Bachelor of Arts in Ogwehoweh Languages

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OGWEHOWEH LANGUAGES: BACHELOR OF ARTS

SUBMITTED DECEMBER 20, 2013

PROGRAM REVIEW For submission to:

The Honourable Brad Duguid Minister of Training, Colleges, and Universities c/o Universities Unit 7th Floor Mowat Block 900 Bay Street Toronto, Ontario, Canada M7A 1L7

Table of Contents

SECTION ONE: INTRODUCTION...... 5

ORGANIZATION AND PROGRAM INFORMATION ...... 5 EXECUTIVE SUMMARY ...... 6 EXECUTIVE SUMMARY AND OVERVIEW ...... 7 STRATEGIC OBJECTIVES...... 9 HISTORY, MISSION AND ACADEMIC GOALS ...... 10 HISTORY ...... 10 MISSION ...... 11 UNIQUE MISSION ...... 12 SNP ACADEMIC GOALS...... 13 PROGRAM DESCRIPTION AND OVERVIEW ...... 14 PROGRAM ABSTRACT ...... 18

SECTION TWO: DEGREE-LEVEL STANDARD ...... 19

SECTION THREE: ADMISSIONS, PROMOTION, GRADUATION ...... 24

3.1 ADMISSION REQUIREMENTS ...... 24 3.2 MINIMUM ADMISSION REQUIREMENTS ...... 24 3.3 ADMISSION REQUIREMENTS, POLICIES AND PROCEDURES FOR MATURE STUDENTS ...... 24 3.4 ADVANCED STANDING ...... 25 3.5 PRIOR LEARNING ASSESSMENTS...... 26 3.6 ADMINISTRATIVE PROCEDURES ...... 27 3.7 PROMOTION AND GRADUATION REQUIREMENTS ...... 27

SECTION FOUR: PROGRAM CONTENT ...... 28

4.1 PROGRAM ADVISORY COMMITTEE ...... 28 DEVELOPMENT COMMITTEES ...... 28 4.2 LEARNING OUTCOMES...... 29 EXPOSURE TO INCREASINGLY COMPLEX THEORY ...... 29 NON-CORE COURSE OFFERINGS ...... 29 CURRENT KNOWLEDGE IN CORE AND NON-CORE OFFERINGS ...... 30 STUDENT ASSESSMENT ...... 30 WORK EXPERIENCE, INTERNSHIPS AND FIELD PLACEMENTS ...... 36 4.3 PROGRAM OVERVIEW ...... 37 PROGRAM LEARNING OUTCOMES ...... 37 PROGRAM CONTENT AND COURSE MAP ...... 38 COURSE DESCRIPTIONS ...... 39 OGWEHOWEH LANGUAGES – CORE COURSE DESCRIPTIONS ...... 39 OGWEHOWEH LANGUAGES – NON-CORE COURSE DESCRIPTIONS ...... 42 4.11 COURSE OUTLINES...... 44

DETAILED COURSE OUTLINES AND UNDERGRADUATE SCHEDULES CAN BE FOUND IN APPENDIX 1.0 ...... 44

SECTION FIVE: PROGRAM DELIVERY STANDARD ...... 45

5.1 QUALITY ASSURANCE OF DELIVERY ...... 45

5.2 INQUIRY RESULTS ON PROGRAM DEVELOPMENT ...... 46 5.3 STUDENT FEEDBACK ...... 47 5.4 DELIVERY METHODS ...... 47 5.5 NECESSARY EXPERTISE AND RESOURCES ...... 47

SECTION SIX: CAPACITY TO DELIVER ...... 49 6.1 THE PROGRAM IS APPROPRIATE TO THE INSTITUTION’S MISSIONS, GOALS AND STRENGTH ...... 49 6.2 DEVELOPMENT OF CURRICULUM ...... 49 6.3 BUDGET COMMITMENTS AND POLICIES ...... 50 6.4 LEARNING AND INFORMATION RESOURCES ...... 51 6.4.1. LIBRARY RESOURCES ...... 51 DEYOHAHÁ:GE: INDIGENOUS KNOWLEDGE CENTRE ...... 51 TEACHING MATERIALS ...... 52 AUDIO FILES ...... 57 TOTAL PHYSICAL RESPONSE ...... 59 MOHAWK RESOURCES ...... 61 WOODLAND CULTURAL CENTRE RESEARCH LIBRARY PROFILE ...... 75 6.4.2 DATABASES ...... 77 6.4.3 COMPUTER RESOURCES ...... 77 6.4.4 CLASSROOM SPACE AND EQUIPMENT ...... 78 RESOURCE RENEWAL AND UPGRADING ...... 78 6.4 ACADEMIC SUPPORT SERVICES ...... 78 6.5 FACULTY ...... 79 6.5.1 POLICIES PERTAINING TO FACULTY ...... 79 CURRICULUM VITAE RELEASE ...... 81 6.6 FACULTY PLANNING - PROJECTION ...... 82 PROFESSIONAL CREDENTIALS AND RELATED WORK EXPERIENCE ...... 83

SECTION SEVEN: CREDENTIAL RECOGNITION...... 84

7.1 ABORIGINAL INSTITUTES CONSORTIUM ...... 84 7.1.2 DEYOHAHÁ:GE: INDIGENOUS KNOWLEDGE CENTRE ...... 84 7.2 PROGRAM DESIGN ...... 84 7.3 LETTERS OF SUPPORT ...... 86

SECTION EIGHT: REGULATION AND ACCREDITATION ...... 87

N/A ...... 87

SECTION NINE: NOMENCLATURE ...... 88

SECTION TEN: PROGRAM EVALUATION STANDARD ...... 89 POLICIES AND PROCEDURES FOR PROGRAM EVALUATION ...... 89

SECTION ELEVEN: OPTIONAL MATERIAL ...... 90 ACADEMIC FREEDOM AND INTEGRITY ...... 90 ACADEMIC FREEDOM AND INTEGRITY ...... 90 ACADEMIC HONESTY ...... 91 INTELLECTUAL PROPERTY ...... 91

COMPLIANCE WITH COPYRIGHT LAW ...... 92 RESEARCH ETHICS ...... 92

APPENDIXES

APPENDIX 1.0: DETAILED COURSE OUTLINES APPENDIX 2.0: SNP POLICIES APPENDIX 3.0: LETTERS OF SUPPORT APPENDIX 4.0: FACULTY LIST APPENDIX 5.0: FACULTY CVS APPENDIX 6.0: SNP STUDENT HANDBOOK APPENDIX 7.0: SNP 2013-2014 ACADEMIC CALENDAR APPENDIX 8.0: SIX NATIONS ELECTED COUNCIL CHARTER – 2010 APPENDIX 9.0 PROGRAM ADVISORY COMMITTEE MINUTES APPENDIX 10.0 INSTRUCTOR HANDBOOK APPENDIX 11.0 GLOSSARY OF TERMS – A NOTE FOR REVIEWERS

SECTION ONE: Introduction

Organization and Program Information

Full Legal Name of Organization: Six Nations Polytechnic Operating Name of Organization: Six Nations Polytechnic Common Acronym of Organization: SNP URL for Organization Homepage: www.snpolytechnic.com

Proposed Degree Nomenclature:

Bachelor of Arts in Ogwehoweh Languages

Location (s) where program to be delivered:

Six Nations Polytechnic 2160 4th Line Road Ohsweken, ON N0A 1M0

Contact information for this submission:

Rebecca Jamieson, President/CEO, Six Nations Polytechnic 2160 4th Line Road Ohsweken, ON N0A 1M0

Site Visit Coordinator:

Rebecca Jamieson, President/CEO, Six Nations Polytechnic 2160 4th Line Road Ohsweken, ON N0A 1M0

Anticipated Start Date: September 2014

Executive Summary

Proposed Credential Nomenclature:

Bachelor of Arts in Ogwehoweh Languages

Discipline/Field of Study:

Languages

Is work experience/work placement term required for degree completion?

Anticipated Program Start Date:

September 2014

Executive Summary and Overview

Six Nations Polytechnic (SNP) is an Indigenous controlled institute located at Six Nations of the Grand River, the most populous First Nation community in Canada. It is considered an Aboriginal Institute in provincial postsecondary education policy. SNP delivers postsecondary programs, modified with Indigenous content and perspectives in a culturally nurturing environment, through articulation agreements with publicly funded universities and colleges. In 2013, SNP is pursuing degree granting status for Ogwehoweh Languages while continuing to expand strategic partnerships with colleges and universities in Ontario.

Indigenous Languages at Six Nations Polytechnic

Language courses have been offered at SNP since the inception of the institute with the first formal language program developed and approved for delivery in June of 1997. The program was titled: Languages Program, University Credits.

The program was developed as a means through which SNP could achieve its special mission ‘to develop and promote the retention of Ogweho:weh culture and languages which reflect the cultural values and traditions of the people’.

The program utilized the following benchmarks:

All Ogweho:weh Language courses be developed and delivered by speakers of our community The Thanksgiving of the Cayuga and Mohawks be the component that threads together the entire program The Language programs be the core of the Bachelor of Arts Ogweho:weh The Language program developers collaborate with the Intermediate Immersion Languages Curriculum developers That the Ogweho:weh Language Instructors at Grand River Polytechnic follow the principles outlined in this document That the Ogweho:weh Languages Program continue to exhibit and maintain university course rigour

Program author Marge Henry, points out that Year I for Mohawk and Cayuga (delivered in two parts), had been taught at SNP for several years and in the fall of 1995, Year II was prepared as a course offering for the first time. The author further notes that the courses had been reviewed, updated and revised and the outlines of the language programs included in the 1997 program would act as a guide for future University language credit courses at SNP.

The component that threads the program together, as approved by the SNP Board of Directors; is the Thanksgiving Address. The learning outcomes or aims of the program are as follows:

their needs and abilities,

Affirm cultural aspects that enhance identity and responsibility, Extend language skills needed to communicate in a variety of contexts; and Speak/teach language in the community.

Although this was the first formally approved language program of the institute, First Nation languages as post-secondary accredited courses were introduced at Six Nations in the spring of 1990. At this time, twenty-five students took courses accredited through Brock University. The 1990 course was initiated by Six Nations community member and educator Reginald Henry and Professor Merle Richards and titled ‘Introductory Cayuga/Mohawk Languages’.

Native University Program

By 1999, SNP’s language courses were offered through the Native University Program (NUP). In cooperation with a consortium of six universities, SNP facilitates a community- based first year university program – the NUP. The consortium consists of: Brock University, McMaster University, University of Guelph, University of Waterloo, University of Western Ontario and Wilfrid Laurier University. This program has a high percentage rate of students completing their post-secondary education after having started with the Native University Program. Students can achieve a maximum of five credits on a full or part-time basis.

Ogwehoweh Language Diploma Program

In 2008, to continue making steps towards the goal of SNP being able to offer an Ogwehoweh Bachelor of Arts of which language was a strong component, SNP began offering the Ogwehoweh Language Diploma program in partnership with McMaster University.

The Ogwehoweh Language Diploma seeks “to further the continued development of Ogwehoweh cultural understanding within an Ogwehoweh language context”. The Ogwehoweh Language Diploma consists of eight classes:

Term One (Fall) Mohawk 298-101 Introductory Language Mohawk 298-102 Introduction to Orthography Cayuga 298-201 Introductory Language Cayuga 298-202 Introduction to Orthography

Term Two (Winter) Mohawk 298-103 Language in Motion Mohawk 298-104 Intermediate Grammar Cayuga 298-203 Language in Motion Cayuga 298-204 Intermediate Grammar

Year 2

Term Three (Fall) Mohawk 298-105 Conversational Language Mohawk 298-107 Applied Orthography Cayuga 298-205 Conversational Language Cayuga 298-207 Applied Orthography

Term Four (Winter) Mohawk 298-106 Intensive Language Mohawk 298-108 Culture and Tradition Cayuga 298-206 Intensive Language Cayuga 298-208 Culture and Tradition

The diploma program is now in its third cohort and has graduated over 40 students.

SNP’s history in offering language courses and developing language programs provide a stable foundation for the proposed degree program, which is detailed in the following submission. Faculty, staff and students involved in the language program at SNP have contributed to the development of the proposed degree.

Strategic Objectives

In March 2013, SNP initiated a three year Strategic Business Plan that:

1. Reviewed the achievements of the institute over the last 20 years;

2. Examined the current education and research environments well as labour markets and

3. Identified a plan for SNP to fulfill its unique mission through growth and sustainability into the future by attaining Ministerial Consent to grant a baccalaureate in Ogwehoweh Languages (Mohawk and/or Cayuga), and Ministerial authorization to use the name and be known as Six Nations University.

SNP’s unique strength is Indigenous Knowledge manifested through distinguished assets including Indigenous Knowledge Guardians, Community Scholars, Indigenous scholars and Associate Professors who are all committed to working with SNP to fulfill its unique mission.

In fulfilling its mission, SNP will continue to be guided by the cultural principles of reciprocity and interdependence that lie at the foundation of SNP’s philosophy. These same principles guided historical relationships with others including treaty relationships and are foundational to the Hodinohso:ni’ world view, knowledge systems and ways of living.

History, Mission and Academic Goals

SNP is an Indigenous controlled institute located at Six Nations of the Grand River. It is considered an Aboriginal Institute in provincial postsecondary education policy. As a result, SNP operates on the periphery of Ontario’s postsecondary education system through required dependent relationships with other institutions.

History

Six Nations Polytechnic was founded by a group of Six Nations community members concerned about improving the success rate of our postsecondary students as well as creating culturally relevant programs and courses of study at the postsecondary level. In the beginning, these community members had a desire and vision of seeing a university/college in the community of Six Nations.

The first step taken was to develop a partnership with Brock University in the development of a teacher education program that would be delivered in the community for speakers of the indigenous languages. This would ensure the immersion teachers of the Cayuga and Mohawk Languages would receive the accreditation and training needed to continue to teach in the immersion schools at the elementary school level.

The next step taken was the development of an articulation agreement with five universities, to deliver a community-based first year university education program.

McMaster University took a lead role in developing the partnership agreement and on our behalf articulated with Brock University, University of Guelph, University of Waterloo and Wilfrid Laurier University to work together and offer a variety of courses for the requirements of a first year university program; this became known as the Native University Access Program. Western University has since joined the consortium.

Several years later, Six Nations Polytechnic now has articulation agreements with the above-mentioned universities and several colleges. More importantly, Six Nations Polytechnic has gained recognition and credibility for delivering quality postsecondary programs and courses that are culturally relevant and prepares students for the challenges of continuing their postsecondary education or career. With this recognition and credibility, came support from our local community for the growth and development of our institution and SNP was awarded resources from the Six Nations Band Council to build a new facility, our own fully equipped and environmentally friendly postsecondary institution created to enhance the learning environment for our students.

In total, Six Nations Polytechnic employs over 200 professional and technical workers as well as a highly effective support staff; all devoted to making Six Nations Polytechnic the best it can be with a philosophy of continual improvement.

Mission

Today, Six Nations Polytechnic continues to serve in its capacity as an Indigenous community-controlled and community based center that addresses human and resource development requirements and ongoing development of teaching and learning approaches from an indigenous perspective.

Six Nations Polytechnic offers programs and courses of study in partnership with all levels of government; commissions; industries; commerce and other education and training institutions with an emphasis on developing and promoting the retention of Hodinohso:ni/Rotinonshonni culture and languages and to reflect the cultural values of Hodinohso:ni/Rotinonshonni.

Unique Mission

Six Nations Polytechnic’s unique education mission was first articulated in the founding statement of philosophy and belief written for the institute by Harvey Longboat, a Six Nations educator and traditional leader. The statement was approved by the Board of Directors and continues as the philosophy of the institute twenty years later.

Six Nations Polytechnic accepts this responsibility and is devoted to facilitating the will and determination of our community to maintain an environmentally friendly world through education, training and research.

Six Nations Polytechnic, a native focused institution of learning, has a moral responsibility to its people to take a lead role in the preservation of our environment. Through the Hodinohso:ni’/Rotinonshonni world view of our universe we will assist in the survival of life on this planet through research, study of alternative views, and dissemination of information.

Six Nations Polytechnic will endeavour to keep up with the beat of the 21st century and at the same time offer the understanding inherent in our language and culture. In this way the people may receive an education that assists them to keep pace with both drums.

Six Nations Polytechnic will take a lead role in bridging the chasm of understanding between the two cultures of our lives and create an atmosphere for healing our differences so that we can both look with optimism into the 21st century.

Six Nations Polytechnic has the role and responsibility, as an institution of the people of Six Nations, to offer the opportunity to be educated to ensure languages and culture survives. It also has the responsibility to provide an education that enables our people to survive in both worlds.

Six Nations Polytechnic is becoming the catalyst that offers the opportunity and place for our Native scholars and elders to share their knowledge with all our people and to offer the non-Native an opportunity to study a different world view.

– Harvey Longboat Sr., Elder

SNP Academic Goals

Consistent with its history, mission and values, Six Nations Polytechnic has four strategic academic goals:

1. To attain Ministerial consent to offer degree programs specific to Hodinohso:ni’ ways of knowing (languages and Indigenous sustainability).

2. To attain Ministerial authorization to use the name and be known as Six Nations University.

3. To continue offering programming in partnership with publicly funded universities and colleges.

4. To provide programs and services to publicly funded postsecondary institutions for the purposes of program enhancement and faculty/staff development.

To achieve these academic goals, SNP is submitting the appropriate applications to the Minster of Training, Colleges and Universities and will continue the institution’s unique mission through its demonstrated commitment to teaching and learning, knowledge creation, community engagement, collaboration and partnerships.

It is with the direction and expectation of the Six Nations community that Six Nations knowledge must be maintained and transmitted by a Six Nations governed institution known as the Six Nations University. Offering specific programs for this purpose at the university level facilitates this knowledge transference with knowledge appropriately codified at the undergraduate level. Six Nations University offering specific degrees while continuing to work in partnership with other universities in Ontario will clearly complement the postsecondary landscape in Ontario with Indigenous education.

SNP will expand its partnerships with colleges and university partners by serving as a resource and research hub. SNP will develop and provide courses for transfer credit, access to the Indigenous Knowledge Centre resources as well a professional in-service for staff and faculty. In 2014, SNP will develop and deliver two Indigenous focused courses in the Bachelor of Social Work (Laurier). Discussions are ongoing with other university partners and college to develop several courses for elective transfer credit and to provide a range of services.

Program Description and Overview

To fulfill the mission and strategic academic goals of the institute, Six Nations Polytechnic proposes to offer a three-year Bachelor of Arts in Ogwehoweh Languages. The proposed program will establish a central foundation for SNP’s language revitalization efforts, bolster existing Indigenous language supports, incorporate Indigenous teaching and learning strategies and fully realize the innovative language programming that has been a long standing strength of SNP’s academic vision.

The proposed program is language based and organized in four streams; language, grammar, lifelong learning and community engagement. The variety of course offerings reflect these streams and build upon the highly successful Ogwehoweh Language Diploma program currently offered at Six Nations Polytechnic through a partnership agreement with McMaster University.

The Ogwehoweh Language Diploma program was inspired by mutual acknowledgement of the importance of Indigenous languages in both the preservation and transmission of Indigenous knowledges and culture and a desire to create and/or incorporate Indigenous language learning opportunities in postsecondary education settings.

To date, there have been a total of 42 graduates, all of whom are eligible to continue their studies within the proposed program. Anecdotal evidence suggests that students are interested in continuing their studies and obtaining a language degree.

The proposed curriculum of the degree program has been developed from an intensive research and consultation process that included individual and committee based discussion within the Grand River community with members of educational institutions, language stakeholders and students. Six Nations Polytechnic has also conducted several focus group sessions and surveys concerning the goals and aspirations of language programs and learning outcomes related to Indigenous languages and revitalization efforts.

Program Level Learning Outcomes

The curriculum design is intended to assist students in meeting the degree level expectations for a bachelor degree.

Learning outcomes of the program are designed to thoroughly develop knowledge and understanding of key concepts, approaches, histories and experiences with respect to Ogwehoweh Languages. Learning activities create opportunities for language use and to practice and hone speaking, listening and communication skills. Creativity and research are highly encouraged within the learning environment as a support to individual and group learning and in community engagement initiatives. A combination of coursework,

14 tutorials, exercises, projects, and independent and group assignments will provide students with space to demonstrate learning utilizing a variety of tools.

Details about the Program Learning Outcomes, learning activities, assessments and evidence gathered can be found in section 4.3 and 4.4.

Employment Opportunities for Graduates

Employment opportunities for graduates of the Ogwehoweh Language Degree program expand year upon year. First Nation communities have the fastest growing population in Canada, and First Nations educators and education systems both on reserve and off increasingly agree that language and cultural learning is a key success factor for Indigenous learners’ education attainment at all levels. As such, the subsequent demand for speakers with excellent instructional and training backgrounds has and will steadily increase.

Career paths for graduates of the Ogwehoweh Language Degree program include those within the education and language revitalization sectors such as Teacher, Librarian, Education Resource Developer, Curriculum Writer, Curriculum Resource Developer, Website Developer, Policy Analyst, Principal, Researcher, Transcriber, Translator and many more.

Career paths are not limited to the education field and may also include those in the academic and private sectors, locally, regionally, nationally and internationally. In addition, graduates of the program will be able to apply acquired language, critical, creative thinking and problem solving skills across a range of areas and in various employment capacities.

In 2009, the Canada Council for Learning reported that roughly two-thirds of all job openings in Canada require some form of post-secondary education. SNP will continue to ensure that students are equipped with the qualifications and tools to contend for employment in their chosen fields.

Program Strengths

Overall, the program design and course selection are reflective of the standards, breadth and rigour of baccalaureate programs. In essence, the program has been developed to align with the University Undergraduate Degree Level Expectations (UUDLEs).

Beyond the organizational strengths provided for by the degree framework, the program draws strength from ingenuity and the unique nature of its content - there are

15 no other Ogwehoweh Language degree programs in mainstream Ontario universities or colleges.

Community engagement and support is vital to language revitalization. SNP has developed positive working relationships in the community and since its inception it has been a central goal of the institution to facilitate education and learning opportunities with respect to language learning and speaking. The physical location of SNP allows for the development of positive working and/or research relationships with speakers and Indigenous Knowledge Guardians in the communities. Students will explore best practices concerning research approaches and methodology with Ogwehoweh languages. This exploration plays a key role in helping orientate students to ethical issues that exist and persist in the field, and provides students with perspectives and tools to conduct ethical research that is meaningful to both the community and the researcher. Together, these features create a unique, supportive, respectful environment in a community setting.

Program Delivery

The program will be delivered using an assortment of approaches that help advance language learning. This includes: speaking, lectures, projects, classroom exercises and assignments, independent study, tutorials, and other language teaching methods such as mingling, journaling, total physical response, audio-lingual, cognitive approach, grammar translation, direct method, etc.

In addition to activity based and experiential learning, students will acquire broader communication, prioritization and organizational skills – including time and project management in their course work and individual and group assignments and presentations. Portfolio development will provide for the application of knowledge and research, critical and creative thinking, and problem solving.

Capacity to Deliver

Six Nations Polytechnic has twenty years of experience in offering language programming and has been steadily developing the capacity to deliver the proposed program. For the last five years, Six Nations Polytechnic has offered the Ogwehoweh Language Diploma program.

In addition to experience and expertise in language programs, Six Nations Polytechnic has in place the requisite governance, administrative, and quality standards appropriate to deliver a degree program. Please refer to the Optional Materials for documentation of support.

Enrolment and Faculty Growth

Projected enrolment numbers and faculty growth estimates are based on the current language diploma program. SNP will continue to make every effort to place and recruit outstanding faculty into these areas, noting that SNP continues to operate on the fiscal and policy periphery of postsecondary institutions in Ontario, which creates a barrier to the hiring of full time faculty. As such, SNP must function by engaging contracted sessional instructors knowledgeable in their unique areas.

The proposed degree program will take in a new cohort every other year. The staggered delivery of the program is intended to have a practical impact on both enrolment numbers and faculty requirements. For example: there is only one year in which faculty will be required to teach more than one cohort. SNP has found this model has been successful for the existing diploma program.

Anticipated enrolment numbers for the first 5 years of the program

Year 1: 20 Year 2: n/a Year 3: 22 Year 4: n/a Year 5: 24

Student Enrolment Projections Students 2014/2015 2015/2016 2016/2017 2017/2018 2018/2019 First Year 20 22 24 Second 20 22 Year Third Year 20 22 Total 20 20 42 22 46 Students

With these estimates, it is anticipated that within a decade, Six Nations Polytechnic’s degree program will have graduated approximately 100 graduates.

Anticipated Faculty and Staff in the first 5 years of the program

Current Faculty Complement (full-time) – 0 Current Faculty Complement (part-time) – 5

New Faculty Hires New Faculty Hires New Staff Positions (Full-time) (Part-time) (provide # and description i.e. 1 FT Program Coordinator) Year 1 2 0 1 FT Program 2014/2015 Coordinator

Year 2 0 0 2 Student Assistants 2015/2016 Year 3 0 1 0 2016/2017 Year 4 0 0 0 2017/2018 Year 5 1 1 0 2018/2019

Total Faculty complement in year one of offering, 2 Full Time, 5 sessional Total Faculty complement in year five of offering, 3 Full Time, 7 sessional Program Abstract

Six Nations Polytechnic is proposing a three year Bachelor of Arts in Ogwehoweh Languages. This program builds on the strong foundation of language programming of the current Ogwehoweh Language Diploma Program by providing an increased depth of study, communicative competency, and linguistic and cultural knowledge of the Cayuga and Mohawk Languages.

The proposed program is organized into four streams; languages, grammar, lifelong learning and community engagement. The proposed program considers community educational and economic development needs. Graduates will have developed strong communication, research, evaluative and critical thinking skills throughout the streams of the proposed program. The program will allow students to develop and demonstrate the ability to identify problems and propose solutions in all aspects of the program, including the lifelong learning and community engagement portions of the proposed program, as individuals and as members of a group. These skills will be valuable for application in individual, local, regional and global settings and for continued education or graduate studies.

As mentioned, the career options for such skills are broad, and examples include: Teacher, Librarian, Education Resource Developer, Curriculum Writer, Curriculum Resource Developer, Website Developer, Policy Analyst, Principal, Researcher, Translator, Language Revitalization Strategist and in the community health and private sectors.

SECTION TWO: Degree-Level Standard

Degree Level Summary – Bachelor Degree

The program meets or exceeds the degree level standard and the applicant demonstrates how the program meets the standards.

SNP is highly committed to respecting the communities of people with whom the language originates. Therefore, the curriculum for the proposed program was designed from extensive discussions with local language speakers and workers as well as community stakeholders, academic partners and students. It was further informed by research and consideration of existing Indigenous language programs and revitalization efforts. Support and insight were gained by observing similar university level programs in Ontario and elsewhere. The program was designed to meet requirements of the Ministry of Training, College and Universities and the guidelines set by the Postsecondary Education Quality Assurance Board. These efforts were undertaken to ensure an education program of sufficient rigour, breadth and depth to achieve the knowledge and skills identified in the degree level standard.

