 1,395 1,422 1.9% 1,395 1,395 0.0% All other PHD programs up to .59 credits 933 933 0.0% 933 933 0.0% more than .59 credits 1,363 1,363 0.0% 1,363 1,363 0.0% Q-Year (except Architecture) up to .59 credits 953 981 2.9% 953 953 0.0% more than .59 credits 1,395 1,436 2.9% 1,395 1,395 0.0% Q-Year (Architecture) up to .59 credits 1,044 1,096 5.0% 1,044 1,044 0.0% more than .59 credits 1,527 1,603 5.0% 1,527 1,527 0.0% Diploma in Conflict Resolution up to .59 credits 1,900 1,900 0.0% 1,900 1,900 0.0% more than .59 credits 3,800 3,800 0.0% 3,800 3,800 0.0%
14 Carleton University – 2017-2018 Budget Notes Appendix B ______International Students 16-17 17-18 Fee Fee Increase Undergraduate Full-time (per academic year) Journalism, Public Affairs and Policy Management, Global and International Studies 26,799 27,602 3.0% Industrial Design, Architecture and Architectural Studies 26,799 28,942 8.0% Computer Science 27,051 29,215 8.0% Bcomm/ BIB 24,532 25,758 5.0% Engineering 27,780 30,002 8.0% BIT 26,629 27,960 5.0% Specials, All Other Programs 23,340 24,040 3.0% Undergraduate Part-time (per credit)
All programs 4,984 5,133 3.0%
Graduate Full-time (per term) Master of Applied Science (MASc); Master of Information Technology (DM) 7,431 7,653 3.0% Master of Business Administration (MBA) Students 12,000 12,360 3.0% Master of Accounting (MAcc) 12,000 12,360 3.0% Master of Accounting (MAcc) grandfathered 7,796 N/A 0.0% Master of Computer Science (MCS) 6,973 7,182 3.0% PhD Computer Science 6,673 6,673 0.0% Master of Engineering (MEng); Master of Information Technology (NET); Master of Entrepreneurship 8,489 8,743 3.0% PhD Engineering; PhD Information Technology (DM) 7,114 7,114 0.0% Master of Social Work, Master of Architecture; Master of Architectural Studies; Master of Design (MDes); Dip (ArchCon) 7,231 7,447 3.0% PhD of Social Work; PhD of Architecture 7,021 7,021 0.0% Master of Journalism (MJ); Master of Arts: Public Administration (MA); Diploma in Public Administration (Dips(PPA)); Master of Arts: International Affairs (MA); Master of Infrastructure Protection and International Security (MIPIS); Human-Computer Interaction (MA,M.A.Sc., M.C.S); M.Sc. Health: Science, Technology and Policy(HSTP); Dip(HSTP); Master of Philanthropy and Nonprofit Leadership(MPNL); Dip(MPNL); Sustainable Energy(M.A., M.Eng., M.A.Sc.); Master in Political Management (MPM); Dip(IPA); Diploma in Infrastructure Protection and International Security (DIPIS); Master of Public Policy and Administration 8,418 8,670 3.0%
Qualifying year (except Architecture) 10,564 10,880 3.0% Qualifying year (Architecture) 11,734 12,086 3.0% All other PHD Programs 6,530 6,530 0.0% All other Masters Programs; Dip(EPAF) 6,819 7,023 3.0% Graduate Part-time (below 1.5 credits per term) Master of Journalism (MJ); Master of Arts: Public Administration (MA); Diploma in Public Administration (Dips(PPA)); Master of Arts: International Affairs (MA); Master of Infrastructure Protection and International Security (MIPIS); Human-Computer Interaction (MA,M.A.Sc., M.C.S); M.Sc. Health: Science, Technology and Policy(HSTP); Dip(HSTP); Master of Philanthropy and Nonprofit Leadership(MPNL); Dip(MPNL); Sustainable Energy(M.A., M.Eng., M.A.Sc.); Master in Political Management (MPM); Dip(IPA); Diploma in Infrastructure Protection and International Security (DIPIS); Master of Public Policy and Administration (MPPA) up to .59 credits 2,927 3,014 3.0% more than .59 credits 4,244 4,371 3.0% Master of Business Administration (MBA); Master of Accounting up to .59 credits 3,875 3,991 3.0% more than .59 credits 5,617 5,785 3.0% Master of Engineering (MEng); Master of Entrepreneurship; Master of Information Technology (NET) up to .59 credits 2,818 2,902 3.0% more than .59 credits 4,082 4,204 3.0% Master of Social Work; Master of Architecture; Master of Architectural Studies; Master of Design (MDes); Qualifying year (Architecture); Dip (ArchCon) up to .59 credits 2,530 2,605 3.0% more than .59 credits 3,664 3,773 3.0% PhD of Social Work; PhD of Architecture up to .59 credits 2,457 2,457 0.0% more than .59 credits 3,558 3,558 0.0% All other Masters Programs; Dip(EPAF); Master of Information Technology (DM) up to .59 credits 2,386 2,457 3.0% more than .59 credits 3,456 3,559 3.0% All Other PHD Programs; PhD Information Technology (DM) up to .59 credits 2,284 2,284 0.0% more than .59 credits 3,309 3,309 0.0%
15 Carleton University – 2017-2018 Budget Notes Appendix C ______Faculty and Staff Positions included in the Opening Budget
Academic RPCs 2016/2017 and 2017/2018
2016/2017 2017/2018 Change Faculty Staff Faculty Staff Faculty Staff Department/RPC FTE* FTE* FTE* FTE* FTE* FTE* ICSLAC 3.1 0.8 3.1 1.0 - 0.2 Canadian Studies 11.6 2.0 12.1 2.0 0.5 - English 29.8 3.0 29.8 3.0 - - French 12.5 2.0 12.5 2.0 - - History 27.7 3.0 27.7 3.0 - - Philosophy 10.6 2.0 11.2 2.0 0.6 - Art & Culture 26.2 8.0 26.1 8.0 (0.1) - SLALS 40.5 6.0 40.5 6.0 - - Humanities 19.7 3.0 19.7 3.0 - - Interdisciplinary Studies 10.0 2.0 10.0 2.0 - - Cognitive Science 7.8 2.0 8.7 2.0 0.9 - African Studies 1.0 0.8 1.0 0.8 - - Art Gallery - 3.5 - 3.5 - - Geography 21.2 6.0 21.2 6.0 - - Sociology & Anthropology 36.4 5.0 36.9 5.0 0.5 - Psychology 37.5 6.0 38.0 6.0 0.5 - Women's & Gender Studies 5.0 2.0 5.5 2.0 0.5 - CIE 5.0 6.8 5.0 7.8 - 1.0 Other (1) 5.0 11.0 9.7 12.0 4.7 1.0 Toal Arts & Social Sciences 310.6 74.9 318.7 77.1 8.1 2.2 Journalism 14.5 6.2 13.5 6.2 (1.0) - Communication 17.0 2.8 19.0 2.8 2.0 - Economics 28.5 5.0 28.0 5.0 (0.5) - Law 32.0 5.5 33.0 5.5 1.0 - Kroeger College - 1.5 - 1.5 - - Political Management 3.5 0.5 3.5 0.5 - - Political Science 33.1 4.5 33.3 4.5 0.2 - Global & International Studies (2) 4.0 2.0 4.0 4.0 - 2.0 Public Policy Administration 24.3 6.0 24.3 6.0 - - Social Work 17.5 4.0 17.5 4.0 - - CCJ 5.0 2.0 5.0 2.0 - - EURUS 3.3 1.0 3.3 1.0 - - International Affairs 16.8 5.0 17.0 5.0 0.2 - Political Economy 0.0 1.0 0.0 1.0 - - Other 1.9 7.0 2.5 8.0 0.6 1.0 Total Public Affairs 201.4 54.0 203.9 57.0 2.5 3.0
Business 59.5 22.0 60.0 25.2 0.5 3.2 Total School of Business 59.5 22.0 60.0 25.2 0.5 3.2 Science Stores 0.0 2.0 0.0 2.0 - - Biology 26.5 16.0 28.1 16.0 1.6 - Chemistry 18.3 12.0 18.6 12.0 0.3 - Earth Sciences 11.3 7.0 11.3 7.0 - - Scanning Electron Microscope 0.0 1.0 0.0 1.0 - - Mathematics & Statistics 36.0 6.0 36.0 6.0 - - Physics 19.5 10.5 20.5 10.5 1.0 - Biochemistry 3.0 1.0 2.1 1.0 (0.9) - Integrated Science 1.1 0.5 2.1 0.5 1.0 - Environmental Science 3.1 0.5 3.1 0.5 - - Health Science 10.0 3.0 9.0 3.0 (1.0) - Neuroscience 11.5 2.0 12.5 3.0 1.0 1.0 Computer Science 30.3 10.0 30.3 10.0 - - Animal Care/Vivarium Operations (2) - 4.0 - 4.0 - - TSE 0.5 0.0 0.5 - - - Other 0.5 8.0 1.5 8.0 1.0 - Total Science 171.6 83.5 175.6 84.5 4.0 1.0 Civil & Environmental 30.0 9.0 32.0 9.0 2.0 - Electronics 25.5 8.5 25.0 8.5 (0.5) - Mechanical & Aerospace 38.5 11.0 38.5 11.0 - - Systems & Computer 39.5 10.0 39.5 10.0 - - Joint Information Technology 13.0 5.5 14.0 6.0 1.0 0.5 Engineering General 1.0 16.0 0.5 17.0 (0.5) 1.0 TIM Program - 1.0 - 1.0 - - Industrial Design 7.0 5.5 7.0 5.5 - - Architecture 18.5 8.0 18.5 9.5 - 1.5 Total Engineering & Design 173.0 74.5 175.0 77.5 2.0 3.0 Total Academic RPCs 916.1 308.9 933.2 321.3 17.1 12.4
*Positions measured in Full-Time Equivalents (FTEs) and include continuing positions only. (1) includes 7 Instructors allocated in 17/18 Budget (2) 2016/2017 figures restated for ease of comparison.
16 Carleton University – 2017-2018 Budget Notes Appendix C ______Staff Positions included in the Opening Budget
Administrative RPCs 2016/2017 and 2017/2018
2016/2017 2017/2018 Change Department/RPC Staff FTEs* Staff FTEs* Staff FTEs*
Provost & VP (Academic), AVP, Discovery Centre 3.0 6.0 3.0 Faculty of Graduate and Postdoctoral Affairs 20.0 20.0 - Educational Development Centre 51.0 54.0 3.0 Quality Assurance 4.0 4.0 - Faculty Affairs 2.0 2.0 - Ombudsperson 2.0 2.0 - Total Academic Administration 82.0 88.0 6.0 VP & AVP Student and Enrolment) 6.0 8.0 2.0 University Registrarial Services 40.0 40.0 - Co-op and Career Services 25.6 30.6 5.0 Admission Services 22.0 22.0 - Undergraduate and International Recruitment 20.0 20.0 - Student Academic Success Centre 18.0 18.0 - Awards and Financial Aid 11.6 11.6 - Paul Mention Centre 12.0 12.0 - Student Systems Support 6.0 6.0 - Student Experience 3.0 3.0 - International Student Services (1) 7.0 7.0 - Student Affairs 3.0 4.0 1.0 Total Student and Enrolment 174.2 182.2 8.0 Library 109.3 109.3 - Total Library 109.3 109.3 -
VP and AVP, Research and International 9.5 15.2 5.8 CURO 16.0 16.0 - Research Compliance (1) 4.0 4.0 - Total Research and International 29.5 35.2 5.8 VP (Finance and Administration) 2.0 2.0 - Human Resources 26.0 32.0 6.0 Financial Services (1) 41.4 42.4 1.0 University Safety 29.0 32.0 3.0 Computing & Communication Services 95.0 97.0 2.0 Facilities Management & Planning 86.0 86.0 - Institutional Research and Planning 8.0 8.0 - University Services 20.0 18.7 (1.3) Quality Initiatives 7.0 7.0 - Pension and Investment Management 2.0 3.0 1.0 Total Finance and Administration 316.4 328.1 11.7 Office of the President 3.0 3.0 - Board of Governors, Senate and FIPPA 6.0 6.0 - Equity Services 5.0 6.0 1.0 University Communications 12.3 14.0 1.7 Total President 26.3 29.0 2.7 Advancement 43.0 45.0 2.0 Total Advancement 43.0 45.0 2.0
Total Administrative RPCs 780.7 816.8 36.2
17
AGENDA ITEM
5.5 COMMITTEE: Finance Committee
MEETING: 289th - April 12th, 2017
ORIGINATOR: Vice-President, Finance & Administration
ITEM: 2017-2018 Student Association Fees I. MATERIAL ATTACHED The following material is attached: 2017-2018 Proposed Student Association Fees – CUSA & GSA
II. THE ISSUE Student Associations charge fees for their activities. Charges are reviewed annually.
III. DECISION REQUIRED Recommend the 2017-2018 Student Association Fees to the Board of Governors.
IV. BACKGROUND The following fees and rates have changes that are being proposed for 2017-2018:
Undergraduate Students’ Association Fee The following fees are increased annually by CPI in accordance with previous referenda, and/or by agreement with the CFS: CUSA CKCU CUSERT OPIRG Accessibility Fund Clubs and Societies Foot Patrol WUSC Interval House Sock n’ Buskin Garden Spot Carleton Academic Student Government World Food Program CFS, CFS-Ontario Unicentre 1
1 Added in 2016-2017 as approved by the Ancillary Fee Committee
The following change, not related to CPI, is proposed for 2017-2018: Annual increase of 2.5% in U-Pass is as per agreement between Carleton University and OC Transpo and passed by referendum held by CUSA in 2012.
Graduate Students’ Association Fee The following fees are increased annually by CPI in accordance with previous referenda, or by agreement with the CFS: GSA Operating Fee CKCU Sexual Assault Centre OPIRG Foot Patrol Garden Spot The Leveller CFS, CFS-Ontario
The following changes, not related to CPI, are proposed for 2017-2018: 1. Annual increase of 2.5% in U-Pass as per agreement between Carleton University and OC Transpo and passed by passed by referendum held by GSA in 2012.
2. Graduate Student health, dental and accident insurance premium increased by $20 per year for full time students. A referendum was held in March 2017 and the premium increase was passed.
Graduate students were asked the following referendum question:
Do you support increasing the annual levy for the graduate student health, dental, and accident plan by up to $20 to maintain current coverage effective September 1, 2017, and the indexation of the levy to the Consumer Price Index in subsequent years? Yes or No.
2 The results were as follows:
Yes 196 No 59 Abstained 3 Spoiled 1
2 The total number of participants to the referendum was 259 out of a total potential number of 3,698 (winter 2017), or 7%, which is below the minimum participation rate of 15% required per Carleton’s Ancillary Fee Referendum protocol. However, exceptions are permitted for designated service fees such as: increases to the Health and Dental insurance Fee as required by the Insurer service provider.
3. A new student levy in the amount of $50 per term ($25 per term for part-time students) for Graduate students in the MAcc program, in order to support Sprott MAcc Society events/initiatives. A referendum was held in January 2017 and the referendum was passed.
Graduate students were asked:
Do you agree with the collection of a student levy in the amount of $50 per registered term ($25 per registered term for part-time students) to support Sprott MAcc Society events/initiatives?