Students will have many opportunities to develop their knowledge and skills through creative research and communication assignments, projects, and portfolio development. The following sections provide a brief overview of how the curriculum design supports graduates to meet or exceed the degree level expectations for a Bachelor’s Degree using the categories in the University Undergraduate Degree Level Expectations (UUDLES).

Depth and Breadth

A. Graduates of the Bachelor of Arts Ogwehoweh Languages will develop a general level of knowledge and understanding in the key concepts, methodologies, histories, current practices, theoretical approaches and assumptions of Ogwehoweh Languages. For instance, students will gain an in-depth understanding of Ogwehoweh grammatical structure: roots, affixes, stems and word order. Students will also have the opportunity to examine Ogwehoweh languages from a historical perspective, looking at how each came to acquire its present form from a common ancestor, as well as looking at extinct (e.g., Wyandot) and less closely related languages (e.g., Tuscarora, Cherokee). Over the three years, students will increasingly develop and demonstrate their abilities to gather, review, evaluate and interpret learning in these areas.

B. Students will develop a broad understanding of some of the major fields of a discipline. In the Lifelong Learning and Community Engagement courses, students will learn about planning and research efforts that support language

program development and learning strategies. For instance, students will learn about the following types of language programs/projects: Total Immersion, Partial Immersion or Bi-lingual Programs, Second Language, Community Based Programs. Master-Apprentice Program. Language reclamation models, and Documentation as revitalization and revitalization efforts. Students will also learn and discuss how academic and professional work in the fields of linguistics, anthropology, and ethnography has or can impact Ogwehoweh language programs and stabilization efforts. .

C. Students will have opportunities to gather, review, evaluate and interpret information relevant to Ogwehoweh languages. In Community Engagement courses, students will review case studies of language revitalization in Indigenous communities across the world, evaluate successes of different approaches and propose strategies that may work in a local community context. In Lifelong Learning students will have the opportunity to gather and review language learning strategies and integrate them into personal learning philosophies and plans.

D. Students will have the opportunity to develop detailed knowledge in the area of Hodinohso:ni’ history. Hodinohso:ni’ history courses are designed to introduce students to the Hodinohso:ni’ conceptualization and understanding of the universe, while developing his/her awareness of the cultural context of Hodinohso:ni’ heritage and traditions. At the end of the program, students will have developed a well-rounded understanding of ancestral knowledge (histories and experiences) and will be able to identify key historical events, agreements and law that impact relationships between Hodinohso:ni’ peoples and others.

E. Throughout the program students will have the opportunity to develop critical thinking and analytical skills, for example: through research, evaluation and comparison of language learning strategies. For instance, the Grammar courses creates opportunities for the application of critical thinking and analytical skills as students learn to conjugate active and stative verbs, manipulate verb tense, negate verb tense, identify verb aspect, identify noun incorporation, apply grammatical understandings in their own language use and demonstrate accurate use of question and particle words.

Throughout the program, students will have the ability to apply learning from one or more areas outside of the discipline, for example, utilizing visual arts techniques to support language communication and express understandings. Students will also be able to apply learning from the outside disciplines such as Astronomy, Botany and Physics to complement work they undertake in the Ethnoastronomy and Ethnobotany courses.

Conceptual and Methodological Awareness/Research and Scholarship

A. Throughout the program students will develop an understanding of methods of enquiry and creative activity. In Academic Writing, students will be introduced to essay writing and presentations as a method to document research, convey ideas, develop lines of argument and communicate positions. Students will also be introduced to a variety of writing and research methods.

B. Throughout the program, students will have the opportunity to build on these basic skills to devise and sustain arguments and organize their communications according to need and audience.

Communication Skills

As discussed, students will develop their ability to communicate and share information and arguments/analysis accurately and reliably, both orally and in writing, to specialist and non-specialist audiences using structured and coherent arguments. Through the Academic Writing course, students will develop and practice basic communication skills, both oral and written. Opportunities for students to communicate the results of their study and work exist in every course of the program.

Application of Knowledge

Students will develop skills to apply their knowledge. For example, in Community Engagement courses, students will be guided on how to meaningfully review literature to understand the elements of language program planning and development. Students will then conduct research, case studies and survey activities of existing language programs, and extrapolate information that corresponds with ideas presented in their literature review and independent research. Students will also recommend strategies for community involvement. Students will present their findings in a creative way and will also document and cite any sources used.

This is one example of degree level work that will help students meet the following criteria for application of knowledge:

A. Students will develop the ability to review, present and interpret quantitative and qualitative information to: i. Developing lines of argument; ii. Make sound judgements in accordance with major theories, concepts and methods of the subject of study; iii. And communicate arguments or research findings in creative ways.

B. Students will use a basic range of established techniques to: i. Analyze information ii. Evaluate the appropriateness of different approaches to solving problems related to their area of study iii. Propose solutions

C. Students will develop the ability to use scholarly reviews and primary sources. Students will learn to cite and attribute sources accordingly.

Professional Capacity/Autonomy

Students will develop professional capacity and autonomy in a number of ways. Throughout the program, beginning with Academic Writing, students will steadily develop confidence in their oral and written skills necessary to further study, employment or community involvement.

In addition to project and assignment opportunities to broaden and practice skills, the Lifelong Learning courses are intended to help students understand and manage their learning needs in changing circumstances beyond the program.

The Community Engagement courses provide students with the opportunity to reflect on the importance of integrity and social responsibility. In this course students are introduced to community wellness indicators and leadership constructs from Hodinohso:ni’ Culture and Traditions. Students also reflect on Servant-Leadership and Transformative Leadership theories and practices. As part of their course work, students are asked to reflect on what impacts positive behaviour and leadership can bring to the local and global community.

These are select examples of how the proposed degree will meet the following criteria:

A. Students will develop the confidence, qualities and transferable skills necessary for further study, employment, community involvement and other activities. For example: i. The exercise of personal responsibility and decision making ii. Working effectively with others

B. The ability to identify and address their own learning needs in changing circumstances and to select an appropriate program for further study.

C. Behaviour consistent with academic inquiry and social responsibility

Awareness of Limits of Knowledge

Though there is a wealth of research opportunities in Ogwehoweh language study, for the most part, after over 500 years of systemic cultural suppression, the Ogwehoweh languages are critically endangered with few first language speakers.

Throughout the nineteenth century, scholars from many disciplines conducted extensive research in Ogwehoweh communities, collecting oral history, old stories, traditional names, ceremonies and materials such as the Great Law of Peace and the operation of the Confederacy.

In many cases, field notes and research manuscripts remained in museums for over 100 years, seen by only a few people from our community. In some cases, there are variances in the manner in which scholars have interpreted or translated Indigenous knowledge and language – often from a Western perspective. Efforts to recover, translate and reinterpret such documents are underway by language speakers and Indigenous Knowledge Guardians.

This context is one example of how students will understand and appreciate the limits of knowledge and how this may influence analysis and interpretation.

SECTION THREE: Admissions, Promotion, Graduation

3.1 Admission Requirements

The admission requirements identified are appropriate to the learning outcome goals of the program and the degree level standards. Policies pertaining to the admission, promotion and graduation standards in this section were approved by the SNP Academic Program Advisory Council in 2013.

3.2 Minimum Admission Requirements

Program Admission Requirements Letter of Intent A letter of intent outlining the student’s interest in taking the program. Other (e.g. portfolio, specialized testing, A pre-admission interview is interview) required for all applicants as a part of the application process. The pre-admission interview has an oral and written component. The interview will be conducted in the Mohawk or Cayuga languages. Attendance at an information and orientation session is required for all successful applicants.

Academic Ontario Secondary School Diploma or equivalent. Students who do not meet the above requirements may be offered admission as a probationary student with conditions. Conditions: Students must finish Language I and Grammar I with a 70% average in each course.

3.3 Admission Requirements, Policies and Procedures for Mature Students

The institute’s protocol for admission of mature students is consistent with the standards of the Postsecondary Education Quality Assurance Board and with practices at other Ontario universities.

Mature students are expected to demonstrate academic abilities equivalent to those of Ontario high school graduates. For students who do not qualify for admission

24 consideration, their eligibility will be assessed as a mature student provided the following conditions are satisfied:

1. The student has not attended secondary school or college on a full-time basis for at least one year. 2. The student has never attended university.

Students applying for admission as a mature student are required to complete the pre- admission interview.

3.4 Advanced Standing

1. Graduates of the Ogwehoweh Language Diploma program

The proposed degree program builds and expands upon the objectives of the Ogwehoweh Language Diploma program. Graduates of the Ogwehoweh Language Diploma program are eligible for advanced standing. Therefore:

a) The alignment of the specialist content and other curriculum requirements of the diploma program are such that graduates of the diploma program will be eligible for advanced standing within the proposed degree program. b) Advanced credit will be awarded fairly. c) Decisions will be based upon minimum acceptable grade or achievement requirements: I. The minimum accepted grade or achievement levels for credit recognition resulting in advanced standing recognition is 60%. II. Comparability with program content of earlier studies and that of the proposed program will be documented by the student as part of the application package and reviewed by the admissions committee. III. Student procedures for requesting credit and appealing transfer of credit decisions are included in the Institute’s Organizational Review 2013 and are attached here for ease of reference. IV. Successful applications are eligible for: 53% degree level credit for a 3 year degree program 40% degree level credit for a 4 year degree program

d) A gap analysis of the program content and outcomes of the studies for which transfer credit is being rewarded will be completed as part of the academic record. e) Program learning outcomes and degree level standards will be met.

3.5 Prior Learning Assessments

As part of its special mission, the institute recognizes there is an urgent need to create post-secondary education learning opportunities for Ogwehoweh language speakers and workers.

Prior learning assessments have been developed to account for language learning that occurs in formal immersion based or master-apprentice programs with learning outcomes that share an affinity with the learning outcomes of the proposed degree program.

The institute understands that many people acquire degree-level learning and skills through various situations, including:

Work experience Community work Non-credit courses or programs Self-directed study

Applicants who can demonstrate that they have achieved the learning outcomes of a specific course may be granted credits based on an assessment of their prior learning though not in excess of 25% of the total number of credits of the program.

SNP requires the collection of evidence and demonstration of program and course level learning outcomes acquisition. Therefore, SNP will not waive comprehensive examinations, academic reports and research projects of theses where they are standard requirements for the program. The institute also requires that at least 50% of the students enrolled in the program are actively taking required elements of the program.

At this time, the PLAR system has been developed to evaluate this learning solely as it relates to the Ogwehoweh Language Degree program. The PLAR is intended for those who are resuming their education rather than those continuing directly from secondary school. The PLAR system policy and procedure for the Ogwehoweh Language Degree program are detailed in the Appendix 2.0.

a) Policies and procedures pertaining to prior learning assessments include: I. Key principles informing the prior learning assessment; II. Methodology used for portfolio assessment, and examination challenge for credit III. Policies on credit limits, appeals and confidentiality IV. Assessment documents, guidelines and brochures for potential students

b) And demonstrate that: I. credit will be awarded only for learning and not for experience II. credit will be awarded only for degree level learning; and III. the determination of the competence levels and credit awards will be made by experts in the appropriate subject matter

3.6 Administrative Procedures

The institute has developed complementary administrative procedures for admissions and student success tracking in the Ogwehoweh Language Degree program. These procedures meet the following elements:

a) Credit awards and transcript entries are monitored to avoid giving credit twice. b) Policies and procedures applied to assessment, including provision for appeal are fully disclosed and prominently available. c) All personnel involved in the assessment of learning should receive adequate training for the functions they perform, and provision should be made for their continued professional development. d) Advanced standing decisions are regularly monitored, reviewed and evaluated to ensure their ongoing validity for the degree program.

3.7 Promotion and Graduation Requirements

Promotion and graduation requirements are consistent with the learning outcome goals of the program. Ogwehoweh Language Degree program graduates must complete the required core course of the program with a minimum average of 65% and a minimum mark of 60% in any discipline related average. An overall average of 65% must be achieved to fulfill graduation requirements.

The academic policies pertaining to academic remediation, sanctions and suspensions for students apply. These policies may be accessed on the institute website at www.snpolytechnic.com or in hard copy in Appendix 2.0.

Undergraduate Academic Regulations and Procedures are also outlined in the Student Handbook, also available at the institute website.

SECTION FOUR: Program Content

4.1 Program Advisory Committee

The Six Nations Polytechnic Program Advisory Committee meets a minimum of 3 times a year. The purpose of the advisory committee is to ensure the quality and intent of the academic and program initiatives are consistent with the mission, mandate and strategic goals of SNP.

The PAC includes the following members;

Rebecca Jamieson, President/CEO, SNP Rick Hill, Deyohahá: ge: Coordinator, SNP Dawn Bomberry, Program Manager, SNP Michelle Thomas, Student Success Officer, SNP Sara General, Development Officer, SNP

The committee confirms the curriculum and evaluates its relevance to the field of practice, and endorses the program as represented in this application.

In addition to the PAC, program development discussions were held with a wide range of language speakers, workers, youth, elders, students, teachers, staff, administration and community members.

Development Committees

Indigenous Knowledge Guardians Hubert Skye Ima Johnson Lottie Keye Jim Styres Tom Deer Nora Carrier Program Advisory Committee Rebecca Jamieson President/CEO Rick Hill Deyohahá: ge Coordinator Dawn Bomberry Registrar, Program Manager Michelle Thomas Student Success Officer Linda Staats Translations Coordinator Sara General Development Officer

Ogwehoweh Language Diploma Teachers Tom Deer Joanne Longboat Ely Longboat Frank Miller Jeremy Green Informal Review and Comment Dr. Carrie Dyck

4.2 Learning Outcomes

Similar courses and programs in the field of language, literature and linguistics were examined throughout the development of the program’s learning outcomes. These programs included French, Spanish, English and other Indigenous language programs in Ontario, Canada, and the United States. In depth literature reviews were conducted of teaching and learning practices and the learning environments of relevant professional and accrediting bodies.

Exposure to increasingly complex theory

All courses provide exposure to increasingly complex theory, introducing content, steadily increasing awareness and building and broadening knowledge and understanding in and of Ogwehoweh language and grammar.

Non-core Course Offerings

The proposed program contains an array of non-core offerings that enrich the program’s learning outcomes and expand on the development of the skills and critical thinking targets outlined in the degree level expectations. Non-core offerings include such courses as research methods/professionalization, comparative Indigenous languages, short and long form composition, Ogwehoweh history, ethno-botany, ethno-astronomy, and storytelling. Through these non-core offerings, the development of critical thinking, quantitative reasoning, and communication skills both written and oral are accomplished.

These courses also provide students with deeper understandings of the ancestral knowledge, heritage and traditions as well as the learning and language experiences of Ogwehoweh peoples throughout history and in a modern context. The learning activities and assignments for these courses encourage students to not only identify

29 challenges but practice proposing solutions to language acquisition and revitalization efforts in creative ways. These exercises will create opportunities for students to develop knowledge of society, culture and the skills relevant for positive civic and community engagement.

Current Knowledge in Core and Non-core Offerings

Core Fields

The curriculum represents current knowledge in the core fields (grammar and language). Current knowledge is maintained through ongoing research concerning Ogwehoweh languages, teaching and learning strategies and ongoing review of developments and advancements in similar programs, fields of study, and resources.

Non-core/Breadth Offerings

Similarly, research and development help non-core/breadth offerings remain current. Research and development in support of the proposed program as a whole includes literature reviews, conference attendance, subscriptions to publications in the field, surveys, and peer reviews of course content and evaluations.

Student Assessment

Student assessments are designed to demonstrate the achievement of the program learning outcomes and provide students and teachers with information about their achievement levels.

The types of evidence gathered as demonstration of the program learning outcomes are outlined in the Learning Matrix below.

Learning Matrix

Program Learning Outcomes (PLOs) By the end of the University Teaching Activities and Learning Assessment and program, students Undergraduate Opportunities Evidence Gathered graduating with a Degree Level Bachelor of Arts Expectations Degree in (UUDLEs) Ogwehoweh Languages will DLE 1, 3, 4, 5, 6 The following courses provide the Students will opportunity for the corresponding demonstrate their program learning outcomes to be communicative met: competence through interviews, video Grammar I, II, III journals, quizzes, tests, Language I, II, III presentations, projects, Develop and Community I, II papers and exams. demonstrate Lifelong Learning I, II communicative Culture and Traditions I, II, III competence in a Composition: Short and Long Form Hodinohso:ni’/Roti Beginning and Advance Translation noshonni language commensurate Teaching and Learning Activities to with their needs include: and abilities Speaking, Lectures, Total Physical Response activities, Class Discussions, Guest Speakers, Co- curricular activities

DLE 1, 3, 5 The following courses provide the Students will opportunity for the corresponding demonstrate their program learning outcomes to be understanding and pride Develop an met: in the heritage and understanding of traditions of the ancestral Language I, II, III Hodinohso:ni’/Rotinosho knowledge and Community I, II nni through individual pride in the Culture and Traditions I, II, III and group presentations, heritage and Historical Hodinohso:ni Languages reflection, storytelling, traditions of the Stories and Myths visual arts, projects, and Hodinohso:ni’/Roti Hodinohso:ni’ Governance exams. noshonni Hodinohso:ni’ History I, II, III Hodinohso:ni’ Ethnobotany Hodinohso:ni’ Ethnoastronomy

Teaching and Learning Activities to include:

Speaking, Interviews, Lectures, Guest Speakers, Co-curricular activities, Painting

DLE 1, 3 The following courses provide the Students will affirm opportunity for the corresponding cultural aspects that program learning outcomes to be enhance identity and met: responsibility through a presentation, journals, Language I, II, III quizzes, a project or Culture and Traditions I, II, III paper, and an exam. Historical Hodinohso:ni Languages Affirm cultural Stories and Myths aspects that Hodinohso:ni Governance enhance identity Hodinohso:ni History I, II, III and responsibility Teaching and Learning Activities to include:

Speaking, Interviews, Lectures, Guest Speakers, Films, Co- curricular activities, Group discussions

DLE 1, 3, 6 The following courses provide the Students will opportunity for the corresponding demonstrate extended program learning outcomes to be language skills needed to met: communicate in a variety of contexts by developing Grammar I, II, III short videos for multiple Language I, II, III purposes and audiences Extend language Composition: Short and Long Form and also through quizzes, skills needed to Beginning and Advance Translation presentations, and communicate in a Academic Writing exams. variety of contexts Teaching and Learning Activities to include: Speaking, Interviews, Lectures, Guest Speakers, Co-curricular activities Group discussions, mingling.

Identify, develop DLE 1, 2, 3, 4 The following courses provide the Students will

32 and recommend opportunity for the corresponding demonstrate extended strategies to program learning outcomes to be language skills needed to speak/teach met: communicate in a variety language in the of contexts by community Community I, II participating in co- Lifelong Learning I, II curriculars, by developing short videos and Teaching and Learning Activities to information graphics to include: educate about a revitalization strategy, Speaking, Readings, Case studies, and also through Interviews, Lectures, Guest presentations, a research Speakers, Co-curricular activities, paper and exam. Group discussions. DLE 1, 3, 4 The following courses provide the Students will develop and opportunity for the corresponding practice critical thinking program learning outcomes to be skills through completing met: readings, literature reviews, reflections, Language I, II, III presentations, group Grammar I, II, III discussion, and a paper. Historical Hodinohso:ni’ Languages Develop and Hodinohso:ni’ History I, II, III practice critical thinking skills

Teaching and Learning Activities to include:

Speaking, Interdisciplinary readings, Lectures, Guest Speakers, Group discussions, Jigsaw readings method, DLE 1 The following courses provide the Students will opportunity for the corresponding demonstrate their program learning outcomes to be understanding of Develop an met: ancestral knowledge understanding of through reflections, ancestral Language I, II, III journals, presentations, knowledge Grammar I, II, III capstone projects, (histories and Culture and Tradition I, II and III storytelling and a paper. experiences), tools, Hodinohso:ni’ Governance strategies, and Hodinohso:ni’ History I, II, III methodologies Ethnobotany (ecological, Ethnoastonomy individual, family, clan, nation) Teaching and Learning Activities to include:

Speaking, Readings, Case studies, Interviews, Lectures, Guest Speakers, Co-curricular activities, Group discussions. DLE 3 The following courses provide the Students will opportunity for the corresponding demonstrate their program learning outcomes to be understanding of met: ancestral knowledge through class Develop the ability Language I, II, III participation, reflections, to communicate Culture and Tradition I, II, III journals, presentations, with good words Composition: Short and Long Form storytelling and a paper and encourage Storytelling others to communicate well Teaching and Learning Activities to include:

Speaking, Readings, Lectures, Group discussions, Co-curricular activities DLE 3, 4, 5 The following courses provide the Students will develop opportunity for the corresponding their voice and personal program learning outcomes to be point of view while met: accepting and appreciating other the Language I, II, III worldviews and ideas; Community I, II, III and inspire others to do Develop one's own Culture and Traditions I, II, III the same through class voice and personal Historical Hodinohso:ni Languages participation, reflections, point of view, while Stories and Myths journaling, presentations, accepting and Hodinohso:ni’ Governance capstone projects and a appreciating other Hodinohso:ni’ History I, II, III paper worldviews and Lifelong Learning I, II ideas; and inspire Community I, II others to do the same Teaching and Learning Activities to include:

Speaking, Readings, Case studies, Interviews, Lectures, Guest Speakers, Hands on learning opportunities, Group discussion Plan and organize DLE 3 The following courses provide the Students will communications opportunity for the corresponding demonstrate how to plan according to the program learning outcomes to be and organize purpose and met: communications audiences according to purpose and

Academic Writing audiences through TPR Language I, II, III style tests, essays, Composition: Short and Long Form papers, videos, capstone Composition projects and information Community I, II graphics.

Teaching and Learning Activities to include:

Speaking, Writing, Communication exercises, Group Discussion DLE 1, 5 The following courses provide the Students will opportunity for the corresponding demonstrate their efforts program learning outcomes to be to: identify, address and met: manage their own learning needs in a Identify, address, Lifelong Learning I, II variety of circumstances and manage their Language I, II, III by creating learning own learning needs plans, journaling and in a variety of Teaching and Learning Activities to completing a paper or circumstances include: capstone project. Speaking, Writing, Communication exercises, Group Discussion, Development of learning plans and philosophy, research and reflection Propose ethical, DLE 1, 2, 3, 4, The following courses provide the Students will socially responsible 5, 6 opportunity for the corresponding demonstrate this learning ways for program learning outcomes to be outcome by completing indigenous met: literature reviews, languages to: presenting on case - sustain and Community I, II studies, creating short preserve Lifelong Learning I, II videos, participating in indigenous Hodinohso:ni’ Governance co-curriculars, and knowledge and Hodinohso:ni’ History I, II, III completing a paper or ways of being capstone project - create and enable Teaching and Learning Activities to outlining their ideas. forward-thinking include: communities - rebuild Literature reviews, Case studies, relationships Lectures, Presentations, Guest - build individual, Speakers, Group Discussion group, and nation capacity DLE 1, 5 The following courses provide the Students will Understand theory opportunity for the corresponding demonstrate their and contribute to program learning outcomes to be understanding of the the development of met: theory and philosophy of the good mind the good mind through

Hodinohso:ni’ Governance literature reviews and Hodinohso:ni’ History I, II, III portfolio development. Lifelong Learning I, II Stories and Myths Culture and Traditions I, II, III

Teaching and Learning Activities to include:

Speaking, Readings, Case studies, Interviews, Lectures, Guest Speaker, Hands on learning opportunities, Group discussion DLE 1, 3, 5 The following courses provide the Students will opportunity for the corresponding demonstrate this learning program learning outcomes to be outcome by completing met: literature reviews, creating short videos, Understand the Stories and Myths participating in co- interdependence of Culture and Traditions I, II, III curriculars, presentation, all living things, Hodinohso:ni’ Governance performances, relationships and Hodinohso:ni’ History I, II, III storytelling and creation, and Ethnobotany completing a paper or appreciate the Ethnoastronomy capstone project. need to find and maintain peace Teaching and Learning Activities to within the web of include: life

Speaking, Reading, Lectures, Guest Speakers, Group discussion, Co- curricular activities

Work Experience, Internships and Field Placements

Though it is not a part of this application - discussion during the development of this submission revealed a strong interest in incorporating work experiences, internships or field placements into the program in the future. Such experiences were believed to be an avenue for the application of knowledge and understanding and an excellent learner strategy. This aspect of the program will continue to be conceptualized with the program advisory committee.

4.8 Program Development Meeting Minutes

Copies of relevant minutes, discussions and submissions concerning the development of the Ogwehoweh Languages Degree program are included in Appendix 8.0, including the minutes from the meeting where the program proposal support was given.

4.3 Program Overview

Program Learning Outcomes

Graduates of the Program will have reliably demonstrated the following:

1. Develop and demonstrate communicative competence in a Hodinohso:ni’/Rotinoshonni language commensurate with their needs and abilities 2. Develop an understanding of ancestral knowledge and pride in the heritage and traditions of the Hodinohso:ni’/Rotinoshonni 3. Affirm cultural aspects that enhance identity and responsibility 4. Extend language skills needed to communicate in a variety of contexts 5. Identify, develop and recommend strategies to speak/teach language in community 6. Develop and practice critical thinking skills 7. Develop an understanding of ancestral knowledge (histories and experiences), tools, strategies, and methodologies (ecological, individual, family, clan, nation) 8. Develop the ability to communicate with good words and encourage others to communicate well 9. Develop one's own voice and personal point of view, while accepting and appreciating other worldviews and ideas; and inspire others to do the same 10. Plan and organize communications according to the purpose and audiences 11. Identify, address, and manage their own learning needs in a variety of circumstances 12. Propose ethical, socially responsible ways for indigenous languages to: sustain and preserve indigenous knowledge and ways of being create and enable forward-thinking communities rebuild relationships build individual, group, and nation capacity 13. Understand theory and contribute to the development of the good mind 14. Understand the interdependence of all living things, relationships and creation, and appreciate the need to find and maintain peace within the web of life

Program Content and Course Map This program course map provides a snapshot of the core and elective courses in the proposed degree program.

Program Map - Course Requirements

30 Units of Level I 36 Units of Core Course Requirements 24 Units of Electives Grammar Grammar I LI 6 units Grammar II LII (Core) 6 units Grammar III LIII (Core) 6 units Language Language I LI 6 units Language II LII (Core) 6 units Language III LIII (Core) 6 units Community Community I LI (Core) 3 units Community II LII (Core) 3 units Lifelong Learning Lifelong Learning I LI 3 units Lifelong Learning II LII (Core) 3 units Culture and Tradition Culture and Tradition I LI 3 units Culture and Tradition II LII (Core) 3 units Culture and Tradition III LIII 3 units Supplementary Courses Composition: Short and Long LII 3 units Form Beginner Translation LII 3 units Advanced Translation LIII 3 units Historical Hodinohso:ni’ LII 3 units Languages Stories and Myths LII 3 units Governance LII 3 units Hodinohso:ni’ History I LI 3 units Hodinohso:ni’ History II LII (Core) 3 units Hodinohso:ni’ History III LIII 3 units Ethnobotany LIII 3 units Ethnoastronomy LIII 3 units Academic Writing LI 6 units Level 1 (GI, LI, CI, LL1, HHI, AW I, CTI) 30 units Grammar (GII and GIII – Core) 12 units Language (LII and L III – Core) 12 units Community (C II – Core) 3 units Lifelong Learning (LLII – Core) 3 units Culture and Tradition (C&T II – Core) 3 units Hodinohso:ni’ History (HH II – Core) 3 units Electives 24 units Total 90 units

Course Descriptions

Ogwehoweh Languages – Core Course Descriptions Year 1 - Term I Ogwehoweh Languages – Grammar I This course will give students a basic understanding of the grammatical structure of Iroquoian; roots, prefixes, suffixes, and word order. It will also cover orthography. Speaking activities will be utilized to reinforce concepts, promote retention and production.