3 The results were as follows:
Yes 13 No 9 Abstained 1
Other Compulsory Fees for CUSA and GSA In addition to association fees, Graduate and Undergraduate students pay fees for two ancillary operations: Athletics and Health Services. The 2017-18 fees per term for 2017- 2018 are as follows: Undergrad Graduate Athletics 4 $96.49 $88.09 Health & Counselling Services 5 $32.47 $32.47
V. ANALYSIS The majority of the fees presented for 2017-2018 are all existing fees, which either remain unchanged or have been increased subsequent to student referenda.
VI. OPTIONS Recommend fees to the Board as presented, or refer the issue back to the University Administration for modification.
VII. RECOMMENDATION That the proposed changes to Student Association Fees for 2017-2018 be approved for implementation on September 1, 2017.
3 Total number of students in the MAcc program – Fall 2016: 48 and Winter 2017: 17 4 Undergraduate fee increased by CPI. Graduate fee is consistent with 2016-2017. 5 Increased by CPI. CARLETON UNIVERSITY PROPOSED STUDENT ASSOCIATION FEES
FULL-TIME UNDERGRADUATE 2016-2017 PROPOSED INCREASE 2017-2018 - Per Academic Year Fee INCREASE % Fee Students’ Association $43.42 $0.56 1.30% $43.98 CKCU Radio $13.87 $0.18 1.30% $14.05 OPIRG $7.19 $0.09 1.30% $7.28 Accessibility Fund $5.71 $0.07 1.30% $5.78 Clubs and Societies $6.94 $0.09 1.30% $7.03 Foot Patrol $1.71 $0.02 1.17% $1.73 WUSC $2.41 $0.03 1.30% $2.44 Interval House $0.57 $0.01 1.30% $0.58 Sock n’ Buskin $0.85 $0.01 1.30% $0.86 Garden Spot $2.27 $0.03 1.30% $2.30 Charlatan $5.67 $0.00 0.00% $5.67 Carleton Legal Project $4.50 $0.00 0.00% $4.50 Debating Society $1.00 $0.00 0.00% $1.00 Canadian Federation of Students 6 $8.86 $0.12 1.30% $8.98 Canadian Federation of Students - ON $7.38 $0.12 1.63% $7.50 Carleton Engineers Without Borders $2.00 $0.00 0.00% $2.00 CUSA/GSA Drug/Accident/Dental Ins. $192.77 $0.00 0.00% $192.77 University Centre Fee 7 $50.65 $0.66 1.30% $51.31 Millennium Village Fee $6.00 $0.00 0.00% $6.00 UPass Fee 8 $395.04 $9.88 2.50% $404.92 UPass Admin Fee $4.32 $0.00 0.00% $4.32 World Food Program $2.11 $0.03 1.30% $2.14 CUSERT $2.60 $0.03 1.30% $2.63 CUSA Bursary Fund $2.00 $0.00 0.00% $2.00 Career and Placement $10.00 $0.00 0.00% $10.00 Carleton Academic Student Government $1.14 $0.01 1.30% $1.15 $780.98 $11.94 1.53% $792.92
6 CFS and CFS-O increased by $0.12, or 1.35% and 1.63% respectively, as per letter received from CFS 7 The Ancillary Fee Committee approved the increase of the Unicentre fee by CPI on an annual basis 8 Annual increase of 2.5% in U-Pass is as per agreement between Carleton University and OC Transpo and passed by referendum held by CUSA in 2012. CARLETON UNIVERSITY PROPOSED STUDENT ASSOCIATION FEES
PART-TIME UNDERGRADUATE 2016-2017 PROPOSED INCREASE 2017-2018 - Per Full Credit Course Fee INCREASE % Fee CUSA 9 $23.35 $0.29 1.24% $23.64 Charlatan $1.13 $0.00 0.00% $1.13 Carleton Academic Student Government $0.22 $0.01 4.55% $0.23 Career & Placement $2.00 $0.00 0.00% $2.00 CUSERT $0.52 $0.01 1.92% $0.53 University Centre 5 $10.13 $0.13 1.28% $10.26 $37.35 $0.44 1.18% $37.79
FULL-TIME GRADUATE 2016-2017 PROPOSED INCREASE 2017-2018 - Per Term Fee INCREASE % Fee Graduate Students’ Association $87.68 $1.14 1.30% $88.82 GSA Capital Development Fund $3.00 $0.00 0.00% $3.00 GSA Accessibility Fund $3.00 $0.00 0.00% $3.00 GSA Sexual Assault Centre Fund $1.08 $0.01 1.30% $1.09 Canadian Federation of Students 10 $8.13 $0.11 1.35% $8.24 OPIRG $3.52 $0.05 1.30% $3.57 WUSC $0.60 $0.00 0.00% $0.60 Foot Patrol $0.40 $0.01 1.30% $0.41 Charlatan $1.89 $0.00 0.00% $1.89 CKCU Radio $3.44 $0.04 1.30% $3.48 Garden Spot $1.14 $0.01 1.30% $1.15 The Leveller $1.67 $0.02 1.30% $1.69 U-Pass 11 $197.52 $4.94 2.50% $202.46 U-Pass Admin Fee (per year) $4.32 $0.00 0.00% $4.32 Career and Placement $3.33 $0.00 0.00% $3.33 GSA Health & Dental (per year) $368.00 $20.00 5.43% $388.00 $688.72 $26.33 3.82% $715.05
PART-TIME GRADUATE - Per Term 30% of full-time fee 12 $35.66 $0.42 1.18% $36.08
9 This fee excludes the U-Pass, Health & Dental Insurance, and Engineers without Borders (charged only to engineering students) 10 CFS increased by $0.12 as per letter received from CFS 11 Annual increase of 2.5% in U-Pass is as per agreement between Carleton University and OC Transpo and passed by referendum held by CUSA in 2012. 12 Excluding U-Pass and GSA Health and Dental
AGENDA ITEM
5.6
COMMITTEE: Board of Governors
MEETING: 602nd – April 24, 2017
ORIGINATOR: Vice-President (Finance and Administration)
ITEM: Strategic Research Investments
I. MATERIAL ATTACHED
None
II. THE ISSUE
In November 2015, the Finance Committee received a proposal to approve the potential investment of $9.8M in a Canada First - Research Excellence Fund (CF-REF), with a potential for total funding of $68.6M, should the multi-faculty Aerospace project be selected. The Finance Committee approved this recommendation. Unfortunately, this project was not selected. The administration would however propose that the $9.8M that had been reserved for this purpose be used to attract research funding to the University.
III. DECISION REQUIRED
To approve the re-purposing of the $9.8M reserve established for the CF-REF program to be invested into attracting new external research funding that requires or would benefit from such a contribution.
IV. INFORMATION PRESENTED TO THE COMMITTEE:
External research funding is vital to our future. It helps grow our research enterprise, enhance our reputation and ranking, and enables us to attract top students. Furthermore, tri-council funding generates additional funding through the Research Support Fund (RSF) program (formerly Indirect Cost of Research program), increases our allocation of Canada Research Chairs (CRC), Canada Foundation for Innovation (CFI), and some scholarships. Investing in the pre-application stage and providing matching funds to leverage more external funds will significantly enhance our chances of success.
Instead of investing the $9.8M in one initiative (CF-REF), we plan to support a large number of applications across many disciplines. The total funding for these applications will exceed the $68.6M total funding that was expected from the unsuccessful CF-REF application. Examples of the proposed applications are:
- Network of Centres of Excellence (NCE) - SSHRC Partnership Development Grants (PDG) and Partnership Grants (PG) - NSERC Strategic Partnership Grants (SPG) for Projects and Networks - NSERC CREATE, and Collaborative Research and Development (CRD) Projects - CIHR/NSERC Collaborative Health Research Projects (CHRP) - Ontario Research Fund – Research Excellence (ORF-RE) Projects - Canada Excellence Research Chair (CERC) application; we are planning to build a cluster in the area of Autonomous and Connected Vehicles.
The $9.8M fund will be used to two purposes. First, it will be used to provide support to our top researchers while applying for large external grants and contracts. For example, by providing administrative support in the pre-application stage to co-ordinate the application and align the partners, therefore maximizing the chances of success.
Secondly, the funds will be used to leverage external funding by providing a University matching cash contribution. This matching is important for maximizing the chances of success of the applications, and in some cases, it is a requirement of the program.
V. ANALYSIS
If the University is to take advantage of the external research funding available, given the new reality of cash contributions being required to increase our success rate, Carleton must be prepared to invest. The repurposing of the funds reserved for the CF- REF project provides an opportunity to bring this investment to fruition.
The Funds would be administered under the auspices of the Vice-President (Research and International), with periodic reports concerning the allocations being made to the Financial Planning Group. It is expected that a maximum university matching contribution would be 33% of the estimated cash costs of the project.
VI. OPTIONS
The University could
1. Approve the re-purposing of the $9.8M reserve being held for the CF-REF project to a more general matching research fund. This fund would administered by the Vice-President (Research and International) and monitored by the Financial Planning Group.
2. Instruct the administration to seek out other purposes for the funds.
VII. RECOMMENDATION
That the $9.8M reserve being held for the CF-REF project be repurposed to a more general matching research fund, administered by the Vice-President (Research and International) and monitored by the Financial Planning Group.
AGENDA ITEM 6.1
“Truth and Reconciliation Park” (working title)
Layout of Proposed Location’s Current Space and Other Institutions Indigenous Spaces Proposed Location: Patterson Amphitheatre Proposed Location: Patterson Amphitheatre Proposed Location: Patterson Amphitheatre Original 1968 Amphitheatre Plans Original 1968 Amphitheatre Plans Points made by Prof. Susan Ross to Keep in Mind • There is a considerable amount of existing infrastructure that isn’t visible (e.g. Reinforced concrete retaining walls, electrical infrastructure, etc.) • Variety of mature plants/trees in the vicinity (nearly 50 years of growth) • The original project involved both an engineering firm and landscape architect, therefore it will likely have to once again (if only to remove existing infrastructure) • Current space lacks physical accessibility • Going to look to contemporary Indigenous landscape design McMaster University: “Indigenous Circle” Kateweienstha (Learning in the Forest) in Mohawk, and Nibwaajkaawin Teg (Place of Wisdom) in Ojibway
Theme: Indigenous Knowledge ‐Space for Indigenous teaching/classes, gathering, ceremony, and performance ‐Features Medicine Wheel and Stone seating McMaster University: “Indigenous Circle” Kateweienstha (Learning in the Forest) in Mohawk, and Nibwaajkaawin Teg (Place of Wisdom) in Ojibway
Theme: Indigenous Knowledge ‐Space for Indigenous teaching/classes, gathering, ceremony, and performance ‐Features Medicine Wheel and Stone seating UBC: Longhouse
Theme: Indigenous culture, learning, and ceremony
‐Contains the "First Nations House of Learning" ‐Offers services and support to Indigenous students ‐Organizes events inside and pertaining to the longhouse ‐> Point of contact for Indigenous communities and a leader for many UBC "Aboriginal initiatives“ ‐Also holds the Xwi7xwa (Whei‐Wha) Library (picture right) ‐ Over 12,000 items related to Indigenous Peoples ‐> concentration on (what is now called) BC First Nations UBC: Longhouse
Theme: Indigenous culture, learning, and ceremony
‐Contains the "First Nations House of Learning" ‐Offers services and support to Indigenous students ‐Organizes events inside and pertaining to the longhouse ‐> Point of contact for Indigenous communities and a leader for many UBC "Aboriginal initiatives“ ‐Also holds the Xwi7xwa (Whei‐Wha) Library (picture right) ‐ Over 12,000 items related to Indigenous Peoples ‐> concentration on (what is now called) BC First Nations UBC: Longhouse UBC: Longhouse UBC: Musqueam Pole
Theme: Musqueam Origin Story and Identity ‐Central carving ‐Cascading water/garden installation UBC: Musqueam Pole UBC: Indian Residential School History and Dialog Center (Construction in Progress)
Theme: Truth and Reconciliation ‐ Dialogue/learning and history center ‐Meeting place/safe space for survivors and their families ‐Goal to also have it be a place of education/learning for students and the public ‐> spread/improve knowledge about Residential Schools and build towards reconciliation in doing so (truth portion) Trent: “Eneywing” (Better known as Peter Gzowski College) and First Peoples’ House of Learning
Eneywing shares considerable space with a residence and the math, business, and commerce departments. However, the small red building beside it is the “Gathering Space” which is a dedicated Indigenous space. Theme: Indigenous education, ceremony, and community ‐Medicine Wheel/circular room ‐Constructed to incorporate elements of a Teepee ‐ Adjacent green space has a teepee and sweat lodge, and hosts outdoor events University of Manitoba: Medicine Garden of Indigenous Learning
Theme: Indigenous learning, ceremony, and community University of Manitoba: Medicine Garden of Indigenous Learning
Theme: Indigenous learning, ceremony, and community ‐Circular sitting area, with pathway and flower gardens surrounding it ‐wooden benches surrounded by “rock‐scaping” ‐Interior of the sitting area has the colours of the medicine wheel and a single tree ‐ There is a teepee adjacent to the sitting area Questions to Consider 1) What principles/themes should underscore the project and how should they be incorporated into the name of the site?
2) What should the space be used for?
3) What are some physical characteristics you would like to see in the completed project?
4) How can the space be representative/ inclusive for First Nations, Métis, and Inuit Peoples?
5) How can the space highlight the fact that it (and the rest of Carleton) is on unceded Algonquin territory?
6) While maintaining the integrity of the space being designed as Indigenous space, how can it also be welcoming to settlers? Indigenous Policy and Administration Graduate School of PublicPrograms Policy and Administration Faculty of Public Affairs
0 Public Policy Through an Indigenous Lens
2012 – Request for proposals from Government of Ontario consultation with First Nations 2013 – School of Public Policy and Administration proposal selected 2015 – First cohort admitted
1 IPA Basic Structure & Leadership Team
• Basic Structure • Leadership Team • Frances Abele, Professor and Program Supervisor • Heather Dorries, Assistant Professor • Hayden King, Lecturer • Sheila Grantham, Program Administrator and 55555Outreach Coordinator
2 Program Offerings and Enrolment
Graduate Diploma in Indigenous Policy and Administration
Master of Public Policy and Administration with IPA concentration
2015-16 2016-17
Diploma 7 22
Concentration 6 11
3 Building a Community
• Attracting broader enrolment from SPPA & elsewhere at Carleton • Two-week intensive course held in conjunction with CUIERIP and Katherine Graham Lecture
4 IPA Graduates to date
• MPPA IPA Concentration – 3 graduates • IPA Diploma – 6 graduates, including: • Darcy Gray, Chief, Listuguj Mi’gmaq First Nation • Marcie Portelance-Beaudry, Policy Analyst, 55555Government of Canada • Connie Lazore, Chief, Akwesasne First Nation (2017)
5 ABORIGINAL EDUCATION COUNCIL ANNUAL REPORT SEPTEMBER 2014 - AUGUST 2015 SEPTEMBER 2015 - AUGUST 2016
Carleton University acknowledges the location of its campus on the traditional, unceded territories of the Algonquin nation. (Aboriginal Coordinated Strategy, approved by Senate, June 22, 2011).
Annual Report to the President from the Aboriginal Education Council for submission to the Board of Governors and Senate on progress towards the implementation of Carleton’s Aboriginal Co-ordinated Strategy
Preamble Carleton University has a strong history of initiatives to support Aboriginal learning, research and culture and has made significant gains toward recognizing and including First Nations, Métis and Inuit cultures, traditions and worldviews on campus. Our ongoing commitments are embedded in the Aboriginal Co-ordinated Strategy, approved by Senate in 2011, and in Carleton’s Strategic Integrated Plan, approved by the Board of Governors in 2013.
The Aboriginal Co-ordinated Strategy defines the fundamental values governing Carleton’s relationships with Aboriginal peoples as it advances its position as a noted centre for Aboriginal learning and innovative research. Carleton is dedicated to welcoming more Aboriginal students and faculty to campus while increasing community partnerships.
At the November 28, 2013 meeting of the Board of Governors, a motion passed approving the following statement which now appears on all Board meeting agendas and minutes: “The Board of Governors acknowledges and respects the Algonquin First Nation, on whose traditional territory the Carleton University campus is located.” This affirms the university’s acknowledgement used on official and ceremonial occasions.
Strategic Integrated Plan and Strategic Mandate Agreement In mid-2013, the Carleton University Board of Governors approved a Strategic Integrated Plan (SIP) for the university. The SIP makes an explicit commitment in Goal 3-4 “to support Aboriginal communities and position Carleton as a university of choice for Aboriginal students by implementing the university’s Aboriginal Co- ordinated Strategy.”
The strategic actions envisioned under Goal 3-4 are to expand Aboriginal student enrolments at Carleton by:
• Expanding programming that meets the needs and interests of Aboriginal students. • Increasing the number of Aboriginal faculty at Carleton. • Creating partnerships with Aboriginal communities to meet community needs and increasing research, development and educational opportunities for Carleton faculty and students. • Undertaking initiatives that enhance understanding of Indigenous knowledge and cultures.
We are looking for significant progress in implementing the Aboriginal Co-ordinated Strategy as one of the key performance measures under the SIP.
The Strategic Mandate Agreement (SMA) between Carleton University and the Ministry of Training, Colleges and Universities (MTCU) was approved in April 2014. It provides the institutional framework for how Carleton will build on its current strengths to achieve its vision for the future. Our SMA document references Carleton’s commitment to Goal 3-4 in the SIP.
3 Aboriginal Education Council In November 2013, Carleton announced it had created an Aboriginal Education Council (AEC) to ensure implementation of its long-term co-ordinated strategy on Aboriginal issues. The Council, which reports to Carleton President Roseann O’Reilly Runte, is tasked with providing knowledge and guidance on programs, courses and services that have an Aboriginal focus. It is the main resource on educational and support needs of Aboriginal students, staff and faculty. The AEC was created to replace the Task Force on Aboriginal Affairs which had guided Carleton for four years previously. One of the responsibilities of the Aboriginal Education Council is to present this annual report on progress towards the implementation of the Aboriginal Co-ordinated Strategy.
The membership of the Aboriginal Education Council includes students, staff, faculty and administrators from the university, and representation from Aboriginal communities and organizations (see 2014 to 2016 membership list in Appendix 1). Co-chairs in 2014-’15 were Anita Tenesco, Director of Education, Kitigan Zibi Education Sector; and Rodney Nelson, a faculty member who is the coordinator of Carleton’s Aboriginal Education Support Program. Rodney continued as co-chair in 2015-16 and was joined by Simon Brascoupé in April 2016. Simon is an adjunct research professor in the Department of Sociology and Anthropology.
The AEC met nine times in 2014-2015. The main focus for the year was on the work of the subcommittees that were created as outcomes from the AEC visioning meeting in June 2014 (see 2013-14 AEC Report). There are three committees –Student Support Committee, Faculty Recruitment and Development Committee, and Indigenous Programming Committee. While these committees were formed and began to meet late in Spring 2014 and throughout the summer of 2014, it was during this 2014-15 academic year that they narrowed down the focus of their work, identified priorities and presented their recommendations to the AEC. (See Appendix 2 for the final reports submitted at the May 2015 AEC meeting). At the April 2016 meeting there was a review of these priorities. Many have now been completed. Going forward all agreed that faculty hiring should be the main priority for the AEC, along with advocating for languages, and Indigenous training for faculty members.
Another undertaking of the AEC during 2014-’15 was the formation of a working group to prepare a policy/ procedure for ethical decision-making for funding. This began with a presentation and discussion at the November 2014 meeting with Jennifer Wolters, Senior Development Officer for the Department of University Advancement. All agreed with the need to develop a co-ordinated strategy outlining an ethical framework for Aboriginal funding which could be an example to the broader university community. Rodney Nelson led a working group that looked into this further throughout the year. They consulted broadly both within Carleton and externally. The consensus supports an ethical decision-making model approach to ethical funding and there were many discussions at AEC meetings throughout the year. At the March 18 meeting, the Council passed a motion to approve guidelines to apply specifically to decisions regarding the acceptance of donations related to Indigenous programming, research and activities at Carleton. Co-Chairs Anita Tenasco and Rodney Nelson presented this report to the president in mid-April. The AEC met five times in 2015-’16. The highlight of the year was an off-campus meeting at the home of Elder Jim Albert in Lanark County. He and Deb Chansonneuve led a session on implementing an Indigenous protocol for the AEC. This protocol would include traditional talking circles, practicing consensus and understanding what it means, identifying the role of the recorder and tracking what we are doing. This draft protocol was tabled at the November 2015 meeting and further discussed at the meeting in December. All present had opportunities to discuss this proposed protocol. The general consensus was that this protocol should be adopted but that there may be a need for adaptations to reflect the role of the AEC within the university structure. There has been no final decision and this will be discussed further in 2016-’17.
The Executive Committee continued to meet monthly to plan the AEC meetings and deal with any issues that arose between meetings.
In keeping with the AEC’s commitment to educate Council members on Aboriginal initiatives at Carleton and in the community, a talk about Minwaashin Lodge was presented by Verna McGregor at the March 2014 meeting. The Lodge provides programs and services to First Nations, Inuit and Métis women and children, including counselling services, culture programs, courage to soar, sacred child program, a shelter for women and children, youth programs, outreach, housing support, employment readiness programs, and an elders program. Ms. McGregor noted the positive outcomes and confidence building she sees from clients pursuing further education and thanked Carleton for its role in this through the Aboriginal Enriched Support Program (AESP).
At the May 2014 meeting, Viola Thomas from Reconciliation Canada, a national charitable organization that provides a circle of leadership to help guide us on reconciliation, made a presentation. The focus extends beyond the Indian Residential Schools and it is helping to expose the shared truth and build new relationships among Aboriginal peoples.
In October 2015, graduate student Jo-Anne Lawless presented on her graduate project on the history of Indigenous studies at Carleton. Throughout the year, she interviewed key people who have been involved in the implementation of the Aboriginal Co-ordinated Strategy over the years.
In November 2015, Darryl Boyce, from the Department of Facilities Management and Planning, reviewed the policies and processed for installations on campus.
Carleton University Institute for the Ethics of Research with Indigenous Peoples After a successful pilot in 2014, Katherine Graham and her team organized the Carleton University Institute for the Ethics of Research with Indigenous Peoples (CUIERIP) and held a successful week-long session in June 2015. The Institute received financial support from the Tri-Council Secretariat for Responsible Research, the Social Sciences and Humanities Research Council, the Office of the Provost, and several faculties within Carleton. Participants in the Institute were part of a formal evaluation of the curriculum and gave feedback on their overall experience. The results were extremely positive and recommendations for improvement were incorporated into the plans for 2016.
Twenty-six people gathered for CUIERIP 2016. Participants ranged from graduate students to diversity officers at the Canadian Forces Recruiting Group, and research advisors. Some of the panel discussions included “The Royal Commission on Aboriginal Peoples: 20 Years Later,” which discussed personal experience from people who worked on the RCAP portfolio and how to implement nation-to-nation relationships between Indigenous people and the government. The participants experienced an interactive week where they were divided into groups consisting of an “academic circle,” “community circle,” and “community/academic circle” and were assigned scenarios to build a research agreement. They presented their research agreement to a mock Research Ethics Board and were given constructive feedback as to how to ensure their research is done in the most effective and ethical manner within an Indigenous context.
5 Universities Canada Adopts New Principles on Indigenous Education In June 2015, following the June 2 release of the Truth and Reconciliation Commission Report, Canada’s universities adopted a set of principles outlining their shared commitment to enhancing educational opportunities for Indigenous students and fostering reconciliation across Canada. Subsequently, the AEC formed a Truth and Reconciliation ad hoc committee led by Rodney Nelson and Sheila Grantham to look at these principles vis-à-vis Carleton University. They have also been working with the Graduate Students’ Association and recommendations will be coming forth shortly. Ojigkwanong (Aboriginal Student Centre) Ojigkwanong continues to play a central role in helping to realize elements of the Aboriginal Co-ordinated Strategy. This centre in Paterson Hall overlooking the Quad is the gathering place on campus for Indigenous students and others. Besides being a comfortable spot to visit with friends or classmates, heat up a lunch, work on group projects, or find a quiet studying spot, there were a number of activities held in the centre in 2014-2015. These are summarized below under CACE activities.
In May 2016, Ojigkwanong unveiled a new ceiling installation entitled “Light Keeper,” by Manuel Baez, associate professor in the Azrieli School of Architecture and Urbanism, as part of Doors Open Ottawa. The installation, which was designed by Baez and his students, in consultation with the centre’s architect, Douglas Cardinal, is based on the theme of light and the fact that Carleton is on traditional Algonquin land. The Light Keeper, a tribute to the late Anishinabe Elder William Commanda, is an interconnected, woven assembly and support structure made of bands of birch plywood with coloured wire-mesh highlights at key locations. The Light Keeper installation contributes to Carleton’s commitment to ensure Indigenous cultures, traditions and worldviews are respected and represented at the university through research, visibility and education.
In September 2015, Carleton celebrated the installation of Locavore, a new bronze sculpture by Mary Anne Barkhouse. Located in the Quad just outside Ojigkwanong, it is the first public sculpture in Ottawa by an Indigenous woman artist. Lovavore sets a snowshoe hare and a Western coyote in close proximity to each other and inverts the predator-prey relationship, drawing attention to the delicate balance inherent to any complex ecosystem and pointing to the consequences of ignoring our own interdependence with the environment. Academic Programming The AEC continues to be informed and give input on the development of new programs. In September 2014, Frances Abele and Tracy Coates from the School of Public Policy and Administration presented a progress report on the new Indigenous Policy and Administration (IPA) program that provides students and/or managers and administrators who work with, and in, First Nations, Métis and Inuit governance and administration to strengthen their organizations and incorporate community-based Indigenous knowledge. The IPA graduate diplomas began in summer 2015 and the Master’s Program in Indigenous Policy and Administration launched in Fall 2016.
At the meeting April 15, 2015 the AEC had a presentation and discussion about the new combined honours BA in Indigenous Studies. The members gave positive feedback about this new program and the Provost thanked Dean John Osborne for his leadership in implementing this important program in line with the Aboriginal Co- ordinated strategy. This program has now been approved and will launch in Fall 2017.
Most recently, Intern Dean Catherine Khordoc presented on the new master’s degrees in Northern Studies that were approved and will begin in 2017.
The School of Linguistics and Language Studies and the Centre for Aboriginal Culture and Education offer “Introduction to Anishinabemowin” using a community classroom model. Offered in the summer of 2016, this is the sixth year of this partnership. As a language revitalization initiative, members of the Aboriginal community in Ottawa are invited to register to study Anishinaabemowin (Ojibwe) alongside Carleton University students for no credit at no cost.
The AESP First-year Seminar in Aboriginal Studies continues as do a number of activities through the Aboriginal Enriched Support Program. These are discussed later in this report.
To give a sense of the diversity and number of Indigenous Studies Courses and Electives offered to our students here at Carleton, please see Appendix C which is an excerpt from the September 2015-’16 Academic Calendar.
School of Indigenous and Canadian Studies In June 2016, the Board of Governors accepted a recommendation from Senate to change the name of the School of Canadian Studies to the School of Indigenous and Canadian Studies. This change recognizes the prominent place of Indigenous Studies in the School’s research and teaching mission and coincides with the recent approval of a new Combined Honours BA in Indigenous Studies program. The release of the TRC report makes the School’s proposed name change timely, but the name change is also long overdue. It is in keeping with Carleton’s commitment to work toward Indigenizing the university and makes the School and the university more welcoming spaces for Indigenous scholars and students alike. It also allows the School to maintain its relevance and currency in a context where the interdisciplinary study of Indigenous identities, cultures, histories, and experience can no longer be subsumed under the umbrella of Canadian Studies.
7 Faculty Recruitment and Development Subcommittee For the past two years, the Faculty Recruitment and Development Subcommittee has been focusing on how to increase opportunities for Indigenous faculty recruitment at Carleton, and how to improve Indigenous knowledge among current faculty members. For instance, CACE assisted with faculty roundtables to discuss implementing Indigenous ways of learning and did a presentation at one of the Academic Heads Roundtable meetings with chairs and directors. They also participated in New Faculty Orientation and did a blog for the Educational Development newsletter. The Directory of Equity Services, Karen Green, and the Manager of Faculty Affairs, Norah Vollmer attending faculty hiring committee meetings and made suggestions about including elements in the recruitment process that would encourage applications from the Indigenous community. The Office of the Provost worked with departments to add references to Indigenous knowledge and research where appropriate to increase the potential of attracting faculty applications from Indigenous candidates. There was an increase over the past two years in Indigenous Faculty hires. There continues to be discussions at the AEC about exploring alternative ways for recruiting non-academics for some positions, particularly for teachers of Indigenous languages.
Saying Goodbye to Elder Jim Albert and Linda Capperauld In the Fall of 2014, Jim Albert stepped down as an Elder for the AEC. In recognition of his contributions to Carleton over the years, the AEC held a special session at the November 20, 2014 meeting. Elder Jim was honoured for the numerous contributions he made to Carleton. Katherine Graham’s stated that: “Jim has a multi- decade commitment to Carleton University as a faculty member, as an advocate and activist in building the university’s commitment to serving Aboriginal students and Aboriginal Peoples and as an elder, wisely guiding the Carleton community forward in development and implementation of its Aboriginal Co-ordinated Strategy…. Today, members of the Carleton community proudly refer to the university’s Aboriginal Co-ordinated Strategy, passed by Senate in 2011 and to the fact that implementation of that strategy is articulated as one of the specific goals of the university’s 2013-2018 Strategic Integrated Plan. In my view, we would not have come so far had we lacked the vision, wisdom and goodwill towards all that Elder Jim Albert has consistently shown in his service to Carleton University.”
The AEC members thanked Jim for the ways he has made an impact on their lives and for his contributions, and honoured him and presented him with gifts at the November 2014 meeting. Elder John Kelly took over the role of Elder with the departure of Jim Albert. In the interim, the AEC will be reviewing its process for selecting elders.
The AEC also took time at the November meeting to say goodbye to the director of Equity Services, Linda Capperauld, who retired in December. Linda took seriously her role in promoting the implementation of the Aboriginal Co-ordinated Strategy. Her commitment to supporting Aboriginal faculty, staff and students at Carleton was warmly recognized by the AEC.
In January 2015, the AEC welcomed Karen Green as the new Director of Equity Services. Karen came from the University of Ottawa, where she was the special adviser to the president on Aboriginal Issues. Centre for Aboriginal Culture and Education The Centre for Aboriginal Culture and Education (CACE) has three Aboriginal Cultural Liaison Officers working collaboratively with Aboriginal (First Nations, Inuit and Métis) communities and other departments on campus, such as the Undergraduate Recruitment Office, the Centre for Initiatives in Education, the Aboriginal Service Centre and the First Peoples Council. The CACE mandate is to support increasing the recruitment and retention of Aboriginal students, faculty and staff and to engage the community.