Work to be conducted in in the chosen program language (Mohawk/Cayuga).

Three hours; two terms

Ogwehoweh Languages – Language I A beginning immersion experience in Hodinohso:ni’/Rotinonshonni , focusing on the spoken use of the language. Emphasis is placed on conversational exchange and presentations are a required element of this course. This course requires a high level of commitment and patience.

Work to be conducted in in the chosen program language (Mohawk/Cayuga).

Three hours; two terms Ogwehoweh Languages – Academic Writing In this course, students will be introduced to the importance of English essay writing to document research, convey ideas, develop lines of argument and communicate positions.

This course teaches the construction of the expository essay, with attention to the structure of good paragraphs, to techniques of putting the essay together and the nature of language. Ten to twelve short writing assignments are required.

Course will be conducted in English as well as the chosen program language (Mohawk/Cayuga).

Three hours: two term

Ogwehoweh Languages – Community I This course focusses on the importance of community in language revitalization efforts. Students will gain an overview of current language programs, initiatives, and revitalization strategies in various Hodinohso:ni’/Rotinonshonni communities and review literature. Participation in community-based revitalization efforts is a component of the course.

Three hours; one term

Ogwehoweh Languages – Lifelong Learning I

In this course, students will be introduced to the concept of language as a lifelong learning process to foster personal growth as well as growth in others. As a part of this course, students will review literature on the history of Hodinohso:ni’ languages, Indigenous language revitalization and create a personal learning plan which will include, among other things, a personal philosophy of learning.

Three hours, one term

Ogwehoweh Languages – Hodinohso:ni’ History I: Cosmology An in-depth examination of the Hodinohso:ni’ conceptualization and understanding of the universe, from creation to the present day. Discussion revolves around the Creation Story, Thanksgiving Address and other topics as decided by the instructor. Materials are pulled from oral history, literature and historical documents.

Course will be conducted English as well as in the chosen program language (Mohawk/Cayuga).

Three hours; one term Year 1 – Term 2 Ogwehoweh Languages – Culture and Tradition I An introduction and broad overview of existing cultural values, philosophies and practices in Hodinohso:ni’/Rotinonshonni communities. Topics may include beliefs and practices pertaining to life, death, the afterlife, sexuality, food, family, kinship, lineage, history, governance, timekeeping and the natural world.

Three hours, one term

Three hours; one term

Year 2 – Term 1 Ogwehoweh Languages – Grammar II This course reviews and expands students understanding of the grammatical structure of Iroquoian; roots, prefixes, suffixes, and word order. Speaking activities will be utilized to reinforce concepts, promote retention and production. Greater emphasis is placed on precision of grammar in speaking.

Work to be conducted in in the chosen program language (Mohawk/Cayuga).

Three hours; two terms

Ogwehoweh Languages – Language II

An intermediate immersion experience in Hodinohso:ni’/Rotinonshonni , focusing on the spoken use of the language. Emphasis is placed on conversational exchange and presentations are a required element of this course. This course requires a high level of commitment and patience.

Work to be conducted in in the chosen program language (Mohawk/Cayuga).

Three hours; two terms

Ogwehoweh Languages – Community II This course focusses on the importance of community in language revitalization efforts with a further review of the literature. Students will conduct research, case studies and survey activities to ascertain the existing state of community language revitalization, statistics of the speaking population and the success of various efforts.

Three hours; one term

Ogwehoweh Languages – Hodinohso:ni’ History II - Contact to 1800 This course considers the changes in Hodinohso:ni’ society resulting from contact, through to the major cultural and religious upheavals leading up to circa 1800. Content is pulled from historical documentation and oral history. Course will be conducted in English as well as the chosen program language (Mohawk/Cayuga).

Course will be conducted in the chosen program language (Mohawk/Cayuga).

Three hours: one term

Year 2, Term 2 Ogwehoweh Languages – Lifelong Learning II In this course, students will continue to develop their personal learning plans and philosophies. As part of this course students will review literature and case studies on second language acquisition. Students will also explore how learning needs evolve over time, and the importance of critical reflection. Students will begin to explore their strategies and philosophies for teaching and sharing language.

Course will be conducted English as well as in the chosen program language (Mohawk/Cayuga).

Three hours; one term

Ogwehoweh Languages – Culture and Tradition II A further overview of existing cultural values, philosophies and practices in Hodinohso:ni’/Rotinonshonni communities. Topics may include beliefs and practices pertaining to life, death, the afterlife, sexuality, food, family, kinship, lineage, history, governance, timekeeping and the natural world.

Course will be conducted English as well as in the chosen program language (Mohawk/Cayuga).

Three hours; one term

Year 3, Term 1 Ogwehoweh Languages – Grammar III This course is an intensive review and further expansion of the grammatical structure of Iroquoian; roots, prefixes, suffixes, and word order. Speaking activities will be utilized to reinforce concepts, promote retention and production. Emphasis is placed on using grammatical pieces to create new meaning.

Work to be conducted in in the chosen program language (Mohawk/Cayuga).

Three hours; two terms

Ogwehoweh Languages – Language III Continuing intermediate immersion experience in Hodinohso:ni’/Rotinonshonni , focusing on the spoken use of the language. Emphasis is placed on extended conversational exchanges and the emergence of creative and complex language use. Presentations are a required element of this course. This course requires a high level of commitment and patience.

Work to be conducted in in the chosen program language (Mohawk/Cayuga).

Three hours; two terms

Ogwehoweh Languages – Non-Core Course Descriptions Year 2 - Term I Ogwehoweh Languages – Composition: Short and Long Form This course allows learners to ease into composing short-form writing pieces entirely in the language of their program (Mohawk/Cayuga). Formats to include; storybooks, short stories, poems, plays, anecdotes and other types as determined by the instructor.

Course will be conducted in the chosen program language (Mohawk/Cayuga).

Three hours; one term

Ogwehoweh Languages – Stories and Myths This course utilizes oral history and texts to examine the themes, narratives and characters as a way to foster and develop understanding of Ogwehoweh concepts, motivations, and worldview. Topics may include the Creation Story, origin stories of supernatural beings and culture heroes, and oral history.

Course will be conducted in the chosen program language (Mohawk/Cayuga).

Three hours; one term

Year 2 – Term 2 Ogwehoweh Languages – Beginner Translation: Theory and Practice This course will introduce students to the theory of translation. Students will focus on expressing simple ideas in English and Mohawk/Cayuga and examine the best ways to do so in each.

Course will be conducted in the chosen program language (Mohawk/Cayuga).

Three hours – one term

Ogwehoweh Languages – Governance This course examines the emergence of Hodinohso:ni/Rotinonshonni governance theory from a variety of perspectives with an emphasis on language: names, terms, descriptions of responsibilities, and activities.

Course will be conducted English as well as in the chosen program language (Mohawk/Cayuga).

Three hours; one term

Year 3 – Term 1 Ogwehoweh Languages – Advanced Translations In this course students will undertake more in-depth translation, including; technical documents, such as instructions, novels, poems, and magazine and newspaper articles, while further discussing the theory and technique of good translation. Longer-form oral texts will serve as the basis for Ogwehoweh-English translations.

Three hours, one term

Ogwehoweh Languages – Historical Hodinohso:ni’ Languages This course will examine the differences and similarities between the various modern Hodinohso:ni’/Rotinonshonni languages from a variety of perspectives with the aim of broadening learners’ knowledge of each. Course will be conducted in English as well as the chosen program language (Mohawk/Cayuga).

Work to be conducted in in the chosen program language (Mohawk/Cayuga).

Three hours; one term Ogwehoweh Languages – Culture and Tradition III

A further overview of existing cultural values, philosophies and practices in Hodinohso:ni’/Rotinonshonni communities. Topics may include beliefs and practices pertaining to life, death, the afterlife, sexuality, food, family, kinship, lineage, history, governance, timekeeping and the natural world.

Work to be conducted in in the chosen program language (Mohawk/Cayuga).

Three hours; one term

Ogwehoweh Languages – Ethnoastronomy This course examines traditional and modern Hodinohso:ni’ understandings of the heavens. Topics of discussion to include: stars, constellations, cartography, navigation, and other astronomical bodies as decided by the instructor.

Work to be conducted in in the chosen program language (Mohawk/Cayuga).

Three hours; one term Year 3 – Term 2 Ogwehoweh Languages – Ethnobotany This course introduces traditional and modern Hodinohso:ni understandings of medicinal botany.

Course will be conducted English as well as in the chosen program language (Mohawk/Cayuga).

Three hours; one term

Ogwehoweh Languages – Modern Hodinohso:ni’ History (1800 to Today) This course examines Hodinohso:ni society during the period after 1800. Content is pulled from historical documentation and oral history.

Course will be conducted English as well as in the chosen program language (Mohawk/Cayuga).

Three hours; one term

4.11 Course Outlines

Detailed course outlines and undergraduate schedules can be found in Appendix 1.0

SECTION FIVE: Program Delivery Standard

5.1 Quality Assurance of Delivery

SNP is committed to creating and fostering an environment where quality teaching and learning can thrive. SNP’s history of building academic capacity and resilience is maintained through consultation with stakeholders. Central to this consultative process is direct evaluation by students, instructors, and academic staff of academic programs. Additionally inter-institutional partnerships built through working groups and committees monitor existing programs and establish new academic programs at SNP. SNP Board policy requires that SNP provides communications and reports that describe methods to achieve goals and ends that comply with policies established by the Board.

Recalling that SNP is an indigenous-controlled, community-based institute which delivers and will continue to deliver programs through partnerships with other accredited colleges and universities - this is the first degree that SNP has applied to offer as a stand-alone enterprise. Generally, new program offerings of the institute are confirmed through partnership meetings with associated colleges and universities. The Ogwehoweh Language Diploma program, delivered at SNP through a partnership with McMaster University is one of many examples. While the proposed degree program is a long standing goal of the institute this most recent development effort stems from a desire and recommendation to enhance and expand the scope of the Ogwehoweh Language Diploma program.

Subsequently, the proposed program was developed with a broad spectrum of participants including instructors, learners, Indigenous Knowledge Guardians, administrative staff, youth, elders, researchers and other associates. These discussions, coupled with our positive experiences working with other universities’ academic program advisory committees and structures has informed the development of our own.

Development Process – Broad Steps

4. This letter of intent is presented to the President/CEO of the institute by the Development Office. If the response is positive, a committee for the development of a proposal brief is established. Committees or research to address specific matters and issues arising from the development process are established/assigned as required through the Development Office. 5. At this time, a communication welcoming comments from the Six Nations Elected Council is prepared. 6. If none exists, an External Academic Advisory Committee is established comprising experts and faculty from other universities or industry for external review. 7. Once the external review is completed, the program is presented to the Program Advisory Committee for an internal response. 8. The proposal brief is presented to the Board Executive. 9. The proposal brief is then presented to the Board of Directors by the President/CEO for final institutional approval. 10. Having received board approval, the proposed program is submitted for Ministerial Consent for degree-granting status.

5.2 Inquiry results on program development

Research and inquiry informs curriculum design and delivery, pedagogy and education processes on an ongoing basis. SNP holds regular focus group meetings with instructors of its various programs.

Focus groups may include dialogue in the following areas:

Program Learning Outcomes and Degree Level Expectations Sharing and Mentorship with Indigenous Knowledge Guardians The Student Experience and Community Engagement Curriculum Development and Maintenance Planning Alignments: Course Content, Modes of Delivery and Learning Assessments and Evaluation Methods Resource Development Equipment and Technical Supports Communications and Promotions

An instructor handbook and orientation session is given to all SNP instructors as part of the general operations. SNP continues to develop supplemental information for instructors or educational assistants involved in language programming. These resources are contained on an internal server for instructor use.

5.3 Student Feedback

Assessment of Delivery Methods

Input and feedback played an important role in the development of the proposed degree and assessment of impactful delivery methods is highly valued by the SNP.

SNP regularly seeks student feedback and input on the delivery of courses and programs and the quality of administrative, resource, and other supports required for successful learning experiences regardless of the area of study.

Student feedback is reviewed both in focus group meetings and as part of the overall program advisory agenda. SNP’s Student Feedback policy can be found in Appendix XXXX.

5.4 Delivery Methods

To best support the learning outcomes of the proposed program, a creative suite of delivery methods will be used. Though the delivery methods will occur in the traditional classroom setting that fosters teacher and student interactions the range of the delivery methods will utilize and incorporate new technologies and information platforms in support of student achievement.

5.5 Necessary expertise and resources

SNP’s relationship with the language community includes all levels of Indigenous language education. As a supporter of the Kawenniyo-Gaweniyo Private School (KGPS) where Cayuga and Mohawk languages are taught K to 12, SNP programs and elders provide language resources and supports. The long-term involvement of SNP in the visioning, delivery, and administration of university language courses includes Indigenous Studies; the Ogwehoweh Language Diploma (McMaster); the Native University Program (NUP) in partnership with McMaster University, Brock University, Sir Wilfrid Laurier University, Guelph University, University of Waterloo, and the University of Western Ontario and teacher education with an emphasis on language education in partnerships with Queen’s University and Brock University.

This lengthy history and involvement in researching and developing language programming and establishing relationships with the language community, a network of speakers, teachers, worker, learners, researchers, scholars and archivists. Through these activities, SNP has developed a strong cache of expertise and resources in support of the proposed program delivery method. Building on this foundation, SNP has also initiated rigorous inquiry and capacity building exercises to ensure the kinds of

47 resources, expertise and training required to support the proposed delivery methods to achieve learning outcomes are available.

SNP has evaluated student and instructor feedback of courses with similar learning goals and worked with instructors of the Ogwehoweh Language Diploma program and research teams to pose questions about effective delivery methods. As a part of its commitment to research, teaching and learning excellence, the institute co-hosted a language conference that explored best practices in teaching and learning methods, scholarly research and student needs with respect to Ogwehoweh languages.

The inventory of resources and supports, as well as the recommendations of this committee informed the capacity to deliver standards explored in the next section.

5.7 On-line delivery

There are no immediate plans to deliver courses online.

SECTION SIX: Capacity to Deliver

As documented by the Organization Review submission, SNP has the legal characteristics, governance structure and administrative capacity necessary to organize and manage a competent institution of higher learning and the capacity to deliver the quality of education necessary for students to attain the stated and necessary learning outcomes.

6.1 The program is appropriate to the institution’s missions, goals and strength

The proposed program of a B.A. in Ogwehoweh Languages, directly meets the institute’s missions and goals.

Mission

Six Nations Polytechnic continues to serve in its capacity as an Indigenous community- controlled and community based center that addresses human and resource development requirements and ongoing development of teaching and learning approaches from an indigenous perspective.

Unique Mission

The institute also holds a special mission to ensure that all service components reflect the cultural values and traditions of our peoples. At the same time, the focus toward culture and language must address the issues and concerns of all Indigenous peoples.

6.2 Development of Curriculum

The development of the program has grown organically from the original language program initiatives at SNP and is inspired by research as well as other language program efforts within the Six Nations of the Grand River community.

As mentioned in the introduction, language revitalization has been a priority from the inception of the institute. The first language classes were developed at Six Nations Polytechnic in 1993 and the first language program was developed in 1997. What

49 remains unique about language programming at Six Nations is the agreement that the speakers - the truly qualified experts in Ogwehoweh languages, direct rather than assist the development of programming. This is and will continue to be the unique strength of the program – language programs developed by the speakers but with academic support.

SNP recognizes that this kind of equal balance of knowledge and skill from vastly different expertise represents a shift in commonly held views about the nature of knowledge acquisition and recognition. SNP also recognize that these views are changing and evolving - many colleges and universities throughout the province now value the importance of Indigenous and traditional knowledge in both their institutional and program frameworks. And although there is growing interest in Indigenous knowledge and languages, there is limited access to ‘authentic’ resources to support this area of growth in academe. SNP is unique in its capacity to bring together authentic knowledge with a critical mass of academics with interdisciplinary research and program interests.

Indigenous Knowledge Guardians

The Indigenous Knowledge Guardians are one example of SNP’s effort to formalize and advance this approach. On 15 December 2008, SNP held a ceremony to confer the title of Professor of Indigenous Knowledge on five wise and accomplished persons who had contributed to preserving, promoting and imparting the centuries-long knowledge developed and nurtured in our community. SNP now works with 12 Indigenous Knowledge Guardians.

This background is meant to demonstrate how participation in the curriculum development occurred with participation of qualified academic staff and students but also to highlight the developments within the Indigenous knowledge and language learning community that illustrate what is understood to be qualified academic staff by the institute and indeed, our partner academic institutes. Indigenous knowledge and the education paradigms that flow from it are insightful and instructive as learning models – everyone is a student, everyone is a teacher and all contributions are valued. Achieving benchmarks in language revitalization efforts that are meaningful to Indigenous communities and our non-Indigenous partners is becoming a more peaceable exercise.

6.3 Budget Commitments and Policies

SNP continues to make a commitment in its budget and policies to provide and maintain the necessary learning, physical, technological, human and other resources for this unique discipline and to supplement them or seek out new resources as necessary.

Recall that at present, Six Nations Polytechnic is considered an Aboriginal Institute in provincial post-secondary policy. As a result, the institute has operated on the periphery of Ontario’s post-secondary system through required dependent relationships with other institutions. While these arrangements have provided the initial yet limited means for the institute to serve post-secondary education needs of Indigenous peoples, these same arrangements continue to hinder Six Nations Polytechnic’s capacity to make efficacious contributions to Indigenous education and to the public at large.

Nonetheless, the SPP’s strategic directives in support of institutional development and advancement and excellence in teaching and learning are steadily shaping the necessary learning conditions for quality programming through a series of strategic partnerships, research grants and endowments.

6.3.1 Legal Characteristics and Governance Framework

Six Nations Polytechnic has submitted an organizational review outlining its legal characteristics and governance framework in a separate submission. This includes:

Governance and Administrative Structure Responsibility of Governance Bodies Reporting Structures Coordinating Business and Academic Plan to Support Program Quality Administrative Staff

6.4 Learning and Information Resources

6.4.1. Library Resources

Deyohahá:ge: Indigenous Knowledge Centre

The Deyohahá:ge: Indigenous Knowledge Centre (IKC) is the central physical library located at the institute. The resources in the Centre include language learning resources from the institute, the Six Nations community as well as other Ogwehoweh communities across Canada and the United States.

The library of the IKC contains information across a broad range of topical areas, which include:

Anthropology, Art, Archaeology, Culture, Ecological Knowledge, Education, Governance, Health-Traditional, Health-Modern/Western, History, Language, Leadership, Science, Stereotypes, Treaties, and Wampum.

Digitization of Language and Indigenous Knowledge Resources

In early 2013, the centre initiated a project that will protect digitized language and indigenous knowledge resources that form part of the centre’s library. Project activities to date have included the purchase of additional archival equipment necessary to meet electronic storage and backup needs, and to expand the current capacity of language translation that is occurring.

Also in 2013, the Ontario Trillium Foundation allocated $450,000 to SNP in support of a collaborative archival development project (in partnership with the Woodland Cultural Centre) over two years (concluding summer 2015). Both of these projects will expand student access to language resources.

In October 2013, an archival team began the preliminary work for archiving the IKC collection. Since this time, a needs assessment for the initial foundation-building phase of the project was completed. A trial accessioning process and numbering system for object identification has been developed. The server that will house the archive has been installed. The software program (Past Perfect) was purchased and installed on the server as well as 2 PC’s in the IKC.

It is anticipated that in early 2014, the library archival project will be in place to support student access to language resources. Until such time as a searchable database in place, students and instructors are able to access the following resources at the IKC to support indigenous language studies at SNP.

Teaching Materials

Language Indigenous Language Revitalization Kawenni:io Elementary: Cayuga and Mohawk Themes 2011-2012 Native Language Program Secondary Mohawk/ Cayuga/ Ojibwe – Woodland Cultural Centre and Haldimand Board of Education Ogwehoweh Language Diploma Program Planning Six Nations Polytechnic (Mohawk and Cayuga). Onoro:kon – Children’s Program Seneca Immersion Summer Camp Itinerary Cayuga Language Pop Quizzes and Midterm/Final exams Far more than one thousand verbs of Gayogohono (Cayuga): A handbook of Cayuga Morthology Wadewayesdanih: A Cayuga Teaching Grammar

Cayuga Teaching Grammar Introduction to Verb Paradigms, Sheh nidwaweno’de’ Ne’ Ogweho:weh Most Commonly Used Phrases in Cayuga Cayuga Lexicon Intro to Cayuga language course syllable Intro to Cayuga exam EXST 1P03 Gaiwiio 1933 Basketing and Music words in the Seneca language Definitions in Seneca 1842 Enti-so:d soe-ka: Gahgwa: Our Grandmother by R. Jones Gano:nyok Gasa: de:hnyo Glossary of Seneca Terms Gweug gweh onoga “The Territory of the Cayugas” Jitowenaoh by Phyllis E. Wms. Bardeau 2004 Language (Seneca) – Corn Cultivation terminology Marking a Seneca corn husk doll Onondowaga Language 2002 Revitalizing the Seneca Language Program Seneca Fish Names Seneca Language Menu Seneca Language – Vocabulary Reference by Seneca Language Research Grant Program 2004 Seneca Language words x2 Seneca names for corn varieties – Alex Sinder Seneca shorts by Phyllis E. Wms. Bardeau Seneca Thanksgiving Rituals by Wallace L. Chafe Seneca words from Lewis Henry Morgan, 1845 W. Chafe – Seneca Language Seneca Names – Arthur C. Parker (Beings) Seneca Words Seneca Values Storyteller names by Arthur C. Parker “The boy who could not understand” 1906 “What color is it?” Wild plants – Seneca References on Seneca and other Northern Iroquoian languages Seneca language classroom observation rubric Seneca language expressions list – March 2005 Seneca language preschool language curriculum Suggested matrix for culturally based performance standards for Seneca Nations of Indians Preschool curriculum – 2002 Ten Teaching Units – Drafts of ideas for Seneca education – Feb 2005

Key aspects of Onondaga Language and Culture of Early childhood education – Dec. 2002 Onondaga Language – Grand River territory 1989 Onondaga Language phonetics by Jake Thomas 1990 Onondaga names for corn varieties by Chief Gibson Onondaga picture book by Jake Thomas 1990 “T” words from Onondaga Thanksgiving Address in Onondaga Thanksgiving Address short version by Jake Thomas 1987 Tree/plant words list Varieties of Beans in Onondaga Varieties of Squash (Onondaga) Words and phrases by Jake Thomas 1987 The Oneida Speak Teacher Utilization Guide by Dr. Carol Cornelius 2006 Canoe Song Everyday Mohawk 2004 Kanien keha:ka 2000 keha:ka language 2003 Kanien keha:ka – Lesson one weather conditions Kano tahson:a/ Otsitenshon:a Kontiwennenha:wi “Carriers of the words” 2004 Onianhkowa (Songs) Learn Mohawk language through whole language learning using Kayanere kowa Mohawk Language Descriptive Root Dictionary More than One-Thousand Mohawk Verbs Mohawk Language Descriptive Root Dictionary Yonteweyenhstahkhkwa Kanyen’keha: A Mohawk Language Dictionary Map of current locations of the Mohawk Midwinter ceremonies workshop by Jake Thomas (Onondaga, Cayuga, Mohawk) 1996 Mohawk language sentences, questions, phrases Mohawk language standardisation 2003 Mohawk accents and language Mohawk glossary and pronunciation Mohawk lexicon – GRP Mohawk months Mohawk names (plants) 1993 Mohawk pronunciation chart Mohawk-English dictionary by Nancy Bonvillian and Beatrice Francis Mohawk thanksgiving address long version Mohawk vowels, consonants, stems, prefixes etc. Mohawk words by Sarah Day 1973 Mohawk words (clans/animals/trees) Mohawk verbs by David Maracle 1993

Most commonly used phrases Onentonkarihwaten kwen Plants names – English/Mohawk Tekanawita Raonnwakanonnydtshera Tentawatatenonhwaratoh Mohawk language Thanksgiving speech by Jake Thomas Word meanings in Mohawk by A. Leon Hatzan 1925 50 Mohawk dialogs by Sit N’ Bull camp Awkwesasne Lesson “Plants, Trees, and Flowers” Mohawk Language Mohawk Language and Culture 1203E by Tom Deer Mohawk language Program (outcomes and expectations course description, weekly routine) Mohawk language program – long range plans grade 11. Nigae: hawistsehtgao:dewaye:sta Nahotenshon:a Ionkwateweienhothn (Units of Study) 1995

Culture and Traditions All roads are good – Haudenosaunee people of the Longhouse by: Paul Betancourt Brainstorming webmap: Traditional curriculum ideas Connecting to the Internet resources on Onondowaga culture and history 2002 Corn as the model for Haudenosaunee Education – childhood development Conversations on Creation – 2013 IKC Cultural circles: Learning out values and principles Cultural diversity and environment lesson plans Discover Eastern Woodland Indians – Activities Indian calendar – 13 moons Interview an elder or other community members Reading objects (artifacts) Grade 4 Lesson plans Teachers guide – Eastern Woodland and Plains Indians The annual cycle of life curriculum Haudenosaunee creation story – Lesson one The maple syrup ceremony and lesson plan 2009 Six Nations Series – Grade 7-11 Teachers Guide by Carol Cornelius 1990 Traditional Iroquois Economy teaching unit 4 – Great Peace resource guide Traditional knowledge teaching cycle curriculum working group 2008

Governance The idea book for educators 2002 “Pocahontas” Canadian school of Peace building – Canadian Mennonite University (4 sections) Swiss Peace building Training Course Teaching peace: A guide for the classroom and everyday life Interpreting history – Activity lesson Putting the theory of Kanataion:non into practice: teaching Indigenous governance – 2010 Action research journal

System of government comparison chart Understanding the Great Law of Peace 2000 – Sample lesson plan

Health – Modern Medicine plants – Course 8 and 9

History Iroquois History – American Studies 552 – John Mohawk Spring 1995 Culture in Crisis – American Studies – John Mohawk, Buffalo Two worlds collide in 1609: European encounters with the Native Americans of the Northeast (Lesson Plan)

Ecological Knowledge The life of the corn – An Indian Skit – A stereotype lesson for middle school My food and understanding food insecurity (Lesson plans) Growing ideas: classroom projects (kidsgardening.com) Turtles – “Who’s who in the Turtle world?” – Student worksheet Environment and Biodiversity Basics (Lesson Plans) Biodiversity in the new science and technology curriculum 1-8 – a continuum by Robert Oswala Planning positive possible futures workbook

Treaties Debating for land lesson plan Primary documents: the Treaty of Greenville – Grade 8 by M. Sam Cronk (Lesson Plan)

Wampum Wampum teaching unit Meaning of wampum, Haudenosaunee runner (2000) Wampum videos, Canadian Museum of Civilization 1988 Wampum CD inventory Fictions of Wampum by Frank Speck 1919 Art news – wampum 1973 Six and seven nations of Indians (1870) Our keepers brother, John Mohawk Returns Onondaga Nation, 1996 Encylopedia of the Haudenosaunee Johansen and Mann (2000) Wampum in Canada Collections Wampum belts – Iroquois (Newberry lib) Treaties, Sacred records Material rhetoric, Wampum records Regenerating identity: Repatriation of the Indian Frame of Mind (Rick Hill, 1999).

Audio Files

Ceremonies Adonwa Songs Bear Dance Buffalo Dance Chicken Dance Ceremonial Dance Songs Drum Dance Eagle Dance Fish Dance Great Feather Dance Ghost Dance Horse Dance Hunters Dance He/she Brings Berry Juice He/she Brings No Berry Juice How the Ceremonies Go On-To Announce the Great Feather Dance Midwinter Song Mosquito Song Moon Ceremony Repentance Repentance 2 Repentance 3 Scalp Dance Stirring Ashes For Midwinter Song of the Four Nights Song of the North Thunder Dance Thanksgiving Address Thanksgiving Address 2 Thanksgiving Address 3 Thanksgiving Address Closing Tobacco Invocation Tobacco Invocation 2 Wild Horse Dance

Language Verb Roots Burning Tobacco Kanonwaraton:sera

Mohawk phonology 2nd Ed. Mohawk phonology 2nd Ed. Mohawk Language Tape A Mohawk Language Tape B Mohawk Language Tape C Mohawk Language Tape E Mohawk Language Tape F

Social Songs Alligator Dance Corn Dance Songs Duck Dance Delaware Skin Dance Fishing Dance Naked Dance New Women's Shuffle Dance Pigeon Dance Pigeon Dance Rabbit Dance Raccoon Dance Robin Dance Round Dance Scalp Dance Shake the Bush/Naked Dance Six Songs Standing Quiver Dance Strike-the-Stick Dance War Dance Women's Shuffle Dance

Speeches The Chiefs Titles and Their Relations To One Another-Hai Hai, Roll Call The Chiefs Titles and Their Relations To One Another-Hai Hai, Roll Call 2 Greetings: Short Speech For Students Kaneho: Speech and Dances Kaneho: Speech and Dances 2 Notification of Death for a Chief Notification of Death for a Chief 2 Pledge Wampum Speech for Raising A New Chief on the Three Brother's Side

Speech to Open Council By The Chiefs Speech for a Dead Chief in any Nation Beginning at the House

Stories Fourteen Strings of Condolence Wampum Origin of the Great Law: Peacemaker's Journey Origin of the Great Law: Peacemaker's Journey 2 Origin of the Great Law: Peacemaker's Journey 3 Origin of Hadoui Pledge Wampum Sky Woman

Total Physical Response

Total Physical Response Storytelling DVD Todd McKay Sky Oaks Productions, Inc. TPR Catalog Dr. James J. Asher Sky Oaks Productions, Inc. TPR Index Cards in English Todd McKay Sky Oaks Productions, Inc. Instructor's Notebook: How to Apply TPR Ramiro Garcia Sky Oaks Productions, For Best Results Inc. TPR: The Graphics Book: English For Ramiro Garcia Sky Oaks Productions, Students of all Ages Inc. A Simplified Guide to TPR Storytelling for Dr. Francisco L. Cabello Sky Oaks Productions, Students of All Ages Inc.

How to apply authentic TPR Storytelling James J. Asher, Ph.D Sky Oaks Productions, for best results Inc. The ABCs of The Total Physical Response Francisco L. Cabello, Sky Oaks Productions, known worldwide as TPR Ph.D Inc.

A New Note About TPR James J. Asher, Ph.D Sky Oaks Productions, Inc. (Reference)

Parents homeschooling their children to James J. Asher, Ph.D Sky Oaks Productions, learn foreign language Inc.

Ideas for Excellence Idea Ballard & Tighe Sky Oaks Productions, Publishers Inc. English Grammar Through Actions! 2nd Eric J. Schessler Sky Oaks, Productions, Edition Inc.

Instructor's Notebook: TPR Homework Ramiro Garcia Sky Oaks, Productions, Exercises Inc. TPR Storytelling Teacher's Guidebook: Todd McKay Sky Oaks, Productions, English Year 1, 2, & 3 Inc.

TPR Storytelling Student Book: English Todd McKay Sky Oaks, Productions, Year 1 Inc. TPR Storytelling Student Book: English Todd McKay Sky Oaks, Productions, Year 2 Inc. TPR Storytelling Student Book: English Todd McKay Sky Oaks, Productions, Year 3 Inc. English Testing Packet: TPR Storytelling; Todd McKay Sky Oaks, Productions, Year 1, 2, & 3 Inc. TPR Storytelling Cartoon Stories for Year Todd McKay Sky Oaks, Productions, 1: Cartoon Story 1A Inc. TPR Storytelling Cartoon Stories for Year Todd McKay Sky Oaks, Productions, 2: Cartoon Story 4A Inc. TPR Storytelling Cartoon Stories for Year Todd McKay Sky Oaks, Productions, 3: Cartoon Story 7A Inc. TPR Student Kit: The Beach #12 James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: The Airport #4 James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: The Town #3 James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: The Kitchen #2 James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: The Home #1 James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: The Gas Station James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: United States Map James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: The Classroom #10 James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: The Supermarket #11 James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: The Department Store James J. Asher, Ph.D Sky Oaks, Productions, #13 Inc.

TPR Student Kit: Main Street #15 James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: European Map #23 James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: The Picnic #16 James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: The Garden #17 James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: The Playground #20 James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: The Hospital #21 James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: The Farm #60 James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: Sky Oaks Restaurant #40 James J. Asher, Ph.D Sky Oaks, Productions, Inc.

TPR Student Kit: 4 in 1 Community, James J. Asher, Ph.D Sky Oaks, Productions, School, Work, Leisure Inc.

TPR Student Kit: The Office #6 James J. Asher, Ph.D Sky Oaks, Productions, Inc.

Mohawk Resources

List of Mohawk Cassette Tapes at Deyohahá:ge: to be converted to CD Being Converted to CD as of October 17, 2013 1. Raymond Miller – Reading Hymns 2. Harry Miller – 2 Bible Stories & 2 Hymns 3. Enos Williams – Kanonhweratonhtshera 4. Mohawk Children’s books meeting #1 May 28, 1996 – Oliver Kawenni:io School 5. Mohawk Book Edit #2 May 28, 1996 – Oliver Kawenni:io School 6. Mohawk Book Edit #3 May 28, 1996 – Oliver Kawenni:io School 7. Mohawk Book Edit #1 June 20, 1996 – Oliver Kawenni:io School 8. Mohawk Book Edit #2 June 20, 1996 – Oliver Kawenni:io School

9. Mohawk Book Edit #1 June 4, 1996 – Oliver Kawenni:io School 10. Mohawk Book Edit #2 June 4, 1996 – Oliver Kawenni:io School 11. Mohawk Immersion – Drama Class of F.W. Miller Grade 3 12. Mohawk Speakers Meeting – October 21, 1994 at Bears Inn 13. Mohawk Immersion Class of Mrs. Ima Johnson 1993 14. Bob Jamieson – Kanon:weron 15. Tom Deer – Short Teiethinonweraston Ako Johnson – Time – Clothes – Colors Ako Loft – Weather – greetings 16. Introductory Mohawk 1996 17. Orthography Meeting – 1994 at Tyentaneken 18. English – Mohawk Lexicon A – Pi Tape 1 19. English – Mohawk Lexicon Pi – End Tape 2 20. John Maracle/Raymond Miller/Frank Miller Conversation – Tree Terms 21. Hymns 22. Hymns 23. *NOT Numbered on the cassette tape as #23* MOHAWK LEXICON DRAFT #1 24. Mohawk Choir 25. Minnie Hill 26. Wilfrid Jamieson (?) 1997 27. Conversation – Vina Loft – Peter Loft – Frank Miller – Viki Caroll 28. Speakers Dinner – Bears Inn February 19, 1997 1 of 2 29. Speakers Dinner – Bears Inn February 19, 1997 2 of 2 30. Ruth Isaacs Conversation February 1997 31. Raymond Miller – Arial Sky – Frank Miller 1997 32. Speakers Meeting – April 1997 27 minutes of conversation 33. Speakers Meeting May 14, 1997 tape 1 of 2 34. Speakers Meeting May 14, 1997 tape 2 of 2 (Translated) 35. *NOT Numbered on the cassette Tape as #35* MOHAWK LEXICON TAPE#2 36. *NOT Numbered on the cassette tape as #36* MOHAWK PHRASES TAPE#2 37. *Not in the cassette box or numbered* Mohawk: A teaching Grammar Nora Dearing and Helga Harries Delisle Tape#2, Kanien’kehaka Raotitiohkwa Cultural Center 1995 38. *Not in the cassette box or numbered* pen is faded I believe it says- 40 Words

Video Library

Title Production Company Year VHS DVD

A Jew is Not One Thing Arcadia Pictures 1994 1

A Sacred Trust: The Mississaugas of The DAM Studio Inc. 1 the New Credit First Nation Aboriginal Architecture: Living National Film Board of 2005 1 Architecture Canada Alaska's Inside Passage Alaska Video Postcards, 1989 1 Inc. All Roads are good: Interactive Disc 1 #1 American Indian Community House Public Service 1995 1 1 Native American Youth Leadership Announcement; Director- Summit Hortensia Colorado

American Indian Homelands: Indian Land Tenure 2005 1 Matters of truth, honor and dignity- Foundation immemorial 4th Aboriginal Achievement Awards CBC 1997 1

Backlash to Equity Equity Research-University 1996 1 1 of Western Ontario

Borderstasis Guillermo Gómez-Peña 1998 1 Buffy Sainte-Marie: Up Where We CBC 1996 1 Belong

Cahokia: A Prehistoric Legacy Cahokia Mounds Museum 1 Society Cayuga Language Teachers: Puppet Polytech 2003 2 Show "Cartoon Sample"

"Celebnations" Introduction 1994 1

Chiefs: The Worlds of Joseph Brant National Film Board of 2002 1 Canada

Circle of All Nations The Creative Slate Inc. 1 Concert for Indigenous Restoration Danny Beaton 2

Creation: Haudenosaunee Artistic Tonia J. Hill 2006 1 Expressions Dancing Around the Table: Part One- National Film Board of 1 The Political Struggle for Recognition Canada of Aboriginal Rights Dancing Around the Table: Part Two- National Film Board of 1 The Issue of Native Self Government Canada

Dancing On Mother Earth: A Year In Visionmaker Video 2002 1 The Life of Joanne Shenandoah

Effective Instruction of Native Province of British 1989 1 Adults: Life Skills Columbia: Minstry of Education Embracing Our Mother-Alternative Assembly of First 1 Protein Sources Nations/Health Canada Emmi Whitehorse Wheelwright Museum of 1991 1 the American Indian Ethnic Notions: A Voyage Through Marlon Riggs: Essential 1987 1 150 Years of Racial Stereotyping in Viewing Collection Popular Culture First Nation Blue: Narrated by National Film Board of 1996 1 Graham Greene Canada First Nations: The Circle Unbroken National Film Board of 1993 1 Canada Flooding Job's Garden: As Long As National Film Board of 1991 3 the River Flows Canada Forgotten Warriors: The Story of National Film Board of 1996 1 Canada's Aboriginal War Veterans Canada

Frantz Fanon: Blackskin, White Mask Isaac Julien, Mongrel 1996 1 Media Full Circle: First Nations, Mètis, Inuit OSSTF- Ontario Secondary 2012 1 Ways of Knowing Teachers' Federation

Geronimo and the Apache PBS 1988 1 Resistance Grand Chief O Mercredi 1 Great North: Celebrating Man, SlingShot Entertainment 2001 1 Animal and Landscape at the Top of the Globe Growing a Sustainable Community Kanata Sustainable Housing 2000 1 1

Hands of History National Film Board of 1994 1 Canada

Health and Welfare Canada "Live" 1

Health Canada: A Summer in the 1 Life of Louisa Health Canada: All Our Business 1 Health Canada: Call of the Drum 1 Health Canada: Caravan for Youth 1

Health Canada: Children of the Eagle 1

Health Canada: Family Secrets 1 Health Canada: Honour of All Part 2 1

Health Canada: New Day, New 1 Horizon Health Canada: O'Chiese- On the 1 Road to Sobriety Health Canada: Rise and Shine 1 Health Canada: Sharing Innovations 1 that Work Health Canada: Sniff n' Huff 1 Health Canada: Something to 1 Celebrate Health Canada: The Circle Moving 1

Health Canada: The Only Gift 1 Health Canada: Where We've Been, 1 Where We're Going Highsteel National Film Board of 1 Canada Historica Minutes Historica Foundation 1 Hopi: Songs of the Fourth World New Day Films 1983 1 I Am the Red Man T.V.O; Dan Gaspe 1996 1 1 In the Light of Reverence: Protecting Bullfrog Films 2002 1 America's Sacred Lands

Incident at Restigouche National Film Board of 1991 1 Canada Indian Dialogue National Film Board of 1991 1 Canada Inside the Turtle's Shell: The Cornpounder Productions 1 Strength of Women

Jane Elliot: The Stolen Eye McIntyre Media Inc. 1 Jidwá:doh "Let's Become Again": Indigenous Health 2004 1 Indigenous Elders Summit 2004 Research Development Program and the Indigenous Elders and Youth Council Kanata Native Dance Theatre 1 Lacandon Maya Segment Except Handprint Films 1 Many Moons: The Art of Doug Coffin Wheelwright Museum of 1993 1 the American Indian Maya Lords of the Jungle PBS (Public Broadcasting 1988 1 Service) Millennium: Tribal Wisdom and the PBS (Public Broadcasting 1992 1 Modern World Service) Video

Mohawks Leaving Camp 1 Mother of Many Children National Film Board of 1991 1 Canada Moyngo: O Sonho de Maragareum 2000 1

Muh-duu'kee "Put Them Back" Hokte Productions 1 Myths and Moundbuilders PBS 1981 1 1 Native Americans Competitive Media 1995 1 Reporting Native Americans Part I 1 Native Americans Series: Indians of Barr Films 1 California Native Americans Series: Indians of Barr Films 1 the Southwest Indians of the Plains

New Day - New Horizons National Film Board of 1994 1 Canada Nibo Apinewin AIDS & the Native Anishnawbe Health 1991 1 Community Toronto; Toby Burning Ntapueu… I am telling you the truth Video Pool Inc. Marjorie 1997 1 Beaucage Mohawk Language Teachers: Nihra's Polytechnic 2003 2 Tsaniton Ontario Federation of 2006 1 Nations Indigenous Elders Summit Indian Friendship Centres 2004 Our Dear Sisters National Film Board of 1994 1 Canada Our Healing Journey Chippewas of the Thames 1 Our Land Is Our Life National Film Board of 1994 1 Canada

Our Land, Our Truth National Film Board of 1991 1 Canada Pocahantas: Her True Story A & E Home Video 1995 1 Pocahontas: The Real Story Peter Pan Industries 1995 1 1 Race of the Snowsnakes National Film Board of Canada Roanke PBS 1 Sacred Planet Walt Disney Home 2005 1 Entertainment Seasons of the Navajo: A Sensitive PBS 1984 1 Portrait of Life Untouched by the Modern World Self-Government, Talk About It Aboriginal Film & Video Art 1994 1

Sewatokwa'tshera't: The Dish With Haudenosaunee 2007 5 One Spoon Confederacy Shaman's Journey Aboriginal Arts Program at 1997 1 the Banff Centre for the Arts Shielded Minds & Journey to OZ A Canadian Roots and 2009/10 2 ABALAK Production Surviving Columbus: The Story of the PBS (Public Broadcasting 1992 1 Pueblo People Service) Video

Teaching Tolerance Doug Cuthand 1994 1 The Adirondacks: The Lives and Direct Cinema Limited 1 1 Times of an American Wilderness The Brydens at the Alanos 1992 1 The Eagle's Quest: Effective Northern Aboriginal 2006 1 Anishinaabeg Learning Straegies Education Circle The Gift National Film Board of 1998 1 Canada The Great Indian Wars 1840-1890 Simitar 1991 1 The Greatest Speeches of All-Time The Nostalgia Company 1998 1

The Iroquois Speak Out For Mother Danny Beaton 1 1 Earth The Land and the People Peublo Grande Museum 1 The People of the Longhouse 2003 1 1 The Museum The Freedom Forum 1995 1 1 The Spirit Within National Film Board of 1 Canada The Tobacco Conspiracy KOCH Vision 2005 1 The Wilderness Idea Direct Cinema Limited 1 1 These Are My People… National Film Board of 1994 2 2 Canada

This Indian & His Homeland Holiday Video Library 1990 1 1 Through These Eyes: The politics of National Film Board of 2004 1 1 education. The value of culture. Canada Traditional Haudenosaunee Indigenous Elders and 2008 2 Teachings of Pregnancy, Birth and Youth Council Parenting Tree of Life: Nutrition: Beginning Six Nations Long Term 2000 2 From the Grass Roots for the Cycle Care/Home and of Life Community Care Program Urban Elder: The Story of Vern National Film Board of 1997 1 Harper, an Urban-based Cree Canada Spiritual Elder Violation of Trust 1996 1 War of 1812 Bicentennial: Brantford, Lock 3 Media 2012 3 County of Brant, Six Nations, New Credit Warrior in Two Worlds Public Broadcasting Council 1999 1

We Have No Word for Art: Cultural Art Journal Ltd. 1992 1 Perspectives on Native American Painting Welcome Home: The Grand Opening National Museum of the 2005 1 of the National Museum of the American Indian American Indian Winds of Change: A Matter of Choice PBS 1990 1 1

Winds of Change: A Matter of PBS 1990 2 2 Promises Wings of the Same Bird/Making the Marjorie Beaucage 1993 1 Links: Anti-Racism & Feminism

Wiping the Tears of Seven Kifaru Productions 1992 1 Generations Worldview (Edit) 1994 1 Written in the Earth: The Story of Silvercord Productions 2007 1 Davisville Yesterday, Today & Tomorrow: A Unlimited Memories 2008 1 Documentary by Mona Staats

Workshops/Conferences/Presentations Aboriginal Cultural Awareness and The D.A.M. Studio 2008 1 Students Achievement Symposium

Canadian Museum of Civilization: 1 1 CMC Collection "Jake Thomas: Wampum Workshop Tape 1"

Canadian Museum of Civilization: 1 1 CMC Collection "Jake Thomas: Wampum Workshop Tape 2" Canadian Museum of Civilization: 1 CMC Collection "Jake Thomas: Wampum Workshop Tape 1-2" Canadian Museum of Civilization: 1 1 Michael Foster Collection "Repatriation of Iroquoian Wampum Belt Ceremony" (Reels 1, 2 & 3)

Canadian Museum of Civilization: 1 1 Michael Foster Collection "Repatriation of Iroquoian Wampum Belt Ceremony" (Reels 4, 5 & 6)

Canadian Museum of Civilization : 1 1 Michael Foster Collection "Repatriation of Iroquoian Wampum Belt Ceremony" (Reels 7, 8 & 9)

Canadian Museum of Civilization : 1 Michael Foster Collection "Repatriation of Iroquoian Wampum Belt Ceremony" (Reels 1-6) Tape#1

CRCE Pueblo Symposium (Lonnie 1994 4 Vigil, Greg Cajete, Tito Naranjo)

Cry of the Earth: Tape 1 Crescentera Production 1993 1 Cry of the Earth: Tape 2 Crescentera Production 1993 1 Cry of the Earth: Tape 3 Crescentera Production 1993 1 Great Law 1994: Jake Thomas Tape 4 1994 1 1

Great Law 1994: Jake Thomas Tape 6 1994 1 1

Great Law 1994: Jake Thomas Tape 7 1994 1 1

Great Law 1994: Jake Thomas Tape 8 1994 1 1

Great Law 1994: Jake Thomas Tape 9 1994 1 1

Great Law 1994: Jake Thomas Tape 1994 1 10

Great Law 1994: Jake Thomas Tape 1994 1 11 Great Law 1994: Jake Thomas Tape 1994 1 12 Great Law 1994: Jake Thomas Tape 1994 1 13 Great Law 1994: Jake Thomas Tape 1994 1 15 Great Law 1994: Jake Thomas Tape 1994 1 16 Great Law 1994: Jake Thomas Tape 1994 1 17 Great Law 1994: Jake Thomas Tape 1994 1 18 Great Law 1994: Jake Thomas Tape 1994 1 19 Great Law 1994: Jake Thomas Tape 1994 1 20 Great Law 1994: Jake Thomas Tape 1994 1 21 Great Law 1994: Jake Thomas Tape 1994 1 22 Great Law 1994: Jake Thomas Tape 1994 1 23 Great Law 1994: Jake Thomas Tape 1994 1 24 Reading of the Great Law by Jake 1 Thomas Tape #5 Reading of the Great Law by Jake 1 Thomas Tape #6 Reading of the Great Law by Jake 1 Thomas Tape #7 Reading of the Great Law by Jake 1 Thomas Tape #8 Reading of the Great Law by Jake 1 Thomas Tape #9 Reading of the Great Law by Jake 1 Thomas Tape #10 Readings from "Flint & Feather" by Unlimited Memories 2007 1 Mona Staats War of 1812 Whirlwind Conference D.A.M. Studio Inc. 2012 1

Fictional Videos (21st Century)/Entertainment A Good Day to Die Vidmark Entertainment 1995 1

A Man Called Horse 20th Century Fox Home 1970 1 Entertainment-Selections

A New Path of Hope 1 Across the Great Divide Media Home 1986 1 Entertainment Against a Crooked Sky Bridgestone Multimedia 1995 1 Group Alanis Morissette Live in Navajo Image Entertainment 2002 1 Nation Allegany Uprising Republic Pictures Home 1987 1 Video Apache-Geronimo on the Warpath Simitar 1993 1

Arrowhead Paramount Pictures 1989 1 Billy Jack Warner Brothers 1971 1 Billy Jack Warner Brothers 1971 1 Black Robe Vidmark Entertainment 1992 1 (MCMXCII) Bonanza Platinum Disc Corp. 1960 1 Broken Arrow FOX Video (Original 1950) 1977 1

Broken Arrow-Stewart Key Video 1988 1 Buffalo Bill CBS-Fox Video 1989 1 Buffalo Bill and the Indians or Sitting MGM Home Entertainment 1976 1 Bull's History Lesson Buffalo Bill's Wild West Show The Old Army Press 1 Cancel My Reservation RCA/Columbia Pictures 1988 1 Home Video Captain Apache Viking Entertainment 1988 1 Captain John Smith and Pocahontas MGM Video 1953 1

Chariots of the Gods VCI Home Video 1972 1 (MCMLXXII) Chato's Land Mntex Entertainment 1 Cheyenne-White Warrior Warner Brothers-Original 1992 1 1958 Cheyenne Autumn Warner Brothers 1964 1 CHINO-Charles Bronson Double D Distribution- 2004 1 Hollywood Classics Clearcut UAV Entertainment 1992 2 Conquest of Cochise GoodTimes Home Video 1990 1

Cowboys and Indians-Legends of the Cabin Fever Entertainment 1992 1 American West Inc. Crazyhorse and Custer-The Untold JTC Inc. 1992 1 Story Custer of the West Anchor Bay Entertainment 1998 1

Custer's Last Fight Quality Amusement Corp. 1 Dances With Wolves Orion Home Video 1990 2 Daniel Boone GoodTimes Home Video 1986 1 Daniel Boone Volume 1: The Walt Disney Home Video 1 Warriors Path Drums Along the Mohawk CBS-Fox Video 1988 1 Dudes Avid Home Entertainment 1987 1 Eagles Wing Sterling Entertainment 1928 1 Group (MCMLXXVIII) Escape to White Mountain Star Dance Entertainment 1993/94 1 Enter the Lone Ranger 1949 GoodTimes Home Video 1986 1 Firewalker Video Treasures 1986/87 1 Fish Hawk GoodTimes Home Video 1994 2 Fort Apache Fox Hills Video (Released 1987 1 1948) Geronimo MGM Home Video 1962 1 Geronimo Turner Home 1993 1 Entertainment Geronimo-An American Legend Columbia Tri Star 1994 1 Geronimo and the Apache PBS Home Video 1988 1 Resistance Ghost Dance Interglobal Home Video 1988 1 Ghost Dance Unity Productions 1992 1 Gray Eagle GoodTimes Home Video 1977 1 Gunsmoke-The Last Apache Anchor Bay Entertainment 1996 1 Inc. Hawkeye GoodTimes Home Video 1995 1 Hondo and the Apaches Rawhide Video 1993 1 I Will Fight No More Forever JTC Inc. 1 In the Land of the War Canoes Milestone Film and Video 1992 1

Indian Paint Starmaker (Tejas 1994 1 Productions 1965) Indian Uprising GoodTimes Home Video 1951 1 Indians are Coming 1 1 Indians are Coming 2 1 Injun Kid-The Little House on the NBC Family 1977 1 Prairie 72

Into the Circle Full Circle Communications 1992 1

Koyaanisqatsi: Life Out of Balance MGM Home Entertainment 1983 1

Last of the Dogmen Savoy Picture 1995 1 Legends of the Fall Columbia Tri Star 1994/95 1 Little Big Man CBS-Fox Video 1970 1 Mackenna's Gold Columbia Tri Star 1993 1 Moby Dick Hallmark Home 1997 1 Entertainment Mohawk EDDE Entertainment 1992 1 1 Morton Downey Jr. Show 1 Navajo Blues A-Pix Entertainment 1996 1 Neath Arizona Skies Diamond Entertainment 1993 1 Corp. Night Wing Columbia Tri Star 1979 1 North of the Great Divide Republic Pictures Home 1991 1 Video Northern Exposure: "Thanksgiving" MCA-Universal Home 1992 1 Video Northwest Passage MGM-UA Home Video 1967 1 (Renewed-Loew's Incorp. 1940) On Deadly Ground Warner Brothers 1994 1 Pony Soldier-Tyrone Power 20th Century Fox 1952 1 POSSE Polygram Films 1993 1 Productions Pow Wow Highway Cannon Video-Handmade 1988 1 Films Renegades MCA Home Video 1989 1 Sacred Ground Woodknapp Video 1977 1 Santa Fe Trail Double d Distribution- 2004 1 Hollywood Classics Saskatchewan GoodTimes Home Video 1995 1 Savage Run Simitar Entertainment 1989 1 (MCMLXXXIX) Seminole Wind-John Anderson BMG Video 1992 1 Shalako Anchor Bay Entertainment 1998 1

She Wore a Yellow Ribbon Turner Home 1949 1 Entertainment Sioux City Cabin Fever 1994 1 Sitting Bull GoodTimes Home Video 1993 1 Smoke Signals MiraMax Home 1 Entertainment

Son of the Morning Star Republic Pictures 1991 1 Spirit of the Wild A Lion Heart/Swiftland Film 1993 1

Sun Mood and Feather Spiderwoman Theater Film 1

Tecumseh-The Last Warrior Turner Home 1995 1 Entertainment Tell Them Willie Boy is Here GoodTimes Home Video 1970 1 The Columbus Invasion Collision Course Video 1990 1 Productions The Dark Wind Avid Home Entertainment 1995 1 The Deer Slayer Star Maker 1990 1 The Education of Little Tree Paramount Pictures 1996 1 The Emerald Forest Embassy Home 1985 1 Entertainment The Last of the Mohicans Burbank Video 1991 1 The Last of the Mohicans Children's Video of America 1988 1 Inc. The Last of the Mohicans-Daniel Fox Video 1993 1 1 Day-Lewis The Legend of Hiawatha Digital Versatile Disc Ltd. 1999 1 The Legend of the Lone Ranger CBS-Fox Video 1981- 1986 1 Colour1986 The Legend of the Lone Ranger Front Row Entertainment 1992 1 The Miracle Rider Video Communications 1991 1 The Mission Warner Brothers 1986/87 1 1 The Mountain Men Columbia Tri Star 1993 1 The Neverending Story II Warner Brothers 1989 1 The Red Fury Family GoodTimes Home 1984 1 Video Corp. The Rifle Man Volume 6 MPI Home Video 1987/88 1 The Searchers Warner Brothers 1956 1 The Shakiest Gun in the West GoodTimes Home Video 1987 1 Corp. The Silent Enemy-1930 with Chief YesterYear Video 1 Yellow Robe The Song of Hiawatha Hallmark Home 1996 1 Entertainment The Spirit of Crazy Horse PBS Home Video 1990 1 The Stalking Moon Warner Brothers 1968 1 The Thundering Herd Diamond Entertainment 1993 1 Corp. The Today Show Warner Western 1994 1

The White Dawn Paramount Pictures 1996 1 (America Film Properties 1974) Thunderheart Columbia Tri Star 1992 1 Ulzana's Raid GoodTimes Home Video 1972 1 Unconquered MCA Universal Home Video 1995 1

Walk the Proud Land MCA Universal Home Video 1956 1

War Party HBO Video 1988 1 Warriors 1988 1 Whale Rider Columbia Tri Star 2003 1 When the Legends Die Playhouse Video 1986 1 Where We Rest Our Feet The D.A.M. Studio 2007 1 Where the Rivers Flow North Caledonia Pictures 1993 1 White Commanche MNTEX Entertainment 1992 1 Windwalker UAV Entertainment 1998 1 (MCMXCVIII) Zorro's Fighting Legion GoodTimes Home Video 1990 1 7th Cavalry GoodTimes Home Video 1956 1

Woodland Cultural Centre Research Library Profile

The Woodland Cultural Centre (WCC) was founded to be a leader and the foremost resource, locally, regionally, nationally and internationally, in First Nations cultural Education, Museology, Arts, Languages and histories for all societies to enjoy.