CACE aims to provide space on campus where Aboriginal cultures, traditions, and worldviews are respected and represented. CACE hosts events that celebrate and educate the Carleton community on the histories, cultures, and contemporary realities of First Nations, Inuit and Métis peoples. Aboriginal events on campus occur throughout the year, and provide safe learning environments for Carleton students, faculty, professional services staff and community members. Activities include a number of Aboriginal social and cultural activities in Ojigkwanong, Aboriginal lectures, powwows, and other cultural and educational events. Additionally, CACE members support Aboriginal students throughout their academic journey at Carleton.
CACE staff have also done a number of recruitment activities this past year, including participation on the Aboriginal Post-Secondary Information Program (APSIP) tour; attendance at the new Aboriginal student recruitment breakout room at the Ontario Universities’ Fair (OUF); career fairs in Aboriginal communities; campus tours and events for Aboriginal students; individual recruitment appointments; and webinars with students in remote communities in the North.
9 Aboriginal Events on Campus • Fall Orientation for Aboriginal students helps them discover the supports available to assist them in having a successful academic year and familiarize them with Carleton support services and Ottawa’s Aboriginal community programs and services. This included a welcome feast for new and returning Aboriginal students.
• The Visiting Elders Program continues the tradition of providing opportunities for Elders to connect with students and staff; visiting Elders provide smudging and teaching circles on a variety of topics on a regular basis in Ojigkwanong.
• The Centre for Aboriginal Culture and Education (CACE) continues to be active on social media including Facebook, Twitter, YouTube and posting their weekly e-newsletter Minwàdjimowin (Good News)
• A Symposium on “Aboriginal Identity and Health: Rooting Aboriginal Health and Wellness in the Rich Soil of Culture” was held in June 2014. The symposium was one part of the 2nd International Conference on Social Identity & Health. The symposium provided a context for understanding the health issues of Aboriginal communities in Canada, and provided the tools and perspective for approaching health care that puts the needs of people and the community first. Presenters included: James Bartleman, Amy Bombay, Simon Brascoupe, Adrian Guta, Madeleine Dion Stout, Renee Masching, Paul Mkandawire and Kate Reyholds.
• Carleton University Art Gallery (CUAG) exhibited Ursula Johnson’s traditional Mi’kmaw basket weaving techniques which weaved “portrait busts” of First Nations individuals through an interactive performance. The series L’nuwelti’k (We Are Indians) was part of CUAG’s summer 2014 “Making Otherwise: Craft and Material Fluency in Contemporary Art” exhibition.
• From September to December 2014, CUAG exhibited “Inuit Prints: Japanese Inspiration.” This exhibit tells the story of the momentous cross-cultural encounter and explores its extraordinary results of the now famous artists of Cape Dorset.
• A public lecture for the Chet Mitchell Memorial Lecture in October 2014 examining the geopolitical logic of settler colonialism and Indigenous (women’s) death that underwrites the incredulity and skepticism that met (Chief) Theresa Spence’s hunger strike in December and January 2012-13. The lecture was given by Dr. Audra Simpson and was titled “The Chief’s Two Bodies: Theresa Spence and the Gender of Settler Colonialism.”
• In November 2014, Ryan McMahon gave the keynote address on “Art, Media and Activism” at the Graduate Student Associations Social Forum. He talked about the power of art and media, and how it shapes and empowers people and communities. He also hosted “A Night of Laughter”– a comedy show for students, faculty, staff and community members. He was joined by Ottawa’s talented Darren Sutherland, who is a Cree comedian, University of Ottawa student, and host of the ever engaging CHUO show, The Circle.
• Film screening of “Club Native: How Thick is Your Blood?” and panel discussion in January 2015. The panel had three speakers: Dr. Kahente Horn-Miller, Carleton’s New Sun Visiting Aboriginal Scholar, Waneek Horn-Miller, former Olympic athlete, and Carolyn Laude, Carleton PhD student in Legal Studies.
• Hosted a Coffee House Poetry Night in January 2015 with performances by Métis artist Moe Clark, First Nations artist Vera Wabegijig, and Inuk artist Taqralik Partridge.
• Russell Diabo delivered a public lecture on “Federal Comprehensive Claims Policy vs. Recognition of Aboriginal Title” in February 2015.
• The annual New Sun Conference on Aboriginal Arts continued. In February 2015 the theme was “Life Lived Like a Story” and showcased examples of Aboriginal success stories and creativity. Featured guests included: George Littlechild, Gloria Miguel, Waubegeshig Rice, Tiio Horn, and Digging Roots. In 2016 the theme was Aboriginal Arts: Above the Noise and featured a number of prominent speakers from the arts community.
• The annual Indigenous graduate honouring ceremony continued in the Spring of 2015 and 2016. Our students celebrated their achievements and participated with other local postsecondary institutions to close out the academic year.
• The annual Florence Bird Lecture in March 2015 was presented by Dr. Karyn Recollet, Assistant Professor in the Institute of Women’s and Gender Studies, University of Toronto. Her lecture was titled “Glyphing Decolonial Love: The intersections of Indigenous hip hop feminisms, Indigenous girlhood and building solidarities.” • The CUAG, in partnership with Gallery 101, hosted “Walking with our Sisters,” a commemorative honouring the missing and murdered Indigenous women, girls, and two-spirited people of North America from September to October 2015. During this period 65 groups went through the commemorative, 46 of them classes (over 1500 students) from Carleton. In all, approximately 6000 people from Carleton and the broader community visited.
• In October 2015, CACE supported the “Panel Discussion on Families of Missing and Murdered Indigenous Women and Girls: Family Stories, Support Services and Systemic Challenges,” which was hosted by the CUAG and Walking With Our Sisters in order to center the experiences of families of missing and murdered Indigenous women and girls. The panel was comprised of Roxane Morrisseau, a family member, and Deborah Chansonneuve and Mallory Whiteduck. Approximately 60 people attended the panel discussion.
• Each year Carleton holds a Round Dance – a community celebration that supports Aboriginal learners at Carleton and in Ottawa and surrounding communities. The 6th annual Round dance was held in the Ravens’ Nest in November 2015; there were 24 hand drum singers and over 500 attended.
• The Katherine A.H. Graham Lecture in June 2016 was entitled “Aboriginal-Canada Relations: From RCAP to 2016” and was presented by Paul Chartrand of the Indigenous Peoples’ Counsel (IPC) of Canada’s Indigenous Bar Association. In June 2015, Val Napoleon spoke speak on “Indigenous Legal Perspectives as Policy and Research Foundation.”
• CACE partnered with Manitobah Mukluks, an Aboriginal-owned company based in Winnipeg, during the 2015 fall term to hold a 6-week Storyboot School Program. The program was created with the aim to preserve the traditional art and timeless skill of crafting moccasins by hand. It was available to both Indigenous and non- Indigenous Carleton students, and was part of Carleton’s commitment to include Indigenous knowledge into the learning environment. Nineteen students participated.
• The 18th and 19th Annual Aboriginal Family Festivals also known as the Odawa Children and Youth Traditional Powwow were held in March 2015 and 2016 in Ravens’ Nest. Approximately 900 people from the Carleton campus and the broader Ottawa community attended over the weekend.
• Taiaiake Alfred, a member of the Mohawk Nation from Kahnawá:ke and leader in Indigenous governance, visited in November 2015. In collaboration with the Graduate Students’ Association and CUSA’s Aboriginal Student Service Centre, he delivered a public talk on “Research as Indigenous Resurgence” to over 200 people.
• In January 2016, CACE collaborated with CUSA’s Aboriginal Student Service Centre (ASC) for the month-long Revitalizing Indigenous Strength and Education (RISE) celebration. RISE events were designed to bring together Indigenous and non-Indigenous students at Carleton and the community. While ASC held a number of events, CACE collaborated on the “I am Indigenous” photo series which highlighted Aboriginal students attending Carleton. They also collaborated on an Indigenous Arts and Crafts Expo in January that attracted over 275 people.
• The annual Rheal Brant Lecture was presented by Dr. Michael Hart, a member of the Cree Nation and faculty at the University of Manitoba. He spoke on “Indigenous Peoples, Research and Reconciliation: Buzz Words or Systemic Change?” in February 2016. He also participated in a luncheon co-hosted by CACA and the School of Social Work. Without exception, the students who attended this luncheon reported feeling energized and motivated by the advice Dr. Hart shared related to Aboriginal peoples’ responsibilities to their communities, and the way to balance those responsibilities with post-secondary education.
• President Roseann O’Reilly Runte announced in April 2016 that for Carleton’s 75th anniversary in 2017 Carleton has commissioned a canoe by an Algonquin artist. As the President noted in her message to the community in April 2016, “I think this might serve as a symbol of our resolve to move forward to ever-better understanding of others and nature. It will mark our determination to invite others to join us in our journey, to demonstrate respect for the traditional custodians of the land on which our campus is located, and our respect for other cultures as well as our understanding that society is a delicate balance which gives equal weight to all who are welcome to join us in seeking wisdom.”
See Appendix 4 that provides summaries and links to stories that the University Department of Communications posted about some of these events.
11 Aboriginal Enriched Support Program (AESP) The Aboriginal Enriched Support Program is an access program for Aboriginal students who may or may not meet university entrance requirements to start a supported first-year university study program while earning credits towards admissions to a degree. This access program assists Aboriginal people as they pursue higher levels of education in a supportive and culturally sensitive environment. Profiles of current AESP students and graduates can be viewed on the AESP Carleton website. This year, Carleton is featuring an AESP student on their main page as a tribute to their 10th anniversary. There were 27 students in the AESP cohort in 2015-2016 and the program’s success rate is more than 80 percent for moving students into their degree programs.
AESP Core Program The AESP First Year Seminar in Aboriginal Studies: This small seminar taught by the AESP professor to bring AESP students together as a cohort. It creates a supportive, welcoming and stimulating environment for discussion and personal research in the area of Aboriginal studies while developing students’ key skills in essay writing, critical thinking, problem-solving and media literacy. The seminar is taught from Aboriginal perspectives using a combination of Aboriginal and western pedagogies.
Aboriginal Academic Coaching One-on-one academic coaching is available to the AESP students. Coaches attended the students’ Aboriginal and Indigenous Studies classes. They worked with AESP students and the Aboriginal Studies Seminar instructor. Coaching strategies included one-on-one sessions, workshops, and presentations on reading, writing/editing strategies, presenting skills, exam preparation, and time management/planning.
In-Class Mentors Two student mentors are hired each year to support the AESP class. These are students who recently came through the first-year AESP program. These mentors offer support on student life, time management, study skills, exam taking skills and other academic needs.
Aboriginal Facilitators A unique three-hour Indigenized workshop supporting AESP students in the Introduction to Indigenous Studies course (INDG 1000) which is taught using Aboriginal pedagogy and methodologies. A trained Aboriginal student facilitator leads the AESP students in reviewing the course lectures, understanding the writing and reading assignments, and working through the material.
Aboriginal High School Mentorship Program (AHSM) Every year, several Aboriginal students are hired to become mentors to Aboriginal youth in various schools in the Ottawa area. This was a very active year for the AHSM mentorship program. Mentoring/tutoring activities continued with the two long-standing program school sites, Rideau High School and the Urban Alternative Aboriginal High School (UAAHS). The program continued developing the relationship with Queen Elizabeth Public School (QEPS) begun in 2015-2016, and began a pilot project that provided one mentor for an Odawa Native Friendship Centre after-school program. This year has seen a deeper level of cultural interaction with students, as the mentors individually and in their teams, committed their energy and creativity to the students` development of positive attitudes and pride in Aboriginal identity.
Aboriginal Internship Program (AIP) This year we had three Aboriginal internship placements. These were made possible from the funding from the Counselling Foundation. The internship program gives Aboriginal students an opportunity to gain practical and meaningful work experience alongside their degree program.
Major outcomes of the program include: • Students will understand the importance of Aboriginal community work academically and practically; • The practical experience will prepare students for leadership roles within the Aboriginal community as well as for informed career possibilities in the public sector, international affairs, media, etc.; • Paid internships will provide additional support for Aboriginal students, who too often face financial barriers to post-secondary education; and • Aboriginal organizations will receive an annual influx of bright and energetic students. CIRCLE The Centre for Indigenous Research, Culture, Language and Education (CIRCLE) facilitates the research and delivery of linguistic and cultural materials of the First Peoples of North America and elsewhere. CIRCLE is unique in that it acts a research conduit, building collaborative relationships among Indigenous and Indigenist researchers and communities. CIRCLE also encourages students at Carleton University and elsewhere to develop cultural knowledge and research skills. Activities organized by CIRCLE for two academic years, from September 2014 to March 2016 are listed chronologically: • December 11, 2014: brown bag lunch with the theme “Indigenous research and community at Carleton.” The meeting was attended by 20 + Carleton faculty and staff concerned with Indigenous and Indigenist research and pedagogy. • January 21, 2015: Anna Hoefnagels and Elder John Kelly gave a presentation at the AEC monthly meeting about the various activities with which they are involved including internal and external outreach. • January 30, 2015: film screening of the documentary “Trick or Treaty” with a question and answer period by the filmmaker, Alanis Obomsawin and historian John Long. This event was co-sponsored and co-organized with the Carleton University Art Gallery and the Canadian Film Institute. The event attracted approximately 350 people, which filled River Building Room 2200 to capacity. • February 7, 2015: CIRCLE organized a Sharing Circle of Algonquin Chiefs and other knowledgeable individuals and registered guests. The goal of this gathering was to provide participants with an understanding of the historic and ongoing importance of the land, local waterways and archaeological sites to the Algonquin people. The circle was facilitated by Claudette Commanda. Invited speakers included Elder Peter Decontie, Chief Gilbert Whiteduck from Kitigan Zibi, Chief Kirby Whiteduck from Pikwakanagan, Dr. Jean Luc Pilon from the Canadian Museum of History, and Elder Albert Dumont. The sharing circle was a closed event for invited guests, to allow for a safe and intimate space to discuss a volatile topic; approximately 40 people were in attendance. The Sharing Circle was organized in collaboration with Equity Services/CACE and ICMI (Indigenous Culture and Media Innovations), the latter of which videotaped the proceedings, which are being edited to make them accessible to the participants.
13 • March 14, 2015: second annual student-centered conference “All Research is a Story: Reclaiming Indigenous Relationships in Academia.” This event attracted 50 guests and included presentations by 16 Indigenous and non-Indigenous student researchers on a wide range of topics related to Indigenous cultures in North America. Participants and guests included faculty, students and staff from Carleton University, as well as other academic institutions (Trent University, University of Ottawa, York University and the University of Toronto) and numerous community members. The gathering was praised for fostering a sense of community and collegiality amongst all present.