It was established in 1972 to protect, promote, interpret, and present the history, language, intellect and cultural heritage of the Anishinaabe and Ogweho:weh. This mandate is from the Woodland Cultural Centre’s member Nations; Wahta Mohawks, Six Nations of the Grand River and the Mohawks of the Bay of Quinte.

The Woodland Cultural Centre Library focuses on First Nations, in particular Anishinabe and Ogweho:weh. The library’s holdings include books, journals, newspapers, microfilm, rare books, exhibition catalogues, vertical files, primary resources and unpublished materials.

The library’s catalogue is online at wcc.scoolaid.net. While all the holdings have not been catalogued yet, there are 16,763 items online including 262 online sources.

Resources include:

- Rare Books - New and out of print books - Newspapers – 12 current newspapers and many old and discontinued newspapers. - Newsclippings – 41 boxes of newsclippings from the early years from a Press Clipping Service. - Microfilm – over 350 microfilms, mostly produced in-house. - Microfiche – over four feet of microfiche including theses and dissertations. - Journals – While most of these are not catalogued yet the ones in the collection for the most part are not available in digital format. - Vertical Files – over 100 drawers of vertical file materials include language, education, law, genealogy and general materials. - Exhibition Catalogues – with the WCC Art Gallery and Exhibitions we have over twelve shelves of Exhibition Catalogues as well as vertical files on Native artists. WCC also hosts the largest annual juried exhibition of First Nations artists along with an Exhibition Catalogue. Many of the Exhibition Catalogues published by WCC are the best literature on the subject including Fluffs and Feathers on stereotypes, Sky Walkers on high steel ironworkers, and many more.

Special items in the collection include:

- all the material from the Royal Commission on Aboriginal Peoples - extensive resources on Residential Schools - language materials - law materials - theses and dissertations - education resources - archaeology and anthropology materials - in-house publications

The library’s collections are supplemented by collections in the WCC Museum including a photo collection, archival materials and artifacts.

Users of the library

In the past we have had a partnership with Laurier Brantford Native Studies courses.

Professors from major universities use the library for research as well as many Masters and Doctoral students. Many users volunteer at the library and donate copies of their theses and research to the library.

Community organizations and members use the library extensively.

Summer students, volunteers, interns, and community service volunteers assist in organizing and cataloguing the collection.

The library is available free of charge to support community members from Six Nations of the Grand River, Wahta Mohawks and Mohawks of the Bay of Quinte, as well as members of the Woodland Cultural Centre.

Other students would either purchase an annual membership to the Woodland Cultural Centre of $50.00 or pay the user fee of $10.00 a day. While the library is non-lending, there is access to an E-Scan scanner, a photocopier, a microfilm reader/digitizer, and wireless Internet.

The Woodland Cultural Centre Language Department also has a wealth of resources that would be available to students as part of the partnership that exists between Six Nations Polytechnic and the Woodland Cultural Centre.

The Provincial Network would be available to students through the Six Nations Public Library. The Six Nations Public Library is developing resources in this area and is currently used by postsecondary students regularly.

6.4.2 Databases

CAN-8

The CAN-8 VirtuaLab is an integrated suite of network-based products that focuses on oral production by students for the purpose of language learning, assessment or pronunciation coaching.

SNP has purchased licenses for CAN-8 software in the Cayuga language.

6.4.3 Computer Resources

SNP has a portable computer lab designated for language program use. The portable lab hosts 30 state of the art Macbooks, complete with internet access and language software.

In addition to the portable lab, SNP has one computer lab of 42 computers, as well an additional two computers in the student centre; all of which are accessible to students.

All computers are maintained regularly to ensure that our software is kept current. Our software is licensed through concurrent licensing models.

6.4.4 Classroom Space and Equipment

SNP has ten classrooms. All classrooms are equipped with whiteboards, a data projector, and sufficient seating to accommodate class enrolment and accommodate learning activities. All classrooms with the exception of one are equipped with media hook-ups.

The program courses have no special requirements, although some will require the media hook-ups. Scheduled classes will be assigned to existing classroom space at SNP and these assignments will ensure that the course’s classroom equipment needs are accommodated.

Resource Renewal and Upgrading

SNP is planning a capital expansion to support its strategic goals. In general, the SNP’s facilities are in good condition and are sufficient to support current program requirements although new developments will enhance program delivery capacity, support enrolment growth and strengthen student support services over the longer term.

6.4 Academic Support Services

Though a small campus, the institute offers a range of services to meet the unique needs of our students. Our student support office acts as the hub for student liaison and outreach by providing the following supports; academic counselling, tutorial assistance, health, wellness and crisis counselling, and student life activities. The following chart outlines

Support Service Brief Description of Service Health, Wellness, and Crisis Counselling Confidential short-term counselling services to assist students. Examples of issues students may wish to discuss include, coping with stress, workloads, building self-esteem, improving communication, understanding one’s identity. Referrals to additional supports. Academic Counselling Assisting students to clarify academic and program goals, develop educational plans, access supports and resources, assist to resolve academic problems and concerns. Student Life Activities Throughout the academic year, SNP hosts a number of student centered events, to

help promote cultural learning, civic engagement, leadership development and peer support. Student Awards SNP awards the following:

Marge & Reg Henry Cayuga Language Award Vina Loft Mohawk Language Award Watson Parojcic Financial Bursaries Outstanding Achievement Watson Parojcic Financial Bursaries Highest Program Average Aboriginal Institutes Consortium Student Scholarship Award

Placement Placement and advisory support services are available through applicable programs. Student Board Representative SNP is in the process of establishing a student association. In addition to the establishment of a student association, SNP encourages student understanding as well as participation in the community based governance model of the institute. For this purpose, a student representative is elected to the board at SNP’s Annual General Meeting.

6.5 Faculty

6.5.1 Policies Pertaining to Faculty

One of the program learning outcomes includes demonstrating communicative competency in the Cayuga and Mohawk languages. As mentioned, the Cayuga and Mohawk languages are both critically endangered with few first language speakers. The challenge this creates when creating a university program is that there are few teachers with the capacity for speaking the languages that are equipped with the credentials typically required by accrediting bodies. Another challenge is the manner in which Indigenous knowledges, languages and ways of knowing as well as knowledge carriers are understood and appreciated by mainstream education and accreditation bodies. While the gap in this understanding is slowly being closed, at present, it is still in place.

In 2008, Six Nations Polytechnic and its partner institution McMaster University worked in collaboration towards the development of the Deyohahá:ge: Indigenous Knowledge Centre whose goal is to preserve and promote indigenous knowledges, languages and ways of knowing. At the same time, the title of Indigenous Knowledge Guardian was conferred on 5 elders (and has since expanded to include 12). This particular effort was intended to balance and bridge this gap between perceptions of expertise and qualification.

This effort also established an important benchmark for the quality of teaching and learning that is envisioned by SNP, one that is rooted in Indigenous pedagogy and able to support the sharing of knowledge efficiently and naturally. These are important developmental contributions towards the unique blend of faculty requirements of the program.

Existing teaching staff for the diploma program already possesses a diverse expertise in the area of indigenous languages and knowledge. In addition to knowledge of Cayuga and Mohawk languages, communicative competency and experience in language teaching and learning, all of the teaching staff has spent time learning with elders and indigenous knowledge guardians and working within the community to preserve and promote indigenous languages.

Growing and focussing these collective strengths in support of the proposed program creates new opportunities for faculty team building and professional development. Given the diversity of approaches to language learning and the flux of resource development occurring in support of learning, it is necessary that the program faculty supplement their teaching experiences with activities that engage directly with others in the field, including, researchers, language workers, speakers, resource developers, elders, knowledge guardians, archivists and students.

Complimentary activities such as writing articles, editing, organizing conferences, and serving as board members on journals, language programs, involvement in community language groups and institutions adds another element to faculty professional development that is appreciated. Instructors are encouraged to undertake research, present public lectures and publish findings and analyses in a variety of mediums including journals, anthologies and books.

a) SNP has defined the academic and professional credentials of present and future faculty teaching all courses of the program.

As mentioned previously, there are few language speakers with credentials to match mainstream accreditation standards.

Our teachers need to have demonstrated an OPI of intermediate mid, in speaking (writing and reading)

A list of all known faculty members for 2014-2015 can be found in Appendix 4.0

Curriculum Vitae Release

b) The institute has on file and available for inspection from all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of those CVs in any documents associated with this submission, review and final status of the program application. Those who did not agree have been pulled from this application.

c) SNP regularly reviews instructor performance, including student evaluation of the teaching. The Faculty and Instructor Review and Development policy was developed in anticipation for this submission and builds from the strengths of the instructor performance reviews that have occurred annually for the institute.

Under the policy, Instructors are required to submit an annual formative review summarizing their contributions and accomplishments in teaching and teaching related responsibilities/activities, research and student success.

The review process assists in evaluating overall performance and recognizing and awarding performances that have exceeded expectations in regard to teaching and teaching-related activities. Annual reviews are also intended to identify, discuss and develop recommendations to assure adherence to standards and expectation regarding teaching and teaching-related activities. The Faculty and Instructor Review and Development Policy can be found in Appendix 2.0.

d) As mentioned above, faculty knowledge is kept current through professional development activities such as participating in workshops, attending conferences, hosting conferences, maintaining an active involvement with the people and institutes in the field, researching and sharing findings.

Professional development activities also include immersion language institutes, classes and master-apprentice sessions.

e) SNP is committed to teaching and learning excellence and actively shares information about curricular, instructional innovation and technological skills.

f) Instructors are asked to be available to students by scheduling regular office hours. At a minimum, Instructors are asked to be available for one hour for every

class they are teaching during the term. This can be a blend of in-person or email/on-line availability.

6.6 Faculty Planning - Projection

Anticipated enrolment numbers for the first 5 years of the program

Year 1: 20 Year 2: n/a Year 3: 22 Year 4: n/a Year 5: 24

Student Enrolment Projections Students 2014/2015 2015/2016 2016/2017 2017/2018 2018/2019 First Year 20 22 24 Second 20 22 Year Third Year 20 22 Total 20 20 42 22 46 Students

With these estimates, it is anticipated that within a decade, Six Nations Polytechnic’s degree program will have graduated approximately 100 graduates.

Anticipated Faculty and Staff in the first 5 years of the program

Current Faculty Complement (full-time) – 0 Current Faculty Complement (part-time) – 5

New Faculty Hires New Faculty Hires New Staff Positions (Full-time) (Part-time) (provide # and description i.e. 1 FT Program Coordinator) Year 1 2 0 1 FT Program 2014/2015 Coordinator

Year 2 0 0 2 Student Assistants 2015/2016 Year 3 0 1 0 2016/2017 Year 4 0 0 0 2017/2018 Year 5 1 1 0 2018/2019

Total Faculty complement in year one of offering, 2 Full Time, 5 sessional Total Faculty complement in year five of offering, 3 Full Time, 7 sessional

Professional Credentials and Related Work Experience

The terminal academic credential in Ogwehoweh Languages is that of Indigenous Knowledge Guardian. All faculty teaching in the main field of study (Ogwehoweh Languages) hold a unique combination of relevant professional credentials and related work experience and are recommended as teachers of the proposed program by an Indigenous Knowledge Guardian.

Required related work experience includes documented experience teaching Cayuga and Mohawk languages in post-secondary education settings for a minimum of three years. Three of the Instructors hold master’s degrees, although it is not a requirement that the teaching staff have graduate degrees.

All teaching staff shall be engaged in research and creative activity sufficient to ensure their currency in the field. These expectations are outlined in the Faculty and Instructor Review and Development policy.

SECTION SEVEN: Credential Recognition

7.1 Aboriginal Institutes Consortium

Six Nations Polytechnic is considered an Aboriginal Institute in provincial post-secondary policy. In addition to the inter-dependent partnerships the institute shares with other colleges and universities, the institute also has a leadership role in the provincial-wide consortium of Aboriginal Institutes, the Aboriginal Institutes Consortium or AIC. The former CEO served as the AIC Chair and the institute has served as the Secretariat for the AIC for the past three and half years.

7.1.2 Deyohahá:ge: Indigenous Knowledge Centre

Deyohahá:ge: is a now multi-purpose facility that houses a variety of archival collections, manuscripts, old photos, maps and a collection of videos on the changing image of Native People in the cinema. The Centre is quickly becoming a regional resource with consolidated cultural history information that benefits Indigenous communities and contributes to the state of Indigenous scholarship.

7.2 Program Design

Six Nations Polytechnic’s Bachelor of Arts in Ogwehoweh Languages was developed in dialogue with language speakers, knowledge guardians, community members, other universities and associate professors, community partners and potential employers of graduates.

Research was completed to establish learning outcomes and standards that are consistent with similar programs and which prepare graduates of the program for employment or continuing education. The program was prepared alongside the undergraduate baccalaureate degree level standards outlined in the Postsecondary Education Quality Assessment Board.

Throughout the development process efforts were made to examine programs both within the province of Ontario, across Canada and the United States, many of which approach language learning utilizing three thematic areas of study: language, literature and linguistics. This was an informative process, and although indigenous language degree programs are rare, and the proposed degree in Ogwehoweh languages is unprecedented, great care and attention was given to exploring language programs and learning models that are utilized by other Ogwehoweh communities. This exercise assisted in developing an understanding about the program aspirations that language

84 speakers have and also helped to situate the proposed degree program within the larger language revitalization effort that is unfolding. The following is a list of those programs:

Programs Reviewed:

University of Hawaii at Hilo – Ka Haka ‘Ula O Ke’elilkolani a) The Certificate in Hawaiian Language b) The Certificate in Basic Hawaiian Culture c) Bachelor of Arts in Hawaiian Studies d) Master of Arts in Hawaiian Language and Literature e) Doctor of Philosophy in Hawaiian and Indigenous Language and Culture Revitalization

University of Victoria a) Bachelor of Education in Indigenous Language Revitalization b) Graduate Certificate and Master’s Degree in Indigenous Language Revitalization

Syracuse University a) Certificate in Iroquois Linguistics (Ogwehoweh)

Lakehead University a) Native Language Instructor’s Program (Anishinaabek)

McMaster University a) Bachelor of Arts in French b) Bachelor of Arts in Spanish

University of Western Ontario a) Bachelor of Arts (Honours) in Spanish (Linguistic or Literature) b) Bachelor of Arts (Honours) in German (Literature) c) Bachelor of Arts (Honours) in French (Literature, Language and Linguistics)

University of British Columbia a) First Nations Languages Program (Salish)

Northeastern University a) Bachelor of Arts in Cherokee Cultural Studies

University of New Mexico a) Navajo Language Program

Onkwawenna Kehtyohkwa a) Kanyen’kehaka Aetewatati

Waydehwayesdanih a) Master Apprentice Program (Cayuga)

Kanien’kéha Ratiwennahní:rats a) Adult Immersion Program (Mohawk)

Six Nations Polytechnic a) Ogwehoweh Language Diploma Program

7.3 Letters of Support

SNP has approached several of our partners and supporters regarding their support for the degree program. These letters of support are on file at SNP and some are included in this submission in Appendix 3.0.

SECTION EIGHT: Regulation and Accreditation

n/a

SECTION NINE: Nomenclature

Six Nations Polytechnic is proposing a 3 year Bachelor of Arts in Ogwehoweh Languages. This program builds on the strong foundation of language programming established in the two-year Ogwehoweh Language Diploma Program by providing an increased depth of study, communication, and understanding of the linguistic and cultural knowledge of the Cayuga and Mohawk Languages.

SECTION TEN: Program Evaluation Standard

Policies and Procedures for Program Evaluation

The applicant has a formal, institutionally approved policy and procedure for periodic reviews of programs that embody the following characteristics.

Policies and process development regarding new program and program review standards were developed to align with the Board’s program evaluation standard. The Ogwehoweh Language Degree was developed under the policies and procedures for New Program policies and procedures and will be reviewed under the approved Program Review Policy. These policies and procedures were approved by the institute and can be found in Appendix 2.0.

SECTION ELEVEN: OPTIONAL MATERIAL

Academic Freedom and Integrity

SNP’s Academic Freedom and Integrity Standard documenting SNP’s policy statements as it pertains to; Academic Freedom, Academic Honesty, Intellectual Property, Compliance with Copyright law; and Research Ethics have been documented in SNP’s Organization Review.

Academic Freedom and Integrity

SNPs Academic Freedom policy provides for unhindered inquiry, teaching, learning and the engagement in the consideration of opinions provided that the Organization’s Values are observed and cultural protocols respected.

The SNP statement on “Hodinohsoni/Rotinonhsyonni Intellectual Rights and Responsibilities” sets out the protection considerations for sacred knowledge. This policy applies to all SNP staff, instructors and those invited by SNP to conduct research and approved for the same through the Six Nations Ethics Committee established under authority of the Six nations Elected Council.

SNP’s faculty and students have the right to academic freedom and expression, understood to consist of the free and responsible investigation of issues and ideas and the expression of conclusions and beliefs, in discussion or publications, without reprisals. SNP affirms the freedom of the academic community to define and express knowledge that maintains SNP’s commitment to enact the Hodinohso:ni Values of Ga’nigohi:yo/Kanikori:io.

Affirmation of Academic Freedom

In light of this understanding of academic freedom, SNP affirms in its financial agreements, articulation agreements, and instructional and service contracts that:

competence. SNP does not limit individual expression in any respect, however faculty members should be accurate, should exercise appropriate restraint, and show respect for the opinions of others. 4. Faculty members do not speak for SNP, but must understand that they represent SNP’s teaching and learning community. 5. Faculty members are responsible for safeguarding the academic freedom of their students in their academic work as described in the Student’s Handbook.

SNP’s academic freedom and integrity standard affirms the AUCC Statement on Academic Freedom and Institutional Autonomy as a foundational principle of the learning community:

“It is the essence of a university freely to pursue knowledge and understanding and to search for the reasons for things. This search implies that some of the reasons are unknown or uncertain and that opinions about them must be questioned. The right and the responsibility to raise such questions is the justification for academic freedom.”— AUCC, October 2011

Academic Honesty

Consistent with the over-riding organizational values, SNP is committed to ensuring academic integrity in all learning and evaluation processes which take place in SNP. High standards of academic behaviour benefit all students – past, present and future. Academic dishonesty, in whatever form, erodes the values of the educational institution and discourages students who pursue their academic endeavors honestly. To protect academic integrity and the rights of all students, Six Nations Polytechnic student policy on Academic Honesty, clearly outlines dishonest academic practices, the processes available to address these matters and the penalties to be imposed for such behaviour. All student policies are made available to students in the annual Student Handbook and through Student Orientation as well as on the SNP website. Students are required to confirm at the time of registration their requirement to comply with all SNP policies.

Intellectual Property

SNP’s statement of Hodinohsoni/Rotinonhsyonni Intellectual Rights and Responsibilities sets out considerations and conditions when working with collectively held knowledge that is distinct from knowledge referenced in intellectual property. SNP policy defines Intellectual property as any form of knowledge or expression created with one's intellect. It includes such things as inventions, computer software, trade-marks, literary, artistic, musical or visual works, and even "know-how." Inventions may be protected by patent or industrial design registration. Software, literary, artistic and musical works may be protected by copyright.

Unless specifically agreed by written contract, the initial ownership of intellectual property, in most cases, resides with the creator of that intellectual property.

Ownership may be shared with the institute as a result of negotiation. Students retain ownership of intellectual products they produce. A credit for SNP is required for all products and outputs delivered through projects and programs supported by SNP.

Compliance with Copyright Law

SNP maintains the copyright on all literary works, dramatic works, musical works, artistic works, computer programmes, or other forms of intellectual property produced or created by a researcher and arising from the research is vested in the researcher who created the works. The benefits that may accrue to the researcher may be limited by the terms of external contracts and licensing agreements.

Research Ethics

SNP complies with human subjects and research ethics protocols for the Canadian Institute for Health Research (CIHR), the Natural Sciences and Engineering Research Council (NSERC), the Social Sciences and Humanities Research Council (SSHRC), and the Six Nations “Conducting Research at Six Nations” Research Ethics Policy (SNREP).

SNP maintains ethical and moral standards that comply with rights proclaimed in the United Nations Declaration of the Rights of Indigenous People 2010; the First Nations principles of OCAP (ownership, control, access, and possession) of First Nations data processes in their communities and SNPs statement on ethics contained in Five Branches of Hodinohso:ni/Rotinonhshon:ni Philosophy, Cultural Underpinnings of the Indigenous Knowledge Centre.

Ethics is the branch of study dealing with what is the proper course of action for humans within the society. It answers the question, "What do I do?" It is the study of right and wrong in human endeavors. At a more fundamental level, it is the method by which we categorize our values and pursue them. Do we pursue our own happiness, or do we sacrifice ourselves to a greater cause?

Hodinohso:ni/Rotinonhsyonni ethics promote essential values that will help one make decisions that advance those values. The values are the state of peacefulness, the proper respect to maintain peace, and the friendship/trust/respect needed between all things for respect to prevail.

Sken:nen, Kanikonri:io and Kahsahstenhsera are Hodinohso:ni/Rotinonhsyonni ethics.

Sken:nen (peace) is more than just the absence of conflict or war; it has spiritual, social and political foundations. Sken:nen is the active striving of humans for the purpose of establishing universal justice and is the product of a unified people on the path of righteousness and reason. That represents the ability to enact the principles of peace through education, public opinion and political unity. It is the product of a spiritually conscious society using its rational abilities.

When we work for sken:nen, we develop a kanikonri:io (Good Mind), or a good way (righteous) of thinking. Kanikonri:io means that people using their purest and most unselfish minds will achieve great thoughts, words and actions. It occurs when people put their minds and emotions in harmony with the flow of the universe and the intentions of the Creator. The principle of this righteousness demands that all thoughts of prejudice, privilege or superiority be swept away and that recognition be given to the reality that creation is intended for the benefit of all beings equally. Reason is seen as the skill that humans are born with, but must be exercised to keep the Good Mind vital and functional.

When we work for sken:nen and kanikonri:io, we develop kahsahstenhsera (strength)which flows from the power of the Good Mind to use rational thinking and persuasion to channel the inherent good will of humans to work toward peace, a Good Mind and unity to prevent the abuse of human beings and Mother Earth.

At the basis of research ethics, UNDRIP provides a framework for fair use, while advocating restitution for cultural, intellectual, religious and spiritual property taken without Indigenous peoples free, prior and informed consent, or in violation of Indigenous laws, traditions, and customs. Through research the mission of SNP is to train future generations of Indigenous people the maintenance, protection, and creation of Indigenous arts and sciences. SNP’s history includes wide participation in research, and provides and environment for research.

In September 2010, Six Nations Polytechnic and McMaster University received a SSHRC Grant for the digitization of the Hewitt collections. SNP’s interlocutory role in Indigenous research ethics is exemplified in its role on the Six Nations Council Research Ethics Committee (2009), established to protect individuals and Indigenous society from any detrimental effects of research conducted at the Six Nations of the Grand River territory.

SNP policies pertaining to these areas can be found in Appendix 2.0.

SNP Policies Approved in December 2013

Objectives:

The purpose of this document is to provide a listing of approved SNP policies and processes for Six Nations Polytechnic (SNP) completed as a result of the institute’s effort to finalize submission for accreditation. These policies will be posted as supplements to all other SNP policy resources such as the Student Handbook, the Instructor Handbook, and the Personnel Policy. In time, SNP will conclude consolidating existing policies into one document.

The following policies have been approved by the President/CEO as per SNP Board policy – BMD - 3.

Policies:

1) Academic Freedom and Integrity 2) Academic Honesty 3) Research Ethics 4) Intellectual Property 5) Academic Student Records 6) Policy for Payment Schedules and Fees 7) Process for Informing Students 8) Policy on Academic Appeals 9) Admissions for Direct Entry, Mature Students and Advanced Standing 10) Policy on the Level of Advanced Standing and Credit Transfer 11) Policy on Prior Learning Assessments and Recognition 12) Policy on Graduation, Promotion and Academic Remediation 13) Policy Regarding Student Feedback 14) Faculty and Instructor Review and Development Policy 15) Policy on Program Development and Evaluation

Academic Freedom and Integrity

Policy: Six Nations Polytechnic Academic Freedom

A. Purpose

In accordance with the organizational values of Kanikoriio that guide all involved with Six Nations Polytechnic, SNP’s Academic Freedom policy provides for unhindered inquiry, teaching, learning and the engagement in the consideration of opinions, provided that the Organization’s Values are observed and cultural protocols respected.

B. Affirmation of Academic Freedom

In light of this understanding of academic freedom, SNP affirms in its financial agreements, articulation agreements, and instructional and service contracts that:

1. Faculty members are entitled to freedom in research and in the publication of the results within their fields of academic competence. 2. Faculty members are entitled to freedom in their classrooms to address matters within the general subject area implied by the course title and description. Faculty members are not free to use the classroom as a means of promoting causes unrelated to the subject matter of the course at hand. 3. Faculty members are free as individuals to speak and write about matters, whether or not the matters are directly related to their field of academic competence. SNP does not limit individual expression in any respect, however faculty members should be accurate, should exercise appropriate restraint, and show respect for the opinions of others. 4. Faculty members do not speak for SNP, but must understand that they represent SNP’s teaching and learning community. 5. Faculty members are responsible for safeguarding the academic freedom of their students in their academic work as described in the Student’s Handbook.

SNP’s academic freedom and integrity standard affirms the AUCC Statement on Academic Freedom and Institutional Autonomy as a foundational principle of the learning community:

Academic Freedom and Integrity “It is the essence of a university freely to pursue knowledge and understanding and to search for the reasons for things. This search implies that some of the reasons are unknown or uncertain and that opinions about them must be questioned. The right and the responsibility to raise such questions is the justification for academic freedom.”—AUCC, October 2011

B. Definition

Academic Freedom is the right to ask questions, investigate answers, disseminate results, and discuss ideas–no matter how controversial or contrary to convention they may be–without fear of censorship or reprisal.

C. Policy

Six Nations Polytechnic affirms the right of its faculty, staff and students to engage in academically free research, teaching, and learning.

The following clarifies those roles, rights, and responsibilities attendant to Academic Freedom, specific to each entity.

Six Nations Polytechnic 1. Six Nations Polytechnic will provide, within its available means, the opportunities, infrastructure, facilities and Academic Freedom necessary to support and maintain a high level of academic activity. 2. Six Nations Polytechnic reserves the right to take appropriate action for breach of this and any other policy.

Faculty and Staff 1. Six Nations Polytechnic affirms that its faculty and staff are free to engage in research, teaching, and other academic activity attendant to their positions, under its auspices, in accordance with the definition of Academic Freedom as set out in this policy. 2. Six Nations Polytechnic further affirms that faculty and staff are free to act and speak in their capacity as public citizens, provided that they indicate that they are speaking as individuals, and not acting as representatives of Six Nations Polytechnic. 3. Six Nations Polytechnic affirms these rights with the understanding that all other pertaining professional requirements (such as peer review, ethical review boards, and oversight committees); policies, statutes and laws established by the governments of Six Nations, Ontario and Canada; and all other Six Nations Polytechnic policies still apply. 4. Academic Freedom in scholarship does not relieve either Six Nations Polytechnic faculty or staff of the responsibilities and obligations attendant to their positions.

Academic Freedom and Integrity Students 1. Six Nations Polytechnic affirms that its students are free to engage in research and learning, under its auspices, in accordance with the definition of Academic Freedom as set out in this policy. 2. Six Nations Polytechnic further affirms that students are free to act and speak in their capacity as public citizens, provided that they indicate that they are speaking as individuals, and not acting as representatives of Six Nations Polytechnic. 3. Six Nations Polytechnic affirms these rights with the understanding that all other attendant academic requirements (pertaining to students’ courses of study); policies, statutes and laws established by the governments of Six Nations, Ontario and Canada; and all other Six Nations Polytechnic policies still apply. 4. Academic Freedom does not relieve students of the responsibilities and obligations attendant to them in their roles as students.

D. Related Documents

Appendix A: Statement on Hodinohsoni/Rotinonhsyonni Intellectual Rights and Responsibilities

Appendix A

Knowledge is not personal or collective property. Hodinohsoni/Rotinonhsyonni knowledge is bundle of values, ethics, beliefs, traditions and morals that help individual fulfill our collective responsibility to Creation, to each other, to our nations, to the Confederacy and the world.

The best way to understand this in English is to consider what the term cultural patrimony means. Cultural Patrimony generally means the objects, ideas and symbols of a culture that are collectively owned. However the term also means other legal entitlements inherited from (or through) one’s father, especially if it has been handed down through generations in the same family, birthright. In the Hodinohsoni/Rotinonhsyonni case, this inheritance comes from both the male and female blood lines. Therefore, neither is adequate.

We chose to use the following definition as we develop the program of the IKC:

“Hodinohsoni/Rotinonhsyonni knowledge, as other forms of Indigenous Knowledge, is held collectively for the sake of the future generations. The oral history, sacred objects, traditional practices, as well as the underlying philosophy and beliefs, cannot be protected from exploitation because they represent a worldview and mind-set that can only be understood by its active practice. The IKC will endeavor to assist those wish to uphold their duty to the knowledge in ways appropriate to the culture, as expressed through our Knowledge Guardians.”

Academic Freedom and Integrity

The challenge we face is to clarify what that bundle of knowledge includes as theory and practice. For Hodinohsoni/Rotinonhsyonni knowledge is also revealed through the practice. We do not have a philosophy that exists in isolation. Therefore the best way to “preserve” Hodinohsoni/Rotinonhsyonni knowledge is to preserve to excel at Hodinohsoni/Rotinonhsyonni practice.

With the increase in technology and communications, the Hodinohsoni/Rotinonhsyonni are concerned with protecting our own culturally-based ideas, values and beliefs. These ideas, values and beliefs that define who we are as the Hodinohsoni/Rotinonhsyonni may be in speeches, ceremonial language, sacred traditions, and life ways. However, we do not believe in Western notions of copyright and intellectual property as they go against our philosophy that knowledge and skill are gifted from higher powers that cannot be regulated by secular law.

Instead, we propose that all Hodinohsoni/Rotinonhsyonni people have an equal right to the knowledge of our ancestors. No one individual, group, organization or government can restrict our right to our own culture. In fact, we all have a responsibility to share, teach and mentor others in what we know to be true.

Elders, cultural practitioners, artists and language speakers have an obligation to freely share their knowledge. Part of that sharing is learning and respecting the proper protocols for some of the sacred texts and ceremonial language and songs. Much of that kind of sharing belongs best in the social, cultural and spiritual organizations and societies that currently exist in our community. The IKC can assist, if asked, to provide historical documents, archival materials, or technologies for preservation, as those organizations and societies may request. However, all of the intellectual and cultural patrimony of those societies remains under their care. The IKC will not interfere in the well-established cultural mechanism of the community.

They may also be reflected in music composition, computer programs, television, and other media. This intellectual and cultural knowledge is owned collectively by the Hodinohsoni/Rotinonhsyonni and is not meant to be exploited. Intellectual and cultural knowledge requires a responsibility to protect the integrity of that information. The knowledge contained in this production is intended for the exclusive use of the Hodinohsoni/Rotinonhsyonni. It is a learning guide to stimulate thinking and reflection to help our own people better understand the Hodinohsoni/Rotinonhsyonni world view.

However, no one production can present all of the information in its proper context. Our elders and Faithkeepers are concerned that sacred information and perspectives not be committed to an electronic or published form that could allow the information to escape from our authority and be exploited by others. Critical information has therefore been excluded from this production. You will still need to seek out the details and sacred connections of this knowledge with respected elders, oral historian and ceremonial leaders in your community. It is best to look at the knowledge contained in this production as a starting point on your journey of discovery of what it means to be Hodinohsoni/Rotinonhsyonni. There is much to learn beyond

Academic Freedom and Integrity what is presented here.

Another important thing to remember as you use this production is that in presenting information in English limits the real meaning and understanding that we can share with you. Our Hodinohsoni/Rotinonhsyonni languages contain the key perspectives, images and connections that make this information complete.

Over the last century, the intellectual property rights of Hodinohsoni/Rotinonhsyonni have been violated for the benefit of many other, non-Hodinohsoni/Rotinonhsyonni people that have proven to be detrimental. Our ancestors shared many ideas, values, beliefs, and traditions with the newcomers, and often, that exchange was well intended. However, the newcomers (missionaries, teachers, military officers, government agents, and scholars) did not comprehend the true significance of this knowledge and often wrote about the knowledge in incomplete terms. Numerous stories told to scholars, writers, artists and strangers that were later published in books without the storytellers' permission. This resulted in incorrect information and improper use of the knowledge. Many of our ceremonial dances, tape recorded copies of sacred music were collected, and then sold to outsiders. The Hodinohsoni/Rotinonhsyonni people that recorded such materials did not have the right to “sell” their knowledge, skills or performance of our collective knowledge. They can be no exploitation unless our people provide access to the knowledge. We are responsible for what we do.

Designs from our traditional arts have been duplicated by non-Hodinohsoni/Rotinonhsyonni. Sacred images have been duplicated, exploited and marketed despite the objections of the Hodinohsoni/Rotinonhsyonni. Clothing items, musical instruments and implements of ceremonial dancers have been acquired, photographed, and described without appropriate the Hodinohsoni/Rotinonhsyonni permission. Photographs of the ceremonies have been included in books without expressed permission of the people in the photos or the sanction of the Hodinohsoni/Rotinonhsyonni. Although the Hodinohsoni/Rotinonhsyonni believe the ceremonies are intended for the benefit of all people, we also believe benefits only result when ceremonies are properly performed and protected. All of these actions are breaches of Hodinohsoni/Rotinonhsyonni intellectual and cultural property rights, used by non- Hodinohsoni/Rotinonhsyonni for personal and commercial benefit without Hodinohsoni/Rotinonhsyonni permission.

Through these expropriations, sacred rituals have been exposed to others out of context and without Hodinohsoni/Rotinonhsyonni permission. Some of this information has reached individuals for whom it was not intended (e.g., youth, members of other clans, or non- Hodinohsoni/Rotinonhsyonni). This creates a misperception of the intended use of such material.

Respect for Hodinohsoni/Rotinonhsyonni Knowledge

We also ask our own people to respect the collective rights of our people to share and use this

Academic Freedom and Integrity knowledge was intended. Knowledge and Wisdom are sacred trusts. We must assure that the intellectual and cultural property that we have inherited from our ancestors is protected and passed on for the sake of the future generations. It is for our well-being, not for commercial gain. Our language and modes of thought belong to all of the Hodinohsoni/Rotinonhsyonni.

Hodinohsoni/Rotinonhsyonni tradition does not share the world view of the dominant society in regard to cultural “property” and the “right to know.” We do not consider sacred knowledge to be property that can be exchanged, sold or given away to outsiders. Knowledge is not a commodity; it is a sacred gift from the Creator, the spirit world, and our ancestors. It was freely given to us so that we could live a happy and healthy life. The abuse of the intellectual and cultural knowledge has contributed to the destabilization of our society. There is a price to be paid when we violate our sacred trust.

To the Hodinohsoni/Rotinonhsyonni, certain activities are considered the private domain of specific clans, societies, or individuals. Therefore, Hodinohsoni/Rotinonhsyonni individuals typically will not inquire about specific sacred matters concerning certain ceremonies and practices from other community members. This helps guard the integrity of specific cultural knowledge for those members who are privileged to that knowledge. You need to respect your boundaries and the limitations that productions such as this have.

Academic Freedom and Integrity

Policy: Six Nations Polytechnic Research Ethics Policy

A. PREFACE

Research and intellectual curiosity have been one of the defining strengths of Six Nations Polytechnic (SNP) for the last twenty years. With the establishment of the Deyohahá: ge: Indigenous Knowledge Centre, the opportunities to house and share existing research, as well as embark on new research projects, have grown considerably.

B. POLICY STATEMENT ON RESEARCH ETHICS AND PROTOCOLS

Sken:nen, Kanikonri:io and Kahsahstenhsera are Hodinohso:ni/Rotinonhsyonni ethics.

Academic Freedom and Integrity

C. TRI-COUNCIL POLICY STATEMENT ON ETHICAL CONDUCT FOR RESEARCH INVOLVING HUMANS

The Tri-Council Agencies include the Canadian Institute on Health Research (SIHR), the Social Sciences and Humanities Research Council (SSHRC) and the Natural Sciences and Engineering Research Council (NSERC). These three agencies represent the major source of research funding granted to researchers, postsecondary institutes and research centres. All funding grants approved through any of these agencies must comply with policies set out in the schedule of the Tri-Council Memorandum of Understanding. This includes the Tri-Council Policy Statement on Ethical Conduct for Research Involving Humans. Chapter 9 of the Tri-Council Policy Statement is entitled ‘Research Involving the First Nations, Inuit and Métis Peoples of Canada.

REFERENCES AND SUPPORT DOCUMENTS

1. Conducting Research at Six Nations, 2009 2. Deyohahá:ge: Indigenous Knowledge Centre - Research Code of Conduct, 2013 3. Tri-Council Policy Statement on Ethical Research, 2010

Academic Freedom and Integrity

Policy: Intellectual Property

A. Purpose

In accordance with the organizational values of Kanikoriio that guide all involved with Six Nations Polytechnic, SNP is committed to providing an environment conducive to the pursuit of scholarship, applied research and creative activity for its faculty, staff and students, particularly as it concerns indigenous knowledges and languages. Although not the original intent, the results of such pursuits may lead to the development of intellectual property that may have commercial value. This policy governs the ownership and procedures for the protection of intellectual property, and identifies the rights and responsibilities of various stakeholders.

This policy must be read in conjunction with the statement on Hodinohsoni/Rotinonhsyonni Intellectual Rights and Responsibilities practiced by the Deyohahá: ge: Indigenous Knowledge Centre (See Appendix A). The President/CEO has responsibility for the interpretation and implementation of this practice.

B. Background

The organizational values are stated in Board policy as Hodinohso:ni’ values of Ga`nigohi:yo:/Kanikoriio (Values of the Good Mind). The expectation for all Board, staff, instructors, students is to enact these values in their respective roles and to conduct themselves accordingly in compliance with Governance and organizational policies. Accordingly, these values guide the development of clearly stated policies, procedures, and regulations for administrative and management services, student services, instructional services, educational services and research.

The academic freedom model maintained by the institute places no limits on the content of the instructional materials and provides instructors with clear codes for fair use, accountability to the Organization’s Values and community cultural protocols, informed consent, and care in designing courses

C. Definitions:

Intellectual Property may be licensed (giving someone temporary permission to use the item subject to a royalty) or assigned (transferring ownership to another person for compensation of some kind).

Academic Freedom and Integrity

Intellectual Property includes the rights relating to:

literary, artistic and scientific works, including computer software, performances of performing artists, phonograms, and broadcasts, inventions in all fields of human endeavor, scientific discoveries, industrial designs, trademarks, service marks, and commercial names and designations, protection against unfair competition, and all other rights resulting from intellectual activity in the industrial, scientific, literary or artistic fields.

Members of SNP

Members of SNP (members) include current employees, registered students, and post- doctoral fellows of SNP.

Staff:

With respect to intellectual property developed by SNP staff members within the scope of their employment, or staff employed by a researcher on funds administered by SNP, ownership rests with the SNP, unless a specific agreement is made to the contrary.

When intellectual property is developed on the staff person’s own initiative, outside the scope of his or her SNP responsibilities, and without any reliance on SNP support or resources, the intellectual property resides with the individual. Where the intellectual property bears a reasonable relationship to the person’s employment responsibilities at SNP, it will be the employee’s responsibility to show that the intellectual property was developed entirely on his or her own initiative without use of SNP resources.

Students:

With respect to intellectual property developed by a student, ownership remains with the student. If the student has utilized SNP property or facilities to develop a marketable product, the student is required to grant the SNP a royalty-free license to use such intellectual property for internal uses.

Intellectual Property by Third Party Agreements

Ownership by a third party is specified in the signed agreement as to the nature of ownership, method of protection of intellectual property, payment of royalties or fees, etc.

Academic Freedom and Integrity

Ownership of intellectual property developed jointly by both SNP and a client or partner in performance of a research project shall rest jointly with the SNP and its client or partner. In the event of such joint ownership, SNP and its client or partner agree to sign a Memorandum of Understanding recognizing the relative ownership of both parties and assigning the ownership of the jointly owned intellectual property between the two parties.

Proceedings

1. All potential intellectual property should be disclosed by the creator to SNP in a timely manner. Creators must also disclose to SNP any financial and/or other relationship that may affect the protection of such intellectual property. 2. If SNP chooses not to pursue a patent, license or copyright, SNP may enter into an agreement with the creator of the intellectual property under which the staff member may apply for patent or copyright. For intellectual property owned by the SNP, SNP may elect to transfer ownership to a third party for appropriate compensation. 3. An agreement with the creator will specify the rights of SNP and the creator related to ownership, term of ownership, royalties and fees, and the responsibilities of each party to apply for copyright or patent, and to protect the intellectual property. 4. Occasionally, intellectual property that belongs to a staff member or client is made available to SNP during the course of a research project or other activity. In these cases, the staff member or client’s intellectual property is returned at the conclusion of the project. 5. College research projects that develop “tools and techniques” during the course of the project for a specific client are to be regarded as building blocks or components of the project. Such tools and techniques are the property of the SNP and may be used by the SNP in other projects for other clients. 6. Any dispute arising under this practice will be submitted to the President/CEO in writing. The President/CEO may elect to form a task group to research the dispute and recommend a resolution to the President/CEO. The decision of the President/CEO is binding on all parties.

Review of Practice

The Intellectual Property Policy and Practice will be reviewed at a minimum, every three years.

The copyright on all literary works, dramatic works, musical works, artistic works, computer programmes, or other forms of intellectual property produced or created by a researcher and arising from the research is vested in the researcher who created the works. The benefits that may accrue to the researcher may be limited by the terms of external contracts and licensing agreements.

Academic Freedom and Integrity

Endnotes:

1. Regardless of the ownership of the economic rights under the Copyright Act, SNP recognizes the moral rights conferred on authors under that Act.

Previous Versions: No previous versions

Related Documents

Appendix A: Hodinohso:ni Intellectual Rights and Responsibilities

Appendix A

We chose to use the following definition as we develop the program of the IKC:

The challenge we face is to clarify what that bundle of knowledge includes as theory and practice. For Hodinohsoni/Rotinonhsyonni knowledge is also revealed through the

Academic Freedom and Integrity practice. We do not have a philosophy that exists in isolation. Therefore the best way to “preserve” Hodinohsoni/Rotinonhsyonni knowledge is to preserve to excel at Hodinohsoni/Rotinonhsyonni practice.

Academic Freedom and Integrity

Hodinohsoni/Rotinonhsyonni. There is much to learn beyond what is presented here.

Designs from our traditional arts have been duplicated by non- Hodinohsoni/Rotinonhsyonni. Sacred images have been duplicated, exploited and marketed despite the objections of the Hodinohsoni/Rotinonhsyonni. Clothing items, musical instruments and implements of ceremonial dancers have been acquired, photographed, and described without appropriate the Hodinohsoni/Rotinonhsyonni permission. Photographs of the ceremonies have been included in books without expressed permission of the people in the photos or the sanction of the Hodinohsoni/Rotinonhsyonni. Although the Hodinohsoni/Rotinonhsyonni believe the ceremonies are intended for the benefit of all people, we also believe benefits only result when ceremonies are properly performed and protected. All of these actions are breaches of Hodinohsoni/Rotinonhsyonni intellectual and cultural property rights, used by non-Hodinohsoni/Rotinonhsyonni for personal and commercial benefit without Hodinohsoni/Rotinonhsyonni permission.

Through these expropriations, sacred rituals have been exposed to others out of context and without Hodinohsoni/Rotinonhsyonni permission. Some of this information has reached individuals for whom it was not intended (e.g., youth, members of other clans, or non-Hodinohsoni/Rotinonhsyonni). This creates a misperception of the intended use of such material.

Respect for Hodinohsoni/Rotinonhsyonni Knowledge

Academic Freedom and Integrity

We also ask our own people to respect the collective rights of our people to share and use this knowledge was intended. Knowledge and Wisdom are sacred trusts. We must assure that the intellectual and cultural property that we have inherited from our ancestors is protected and passed on for the sake of the future generations. It is for our well-being, not for commercial gain. Our language and modes of thought belong to all of the Hodinohsoni/Rotinonhsyonni.

Student Protection

Policy: Six Nations Polytechnic Academic Student Records

A. Purpose

In accordance with the organizational values of Kanikoriio that guide all involved with Six Nations Polytechnic, SNP is committed to the protection and maintenance of student records.

On matters related to related to student records SNP is governed by the Freedom of Information and Protection of Privacy Act (FIPPA).

B. Maintenance of Student Records

1. The Permanent Record

After the student has left SNP, the only permanent record that must be maintained is the transcript which should consist of:

a) student’s full name; b) student’s identification numbers; c) at least one other source of identification, the status card, social insurance number, date of birth or last permanent address; d) the cumulative academic record which shall consist of: . the course number (including credit value; if applicable) and title; . the final grade received in each course; . the date grade received; . graduation status. [No entry must be made if student has not graduated.]

The transcript shall be maintained for a minimum of 70 years.

Any additional documents may be kept at SNP’s discretion.

2. The Current Record

While is a student is in attendance at the SNP, the student’s record shall consist of, as a minimum, the permanent record as described above. Any additional documents may be kept at the SNP’s discretion.

Student Protection

3. Access to Student Records 3.1 General Guidelines

3.1.1 The basic guideline governing the release of information is based on the belief that the Program Manager/Registrar and all SNP staff acts with discretion upon authorization from the student. In response to third-party inquiries, therefore, what is public record only may be released, namely:

. Dates of student’s enrolment; . Program in which student is/was enrolled; . Date when certificate/diploma was awarded.

No further information will be released without student authorization. This applies typically to requests from prospective employers, police forces, credit agencies, finance and loan companies, private investigation agencies, banks and similar organizations.

3.1.2 Requests for mass listings of directory information will be denied. Where such listings have in-house legitimacy, such as the facilitation of student elections, they may be released with discretion.

3.1.3 The contents of a student file will not leave the Record’s Office, nor will they be duplicated in full for that purpose. The two exceptions are the controlled distribution to Information Services, or in the case where a court subpoena is in effect.

3.1.4 Documents from other institutions, such as high school or university transcripts, which are submitted to support a student’s application for admission and/or transfer credit may not be certified and released as part of SNP’s records. If, however, SNP, by not doing so, may cause excessive hardship to the student, it may at the discretion of the Program Manager/Registrar, and with notification to the student, forward such a transcript with an appropriate disclaimer attached and marked to the receiver, “for your exclusive use only”.

3.2 Access by the Student

Each student may, upon request, access his/her own file, request its release to a third party, or request it be held with no release allowed. At the same time, SNP may hold back the release of a record of a student who has debts outstanding to SNP.

Student Protection

3.3 Access by SNP Personnel

Faculty, instructors, counsellors, and administrative officers of SNP who have legitimate requirement for the material of the record will be permitted access to the appropriate files. If there is any question, the request will be referred to the appropriate department. Typically, this “legitimate requirement” includes verification of program requirements, selection committees for student awards and so on.

3.4 Access by Third Parties Outside of SNP

3.4.1 Parents

Transcripts of students who are eighteen years of older will not be released to parents or guardians without the student’s consent.

3.4.2 Sponsoring Agencies

A transcript will be released on request to those sponsoring agencies whom provide from the student a waiver to do so.

3.4.3 Government Agencies

Properly identified representatives of federal, provincial, or local government agencies, including regional police, OPP and RCMP will be treated as any third party; that is, student authorization must accompany the request for information. If, in the opinion of the Program Manager/Registrar, however, denial of the information could involve hardship to the student, appropriate details may be released. Typically, this would involve notification of family death, search for legatees, and so on.

3.4.4 The Courts

In the event that a student record is subpoenaed by the Court on behalf of the student. a certified copy of the student record will be offered. Should the record by subpoenaed by a party other that that representing the student, a certified coy of the record will be offered to the judge alone, with an explanation of SNP’s reluctance to release a private document without student authorization. The decision will then rest with the judge.

3.4.5 Researchers

The President or their delegate under conditions that protect the student’s privacy and guarantee the anonymity of the data collected must approve requests from researchers making statistical studies.

Student Protection

4.1 Records Management Concerning Partner Universities or Colleges

SNP is not responsible for the maintenance of student records enrolled in programs with partner universities and colleges however, for health and safety reasons, the student enrolment list must be provided by the partner institute to SNP to ensure that SNP has a record of students that are on the SNP campus.

Student Protection

Policy: Six Nations Polytechnic Processes for Fee Payments and Fee Payment Plan

A. Purpose

In accordance with the organizational values of Kanikoriio that guide all involved with Six Nations Polytechnic, SNP requires clear and efficient processes concerning the payment of tuition fees. The procedures described in this document are intended to describe the manner in which tuition fees are set and the payment plan options available.

Tuition fees for all post-secondary programs are set in accordance with the Ontario Ministry of Training, Colleges and Universities (MTCU) fee guidelines. Six Nations has developed articulation agreements with Universities and Colleges which identifies the tuition fees and how they are shared with Six Nations Polytechnic.

Six Nations Polytechnic then determines what kinds of additional fees are added to the basic tuition that is set by partner Colleges and Universities.

B. Tuition Allocations

College and University programs are determined by the articulation agreements. Each agreement identifies a financial management schedule for fees, reporting and audit requirements.

C. Procedures for the determination of Basic Tuition Fees and Ancillary Fees

Six Nations Polytechnic uses the same guidelines as determined by the Ministry of Training, Colleges and Universities and has the option of adding their own ancillary fees based on financial need for course delivery. The following has been determined according to MTCU guidelines for fee purposes

H:\common\Academic, Programs & Services\Tuition Fees

I. C1. Full-Time Students – A student registered in at least 70% of the total program credits or at least two thirds of the number of courses in a term is classified as a full-time student for fee purposes and is entitled to enroll in and receive instruction in the maximum number of courses as set out in the official program of studies for each semester. Students will be charged an additional tuition fee for any courses taken beyond the maximum courses allowed. II. C2. Part-Time Students – Students who enroll in post-secondary courses on a part- time basis will be assessed on a per credit basis. The tuition and ancillary fees are established each year based on a pro-rated calculation of the full-time fees.

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III. Extra Courses – Full-time students will be required to pay fees for each course taken in excess of the normal full time load for the current term of their program and for any non-credit course(s) they wish to take. Courses may include material fees (varies per course) and/or on-line course fee. IV. Other Program Fees – On an individual basis, additional costs may be incurred for optional field trips, learning materials, equipment or clothing retained by the student. V. Auditing a Course – An individual who has declared attendance in a course or program of instruction on a non-participating basis and who is not seeking evaluation will be required to pay the full tuition and ancillary fees. VI. Auditing Exceptions – Six Nations Polytechnic may allow participants to attend classes without registering for a course. Individuals may audit a course with permission of the registrar and do not have to pay any tuition or ancillary fees only under the circumstance where the minimum enrollment is met to run the course. This exception can only be made due to the nature of the course and the need for community members to gain skills and knowledge which will benefit the community or the institution. (i.e. Such cases can be made for the ‘Child Welfare course’ where information needs to be shared with the Clan Mothers who have a vested interest in maintaining the best practices for the care of our children).