• October 22, 2015: CIRCLE researchers met in Akwesasne with members of the Native North American Traveling College of the Akwesasne First Nation about developing grant collaborations toward the a 2016-17 Partnership Development Grant competition. Subsequently CIRCLE continued collaborations through telephone conferences and a second trip to Akwesasne in June 2016. The proposed project was initiated by the Akwesasne community and will promote social and cultural well-being by providing supports for youth mentorship programs based on new ways of mobilizing traditional knowledge, stories and songs. In addition to benefits to individual members of the Akwesasne community, CIRCLE researchers will explore the ways in which broad community archives including written and aural documentation, songs, and cultural practices have been and could be used to mobilize cultural revitalization within the community more broadly. CIRCLE researchers applied for and were accepted into FPA’s 2016 PDG Support Program, which enabled the hiring of an MA level Research Assistant to support the application. • January 15, 2016: CIRCLE collaborated with CACE to host the film screening of “The Pass System.” Speakers included the film’s producer/director Alex Williams. Approximately 60 guests attended the screening, which documented more than 60 years in which Indigenous people were not permitted to leave the reserves without approval and a pass. “The Pass System” illuminates Canada’s hidden history of racial segregation. Cree, Saulteaux, Dene, Ojibwa and Blackfoot Elders tell their stories of living under and resisting the system, and link their experiences to today. Acclaimed Cree actor and activist Tantoo Cardinal (“Dances with Wolves,” “Black Robe”) narrates this investigative look into a little-known Canada that controlled Indigenous people through colonial policies.
• March 4, 2016: CIRCLE hosted an informal brown-bag lunch for faculty and students to foster (research) connections. The event attracted more than 30 participants who discussed their ongoing research and community projects.
• March 19, 2016: CIRCLE and the Word Warriors Society hosted the Third Annual Student-Focused Conference: “Aditawazi Nisoditadiwin: Reconciliation, Responsibilities & (Re) Creating Relationships.” The one-day event included papers from more than 20 student researchers. There were approximately 50 attendees comprised of faculty members and guests from various universities and Indigenous communities in the region. The conference provided mentorship opportunities for graduate and undergraduate students in developing their research skills and presentations for academic settings. CIRCLE conferences are essential community-building activities among faculty, staff, and Indigenous and non-Indigenous students and community members.
• March 31, 2016: CIRCLE hosted the film screening of “Together We Stand Firm.” The film’s producer/director director Franziska von Rosen (Pinegrove Productions) and two members of the Grand Council of the Cree’s youth leadership were in attendance for the question and answer period. Von Rosen produced the film in collaboration with the Grand Council. The film depicts the successful 1970s Cree resistance to Hydro Quebec and other power development companies that would have flooded James Bay lands without Cree or Inuit consent or consultation. The event was well attended with 50 participants including Carleton researchers and Indigenous and non-Indigenous community members.
In addition to these specific outreach initiatives and activities, CIRCLE maintains an active listserv that is populated by more than 160 students, faculty, staff members and others (including community members and organizations) who are Indigenous and/or are concerned with Indigenous research and education.
We are convinced that CIRCLE and its 40 enrolled members have positively affected faculty researchers, student researchers, Indigenous communities and others within and outside of Carleton University as a result of these activities. Indeed, a strength of CIRCLE is the multiplicity of disciplines represented by our membership – ethnomusicology, aboriginal languages, art history, history, journalism and communications, sociology, anthropology, law and legal studies, and others.
While CIRCLE’s growth and sustainability is grounded in its faculty membership and research interests, the centre is committed to encouraging and supporting the energetic, innovative research generated by students and connections with Indigenous communities. Building Relationships Talks continue with representatives from the Ahkwesahsne Mohawk Reserve near Cornwall who are interested in collaborations for post-secondary study in the reserve. Discussions have focused on and a possible role for Carleton in enabling the Akwesasne Mohawk Council meet new requirements for certification of its social services staff.
During this reporting period, the university also engaged with the Pikwakanagan First Nation and the Kitigan Zibi First Nation. Representatives of the university travelled to Pikwakanagan in the Fall of 2014 for a courtesy visit.
After Carleton University launched its graduate certificate in Indigenous Policy and Administration in Spring 2015, students in the program and faculty from the School of Public Policy and Administration had one-day study visits in each of Kitigan Zibi and Akwesasne in June 2015 and 2016. The program for each of these visits was developed by the community and included cultural teachings as well as discussion of governance, leadership and management issues. Carleton continues to work with the Mohawk Council of Akwesasne as part of the university’s on-going engagement with the Greater Cornwall/Akwesasne region.
Conclusion It has been our honour to serve as co-chairs of the AEC and to see such tremendous efforts from the Carleton community and beyond. The ongoing work and implementation of the Aboriginal Co-ordinated Strategy has truly set Carleton on a path to foster reconciliation for Indigenous people. Yet, it is more than that, the university is also becoming home to many Indigenous scholars, students and staff.
As we move forward, we must take a moment to celebrate the success of the Carleton community in creating a welcoming space for Indigenous people. Yet, we all understand that there is much more to be done in the years ahead. Many Indigenous students still cannot access post-secondary education and many that do come to university face ongoing hardships that often detract from their studies. The AEC is committed to continue its work in removing these barriers and supporting Indigenous students’ success.
The AEC would also like to acknowledge the ongoing work of the Elders and the community representatives who are walking with us on this journey of reconciliation and beyond.
Chi-Miigwetch
Rodney Nelson, Co-chair Simon Brascoupé, Co-chair Aboriginal Education Council September 2016
15 Appendix A Aboriginal Education Council 2014 to 2016 Members Josee Whiteduck Rebekah Elkerton Elder Graduate Student Representative
John Kelly Rushton Fellows Elder Undergraduate Student Representative
Jennifer Adese Beth Gorham Faculty Member Representative, Department of Communications School of Indigenous and Canadian Studies Katherine Graham Suzanne Blanchard Special Advisor to the Provost (2014-15) Associate Vice-President (Students and Enrolment) Professor Emerita (2015-16) and University Registrar Sheila Grantham Simon Brascoupé Student, Representative, (Co-chair as of April 2016) Métis Nation of Ontario (2014-15) Faculty Member Staff Representative (2015-16) Department of Sociology and Anthropology Irvin Hill Linda Capperauld to December 2014 Centre for Aboriginal Culture and Education Karen Green (as of January 2015) Director of Equity Services Kahente Horn-Miller Faculty Member Deb Chansonneuve (2014-15) School of Indigenous and Canadian Studies Community Representative Lisa Hughes Arlene Closter Human Resources Representative Representative Pikwakanagan First Nation Catherine Khordoc (2015-16) Interim Dean, Tracy Coates (2014-15) Faculty of Arts and Social Sciences Staff Member School of Public Policy and Administration Kim Matheson (2014-15) Nimal Rajapakse (2015-16) Irene Compton Vice-President (Research and International) Representative Minwaashin Lodge Aboriginal Women’s Support Centre Minnie Matoush (2014-15) Representative Chrystal Désilets (to January 2014) Cree School Board, Representative Post-Secondary Student Services Algonquins of Pikwàkanagàn First Nation Melody McKiver Heather Dorries (2015-16) Representative, Niigaan (2014-15) Faculty Member Community Representative (2015-16) School of Public Policy and Administration Pat MacGuire (2015-16) Rebekah Elkerton Faculty Member Graduate Student Representative School of Social Work
Rushton Fellows Rebecca Mearns (2014-15) Undergraduate Student Representative Representative Nunavut Sivuniksavut Beth Gorham Representative, Department of Communications Joy Mighty Associate Vice-President (Teaching and Learning) Katherine Graham Special Advisor to the Provost (2014-15) Professor Emerita (2015-16) Rodney Nelson Peter Ricketts Co-chair Provost and Vice-President (Academic) Faculty Member Aboriginal Enriched Support Program Naomi Sarazin Centre for Aboriginal Culture and Education John Osborne Dean, Faculty of Arts & Social Sciences (2014-15) Jennifer St. Germain Professor (2015-16) Representative Métis Nation of Ontario Pitseolak Pfeifer (2015-16) Undergraduate Student Representative Norma Sunday (2014-15) Representative André Plourde Ahkwesahsne Mohawk Board of Education Dean, Faculty of Public Affairs Anita Tenasco (Co-chair 2014-15) Shane Polson (2014-15) Director of Education Undergraduate Student Kitigan Zibi Education Sector
Waubgeshig Rice Mallory Whiteduck Community Representative Centre for Aboriginal Culture and Education
17 Appendix B: Reports from the Subcommittees – Indigenous Academic Programming Subcommittee
Following an initial planning meeting in July 2014, the of the degree program in African Studies. Much of the Indigenous Academic Programming Subcommittee met curriculum necessary for such a program already exists, on six occasions over the fall term of 2014 in order to in terms of both INDG “core” courses and electives engage in a broad and open discussion of the six “key across a range of other academic units. The challenge result areas” which we had been asked to consider. For will be to develop a coherent program that differs from each of the topics under discussion, we posed four its counterparts at other institutions. It was reported questions: (1) “What would ‘success’ look like?”; (2) that there is strong interest in this possible degree “What is required to achieve that success?”; (3) “What program among students currently enrolled in the obstacles are envisaged?”; and (4) “Is success feasible?”. Aboriginal Enriched Support Program (AESP). This report will be organized around those topics and conclusions reached. In a meeting with the Director of Canadian Studies (Peter Hodgins) and the chair of the School’s 1. Indigenous Studies Major undergraduate committee (Peter Thompson), the committee offered the following recommendations and Much of the subcommittee’s discussion focussed on advice: the proposed expansion of the current “minor” in Indigenous Studies, housed in the School of Canadian - A shift in approach may be required: the program Studies, to a “major,” probably construed initially as one should be based on a framework/design that part of a “combined honours” degree along the lines emerges from an Indigenous perspective, and this may create conflicts with the university’s provide the necessary financial support. traditional governance structure. Recommendation 2: that the AEC encourage the - Important to include “practical” in addition to university to hire more Indigenous faculty members, “theoretical” knowledge. including “non-traditional” academics, for example Elders, who are the keepers of Indigenous ways of - Important that an emphasis on “Indigenous knowing. knowledges,” and “ways of knowing,” not be regarded in any way as lowering the “academic 2. New graduate programs bar”. The Committee noted that a new graduate program - A “community-based” capstone-type of course is in Indigenous Policy and Administration (IPA) was recommended. being launched in the Faculty of Public Affairs, and that the current MA program in Canadian Studies has - An optional co-op program is recommended. an identified Indigenous Studies stream (although this does not extend to the joint PhD program with Trent - Given the substantial community interest in University). It was noted that appropriate resources professional development, it would be useful would be required for any additional initiatives. to create certificate/diploma programs whose credits could be used towards subsequent Recommendation 3: that the university consider the degrees. establishment of a “collaborative MA” in Indigenous Studies, mirroring existing collaborative programs - Recommended that a combined Indigenous in African Studies, Digital Humanities, and Political Studies and Social Work degree be considered. Economy. - Useful to organize any proposal with a view to 3. Core Indigenous Studies Course the Quality Assurance documentation which would eventually need to be completed The Committee considered the notion of a core and submitted, including defined “learning “Indigenous Studies” course that would be required in outcomes.” all undergraduate programs. It was thought that this was unlikely to be practical, at least in the short term, - More evening courses are recommended, to and, perhaps more importantly, that it was better to increase the possibility of enrollment by part-time create opportunities which would attract students rather Indigenous students who are not available during than to impose additional requirements for graduation. the day. Another potential obstacle was the issue of navigating/ - Useful to consider more “team teaching,” and to negotiating access to traditional knowledge, which is set up appropriate mechanisms for that. not something for everyone to do without obtaining permission. There are protocols around reusing the - Useful to develop a “cohort” group of students. knowledge of Indigenous “storytellers.” Ultimately, the Committee agreed not to recommend a university-wide - There is a need for flexible approaches to study. required course, noting that the existing Introduction Useful to develop on-line and distance learning to Indigenous Studies course (INDG 1000) is open to opportunities. all. Some discussion did emerge in support of further examining the possibilities for a Faculty-wide course - Necessary to have counselling support and in the Faculty which houses Indigenous Studies – the mentoring available. Faculty of Arts and Social Sciences (FASS). Further discussion on this is needed. - Necessary to establish criteria for cross-listing courses as INDG. That said, there is a need to change the current “world view” of students (and faculty and staff), and to address - Necessary to hire more Indigenous faculty stereotypes/racism which is often unintentional. In order members, both to teach and to serve as role to achieve that goal an incremental approach is probably models, and for effective student advising. best. It would be useful to offer training to faculty Recommendation 1: that the AEC strongly endorse the members in how to deal with Indigenous issues in the establishment of a combined honours undergraduate classroom, and at the same time facilitators could visit program in Indigenous Studies, in addition to the classes to screen the CACE video on classroom issues existing “minor,” and recommend that the university and lead a discussion.
19 Recommendation 4: that the university expand the discipline. One possibility would be to propose a opportunities for voluntary training for faculty members series of strategic hires in those programs which are in how to address Indigenous issues in the classroom; most likely to attract Indigenous students (for example, develop a series of classroom discussions based on Business, Child Studies, Health Sciences, and Civil and screenings of CACE’s Kinamagawin video (possibly in Environmental Engineering). The university could also partnership with the AEC, EDC, and CACE), and assign demonstrate its commitment by designating a Canada the requisite funding to support such undertakings. Research Chair to Indigenous Studies.
4. Land-based and arts-focused options Recommendation 7: that the university create a special funding envelope to which units/Faculties might apply The Committee was unanimously in favour of developing in order to make strategic hires related to Indigenous more possibilities for “out of classroom” learning, and content. It is proposed that this envelope would be set for opportunities for Carleton students to engage at $500K, sufficient for 5 faculty positions, with specific directly with the traditional knowledge of Indigenous encouragement for at least one hire to a position in communities, particularly those in the Ottawa region. Indigenous language instruction. This could include field trips, short “field schools,” as well as courses taught in the communities (following the 6. Indigenous languages and worldviews FASS model of May/June courses taught off campus). incorporated into academics All such initiatives would need to be designed very carefully, in accordance with the protocols of community The Committee noted the difficulty that the School “elders.” As one member observed, “The design of the for Linguistics and Language Studies (SLaLS) has program is as important as the curriculum.” Once again experienced in finding appropriate instructors for credit the primary impediment is the lack of adequate faculty courses in Indigenous languages, as well as attracting resources. sufficient students to make them financially viable. It was suggested that a number of Ottawa-area institutions The Committee noted that some “arts-focused” options (for example, the University of Ottawa, Algonquin currently do exist, including credit courses in Art History College, the Odawa Centre, etc.) might collaborate in (taught by Allan Ryan and Ruth Phillips), as well as the this regard. SLaLS should also consider the possibility hugely successful New Sun Conference held each year. of offering a certificate program in the teaching of The Committee also noted in its meetings that there is a Indigenous languages, following the model of the need to build on these further and to support Indigenous successful CTESL program. arts-based learning into additional disciplines. Recommendation 8: that the university make a Considerable discussion was devoted to the issue of commitment to the teaching of Indigenous languages, compensating “elders” and others for sharing their and explore various possibilities for collaboration to time and expertise. We need to demonstrate that their make this possible on a continuing basis. participation is valued, but the university’s financial regulations are often at odds with accepted methods of Members of the Indigenous compensation. Programming sub-committee:
Recommendation 5: that the AEC encourage academic Jennifer Adese (co-chair) units to further explore the possibilities of “land- Tracy Coates based” and “arts-based” courses as part of the general Ruston Fellows development of Indigenous Studies curriculum. Beth Gorham Sheila Grantham Recommendation 6: that the AEC develop a set Charlotte Hoelke of protocols for compensating “elders” and other Melody McKiver members of Indigenous communities who share their Sahra McLean time and expertise with Carleton faculty and students, Annie Miller and that discussions be held with Finance regarding Rodney Nelson their implementation. John Osborne (co-chair) Allan Ryan 5. Aboriginal content in all disciplines Mallory Whiteduck
The Committee concluded that implementation of 13 January 2015 this concept will be more difficult in some disciplines than in others, depending on the nature and culture of Appendix B: Reports from the Subcommittees – Student Support Subcommittee The Student Support Subcommittee would like Currently, the Centre for Aboriginal Culture and the Aboriginal Education Council to consider three Education receives funding (to March 2016) from MTCU recommendations as outlined below. for specific activities related to Aboriginal student recruitment, retention and community partnerships; Recommendation 1: however, the MTCU funding does not include costs for Allocate funds for Ojigkwanong, the Aboriginal Centre operation of a centre.