D. Fee Payment procedures and options

Important: In order to be registered, tuition fee payment must be made upon registration as indicated on the Fee Payment Arrangement form. Fee Notification and Invoice Payment Options

OPTION 1 – All fees for the coming academic year are paid in full at time of registration. OPTION 2 – Term tuition fees are typically payable in four term installments. A minimum payment of $250.00 must be made at the time of registration ($200.00 towards tuition and $50.00 deferral fee) and then the student and SSO must work out a payment plan that the student will abide by. Dates for this plan are usually set for the first of the month from September to December, and then January to April if necessary. OPTION 3 – Students deemed eligible for Ontario Student Assistance Program (OSAP) funding may opt to pay $250.00 ($200.00 to be applied to tuition and $50.00 deferral fee). Payment is required upon registration as indicated on the Fee Payment Arrangement form – Option 3. The balance of the fees deferred will be deducted from OSAP. Students are responsible for fees not paid from OSAP. OPTION 4 – When tuition will be off-set by scholarships or bursaries, a sponsorship letter to confirm the amount of the scholarship/bursary must accompany the fee payment arrangement form. Students are responsible for fees not covered by the scholarship/bursary.

 Important Information for Financial Assistance Applicants (OSAP) or Self-funded applicants

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A payment of $250.00 ($200.00 to be applied to tuition and $50.00 deferral fee) must be made upon registration in order for the student to select classes. The balance of fees will be applied to the outstanding tuition and be deducted from the OSAP loan or self-funded financial assistance plan. The $50 deferral fee is non-refundable.

If the amount of OSAP award is insufficient, or if OSAP is denied, the student will be responsible for the outstanding balance. If student wishes to withdraw, the Refund/Withdrawal process will apply.

E. Methods of Payment

By Mail

Send a Certified Cheque or Money Order payable to Six Nations Polytechnic. The student number must be indicated on the front of the certified cheque or money order. DO NOT MAIL CASH.

Mail Payments to: Six Nations Polytechnic, P.O. Box 700, Ohsweken, ON, N0A 1M0

In Person

Visa, Mastercard, Interac and Cash payments can be made at reception at 2160 Fourth Line Rd., Ohsweken, Six Nations, Ontario.

Important:

All fees are payable at the time of registration unless a sponsorship letter has been received from the First Nation’s Education Authority or Post-Secondary Education Office responsible for fee payments.

Cheques will not be accepted unless certified

Indebtedness – Outstanding Fees

Students with outstanding fees or other indebtedness may be withdrawn from their course or program and will be ineligible to receive grades, transcripts, certificates or diplomas until all amounts owed to Six Nations Polytechnic are paid.

Please note: Students will be flagged in the GRADS program when fees are outstanding. This means that the Finance department will ‘freeze’ the student account and the Records office will

3 Student Protection not process grades, transcripts, certificates or diplomas until all amounts owed to Six Nations Polytechnic are paid.

F. Internal Related Procedures to Payments on Installment Plans

All fee payments will be received by the cashier. The cashier will issue a receipt for all payments including tuition and processing fees, in accordance with SNP’s Cash Receipt Procedure. Once the receipt is issued all related information will be entered into the GRADS program with the following process for outstanding fees:

I. Fee Payment Arrangement form for all outstanding tuition – The Student Success Officer will enter registration fee payment plan in GRADS as a case note.

II. The Student Success Officer will enter tuition payment plan details to GRADS with case note title of ‘PAYMENT PLAN - YEAR’. This appears in the Action Requested Field.

III. CASHIER - Receives payments as per Financial policy and procedures, payment is forwarded to Finance.

IV. FINANCE MANAGER – Records payments with date using a GRADS case note with Action Requested ‘PAYMENT PLAN - YEAR’. Verify the payment and the new total balance owing in this case note and mails the case note to the SSO, the Records Manager and the Program Manager/Registrar.

This process will allow student information to be kept updated at all times.

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Procedure: Six Nations Polytechnic Procedure for Informing Students

A. Purpose

In accordance with the organizational values of Kanikoriio that guide all involved with Six Nations Polytechnic, SNP values and upholds integrity and ethical conduct in its relations with students.

B. Student Policies and Procedures

Prior to registration, students are provided with, and confirm in writing, their awareness of SNP policies (and procedures) pertaining to the following:

Admissions Credit transfer arrangements for incoming students (if applicable); Credit transfer arrangements with and recognition by other institutions (for example, the Native University Program); Entrance examinations Prior Learning Assessments Grading Method of course delivery Intellectual property rights Student dismissal Student support and services Tuition Scholarships and other financial assistance Withdrawals and refunds

3. Availability

These policies are available to students through the SNP website and the Student Success Office. An abbreviated version of the policies and procedures are contained in the Student Handbook.

Updates to policy are posted to the SNP website and included as an insert of the Student Handbook for all prospective and registered students. Updates policies are sent to registered students. Student Rights and Responsibilities

Policy: Six Nations Polytechnic Academic Appeals Relating to a Final Grade Policy

A. Purpose

In accordance with the organizational values of Kanikoriio that guide all involved with Six Nations Polytechnic, SNP endorses reasonable and equitable treatment of student concerns related to a final grade (academic decisions). SNP students have the right to appeal decisions that significantly affect their academic career. The procedures described in this document are intended to provide a mechanism through which students may appeal SNP academic decisions related to a final grade, (including admissions, promotion decisions and course grades).

B. Background

The informal student appeal process is the first stage of appeal. If resolution at the informal stage cannot be reached, the student may pursue a “formal” academic appeal by completing an Academic Appeal Form available from the Student Success Office and an appendix to this policy. The Student Success Office will be available to advise the student at any stage of the appeal process.

In the case of grade appeals, the student should remember that all failing grades are reviewed as a matter of course. Where such a decision is being appealed, a resolution at the formal stage will be attempted and the Program Manager/Registrar will receive the request for administrative review.

Throughout the appeals process, the onus is on the student challenging a final grade to initiate each stage of the appeal and to provide full and complete documentation to support the appeal.

The entire academic appeals process related to final grades will be concluded within 14 days.

C. Procedure for Academic Appeal

1. INFORMAL PROCESS STAGE

Students who question any course grade decision are asked to first discuss the matter directly with the responsible instructor who shall provide the student with the reasons for the decision.

Discussions regarding admissions or promotions are to be discussed with the Program Manager/Registrar.

Student Rights and Responsibilities

2. FORMAL PROCESS STAGE – ADMINISTRATIVE REVIEW

If resolution cannot be reached at this stage, the student must complete the first section of the Academic Appeal Form (Appendix A, available from the Student Success Office) and present the situation to the Program Manager/Registrar who will undertake a review of the facts presented. An appeal must be launched within ten (10) working days from the end of the term within which the course was offered.

Whenever reasonable, the Program Manager/Registrar will schedule a meeting with the student, instructor and other relevant parties to review the facts. Once the case has been reviewed to his/her satisfaction, the Program Manager/Registrar will complete the second section of the Academic Appeal Form, which will indicate that either the original decision will stand or what changes will be made to the student’s record. The Program Manager/Registrar will then send the form to the Records of Office for implementation of the decision.

Program Manager/Registrar’s Office 2160 Fourth Line, P.O. Box 700 Ohsweken, Ontario N0A 1M0 Fax: (519) 445-4416

REQUEST FOR APPEAL OF ACADEMIC DECISION

Section 1: COMPLETED BY STUDENT (with assistance from Student Success Officer) AND SUBMITTED TO THE PROGRAM MANAGER

PLEASE PRINT

Name: Student #: Phone#:

Program: Year:

Course #: Course Name: Instructor:

Reason for Appeal:

Date Discussed with Instructor:

Student Success Officer:

Section 2: Administrative Review: Completed by Program Manager, returned to Student, Instructor and Records Office

Reviewed by: ☐ Met with student/professor/others

Decision:

Signature: Date:

Last Revised: December 2013 Admissions, Promotions, Graduation

Policy: Six Nations Polytechnic Admissions

A. Purpose

In accordance with the organizational values of Kanikoriio that guide all involved with Six Nations Polytechnic, SNP has developed the following practices to ensure that all applicants are considered in an equitable and consistent manner. The practices described in this document conform to the principles of the Ontario Human Rights Code and the regulations of the Ministry of Training, Colleges and Universities.

B. Admissions

Basic Admission Requirements

The admission eligibility requirements for each program are listed in detail in SNP’s Academic Calendar and on the website at www.snpolytechnic.ca. It is the responsibility of each applicant to complete these requirements as they pertain to the individual program admission procession. Applicants who meet admission requirements are not guaranteed admission at SNP.

The following admission requirements apply:

Program Level Academic Requirements Additional Requirements Some applicants may be required to OSSD or equivalent University Level Programs attend an academic Pre-Session Mature Student application* and/or Math Readiness

Program Level Academic Requirements Additional Requirements College Level Programs OSSD or equivalent, including the Recommended courses/skills but following required courses: not required for admission: - English-any Grade 12 C, U or Mathematics - any Grade 11 C, U equivalent.* or M. Mature applicants are considered Testing or other supplemental individually** evaluation may be required.

Program Eligibility

Programs at SNP may require that applicants meet other criteria. These may include: Specific academic prerequisites (course and grade requirements) The completion of an essay, test or questionnaire The submission of a portfolio or supporting materials

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Attendance at an information or interview session

Ontario Grade 12 Equivalency

The Ontario Secondary School Diploma (OSSD), with the majority of courses at the College or University level, is considered the minimum requirement for admission. SNP also recognizes the following as equivalent to the OSSD for admission purposes. (NOTE: In addition to the OSSD equivalent, applicants must meet all specific requirements of the program to which they are applying:

a) Mature Student Status: Applicants with an OSSD, regardless of age or number of years out of high school, will be considered on the basis of their OSSD and mature student status does not apply. Mature Student Definition: A mature student is one who is age 19 or older, does not hold an Ontario Secondary School Diploma (OSSD), who has not attended high school during the previous 12 months and has achieved one or more of the following:

Successful admission testing (at SNP or any recognized postsecondary institution; admission results must be current – within one calendar year)

b) Out of Province Applicants Applicants whose secondary school studies have been completed outside the Province of Ontario must submit evidence of equivalent standing. Recognized equivalents to the Ontario Secondary School Diploma (OSSD) are: Alberta, Nova Scotia, British Columbia, Prince Edward Island, Manitoba, New Brunswick, Saskatchewan, Newfoundland, Nunavut, Yukon, Northwest Territories: Grade 12 Quebec High School Leaving Certificate (Secondary V)

Applicants who have been educated outside Canada are considered on an individual basis.

c) Grade 12 Course Equivalent Admissions Testing Testing is available for Mathematics and English only. Test results are valid for 12 months.

English Proficiency The minimum requirement of an OSSD assumes that the language of instruction was English and, therefore, that the student is fluent in English. If the language of instruction was other than English, at the discretion of SNP, English Language Proficiency testing or other assessment may be required.

Admissions, Promotions, Graduation

Applicant Selection – Program Specific Criteria The applicant selection criteria will be described in the SNP’s central publications (Academic Calendar, Website).

Access to Admission Assessment Where SNP determines that a program requires applicant tests or interviews, arrangements should be made for any applicant who resides outside of normal commuting distance from the SNP to be interviewed or tested at the applicant’s secondary school, local college or by telephone.

Waiting Lists Realistic waiting lists are to be established for oversubscribed programs and maintained up to the end of the registration period. A waiting list must be realistic in relation to the experience of the institute and the likelihood of vacancies occurring after final admission offers have been sent out by SNP. Applicants will, on request, be informed of their relative position on the list.

Appeal of Admission Decision Admissions decisions are subject to review. Any student who wishes to review a decision regarding his or her own application should first consult the Admissions Office. If the student then wishes to pursue a formal appeal he/she should apply in writing to the Program Manager/Registrar stating the basis for the appeal. An Admissions Committee will be established to hear the appeal. Please refer to SNP’s policy on Appeal of Academic Decisions.

Admissions – Students with Disabilities SNP's Admission practices comply with the Human Rights Code and the SNP's practice on Students with Disabilities. SNP does not give preferential treatment to students with disabilities. It will, however, provide the most appropriate accommodation to individuals who identify themselves as requiring accommodations as a result of a documented disability. An accommodation is considered appropriate if it results in equal opportunity and participation in the selection process and meets the student's disability-related needs.

Admission with Advanced Standing Applicants to SNP may be eligible for other than first semester admission following an evaluation of previous post-secondary learning.

Regardless of the semester entry level, applicants must apply in the normal manner. Appropriate transcripts and course outlines must be submitted with the application. Please refer to SNP’s policy on Credit Transfer and Advanced Standing.

Prior Learning Assessment and Recognition (PLAR) Prior Learning Assessment is a process which uses a variety of tools to help adult learners reflect on, identify, articulate and demonstrate learning which has been acquired through study, work and other life experiences and which is not recognized through formal transfer of

Admissions, Promotions, Graduation credit mechanisms. PLAR allows the evaluation of past learning against established academic standards so that credit can be awarded by a credentialling body. Please refer to SNP’s practice on Prior Learning Assessment and Recognition.

Re-Admission

A student who interrupts their studies or who has been withdrawn by SNP must apply for re- admission and is subject to: a) the current admission requirements for the program in question. b) the order of priority of admissions applicable to the program.

NOTE: In circumstances where previous academic progress or behaviour has been unacceptable, a further admissions review may be required. In such a review, an applicant must be able to demonstrate evidence of the ability to perform at an acceptable standard in the program in question.

Admissions, Promotions, Graduation

Policy: Six Nations Polytechnic Academic Regulations Level of Achievement Required for Promotion/Graduation Academic Remediation, Sanctions and Suspensions

A. Purpose

In accordance with the organizational values of Kanikoriio that guide all involved with Six Nations Polytechnic, SNP endorses reasonable and equitable treatment of student concerns related to their academic progress. The procedures described in this document are intended to describe the academic regulations and any other requirements for promotion and graduation as well as the procedures governing academic remediation, sanctions or suspensions.

Six Nations Polytechnic offers accredited courses and programs in partnership with other universities and colleges. In instances where a student attending SNP is enrolled in one of these programs, the policy of the accredited institute is followed.

B. Level of Achievement Required for Promotion and Graduation

50% is considered the passing grade for all courses unless otherwise specified in the course outline. For the NUP program, universities will only accept a 60% to transfer individual credits.

For the NUP program, a student must attain an academic average of 60% in order to gain admission into a general Bachelor of Arts program in one of the six universities in the consortium. The student must still apply to the university of choice.

C. Remediation, Sanctions and Suspensions

Course Level

Failing to meet the requirements of the course with a 50% grade will result in an ‘F’ on the academic record.

Any failed course must be repeated if it is a required course for the program, or must be repeated or replaced if it is not required.

Program Level

If a student does not successfully complete the first term of an academic program including NUP, the student may be placed on probationary status or at the discretion of the institute’s

Admissions, Promotions, Graduation

Academic Review Committee asked to withdraw from the program. This will be considered a ‘mandatory withdrawal’.

Probationary Status

Students who do not meet the total admission requirements or students whose general performance is “unsatisfactory” may be classified as “probationary”. Probationary student may involve the requirement to complete specific remedial activities. This will be established on a case by case basis.

Mandatory Withdrawal

A student may be required to withdraw from a course, a program or from SNP for “just cause”. Included in “just cause” is consistent failure to meet the objectives of the course or program, academic misconduct, inappropriate classroom or other behaviour, failure to pay fees, submission of false documents or information admission purposes, etc.

A student will be permanently withdrawn from the institute for any serious breach of acceptable behaviour. A student will be informed if s/he is formally withdrawn from a program. Students who are withdrawn from programs under the compulsory category are not eligible for refunds.

C. Responsibilities of the Student

Re-Instatement

A student who wishes to re-enter a program after withdrawing (either voluntary or mandatory withdrawal) must complete the Reinstatement Request Form available at the Program Manager/Registrar’s Office. The completed form must be submitted to the Program Manager/Registrar’s Office by August 15 for entry in September.

The form must clearly demonstrate extraordinary circumstances which caused inadequate performance and indicate whether the circumstances surrounding their academic situation have been resolved. They may also include relevant documentary evidence, for example, a letter from a physician outlining any medical condition that might have affected the student's academic performance or final grade.

Reinstatement cases will be carefully screened and the evidence considered will include the student's academic performance before and after admission to SNP, as well as the nature of the reasons cited in the application letter and the accompanying documentation. Such exceptional cases will be considered on their merit. Reinstatement is not guaranteed.

Admissions, Promotions, Graduation

Note: In circumstances where previous college academic progress or behavioural patterns have been unacceptable, a further admissions review may be required.

D. Responsibilities of the Academic Review Committee

The Academic Review Committee is comprised of the Program Manager/Registrar, the Student Success Officer, Records and the President.

The Academic Review Committee is charged with the responsibility to determine a) If a student is to be placed on probationary status; and b) Any requirements to complete specific remedial activities.

The Academic Review Committee is charged with the responsibility to determine if a student must be asked to withdraw from a course, program or SNP for “just cause” or other breaches of acceptable behaviour. The Academic Review Committee will make arrangements for the student to be informed in writing of the decision.

Admissions, Promotions, Graduation

Policy: Six Nations Polytechnic Advanced Standing and Credit Transfer

A. Purpose

In accordance with the organizational values of Kanikoriio that guide all involved with Six Nations Polytechnic, SNP has developed the following practices to ensure that applicants are considered in an equitable and consistent manner where it concerns assessment of previous academic learning and credentials. Transfer arrangements are based on a commitment that barriers to mobility should be minimized while ensuring that the integrity of educational programs and credentials are maintained.

NOTE: Where the program in concerned is one hosted by a partner institute through an articulation agreement, the partner institute’s academic policies and practices are in effect.

B. Definitions

Advanced Standing: Advanced Standing refers to academic credit awarded to a learner upon admission to a program of instruction which enables direct entry to a second or higher academic achievement level of the program.

Transfer Credit is the acceptance of course credit(s) earned in another institution as equivalent to course credit(s) at SNP based on an assessment of the affinity of the courses.

C. Transfer Credit and Advanced Standing

1.1 Advanced standing may be granted as:

a) Articulation Agreements - Agreements negotiated and signed between other educational institutions/programs and SNP in which the program being articulated has high affinity to the SNP program. b) Affinity Transfer - When transferring from a postsecondary education institute into a similar program at SNP, students will receive advanced standing into the appropriate term of their program.

1.2 Transfer Credit

Courses and credentials may be assessed for transfer credit based on a course-to-course analysis of learning outcomes. Assessments will be made by the Program Manager/Registrar or designate.

For degree programs, the limit on the number of credits that will be awarded for prior diploma level study, with and without affinity (course affinity is based on similarity of course content and the level

Admissions, Promotions, Graduation of learning outcomes), toward the degree program such that the advanced standing to be awarded will not exceed:

67% degree level credit for a three (3) year degree program from a completed three (3) year diploma program and 53% degree level credit for a three (3) year degree program from a completed two (2) year diploma program.

The deadline to apply for advanced standing and credit transfer is 60 days prior to the start of term. Requests received after the deadline may not be processed by the start of the term.

A minimum of 25% of all required courses from a program of study of certificate must be completed through SNP in order for a student to graduate from the program. Under exceptional circumstances, this requirement may be waived by the President/CEO.

1.3 Currency

Generally, courses will be considered for transfer credit if they were completed within the previous five (5) years. Courses that are beyond these limits may be deemed to be current upon the recommendation of the Program Manager/Registrar.

1.4 For transfer credit to be granted the learning outcomes for the course from the source institution/program must be deemed to be at an equivalent level to the SNP course and the applicant must have achieved the equivalent of the minimum passing grade requirement at the source institution/program.

1.5 Requests for advanced standing and transfer credit must be submitted directly to the Program Manager/Registrar’s Office and must be accompanied by official transcripts and other documentation as required (ie: detailed course outlines). Requests will not be processed unless accompanied by all necessary documentation.

1.6 The Program Manager/Registrar’s Office will validate grade requirements, residency and currency and in the case of transfer credit, will verify that the course has not been used for prior transfer credit. Advanced standing requests do not guarantee admission to a program.

1.7 Affinity Programs and Courses – Providing the applicant has met all requirements, the Program Manager/Registrar’s Office will refer to the record of requests previously granted for affinity programs and courses. Based on history of prior approval, the Program Manager/Registrar’s Office will grant advanced standing.

1.8 When prior approval history does not exist or is deemed to be no longer current, requests will be forwarded to the President/CEO or designate for evaluation. When the evaluation is complete, the evaluator will advise the Program Manager/Registrar’s Office of their decision (granted or denied) and signature, noting the entry level for the student and any conditions (such as bridging courses) that apply. The final decision to award transfer credit or advanced standing resides in the Program Manager/Registrar’s Office.

Admissions, Promotions, Graduation

D. Procedures on Advanced Standing

1. Advanced standing may require bridging courses or additional courses to be completed. 2. Decisions on advanced standing will be communicated to the applicant by the Program Manager/Registrar’s Office. Any conditions specified will be stated in the communication. Entry into advanced semesters will be recorded on the student’s record as such. For example, Advanced Standing has been granted into Level 2 of Ogwehoweh Language Degree. In this example, individual course exemptions for Levels 1 will not be listed on the official transcript.

E. Procedure on Transfer Credit

1. Transcription of transfer credits will be monitored to avoid giving post-secondary credit twice for the same learning. 2. Decisions on transfer credit will be communicated to the applicant by the Program Manager/Registrar’s Office. If granted, a grade of EX (Exemption) or EQ (Equivalent) will be applied to the student’s record for the requested course(s)

Admissions, Promotions, Graduation

Policy: Six Nations Polytechnic Prior Learning Assessments and Recognition (PLAR)

A. Purpose

PLAR offers the learner opportunity to earn credit for courses based on formal demonstration of prior learning, usually acquired through study, work and other life experiences, that is not recognized through formal credit transfer. SNP understands that many people acquire degree- level learning and skills through various situations, including:

Work experience Community work Non-credit courses or programs Self-directed study

As part of its special mission, the institute recognizes there is an urgent need to create postsecondary education learning opportunities for Ogwehoweh language speakers and workers. At this time, SNP’s PLAR policy applies solely to the Ogwehoweh Language Degree Program. Practices and procedures related to PLAR will be available through the Program Manager/Registrar’s office.

SNP will have a PLAR review cycle for the Fall and Winter term. Provided that a PLAR request is received prior to the start of term, SNP will review and make a decision prior to the next academic term. For example, for application submitted prior to the start of fall term, the decision will be communicated to the applicant prior to the start of the winter term.

Admissions, Promotions, Graduation

To have a PLAR application assessed prior to the fall term, the PLAR application must be received by May 1.

NOTE: Where the program in concerned is one hosted by a partner institute through an articulation agreement, the partner institute’s academic policies and practices are in effect.

B. Practice on Prior Learning Assessment and Recognition

1. Fees charged for the PLAR process shall not exceed the fee recommended by the Ministry of Training, Colleges and Universities. 2. SNP provides PLAR processes whereby students may seek credit for all SNP courses, except those excluded by the President/CEO, on the recommendation of the relevant Program Coordinator. 3. The learning that is recognized must be measurable and consistent with SNP course learning outcomes. 4. The learning to be recognized must satisfy the learning outcomes of the course, as identified within the course outline. 5. Each PLAR application will be evaluated by a qualified Assessor, as assigned by the Program Manager/Registrar. 6. The PLAR must demonstrate the attainment of the stated learning outcomes through a method determined by the Assessor, which generally includes one or more of the following: a) Presentation of a portfolio b) Demonstration of a specific skill or skills c) Competency tests d) Submission of assignments e) Challenge exams f) Structured interviews

7. A percentage grade is assessed, except for courses where “S” or “U” is the usual evaluation. Successful attempts are recorded on a transcript. 8. Applicants are required to complete 25% of program requirements by enrolment at SNP. 9. PLAR is subject to the academic appeal process.

Procedures for Prior Learning Assessment and Recognition

1. Information regarding the PLAR process can be found at the Program Manager/Registrar’s Office and will be available on the SNP website. 2. To begin the PLAR process, each applicant will complete the required documents and submit them, along with the fee, to the PLAR facilitator. The fee must be received before the application is processed. 3. The PLAR documents will be sent to a qualified Assessor by the Program Manager/Registrar within two weeks of receipt.

Admissions, Promotions, Graduation

4. The Assessor will contact the student contact the PLAR applicant within one week of receiving the required documents to discuss the PLAR Assessment procedures. The Assessor will arrange mutually convenient meeting(s) and/or assessment time(s) with the PLAR applicant. 5. The Assessor will assess the application for PLAR documenting how the PLAR applicant’s knowledge was assessed. 6. Once the assessment is complete, the Assessor returns all documents to the Program Manager/Registrar and the Records Office. 7. If successful, the Record Office inputs the final grade. 8. The applicant is then contacted by the Program Manager/Facilitator to confirm completion of the process, even if the applicant was unsuccessful. 9. The Program Manager/Facilitator will notify the President/CEO of the completion of the PLAR process.

Quality Assurance

Policy: Six Nations Polytechnic Student Feedback

A. Purpose

In accordance with the organizational values of Kanikoriio that guide all involved with Six Nations Polytechnic, SNP values course feedback as an essential component of all courses offered by SNP. Feedback provides a systematic and consistent mechanism for gathering and responding to feedback from students. Results from course feedback are used to identify strengths and weakness which are then used to identify modifications needed for continuous improvement of courses, instruction and support for faculty professional development. Course feedback is intended for continuous improvement.

Course feedback surveys are anonymous and, therefore, not admissible as evidence for individual grade appeals or other complaints.

B. Course Feedback

Course feedback surveys are conducted each semester for every academic course at SNP. Feedback is gathered using a standardized survey instrument, which may be revised or re- designed from time to time as approved by the Program Manager/Registrar. Surveys will be administered and reported in a manner that will ensure student anonymity and confidentiality.

After final grades have been submitted for each course, reports from the survey will be sent to the individual instructors for review. Individual faculty results will be treated as confidential. Each program will discuss overall results and determine appropriate follow-up strategies for continuous improvement and for sharing of best practices.

The Program Manager/Registrar is responsible for ensuring that an appropriate procedure is followed for course feedback administration, reporting, and conduct, and that the practice and procedure are evaluated on a regular basis.

Capacity to Deliver

Policy: Six Nations Polytechnic Faculty and Instructors: Review and Development

A. Purpose

In accordance with the organizational values of Kanikoriio that guide all involved with Six Nations Polytechnic, SNP is committed to ensuring quality teaching and learning environments that prepare students to pursue and achieve academic success.

Regarding faculty, SNP will continue to make every effort to recruit outstanding faculty into SNP programs, noting that SNP continues to operate on the fiscal and policy periphery of postsecondary institutions in Ontario, which creates a barrier to us hiring full time faculty. As such, SNP must function by engaging contracted instructors knowledgeable in their unique areas.

Nonetheless, SNP is committed to helping its teaching staff develop their expertise in order to provide quality learning experiences for our students. This policy applies to Instructors who teach in postsecondary education programs. This practice may be adapted to cover Instructors in other areas, at the discretion of the President/CEO.

B. Academic or Professional Credentials Required of Present and Future Instructors teaching courses in the program

At this time, SNP’s Faculty and Instructor Development and Review policy applies solely to the Ogwehoweh Language Degree Program. Practices and procedures will be available through the Program Manager/Registrar’s office.