The Student Support Subcommittee recommends that Recommendation 2: Allocate funds for Elders to Carleton University allocate funds on an annual basis to support annual Convocations and Honorary Degree operate Ojigkwanong, the Aboriginal Centre. An amount ceremonies of $10,000 is requested for the day-to-day operations, which include the following items: four part-time The Student Support Subcommittee recommends that students, two phone lines, kitchen and basic cleaning Carleton University allocate funds on an annual basis supplies, traditional medicines, computer maintenance, to pay for Elders to support annual convocations and and technical support. honorary degree ceremonies. An amount of $2,000- 3,000 is requested to cover the cost of honorariums, Rationale: travel and other associated costs related to Elders being This recommendation fits into the following fundamental present at these ceremonies. values outlined in Carleton University’s Aboriginal Co- ordinated Strategy: Rationale: This recommendation fits into the following fundamental • Carleton University creates an open and welcoming values outlined in Carleton University’s Aboriginal Co- environment that encourages Aboriginal peoples ordinated Strategy: and communities to establish a connection with and fully participate in the Carleton community. • Carleton University respects and values Indigenous This includes cultivating a safe space for creative knowledge. Recognizing that Indigenous and critical inquiry where the shared history and knowledge has an important place and role on separate histories of Aboriginal peoples and campus, Carleton University welcomes Canadians may be explored. opportunities to include Indigenous knowledge into the learning environment. • Carleton University is unique in its ability to reflect and honour the diversity of Aboriginal peoples • Carleton University is unique in its ability to reflect and cultures in Canada’s capital, and promotes a and honour the diversity of Aboriginal peoples place of belonging for First Nations, Inuit and Métis and cultures in Canada’s capital, and promotes a in the academy. place of belonging for First Nations, Inuit and Métis in the academy.
21 Currently, the Centre for Aboriginal Culture and • Carleton University is unique in its ability to reflect Education (CACE) receives funding (to March 2016) and honour the diversity of Aboriginal peoples from MTCU for the Visiting Elders Program. CACE would and cultures in Canada’s capital, and promotes a like to grow the Visiting Elders Program so there is place of belonging for First Nations, Inuit and Métis diversity in First Nations, Inuit and Métis Elders/Senators in the academy. that visit Carleton University and offer guidance and traditional teachings and knowledge to students, faculty In visioning how Carleton University can support and professional service staff. However, the budget is Indigenous undergraduate and graduate student limited to help grow the Visiting Elders Program because retention and success, the Student Support a portion of the funding that is received by MTCU goes Subcommittee recommends an allocation of funds for toward funding convocations (i.e. student convocation, a symposium, conference and online journal that will spring and fall graduate convocation) and honorary focus on Indigenous research across multiple disciplines. degree ceremonies. The symposium, conference and online journal will be interconnected as means to engage in mentorship and Recommendation 3: Allocate funds for a symposium, network amongst emerging scholars. conference and online journal on Indigenous research The symposium and conference will be held on The Student Support Subcommittee recommends two consecutive days. The symposium will provide that Carleton University allocate funds for the 2015-16 undergraduate and graduate students with an academic year to host a symposium, conference and opportunity to present their research ideas to their peers online journal on Indigenous research. An amount in a supportive environment where students can give of $25,000 is requested to support the cost of the and receive constructive feedback. Moreover, it will be an following items: salary for a graduate student conference opportunity where undergraduate students can network coordinator, keynote speaker, online journal article with graduate students and begin to build relationships website design, honouraria for Elders and journal editors, with students, faculty, scholars, community members and room and equipment rental, catering and promotional Elders. Adjoined to the symposium is the Indigenous material. The Student Support Subcommittee suggests research-focused conference. This conference will draw the funding be dispensed to the Centre for Indigenous in graduate students and faculty working on Indigenous Research, Culture, Language and Education (CIRCLE), research across multiple disciples and universities. The for the purpose of promoting and encouraging a student conference is meant to complement the symposium and led symposium, conference and online journal. further the level of support for graduate student success.
Rationale: Discussion initiated at the symposium and conference This recommendation fits into the following fundamental will act as an opportunity to continue the dialogue and values outlined in Carleton University’s Aboriginal Co- sharing of knowledge through an online journal. All ordinated Strategy: successful conference presenters will be able to publish their academic papers within the online journal. The • Carleton University respects and values Indigenous symposium, conference and online journal will contribute knowledge. Recognizing that Indigenous to Carleton’s endeavors in the recruitment, transition, knowledge has an important place and role on retention and successful completion of Indigenous campus, Carleton University welcomes undergraduate and graduate students at the university. opportunities to include Indigenous knowledge into the learning environment. Appendix B: Reports from the Subcommittees – Faculty Recruitment and Development Established in May 2014, the Faculty Recruitment and of Aboriginal cultures and Peoples; Development Subcommittee of the Aboriginal Education Council met four times on June 26, September 16, • Career development opportunities for Aboriginal October 9 and November 13. PhD students and contract faculty;
Membership • Shifting the usual thinking and academic practice of not hiring our own students toward a mentoring The initial membership consisted of: approach for transition of Aboriginal PhD candidates into faculty positions and developing an inventory of Joy Mighty, Associate Vice-President PhD students. (Teaching and Learning) Co-Chair Jennifer Adese, Faculty Member, Co-Chair • Addressing systemic barriers imposed by existing Linda Capperauld, Director of Equity Services faculty, departmental and union policies, protocols, Deb Chansonneuve, Community Representative and agreements; for example, existing human rights Kim Matheson, Vice-President policies permit exemptions for Aboriginal hiring. (Research and International) Norah Vollmer, Manager of Faculty Affairs Information Gathered/Actions Taken
By the end of the Fall Term in 2014, the membership had 1. The committee decided to gather information on changed. Linda Capperauld had retired from Carleton exemplary practices from other universities that University and Jennifer Adese had stepped down to have increased their Indigenous faculty recruitment. accommodate other commitments. Deb Chausonneuve One such university is Laurentian which has agreed to serve as the community-co-chair and the developed a strategy to align its Aboriginal faculty committee welcomed Sheila Grantham as a PhD student with its Aboriginal student population which is representative. The committee also agreed to arrange for currently 10-11%. From Sheila Cote-Meek (S. C-M), a teleconferencing for community members to facilitate Laurentian University Indigenous scholar, the their attendance at subcommittee meetings. Committee learnt that:
Priorities a. Laurentian’s AEC identified 2 goals: 1) increasing Aboriginal faculty; and 2) C The Committee’s primary objective, based on the hanging curriculum identified AEC priorities, is to advise the AEC on ways of increasing Indigenous faculty recruitment b. S.C-M was appointed Director, Native and developing awareness of Indigenous culture and Academic ffairs in 2006 programs among faculty and staff at Carleton. c. With support of the Provost, a new Master’s It was unclear whether the AEC priority to “align in Indigenous Studies was also established Aboriginal faculty with the population percentage” d. The new President also elevated this file refers to the Aboriginal student population at Carleton (estimated to be approximately 700-800), the local e. Laurentian implemented a “grow your own” Aboriginal population in the National Capital, or the process for new Indigenous faculty that was Aboriginal population of Canada. It was noted that informally integrated with their Collective Carleton is falling behind other Ontario universities Agreement in Aboriginal faculty recruitment notably Ryerson University, the University of Toronto, Queen’s University, f. In the past few years, the Provost has and the University of Ottawa. required that all new positions must include a link to Indigenous knowledge The committee agreed that increasing Indigenous faculty recruitment requires the following: g. They have hired eight new Aboriginal faculty members across a number of disciplines with • A strategy for recruitment based on a multi-pronged the help of a recruiting firm approach rather than the reliance on a single activity; h. Regarding retention, they have a meet and greet every year in addition to orientation • Carleton University must be seen as an employer of and they are setting up an Indigenous choice; that is, its environment must be welcoming research group
23 i. S.C-M has been promoted to Associate Vice- 1. Create Strategic Positions: For example, establish President (Academic and Indigenous Programs) a Special Advisor to the Provost on Indigenous and acts while the Provost is away. Issues. Establish four strategic faculty positions linked to priorities articulated in the Strategic 2. Members of the committee met with the hiring Integrated Plan and the Strategic Mandate committees in Sociology and Anthropology and Agreement. (See recommendation #7 below for consulted with the hiring committee in Social Work budgetary implications.) for two new positions with Indigenous linkages. They discussed ways of eliminating barriers for Indigenous 2. Integrate into the entire recruitment and applicants in the recruitment process and increasing appointment process (e.g. required qualifications, possibilities for hiring Indigenous faculty. The advertising, reviewing of applications etc.) the following recommendations were made: recommendations and steps discussed with the hiring committees as reported above. Incorporate a. Establishing the hiring committee: this discussion at faculty affairs hiring committee i. Include an Indigenous committee member sessions for chairs and directors. on the hiring committee as an internal or external committee member in accordancewith 3. Include reference to Indigenous knowledge in all the Academic Staff Hiring Policy and Procedures job descriptions, where relevant, as well as in all – Carleton’s AEC may be able to help identify faculty development activities such as those offered someone. by the EDC, including new faculty orientation (e.g. develop an Indigenous Studies 101-type course). b. Preparing the position advertisement: i. Consider framing the position broadly using 4. Provide incentives for converting term appointments the term Indigenous, rather than Aboriginal, into preliminary appointments (cf the Banting PDF which encompasses First Nations, Inuit, and process); Explore converting New Sun into a Métis peoples and in the context of North preliminary appointment. America, crosses traditional borders; 5. Work with FGPA on graduate student initiatives; ii. Capitalize Indigenous; explore the possibility of developing a Post- Doc Mentorship Program (cf McMaster’s Social Work iii. As applicable for the area, include a Department) statement such as, “We particularly invite applications from Indigenous scholars” or “We 6. Add Capacity Building – Indigenous Faculty to the are especially interested in candidates who VPARC agenda work with Métis, First Nations and Inuit in Canada”, or a similar statement; 7. Budget Recommendations:
iv. Consider professional/community a. Special Advisor to the Provost on Indigenous references in addition to academic references; Affairs (Internal Appointment)
v. Request feedback on the position • Course release: 2.5 x CI rate – approximately advertisement from an AEC member (as time $40,000 (fiscal over 2 years) permits). • Admin support: $120,000 (fiscal over 2 years) • Travel/activities budget: $50,000 (fiscal over 2 c. Seeking a strong candidate pool: years) i. Circulate the advertisement to Carleton’s AEC for dissemination to contacts, including listservs Total: $210,000 (as appropriate); b. Strategic Faculty Positions ii. Post on the Native American and Indigenous • $100,000 each x 4 = $400,000 (base; topped Studies Association (NAISA) website http:// up by Deans if required) www.naisa.org/job-postings/jobs.html. Total: 400,000 d. Considering non-traditional applications and interviews: c. Honorarium for AEC Community Members i. Consider professional/community references in addition to academic references; Honorarium for AEC Community Members Total: $5,000
ii. The Manager, Faculty Affairs, can help with Grand Total: $215,000 (fiscal over 2 years) immigration issues as required. + $400,000 (base)
Subcommittee Recommendations Submitted January 16, 2015 The Subcommittee respectfully submits the following recommendations to the AEC. Appendix C: Indigenous Studies Courses and Electives offered at Carleton
To give a sense of the diversity and number of INDG 3010 [0.5 credit] Indigenous Studies Courses and Electives offered to our Indigenous Resurgence, Rights and Resistance students here at Carleton, see below an excerpt from the The changing relationships between Indigenous peoples 2015-16 Academic Calendar. and settler society in Canada, with focus on Indigenous mobilization and its consequences. Topics include Indigenous Studies (INDG) Courses colonization and decolonization; political mobilization and resistance; land, language, and cultural rights; direct INDG 1000 [1.0 credit] action versus negotiation; post-colonial futures. Introduction to Indigenous Studies Survey of historical and contemporary issues relating INDG 3901 [0.5 credit] to Indigenous peoples in Canada. Cultural traditions Selected Topics in Indigenous Studies and the social interactions between Indigenous and Topics vary from year to year. non-Indigenous societies are approached from an interdisciplinary perspective. INDG 4000 [0.5 credit] Advanced Research Seminar in Indigenous Studies INDG 2010 [0.5 credit] Advanced seminar focusing on special topics that allow Indigenous Encounters with Colonial and students to carry out substantial, in-depth research Nation-Building Projects in Canada projects. Seminar will also include discussions on the Interdisciplinary introduction to the history of encounters ethics and politics of research on Indigenous peoples. and changing relationships between Indigenous peoples and European newcomers. Topics include treaties, INDG 4101 [0.5 credit] Métis history, Inuit and Northern issues, Indian status, Métis Histories and Contemporary Realities residential schools, colonial policy and constitutional Interdisciplinary perspectives on the familial, social, participation. This course provides the necessary political, cultural, and economic emergence of Métis background to understand contemporary Indigenous communities across Canada. Topics may include the issues. origins of Métis nationalism, colonialism and nation- building, residential schools, land claims, Métis identity INDG 2011 [0.5 credit] and community, literatures, and cultural production. Contemporary Indigenous Studies Indigenous and non-Indigenous perspectives on topics in INDG 4905 [0.5 credit] contemporary Indigenous Studies. Topics include: social Directed Studies I and cultural dynamics, treaty relationships, governance, An optional course normally restricted to fourth-year cultural appropriation, identity politics and urban Honours students in Canadian Studies or Indigenous Indigeneity. Studies and to Qualifying-year Graduate students. Includes supervised reading and written work in an INDG 2012 [0.5 credit] Indigenous Studies area. Anishinaabe Studies In-depth look at the Anishinaabe peoples. Topics may include: Anishinaabe creation stories, migration, the clan system, worldviews; oral, written, and recorded history; treaties, contemporary events, ecological knowing, cultural production, relations with settler-colonies and other nations, self-governance, diplomatic relations.
INDG 3000 [0.5 credit] Indigenous Representation in Contemporary Canada Through the examination of Indigenous cultural productions in select cultural forms (literature, film, television, visual arts, music, performance), this course examines how contemporary Canadian Indigenous artists and cultural producers negotiate the complex and contradictory relationships between Indigenous and Euro-Canadian traditions of performance, representation and storytelling.
25 Indigenous Studies Electives The following courses are deemed by the School of Canadian Studies to have significant Indigenous content, and can be included where appropriate as part of a minor in Indigenous Studies. Carleton courses not on this list may be applied as approved Indigenous Studies electives, but they must be approved by the Undergraduate Supervisor. Students taking courses at the University of Ottawa should consult with the Undergraduate Supervisor to gain approval for substituting them as approved Indigenous Studies electives.
ART HISTORY LAW ARTH 2005 [0.5] Arts of the First Peoples: The LAWS 2201 [0.5] Persons and Property Woodlands, the Plains and the LAWS 2202 [0.5] Obligations Subarctic LAWS 2501 [0.5] Law, State and Constitution ARTH 2006 [0.5] Arts of the First Peoples: The LAWS 2502 [0.5] Law, State and Citizen Southwest, the West Coast and LAWS 3504 [0.5] Law and Aboriginal Peoples the Arctic LAWS 4504 [0.5] Aboriginal Criminal Justice ARTH 2008 [0.5] Inuit Art ARTH 4005 [0.5] Topics in Contemporary LINGUISTICS AND LANGUAGE STUDIES Aboriginal Art LANG 1010 [0.5] Introduction to a Language I LANG 1020 [0.5] Introduction to a Language II CANADIAN STUDIES (When the language offered is an Indigenous language of CDNS 4800 [1.0] Internship Practicum Canada) CDNS 4801 [0.5] Internship/Practicum CDNS 4802 [0.5] Internship/Practicum MUSIC CDNS 4901 [0.5] Selected Topics in Canadian Studies MUSI 4104 [0.5] Musics of Canada’s First Peoples CDNS 4902 [0.5] Selected Topics in Canadian Studies CDNS 4903 [0.5] Études dirigées I POLITICAL SCIENCE CDNS 4904 [0.5] Études dirigées II PSCI 4109 [0.5] The Politics of the Canadian Charter CDNS 4905 [0.5] Directed Studies I of Rights and Freedoms CDNS 4906 [0.5] Directed Studies II PSCI 4206 [0.5] Indigenous Politics of North America CDNS 4907 [1.0] Directed Studies III (Provided they have Indigenous content) SOCIAL WORK SOWK 4102 [0.5] Aboriginal Peoples and Social Policy CHILD STUDIES SOWK 4203 [0.5] Social Work Practice from an CHST 1002 [0.5] Childhood in Canadian Context Aboriginal Perspective CHST 3002 [0.5] Special Topics in Child Studies SOCIOLOGY/ANTHROPOLOGY ENGLISH ANTH 2610 [0.5] Studies in Indigenous Peoples of ENGL 3960 [0.5] Studies in Indigenous Lit. North America: Current Issues in ENGL 4960 [0.5] Indigenous Literatures I Anthropological Research ENGL 4961 [0.5] Indigenous Literatures II ANTH 3570 [0.5] Studies in Art, Culture and Society ANTH 3600 [0.5] Studies in Anthropology and FIRST YEAR SEMINAR Indigenous Peoples FYSM 1900 [1.0] Selected Topics In the Study of ANTH 4610 [0.5] Advanced Studies in Indigenous Academic Discourses (specifically Peoples of North America: Current the section on Aboriginal Topics) Issues in Anthropological Research SOCI 3570 [0.5] Studies in Art, Culture and Society GEOGRAPHY SOCI 3810 [0.5] Studies in Social Policy GEOG 3501 [0.5] Geographies of the Canadian North
HISTORY HIST 3510 [0.5] Indigenous Peoples of Canada HIST 3511 [0.5] Themes in Indigenous History Appendix D: Department of University Communications Stories Sept. 1, 2014 to August 31, 2016
Monday, June 20, 2016 Even though history typically looks back at the past, Carleton University graduate Linda Grussani is focused on the present day — and the future — in her new role as the Aboriginal art curator at the Canadian Museum of History. https://carleton.ca/our-stories/story/curating-culture/
Monday, June 20, 2016 For generations, scientists regularly did “mosquito research” when working in Indigenous communities. They flew in, extracted the information they needed, then left town and were not heard from until an article appeared in an academic journal. That practice has changed over the past couple decades. Today’s research is much more collaborative and communicative. But this revolutionary transformation still needs the occasional push, such as the Carleton University Institute on the Ethics of Research with Indigenous Peoples (CUIERIP), which was held in the River Building from June 5 to 10. http://newsroom.carleton.ca/2016/06/20/carleton-institute-guide-indigenous-research-ethics/
Monday, June 20, 2016 Carleton’s Ojigkwanong centre, part of the university’s Centre for Aboriginal Culture and Education (CACE), is now sporting a new intricate permanent ceiling installation called the Light Keeper, made by Manuel Báez, an associate professor at the Azrieli School of Architecture and Urbanism in the Faculty of Engineering and Design. http://newsroom.carleton.ca/2016/06/20/indigenous-art-ceiling/
June 2016 Way back in the early 1970s, Viviane Gray was the first university graduate from the Listuguj Mi’gmaq First Nation located in southeast Quebec. She graduated from Carleton. Now, her nephew Darcy Gray will be one of the first two students to graduate from the Graduate Diploma in Indigenous Policy and Administration (IPA) program. http://carletonnow.carleton.ca/june-2016/first-graduates-of-indigenous-diploma-program-prize-what-theyve-learned/
June 2016 AESP grad completes social work degree and lands job of her dreams: Carleton University has a special place in Jessica Jackson Clement’s heart – it’s where she succeeded. As the 33-year-old Aboriginal student prepared for her spring graduation, she reflected on the length of her journey and her path to the future. http://carletonnow.carleton.ca/june-2016/aesp-grad-completes-social-work-degree-and-lands-job-of-her-dreams/
Friday, May 6, 2016 For Carleton University student Olivia Chassin de Kergommeaux, the honouring ceremony for Indigenous post-secondary graduates held at the Museum of History in Gatineau on May 3 was a meaningful tie to her community and helped her honour her ancestors. The 24-year-old Métis, who completed her BA in Child Studies with a minor in Indigenous Studies, said she has always wanted to become an elementary school teacher. She was one of seven Carleton graduates among 63 Indigenous students participating in the special ceremony at the museum’s First Peoples Hall. http://newsroom.carleton.ca/2016/05/06/traditional-ceremony-honours-indigenous-graduates/
27 April 2016 When the Canada Council for the Arts announced it was looking for a curator to do a show at the new Âjagemô art space last fall, Carleton PhD candidate Alexandra Kahsenni:io Nahwegahbow was skeptical about applying. It would be her first time curating an exhibit and she wasn’t sure she had the confidence. However, after receiving encouragement from Sandra Dyck, director of the Carleton University Art Gallery (CUAG), Nahwegahbow applied and was chosen for the position. http://carletonnow.carleton.ca/april-2016/student-curates-exhibit-on-indigenous-concepts-of-time/
Tuesday, April 26, 2016 More than 400 high school students attended the fourth annual youth conference in honour of Canada’s National Day of Remembrance and Action on Mass Atrocities on Friday, April 22. The full-day conference presented a variety of workshops and guest speakers focused on youth engaging in reconciliation. http://newsroom.carleton.ca/2016/04/26/carleton-hosts-national-chief-dwight-dorey-at-youth-conference/
Thursday, April 21, 2016 The Kitikmeot Heritage Society today launched the Fifth Thule Atlas, a digital platform that compiles ethnographic information collected by early Arctic explorers and returns it to descendant Inuit populations before it is lost. The atlas is a novel approach to cybercartography, combining various forms of geo-located knowledge to map Inuit stories, artifacts and place names. It has been specifically designed to accommodate Inuit approaches to learning, storing and disseminating cultural knowledge. The framework has lower bandwidth requirements to ensure accessibility in northern and remote communities. http://newsroom.carleton.ca/2016/04/21/new-digital-atlas-returns-early-traditional-knowledge-to-inuit-communities/
Thursday, March 3, 2016 When seven-year-old Laurick Corriveau explained the concept behind his simple drawing of a parent and child holding hands, Carleton PhD candidate Trina Cooper-Bolam was touched by the unsophisticated yet powerful argument behind his words. The Grade 2 Yukon boy was the youngest of 10 students honoured March 1 at a ceremony at Rideau Hall as recipients of Imagine a Canada, a national art and essay competition organized by the National Centre for Truth and Reconciliation (NCTR). http://newsroom.carleton.ca/2016/03/03/canadian-youth-declare-their-visions-for-a-reconciled-canada-through-their-art/
February 2016 Carleton’s Aboriginal Service Centre (ASC) launched a new month-long campaign in January to celebrate Indigenous culture with the campus community. RISE 2016, which stands for Revitalizing Indigenous Strength and Education, is a fresh take on what has previously been called Aboriginal Awareness Month at Carleton. The initiative began in 2007 as a day-long celebration of Aboriginal culture and later spanned a week before becoming a month-long event in 2012. http://carletonnow.carleton.ca/february-2016/student-rise-campaign-celebrates-indigenous-strength-and-culture/
Friday, December 4, 2015 Archaeologists piece together clues about the past by digging in the dirt, but sometimes their findings are lost to the ravages of time. Writers, on the other hand, do some of their best historical sleuthing by sifting through online databases. So when Carleton Journalism Prof. Randy Boswell tripped across an 1860 article in an obscure journal while at home on his couch, he and collaborator Jean-Luc Pilon, an archaeology curator at the Canadian Museum of History and an adjunct professor at the university, could finally complete a puzzle that had been confounding historians for more than 150 years. Boswell and Pilon’s rediscovery, detailed in a pair of articles published in the latest issue of the Canadian Journal of Archaeology, confirms that there was an ancient Indigenous burial ground on the sandy shore of the Ottawa River on or adjacent to the grounds of the history museum, and provides further evidence that the National Capital Region was an important cultural and economic gathering place for First Nations from throughout the area long before Ottawa became the capital of Canada. https://carleton.ca/our-stories/story/unearthing-indigenous-history/
Saturday, November 14, 2015 The Honourable Justice Murray Sinclair, chair of the Truth and Reconciliation Commission (TRC), delivered a powerful, moving speech on Saturday at Carleton University’s fall Convocation after he was presented with a Doctor of Laws honoris causa for his exceptional judiciary career and his role in leading the TRC’s report on Canada’s Indian Residential School system. The honorary degree recognizes his dedication, care and service to Indigenous people and all Canadians. Renowned tenor Ben Heppner also received an honorary degree. https://carleton.ca/our-stories/story/indigenous-truth/ October 2015 “Some of us are haunted by dreams at night. For Canadian novelist Joseph Boyden, it’s his characters’ voices that keep him up, beckoning him to tell their stories. As the guest speaker at Carleton’s Munro Beattie lecture on Oct. 21, Boyden— of Irish, Scottish and Ojibwe heritage—hopes to share his passion for writing not in his own voice, but in one that shines light on Aboriginal stories. http://carletonnow.carleton.ca/october-2015/voicing-aboriginal-stories-novelist-joseph-boyden-to-speak-at-carleton/
Thursday, September 24, 2015 Acting on Carleton’s Aboriginal Co-ordinated Strategy that calls for more Indigenous knowledge in the learning environment, the Centre for Aboriginal Culture and Education (CACE) has been encouraging attendance for the moccasin school, where they will make their own pair of moccasins or mukluks under the guidance of a traditional teacher. Mallory Whiteduck, CACE liaison officer, says the program’s purpose “is not only to revitalize the traditional craft of making moccasins or mukluks for Aboriginal students who are separated from their home communities and to provide that connection to learning from people who teach the craft, but also to provide some balance for students who are very much focused on their academics.” http://newsroom.carleton.ca/2015/09/24/indigenous-presence-growing-on-carleton-campus/
Wednesday, September 16, 2015 Carleton University’s Centre for Aboriginal Culture and Education (CACE) in partnership with Manitobah Mukluks, is launching the Storyboot project today.
This innovative new program for Carleton students will take place over six weeks and is part of Carleton’s commitment to include Indigenous knowledge in its learning environment.
Students will be taught by Algonquin artisan Stephanie Tenasco from Kitigan Zibi Anishinabeg while potentially earning credits towards their degrees. The Storyboot project aims to revive the traditional Aboriginal art of crafting pucker-toe moccasins by hand. http://newsroom.carleton.ca/2015/09/16/new-carleton-program-aims-to-revive-the-traditional-art-of-crafting-moccasins/
Wednesday, June 10, 2015 Carleton University today conferred a Doctor of Laws, honoris causa, on Madeleine Kētēskwew Dion Stout in recognition of her outstanding contributions as an advocate for the rights of Indigenous people, health reform, health education, development of public policy and an improved health care system for all Canadians. http://newsroom.carleton.ca/2015/06/10/madeleine-keteskwew-dion-stout-receives-honorary-degree-from-carleton- university/
Wednesday, May 27, 2015 Carleton University’s Aboriginal Centre, Ojigkwanong, hosted a special event today for the Social Sciences and Humanities Research Council (SSHRC) as it launched new initiatives to provide broader support for Aboriginal research. http://newsroom.carleton.ca/2015/05/27/carleton-hosts-social-sciences-and-humanities-research-council-launch-of- new-initiatives-to-support-aboriginal-research-2/
Monday, April 27, 2015 This June, Carleton University will offer Canada’s first program dealing with the ethics of engaging in Aboriginal research – a five-day course for a diverse audience of researchers, government representatives and non-governmental organizations, as well as First Nations, Inuit and Métis community members. http://newsroom.carleton.ca/2015/04/27/carleton-offers-unique-program-on-aboriginal-research-ethics/
Wednesday, April 22, 2015 Kahente Horn-Miller, Carleton University’s New Sun Visiting Aboriginal Scholar in the School of Canadian Studies, introduced herself at a Research Works luncheon in the traditional Mohawk manner. She is, she said, Kahente of the Bear Clan and she comes from the place of the Mohawk. http://newsroom.carleton.ca/2015/04/22/carleton-visiting-scholars-research-hits-close-to-home/
Wednesday, April 15, 2015 Carleton University recently unveiled a painting dedicated to Joy Maclaren, a passionate supporter and advocate of higher education and minority rights. Maclaren, who passed away in 2014, was committed to supporting the university. Maclaren has long supported the traditions of Canadian Aboriginal people. In 1993, Aboriginal elders gathered at a special ceremony in Alumni Park to honour her with the name New Sun, recognizing Maclaren’s leadership in advancing the goals of Aboriginal People across the country. http://newsroom.carleton.ca/2015/04/15/carleton-university-unveils-painting-dedicated-to-joy-maclaren/
29 Tuesday, April 14, 2015 Carleton University’s Allan J. Ryan, associate professor in the School of Canadian Studies and the Department of Art History, has been named Distinguished Educator as part of OCAD University’s inaugural Alumni of Influence Awards. Ryan is one of North America’s foremost interpreters of contemporary Aboriginal art whose achievements go well beyond conventional scholarship and teaching. He was appointed New Sun Chair in 2001, the first university chair in Canada devoted to Aboriginal art and culture. http://newsroom.carleton.ca/2015/04/14/allan-j-ryan-honoured-with-ocad-universitys-inaugural-alumni-of-influence- award/
Tuesday, March 24, 2015 Carleton University Art Gallery (CUAG) is delighted to congratulate Robert Houle, winner of a 2015 Governor General’s Award in Visual and Media Arts. Houle was co-nominated by Sandra Dyck, director, Carleton University Art Gallery and Barry Ace (Odawa), visual artist. “Robert Houle is one of Canada’s most important contemporary artists,” Dyck and Ace stated. “His work has indelibly shaped Aboriginal and Western art histories, in Canada and internationally. Over the last 40 years, he has forged a distinctly Aboriginal visual language, reframing the language of modernism to be inclusive of Anishinaabeg perspectives.” http://newsroom.carleton.ca/2015/03/24/carleton-university-art-gallery-nominee-robert-houle-wins-governor-generals- award-in-visual-and-media-arts/
Tuesday, March 3, 2015 Voice after voice spoke of the need to end violence against Indigenous women and girls and to make the lives of Indigenous people “matter.” Many stood up to announce what actions they’re taking in their communities and what more needs to be done. At the day-long Peoples’ Gathering at Carleton University on Feb. 27, one woman’s voice spoke more strongly than the others. Beginning and ending the proceedings by drumming and singing the Woman’s Warrior Song, CeeJai Julian (Shining Eagle Woman) said the event, which attracted some 150 people was “an amazing gathering. http://newsroom.carleton.ca/2015/03/03/peoples-gathering-carleton-gives-voice-grief-relatives-missing-murdered- aboriginal-women/
Friday, January 9, 2015 Carleton University’s bid to become a noted centre of Aboriginal learning is getting a boost with two new Indigenous graduate programs and a focus on providing more services and events to ensure that students feel at home. Starting in summer 2015, the School of Public Policy and Administration will begin offering a concentration in Indigenous Policy and Administration (IPA) as part of its existing MA in Public Administration (MAPA), as well as a graduate diploma in IPA. The school is currently in the process of recruiting students. http://carleton.ca/our-stories/story/carleton-boosts-aboriginal-learning-and-services/
Wednesday, January 7, 2015 Carleton University has announced the appointment of Karen Green as director of equity services. She has also been chief executive officer of the Native Women’s Association of Canada. She previously had her own law practice and consulting firm. She worked with the Royal Commission on Aboriginal Peoples as lead adviser and writer of the chapter on Aboriginal women. She is a citizen of the Tyendinaga Mohawk Territory. http://newsroom.carleton.ca/2015/01/07/carleton-university-appoints-karen-green-director-equity-services/
Wednesday, November 26, 2014 The ability to bridge First Nations, Métis and Inuit (FNMI) world views with non-FNMI world views and structures is essential for today’s professionals working in Indigenous policy and administration contexts. The Màmìwininìmowin (Algonquin language) concept of aditawazi nisoditadiwin captures this idea of being between two worlds with an understanding of both. Carleton University’s School of Public Policy and Administration (SPPA) has developed two innovative and unique graduate programs in Indigenous Policy and Administration (IPA) that reflect the importance of this concept. http://newsroom.carleton.ca/2014/11/26/carletons-graduate-programs-indigenous-policy-administration-accepting- applications/
Monday, September 29, 2014 More than 200 people took part in the Fourth Annual Kikinàmàgan (Student) Pow Wow on Saturday, Sept. 27 on the Cégep Heritage College campus. Carleton University, the University of Ottawa, Algonquin College, Cégep Heritage College, La Cité and the Cree School Board organized the event. http://newsroom.carleton.ca/2014/09/29/annual-kikinamagan-pow-wow-connects-students-community/ ABORIGINAL EDUCATION COUNCIL ANNUAL REPORT SEPTEMBER 2014 - AUGUST 2015 SEPTEMBER 2015 - AUGUST 2016 Indigenous Studies
The Canadian Studies and Indigenous Studies Advantage
The School of Indigenous and Canadian Studies offers a broad range of exciting and distinctive interdisciplinary courses. Courses in Canadian Studies and Indigenous Studies lead to majors and minors that will complement any undergraduate degree program.
At the graduate level, you can study in our well-established MA program in Canadian Studies or apply to the Ph.D. program that has been run jointly with Trent University since 2001.
Indigenous Studies is a growing, globally engaged field of study. Indigenous Studies engages students with aspects of Indigenous peoples’ ways of knowing and ways of living in the world that include, among other things, ecological ways of knowing, histories, identities, cultural practices and traditions, languages, diplomacies, politics, and community dynamics. Carleton University is located in the valley of the Kiji Sibi (Ottawa River) – recognized in its Aboriginal Co-ordinated Strategy as unceded Algonquin territory. Ottawa and the Ottawa Valley are home to a large and growing First Nation, Inuit, and Métis population as well as Indigenous peoples from around the globe. Over the past decade, Carleton has continued to grow its commitment to providing high quality undergraduate, graduate, and continuing education to Indigenous peoples. Carleton’s School of Indigenous and Canadian Studies has drawn upon the strength of its location to build sound relationships with the numerous urban and national Aboriginal organizations, and international organizations serving Indigenous peoples, in the Ottawa region.
Following the Mamiwininmowin (Algonquin language) concept of aditawazi nisoditadiwin, or walking in two worlds, Carleton’s Indigenous Studies program blends traditional academic instruction with Indigenous approaches to teaching. Coursework in the program covers four main thematic areas: Indigenous peoplehood studies; Indigenous ways of knowing and epistemologies; the history of Indigenous-Settler relations and colonization; and Indigenous recovery, vitalization, and reclamation and decolonization. In fourth year, students will have the option of working with elders or a community organization in a capstone project.
Combined Honours in Indigenous Studies
Launching in Fall 2017, Carleton’s Combined Honours in Indigenous Studies will expose students to core courses in pre and post-contact Indigenous Studies, Indigenous resistance, Indigenous representations, and urban Indigenous issues. Students enrolled in the program will complete either a land-based or community-based fourth-year project. The program will have four main thematic areas or suites of courses centered on Indigenous Peoplehood Studies, Indigenous ways of knowing and epistemologies, the history of Indigenous- Settler relations and colonization, and lastly, Indigenous recovery, vitalization, and reclamation and decolonization. This latter suite will include courses on Indigenous governance and contemporary issues. The four themes will come together at the fourth year in a Capstone course titled “Indigeneity and the City” which will have a specific focus on urban Indigeneity and the Ottawa area.
Minor in Indigenous Studies
Students enrolled in any degree program may elect to complete a Minor in Indigenous Studies. Introduced in 2006, this Minor consists of 4.0 credits of coursework. Through interdisciplinary courses in Indigenous Studies that employ innovative approaches to learning and research, students will become familiar with a wide range of First Nations, Inuit, and Métis communities, histories, cultures, social and political systems, and contemporary issues. The courses also offer insight into the relationship between settlers and Indigenous peoples, and Indigeneity in a global context.
Indigenous Course Registrations Fall 2014 to Summer 2017
CREDIT TERM SUBJ CRSE CATALOG_TITLE INSTRUCTOR ENR HRS 201720 INDG 1000 Introduc to Indigenous Studies Horn‐Miller, Kahente 80 1 201710 INDG 1000 Introduc to Indigenous Studies Horn‐Miller, Kahente 87 0.5 201710 INDG 2011 Contemporary Indig. Studies Pyne, Stephanie 43 0.5 201710 INDG 3010 Indigen Resurg,Rights & Resist Dickenson, Rachelle 28 0.5 201630 INDG 1000 Introduc to Indigenous Studies Horn‐Miller, Kahente 101 0.5 201630 INDG 2010 Indig Encnt Col Nat Buid Proj Hoelke, Charlotte 71 0.5 201630 INDG 3000 Indig Representa ContempCanada Ryan, Allan 19 0.5 201610 INDG 1000 Introduc to Indigenous Studies Horn‐Miller, Kahente 61 0.5 201610 INDG 2011 Contemporary Indig. Studies Brascoupe, Simon 380.5 201610 INDG 3000 Indig Representa ContempCanada Hoelke, Charlotte 17 0.5 201610 INDG 3901 Sel Topics in Indigenous Studi Ryan, Allan 17 0.5 201610 INDG 4000 Adv Res Sem Indigenous Studies Horn‐Miller, Kahente 9 0.5 201530 INDG 1000 Introduc to Indigenous Studies Horn‐Miller, Kahente 71 0.5 201530 INDG 2010 Indig Encnt Col Nat Buid Proj Adese, Jennifer 78 0.5 201530 INDG 3010 Indigen Resurg,Rights & Resist Adese, Jennifer 300.5 201510 INDG 1000 Introduc to Indigenous Studies Horn‐Miller, Kahente 37 0.5 201510 INDG 2011 Framing Contempor Indig Issues Horn‐Miller, Kahente 43 0.5 201510 INDG 3010 Indigen Resurg,Rights & Resist Adese, Jennifer 350.5 201430 INDG 1000 Introduc to Indigenous Studies Horn‐Miller, Kahente 50 0.5 201430 INDG 2010 Indig Encnt Col Nat Buid Proj Adese, Jennifer 55 0.5 201430 INDG 3000 Indig Representa ContempCanada Horn‐Miller, Kahente 27 0.5
Masters in Canadian Studies
Indigenous Studies and the North (Specialization)
Carleton University offers a coordinated approach to graduate work in Aboriginal Studies and the North as a special area of scholarship, leading to a degree of Master of Arts within the School of Indigenous and Canadian Studies. Individual scholars at Carleton have carried out research in Aboriginal and Northern issues for several years, often in collaboration with the federal government, Aboriginal organizations, or private agencies. The interdisciplinary program area in Aboriginal Studies and the North brings these scholars together with students from First Nations, Métis, and Inuit communities and from Northern Canada. Specialists from various academic disciplines in the university and also from government and other agencies will direct research and supervise theses. Among the fields which may interest students and in which advanced courses are offered at Carleton are:
First Nations, Inuit, and Métis ethnohistory and anthropology
Canadian law and the Aboriginal Peoples of Canada
Aboriginal languages of Canada
First Nations, Inuit, and Métis art
First Nations literatures
Political developments in Aboriginal and Northern regions
The Northern economy
The Ecology of arctic and subarctic regions
The Geology and geography of resource development
Environmental and social change in Canada’s North
PhD in Canadian Studies The Ph.D. Program began in 2001 and is offered jointly between the School of Indigenous and Canadian Studies at Carleton University and the Frost Centre for Canadian Studies and Indigenous Studies at Trent University in Peterborough, Ontario. This unique joint Ph.D. is the only full interdisciplinary doctoral program in Canadian Studies in Canada, combining the longstanding strengths of both institutions in this field. The program draws on the faculty from both universities and offers five fields of study: Culture, Literature, and the Arts; Environment and Heritage; Policy, Economy and Society; Identities; and Women’s Studies. The program requires a combination of course work, comprehensive examinations, and a thesis.
Key Indigenous Resources Centre for Aboriginal Culture and Education Centre for Indigenous Research, Culture, Language, and Education (CIRCLE) Aboriginal Education Council Ojigkwanong, Carleton’s Aboriginal Centre
AGENDA ITEM
7.3b BOARD REPORT APRIL 13, 2017
SEVENTY-FIVE YEARS OF MEMORIES How do you convey 75 years of memories in 75 Carleton, the team behind the project — members photographs? You start with 60,000 images, and talk of the 75th Anniversary Academic Events Planning to a lot of people. Then, after sifting through photos and Subcommittee (AEPSC) — decided on this elegant and soliciting personal stories for months, you package the intimate format. words and pictures together in a keepsake book that distills the evolution of a dynamic community into 75 “I wanted to use pictures and personal reflections to iconic images. show our progress from a small college into a vibrant and diverse university,” says Patti Harper, head of the Officially launched in the MacOdrum Library on March 29, MacOdrum Library’s Archives and Research Collections, Carleton at 75, subtitled Reflections + Photos, 1942 – 2017, who came up with this approach and collaborated is a gorgeous and engaging hardcover that fills a unique closely with Margaret Haines, the now-retired university niche in the university’s 75th anniversary celebrations. librarian.
Each two-page spread is comprised of one large image, Greg MacDonald, Carleton’s head of Creative Services, an anchor word or phrase (such as “Winter” or “Our was called upon to lead the design side of the project, Blues Brother”), and a written reflection that was either and Beth Gorham, the university’s Manager, Public contributed by someone from the Carleton community or Affairs, assisted with the editing. “I’m thrilled with the gleaned from the university’s archives. end result,” says MacDonald. “The book is an extension of the way we’ve been trying over the last few years to Rather than create an official institutional history of tell Carleton’s stories in a bigger and bolder way.”
PETER MANSBRIDGE DRAWS A CROWD
The event, part of the Faculty of Public Affairs’ annual FPA Research Month, included a question and answer session with Jennifer Ditchburn, a Carleton journalism graduate who is now the editor-in-chief of Policy Options.
Manbridge’s speech focused on the rapidly changing practice of journalism, and the need to embrace new technologies and new storytelling formats while remaining anchored in the craft’s traditional principles of facts, accuracy, credibility, contrast, depth and understanding.
“We need to stand up for our profession when it’s under attack, and back it up with solid journalistic practices and principles,” said the host of “The CBC chief correspondent Peter Mansbridge attracted National,” who’ll be leaving the CBC’s top anchor role a full house to the Richcraft Hall conference rooms on on July 1. “It’s simple advice, but it matters now more March 21 for the 18th annual Kesterton Lecture. than ever.” CARLETON CO-HOSTS SPECIAL CITIZENSHIP CEREMONY
As part of its 75th anniversary celebrations and the country’s 150th birthday, Carleton hosted an enhanced Canadian citizenship ceremony for 40 new Canadians, including 11 former and current Carleton students and two professors.
The April 4 event in Richcraft Hall was organized in partnership with Immigration, Refugees and Citizenship Canada and the Institute for Canadian Citizenship (ICC).
Prior to the swearing-in ceremony, candidates engaged in roundtable discussions about what He was joined on the podium by Carleton President Canada and becoming a Canadian citizen means to Roseann O’Reilly Runte and ICC Volunteer them. A representative from each table shared their Committee Chair Barbara Clubb. thoughts with the assembled crowd. “Canada is special because of the people who are “This is a wonderful day for Canada and it’s all here,” said Runte. “Thank you, new Canadians, for because of you,” said Presiding Official George sharing your knowledge and your customs and your Springate, a former senior citizenship judge. language with us.”
SNOLAB RESEARCHERS HOST COMMUNICATIONS TOUR
In late March, Carleton physics researchers David Sinclair, Alain Bellerive and Mark Boulay led a tour for staff from the Faculty of Science, Office of the Vice-President (Research & International), Department of University Communications and a freelance photography/videography team inside SNOLAB, a science laboratory two kilometres below ground in the Vale Creighton Mine near Sudbury, Ont.
The lab, which specializes in neutrino and dark matter physics, evolved out of the pioneering SNO experiment led by Sinclair, a distinguished research professor. SNO played a role in the breakthrough that led to Canadian Arthur B. McDonald co- winning the Nobel Prize in Physics.
SNOLAB is currently home to Boulay’s DEAP-3600 experiment, one of the most sensitive experiments in the world for the direct detection of dark matter.
Stories, photography, video and other communications products from the tour will be published in print and online over the next few months and years.
processing. The $5.5-million it will receive through a MINISTER CARR PRAISES Strategic Partnership Grant from the Natural Sciences CARLETON’S CLEANTECH RESEARCH and Engineering Research Council of Canada “is a strong vote of confidence in Professor Johnson Federal Minister of Natural Resources James Carr and in all of you who are providing real solutions for visited Carleton’s FlareNet research lab on April 6 tackling climate change,” said Carr. to highlight the Government of Canada’s support “The work you’re doing here is important. You’re for the country’s clean technology sector in its helping to address one of the key challenges of most recent budget. our times, making fossil fuel production more FlareNet, led by Carleton engineering professor environmentally responsible. That is a key to the Matthew Johnson, is focused on addressing government policy of talking about economic flare emissions from unconventional oil and gas development and environmental stewardship at the same time as part of one conversation.”