Required Qualifications:

Knowledge of the Cayuga/Mohawk Language Communicative competency in Cayuga/Mohawk language

Preferred and Professional Experience:

Experience in Cayuga/Mohawk language teaching and learning Certificate from a Cayuga/Mohawk Language Immersion Program Indigenous Knowledge Guardian

Capacity to Deliver

Academic Credentials:

Given the nature of the degree - a language speaker is our primary required qualification. However, in addition to this requirement, the following academic credentials or combination of credentials are considered an asset when paired with demonstrated language ability.

Bachelor of Arts; or a Masters of Arts; or a Doctor of Philosophy. Ontario College of Teacher’s Certificate also an asset.

C. Documentation Requirements

SNP is required to have on file evidence of the highest academic credential and any required professional credential claimed by faculty members.

D. Schedule and Implementation of Review

a) Formative Review: All regular full time Instructors are encouraged to undertake annual formative review and development through reports and discussions with the Program Manager/Registrar. b) Summative Review: at least every fourth year (or at the call of the Program Manager/Registrar), a summative review of each Instructor’s performance and development will be undertaken.

Scope and Criteria for Review

Instructor review will cover the areas described in the class definition for Instructors in the Agreement.

The expectations and criteria are as follows: individual consultation with students is available along with extra help when necessary course objectives, requirements and the evaluation methods are communicated clearly to students at the beginning of the course instructional methods and materials are appropriate in assisting students to meet stated course objectives tests, examinations and assignments are consistent with course objectives and contribute to the achievement of course objectives students are informed of their progress in achieving course objectives and provided with constructive suggestions for improvement when appropriate academic standards (as defined for each program) in assessment of student performance are maintained student work is assessed fairly and impartially

Capacity to Deliver

graded materials are returned to students within a reasonable time period assigned grades accurately reflect the extent to which students have achieved course objectives colleagues are respected, and ethical principles of the teaching profession are observed assignments, tests and examinations are varied from year to year; and the Instructor - is punctual and reliable in attending class, and classes occur as scheduled on the timetable - is available to work co-operatively with other instructors, staff and administration towards to the achievement of SNP’s objectives

E. Formative Review

Each Instructor is encouraged to annually undertake a formative review of his/her performance. The formative review describes activities and achievements in the relevant areas of performance.

Alternatively, the Instructor may prefer to maintain a dossier of evidence of, and reflection on, his/her achievements and activities.

The Program Manager/Registrar will formally acknowledge receipt of each report. Formative review documentation is normally filed with the Program Manager/Registrar by June 1 of every year (to allow for any follow-up discussions) and may include an updated curriculum vitae and/or an updated portfolio (as required by a program review).

G. Summative Review

According to a schedule to be determined by the Program Manager/Registrar, every four years in an Instructor’s full-time appointment at SNP, the Instructor and Program Manager/Registrar will meet by September of the applicable academic year, to discuss and agree to a process of summative review, including the scope of review, sources of data, workload implications etc.

By June 1 of that academic year, the Instructor will complete a summative self-assessment and a development plan, or submit a dossier of evidence of, and reflection on, his/her past years’ achievements and activities.

The Program Manager/Registrar will submit a report on the Instructor’s performance and approval, which will be signed by the Instructor as having been received as read. The Instructor has the right to file a rebuttal to this report.

Institutional Quality Assurance

Policy: Six Nations Polytechnic Program Development and Evaluation

PREFACE

Six Nations Polytechnic (SNP) is an education institute which has continued to serve in its capacity as an indigenous community-controlled and community based center that addresses human and resource development requirements and ongoing development of teaching and learning approaches from an indigenous perspective for twenty years.

SNP offers programs and courses of study in partnership with all levels of government; commissions; industries; commerce and other education and training institutions with an emphasis on developing and promoting the retention of Hodinohso:ni/Rotinonshonni culture and languages and to reflect the cultural values of Hodinohso:ni/Rotinonshonni.

SNP is considered an Aboriginal Institute in provincial postsecondary education policy. As a result, SNP operates on the periphery of Ontario’s postsecondary education system through required official relationships with other institutions. SNP has been chartered to offer certificates, diplomas and degrees by the Six Nations Elected Council in service of the Six Nations community.

Policies and procedures pertaining to program development and program review are intended to ensure that programs offered by the institute are aligned with SNP’s mission and academic goals and thus have unqualified institutional support; and, to ensure the quality and consistency of the programs on an ongoing basis.

For SNP, criteria for establishing and maintaining program quality assurance reside in two realms. The first is with the indigenous languages, knowledges and community to which the institute is first accountable. The second is through a communication of the institute’s capacity to assure quality of programs consistent with provincial degree-granting requirements. The process and outline of this communique is outlined in the Quality Assurance Framework (QAF) developed by the Ontario Council of Academic Vice-Presidents. It is noted here that all publically funded institutes in Ontario that offer diplomas or degrees are responsible for ensuring the quality of their programs and degrees, including modes of delivering programs and those academic and student services that affect the quality of the respective programs under review, whether or not the program is eligible for government funding.

As such, SNP has developed an institutional plan for quality assurance that meets the requirements of the quality assurance process that is set out in the Council of Ontario Universities (COU) approved framework.

Institutional Quality Assurance

Program Review

Program Development

Institutional Quality Assurance Process

Table 1

INSTITUTIONAL QUALITY ASSURANCE PROCESS

As per the Quality Assurance Framework, all institutes are responsible for the development of their own Institutional Quality Assurance Process (IQAP) that is consistent with their own mission statements, learning outcomes, and university degree level expectations, as well as the protocols of the framework.

Recalling that SNP’s quality assurance criteria lie in two realms, SNP is mindful of our unique status as an indigenous-controlled, community-based center of excellence. SNP holds a special mission to ensure that all service components reflect the cultural values and traditions of our peoples. At the same time, the focus toward culture and language must address the issues and concerns of all Indigenous peoples. Indigenous knowledges, languages and cultures are the exclusive jurisdiction of the indigenous peoples they belong to. As a part of our strategic plan, SNP is committed to closing the knowledge gap that exists in society with respect to the history of the country, the experiences of Indigenous Peoples, the impacts of colonization and trauma and the outstanding obligations that remain to be addressed (access to lands, resources and language revitalization, etc.)

As such, SNP must and will proceed with developing and offering programs and degrees in line with our special mission, however, COU assessment and approvals of our quality assurance process are a valued consideration within the overall program approval process for the institute.

Institutional Quality Assurance

The following policy addresses two distinct components. Each component contains a flowchart, a broad overview of the process, a description of the proposal brief/report submission, a detailed description of the internal approval process and links to relevant templates:

a) Protocol for New Program Approvals b) Protocol for the Cyclical Review of Existing Programs

POLICY AND PROCEDURES FOR UNDERGRADUATE NEW PROGRAM APPROVALS – COMPLIANCE

SNP has developed its program approval process in consultation with the Quality Assurance Framework developed by the Ontario Universities Council on Quality Assurance and approved by the Council of Ontario Universities. The preparation of proposal briefs for new programs for SNP is outlined in the sections below.

Broad Overview of the Approval Process for New Programs:

1. The recommendation is made to develop a new program, usually via an ad hoc committee which identifies a clear need for the program, conducts an environmental scan (in Ontario and internationally) for similar programs and evaluates the institute’s internal resources and expertise to support the program. 2. A dialogue is convened with Indigenous Knowledge Guardian(s) and recorded as a part of the institute’s record. 3. The institute’s Development Office conducts initial research and develops a letter of intent which outlines the rationale, the faculty expertise, comparator programs, program content and fit with the strategic planning goals and/or special mission of the institute. 4. This letter of intent is presented to the President/CEO of the institute by the Development Office. If the response is positive, a committee for the development of a proposal brief is established. Committees or research to address specific matters and issues arising from the development process are established/assigned as required through the Development Office. 5. At this time, a communication welcoming comments from the Six Nations Elected Council is prepared. 6. If none exists, an External Academic Advisory Committee is established comprising experts and faculty from other universities or industry for external review. 7. Once the external review is completed, the program is presented to the Program Advisory Committee for an internal response. 8. The proposal brief is then presented to the Board of Directors by the President/CEO for final institutional approval. 9. Having received board approval, the proposed program is submitted for Ministerial Consent for degree-granting status.

Institutional Quality Assurance

Table 2

1. INTERNAL INSTITUTE REVIEW PROCESS

Development of New Proposal Brief ↓

External Review ↓

Internal Response ↓

Institutional Approval ↓

SNP Governance Process ↓

2. PEQAB APPROVAL PROCESS

Appraisal Committee Review and Recommendation ↓

Submission for Ministerial Consent/PEQAB Approval ↓

3. FOLLOW – UP PROCESS

Ongoing Program Monitoring By the Institution ↓ Cyclical Review within 5 Years of First Enrolment

Components of the Proposal Brief

Institutional Quality Assurance

All new program proposal briefs for SNP must address the following components. A template of the proposal brief is available on the Common server:

Objectives a) Consistency of the program with the institute’s mission and academic plans b) Clarity of the appropriateness of the program’s requirements and associated learning outcomes in addressing the institute’s own undergraduate or graduate Degree Level Expectations c) Appropriateness of Degree Nomenclature Admission Requirements a) Appropriateness of the program’s admission requirements for the learning outcomes established for completion of the program b) Sufficient explanation of alternative requirements, if any, for admission into a graduate, second-entry, or undergraduate program, such as a minimum grade average, additional languages or portfolios, along with how the program recognizes prior work or learning experience Structure a) Appropriateness of the program’s structure and regulations to meet specified program learning outcomes and degree level expectations. b) For graduate programs, a clear rationale for program length that ensures that the program requirements can be reasonably completed with the proposed time period Program Content a) Ways in which the curriculum addressed the current state of discipline or area of study b) Identification of any unique curriculum or program innovations or creative components c) For research-focused graduate programs, clear indication of the nature and suitability of the major research requirements for degree completion d) Evidence that each graduate student in the program is required to take a minimum of two-thirds of the course requirement from among graduate level courses Mode of Delivery a) Appropriateness of the proposed mode(s) of delivery to meet the intended program learning outcomes and Degree Level expectations Assessment of Teaching and a) Appropriateness of the proposed methods for the assessment Learning of student achievement of the intended program learning outcomes and Degree Level Expectations b) Completeness of plans for documenting and demonstrating the level of performance of students, consistent with the institute’s statement of Degree Level Expectations Resources for all programs a) Adequacy of the administrative unit’s planned utilization of existing human, physical, and financial resources, and any institutional commitment to supplement those resources, to support the program b) Participation of a sufficient number and quality of faculty who

Institutional Quality Assurance

are competent to teach and/or supervise the program c) Evidence that there are adequate resources to sustain the quality of scholarship produced by undergraduate students as well as graduate student’s scholarship and research activities, including library support, information technology support and laboratory access Resources for graduate a) Evidence that faculty have the recent research or programs only professional/clinical expertise needed to sustain the program, promote innovation and foster and appropriate intellectual climate b) Where appropriate to the program, evidence that financial assistance for students will be sufficient to ensure adequate quality and numbers of students c) Evidence of how supervisory loads will be distributed, and the qualifications and appointment status of faculty who will provide instruction and supervision Resources for undergraduate Evidence of the planning for adequate numbers and quality of programs only a) Faculty and staff to achieve the goals of the program b) Plans and commitment to provide necessary resources in step with the implementation of the program c) Planned/anticipated class sizes d) Provision of supervision of experiential learning opportunities (if required) e) The role of adjunct and part-time faculty Quality and other indicators a) Definition of the use of indicators that provide evidence of the quality of the faculty (e.g. qualifications, research, innovation, and scholarly record, appropriateness of collective faculty expertise to contribute substantially to the proposed program) b) Evidence of a program structure and faculty research that will ensure the intellectual quality of the student experience

SNP Initial Institutional Approval Process

Identify Authorities The President/CEO and Program Manager are the principal authorities responsible for the IQAP and its application Identify Contact The authoritative contact between the institution and the Postsecondary Education Quality Assurance Board shall be the SNP President. This will be the sole contact for communication between the institution and the Board about the approval process. Identify Steps The institutional steps to develop and approve new programs are identified in Table 2.

This IQAP will also set out the intra-institutional steps that will apply the quality assurance of other new programs (for example, a new Emphasis, Option, Minor Program or similar) which do not require Quality Council appraisal and approval.

Institutional Quality Assurance

Evaluation Criteria See table above Program Proposal Brief SNP requires the preparation of a Program Proposal Brief that addresses the above criteria and meets the requirements of the Quality Assurance Framework together with any further institutional requirements which it chooses to apply. External Reviewers There will be at least one reviewer for new undergraduate programs and two for new graduate programs. External review of new program proposals must incorporate an on-site visit which may be conducted via desk audit, video-conferencing or an equivalent method.

The external review is an objective, critical analysis of the program based on an appraisal of the proposal brief and observations from the site-study. The external review team will have an impartial, arms- length relationship to the Program. They will be selected from a list of at least four suggested individuals by the Development Office. This list should include:

Name; Rank and position; Institution or company and current address, telephone and fax numbers and e-mail addresses. URL is possible. Professional (including administrative) experience or expertise relevant to the Program under review. Details of any previous or current affiliations with the institute, and any association with individual members of the Program under review (e.g. co-author, previous student/supervisor, close relationship) and, For graduating programs or combined reviews, a description of research expertise and a partial listing of recent scholarly publications.

The Program Proposal Brief will be provided to all members of the Review Committee no fewer than two weeks before their site visit. The roles and obligations of the Review Committee are described by the Ontario Quality Assurance Framework and Guide to include:

To identify and comment on the program’s notably strong and creative aspects; To describe the program’s respective strengths, areas for improvement, and opportunities for enhancement; To recommend specific steps to be taken to improve the program, distinguishing between those the program can itself take with existing resources and those that require external action; To recognize the SNP’s autonomy to determine priorities for funding, space, and faculty allocation; To respect the confidentiality for all aspects of the review

Institutional Quality Assurance

process Site Visit It is typically required reviewers visit at the same time. As appropriate, the reviewer will meet with the following:

Chair or Director Full time faculty members Part time faculty members Program students Indigenous Knowledge Guardians Program support staff Deyohahá: ge: Indigenous Knowledge Centre Coordinator Program Manager President/CEO

Reviewer’s Report Excepting two occasions when two languages are used or when contrary circumstances apply, the reviewers will normally provide a joint report (see template) that appraises the standards and quality of the proposed program and addresses the criteria set out in Section 2.1, including the associated faculty and material resources.

They will also be invited to acknowledge any clearly innovative aspects of the proposed program together and recommendations on any essential or otherwise desirable modifications. Internal Response Require, in response to the Reviewer’s Report (s), and recommendations, responses from both the proposing academic unit and the Program Manager or their delegates.

Assess against Indigenous Knowledge Guardian’s feedback and the Indigenous Education Quality Assurance Index. Institutional Approval Based on the Proposal Brief, the Reviewer’s Report (s) and the internal responses to both, and in accordance with the IQAP, the institution will determine whether or not the proposal meets its quality assurance standards and is thus acceptable or needs further modification. The institutions may stop the whole process at this or any subsequent point. Accreditation: Quality Council After completion of any other requirements of the IQAP, the Secretariat/PEQAB institution will submit the Proposal Brief, together with all required reports and documents, to the Postsecondary Education Quality Assessment Board.

The submission template will require information on whether or not the proposed program will be a cost-recovery program. The same standards and protocols apply regardless of the source of funding. Announcement of New Subject to approval by the university’s senior academic office (e.g. Programs President/CEO and Program Manager), an institution may announce its intention to offer a new undergraduate program of graduate program in advance of approval by PEQAB. When such announcements are

Institutional Quality Assurance

made in advance of approval, they must contain the following statement: “Prospective students are advised that offers of admission to a new program may be made only after the university’s own quality assurance processes have been completed and the Ontario Universities Council on Quality Assurance or the Postsecondary Education Quality Assessment Board has approved the program.”

Templates:

Templates for the following can be found on SNP’s internal server:

1) Letter of intent for New Program Proposal Briefs 2) New Program Proposal Briefs Template 3) Program Development Work plans 4) Program Development Minute Template 5) External Review Template for New Programs 6) Internal Response Template 7) Request for Institutional Approval

Institutional Quality Assurance

Academic Program Review Policy and Procedures for Existing Programs at SNP

Preface

SNP has developed its program review policy in consultation with the Quality Assurance Framework developed by the Ontario Universities Council on Quality Assurance and approved by the Council of Ontario Universities. The program review is a formative evaluation. The purpose of the evaluation is to provide information on how to improve or maintain the quality and consistency of an academic program. SNP policy and procedures have been developed to allow for objective and constructive evaluation. The review process and summaries of the review reports are approved by the Program Advisory Committee and are a public document shared within the SNP community.

The program review process must identify a review cycle as well as the following components:

Review Components

Self-study External Consultant Peer Review Final Report Academic Council Implementation and Follow-up Review Cycle

Reviews must occur within a ten year time frame according to COU guidelines. Program Reviews at SNP are to be conducted every 5 years and can be done jointly with accreditation reviews. The Program Manager holds the administrative responsibility for the program reviews.

Broad Overview of the Review Process for Existing Programs:

1. The Program Manager identifies the program for review as per the SNP’s cyclical program review schedule and reviews the necessary components of the review. The Academic Council/Program Advisory Committee is the conduit for the review process. 2. The review must contain the following components: a program self-study, an external review, a peer review and a final report. 3. A self-study committee is appointed and develops plans for the study in consultation with the Program Manager. The self-study committee may include members of the Academic Council/Program Advisory Committee. Self-study report – This is an analytical self-study conducted by faculty, students and staff in the program. It is meant to be a reflective, collaborative and thorough appraisal of the program undertaken by the program members. 4. The next step undertaken is the external review. External Review – The external review provides an objective, critical analysis of the program based on appraisal of the self-study

Institutional Quality Assurance

and the observations from a site visit. The external consultant will have the appropriate expertise and credentials; i.e. is recognized, respected faculty member (or former faculty member) of another university with expertise in the same discipline of the program that is being reviewed. The external review team submits a written report to the Program Manager. 5. The Program Manager discusses the external report with the President/CEO. The Program Manager adds a response to the external review and forwards the two responses and the self-study to a peer review team. 6. The peer review team reviews the self-study and the external review, adds its own peer evaluation of the program, and compiles the final report. 7. Note: Other consultations – If required, input from other sources (Indigenous Knowledge Guardians, language speakers, community members or other stakeholders) may be sought for program review. All members of SNP may be invited to submit written comments. 8. The review team submits the draft report to the President, who discusses it with the Program Manager. The Program Manager confers with the program to develop a plan of action and timetable for any implementation requirements of the review findings. 9. A written response is provided for the President/CEO, who writes the executive summary of the Final Report for the SNP Board. 10. The SNP Board approves the Final Report, action plan and clarifies the time table. 11. The timetable for implementation of the report will designate a time-frame for a follow-up report to the Program Advisory Board and the SNP Board. (e.g. within a year after the approval).

Institutional Quality Assurance

Table 3

INTERNAL INSTITUTE REVIEW PROCESS

Initiation of review by SNP (Program Manager) ↓

Program Self Study ↓

External Evaluation ↓

Internal Responses ↓

Institutional Perspectives and Final Assessment Report ↓ SNP Governance Process

↓ ↓ Summary of Outcomes Ongoing Program communicated to required Monitoring By the Institution authorities

↓

Cyclical Review within 8 Years of First Enrolment

Components of the Self-Study

Institutional Quality Assurance

It will address the following in a written report:

a) The relationship of the goals of the program to the goals of SNP and the Faculty b) The appropriateness of the program structure, the rigor of the curriculum, and effectiveness of the teaching methods in relation to the learning objectives of the program c) The benefits and innovative aspects of the program d) The relationship of admission requirements, enrolments, program goals, and student success e) The student perspective of all aspects of the program f) The quality and expertise of the faculty teaching the program g) The human and physical resources available to the program (e.g. support staff, collections, equipment, facilities) h) The availability of financial resources for the program

SNP Institutional Review Process

Identify Authorities The Program Manager holds the administrative responsibility for the program review. Program reviews are conducted every 5 years. Evaluation Process The Program Manager consults with the program and the Program Advisory Committee to appoint a self-study committee. At this time, the self-study committee will develop a work plan to carry out the required components of the program review. Self-study The self-study is undertaken. It is a written report that addresses the above criteria and meets the requirements of the Quality Assurance Framework together with any further institutional requirements which the institute chooses to apply. External Reviewers Once completed, the self-study is shared for external review. There will be at least one reviewer for new undergraduate programs and two for new graduate programs. External review of new program proposals must incorporate an on-site visit which may be conducted via desk audit, video-conferencing or an equivalent method.

Institutional Quality Assurance

Details of any previous or current affiliations with the institute, and any association with individual members of the Program under review (e.g. co-author, previous student/supervisor, close relationship) and, For graduating programs or combined reviews, a description of research expertise and a partial listing of recent scholarly publications.

The Self-study report will be provided to all members of the Review Committee no fewer than two weeks before their site visit. The roles and obligations of the Review Committee are described by the Ontario Quality Assurance Framework and Guide to include:

Chair or Director Full time faculty members Part time faculty members Program students Department/Program support staff Deyohaha:ge Indigenous Knowledge Centre Coordinator Program Manager President

External Reviewer’s Report Excepting two occasions when two languages are used or when contrary circumstances apply, the reviewers will normally provide a joint report (see template) that appraises the standards and quality of the proposed program and addresses the criteria set out in Section 2.1, including the associated faculty and material resources.

Institutional Quality Assurance

President. The Program Manager adds a response to the external review and forwards the two responses and the self-study to a peer review team. The peer review team reviews the self-study and the external review, adds its own peer evaluation of the program, and compiles the final report.

Internal Response The review team submits the final report to the President, who discusses it with the Program Manager. The Program Manager confers with the program to develop a plan of action and timetable for any implementation requirements of the review findings.

An assessment against Indigenous Knowledge Guardian’s feedback and the Indigenous Education Quality Assurance Index may be included.

A written response is provided for the President, who writes the executive summary of the final report for the SNP Board. Institutional Approval The timetable for implementation of the report will designate a timeframe for a follow-up report to the Program Advisory Board and the SNP Board. (e.g. within a year after the approval).

Templates:

Templates for the following can be found at the following link ( ) :

1) Self-study template 2) Program Review Work plans 3) Program Review Minute template 4) External Review template for Program Reviews 5) Internal Response template 6) Timetable for Implementation template

Acronyms:

Council of Ontario Universities (COU) Quality Assurance Framework (QAF) Six Nations Polytechnic (SNP)

Student Handbook 2013-2014

Telephone – 519-445-0023 Fax – 519-445-4416 Email address – [email protected] Web site – www.snpolytechnic.com

Welcome

On behalf of the Board and Staff of Six Nations Polytechnic welcome to the 2013/2014 Academic year. This handbook provides general information and policies related to your studies at Six Nations Polytechnic.

Table of Contents OUR PHILOSOPHY AND BELIEF 5 STUDENT’S RESPONSIBILITIES 8 Six Nations Polytechnic Policies and Procedures 8 Instructor and Student Conduct 8 Complaint Resolution Procedure 8 Program Evaluations 8 Photocopying Services 8 Class Attendance – No Visitors 8 Academic Problems 9 Late Assignments 9 Incomplete Standing 9 Deferred Examinations 9 Withdrawals 9 NUP Only – Repeat Policy 10 Program Continuation in Subsequent Years of Study 10 Certificate/Non-credit Courses 10 Final Examinations 10 Transcripts 11 Passing Grades 11 Admission (Native University Program) 11 STUDENT SERVICES 11 Student Success Officer (SSO) 11 Student Centre 11 Food Bank 11 Kitchen Facilities 12 Vending Services 12

Quiet Room 12 STUDENT REPRESENTATIVE SNP BOARD OF DIRECTORS 12 GENERAL OPERATING POLICIES AND PROCEDURES 12 School Closures 12 Class Cancellations 13 Make Up Classes 13 Bulletin Board 13 Cell Phones and Pager Use 13 Computer Lab 13 Emergency/Fire Procedures 14 Instructor/Student Messages 14 Parking Lot 14 Handicapped Parking and Accessibility 14 Bicycles, Skateboards and Roller Blades Usage 14 Lost/Stolen Articles 15 Recycling 15 Safe and Healthy Enforcement and Discipline 15 Smoke-Free Environment 15 Security of Physical Property and Theft 15 Substance Abuse 15 THE NATIVE UNIVERSITY CONSORTIUM 16 ACCREDITING PARTNERSHIP COLLEGES 16 IMPORTANT TELEPHONE NUMBERS and Websites 17 SIX NATIONS POLYTECHNIC STAFF DIRECTORY Error! Bookmark not defined. STUDENT POLICIES 18 ACADEMIC DISHONESTY POLICY 19 ACADEMIC APPEALS POLICY 25 STUDENT CONDUCT AND DISCIPLINE POLICY 29 DISRUPTIVE STUDENT BEHAVIOR IN THE LEARNING ENVIRONMENT 31 DISCRIMINATION AND HARASSMENT 34 Discrimination 34 Harassment 34 SEXUAL HARASSMENT 35

RACIAL HARASSMENT 36 GENERAL HARASSMENT 36 THREATS, ACTS OF VIOLENCE & WEAPONS POSSESSION 37 COMPUTING AND TELECOMMUNICATIONS POLICY 42 MEDIATION PROCESS 44 NOTES 48

Preamble: The moral ownership of the Six Nations Polytechnic are the Ogweho:weh peoples of the Six Nations of the Grand River Territory.

Mega Ends Policy: Self-sufficient, educated, employable Six Nations people with a commitment to Six Nations culture and community, at costs justified by results.

The Foundation of Six Nations Polytechnic Board Policies

OUR PHILOSOPHY AND BELIEF

Six Nations Polytechnic, a native focused institution of learning, has a moral responsibility to the people to take a lead role in the preservation of our environment. Through the Hodinohso:ni`/Rotinonhshonni world view of our universe we will assist in the survival of life on this planet through research, study of alternative views, and dissemination of information.

Six Nations Polytechnic will endeavor to keep up with the beat of the 21st century and at the same time offer the understanding inherent in our language and culture. In this way the people may receive an education that assists them to keep pace with both drums.

Six Nations Polytechnic has the role and responsibility, as an institution of the people of Six Nations, to offer the opportunity to be educated to ensure languages and culture survive. It also has the responsibility to provide an education that enables our people to survive in both worlds.

Six Nations Polytechnic is becoming the catalyst that offers the opportunity and place for our Native scholars and elders to share their knowledge with all our people and to offer the non- Native an opportunity to study a different worldview.

Created by Harvey Longboat Sr. – 1994

Belief The Six Nations Polytechnic Board believes that culturally-based education and life-long learning more positively impacts life.

Values and Organizational Conduct

The Board has identified values to guide the organization. These are stated in Board policy as Hodinohs]:ni’ values of Ga` nig)hi:yo:/Kanikoriio (Values of the Good Mind).

All involved with Six Nations Polytechnic are to review these organizational values along with operational policies.

The expectation for all (Board, staff, instructors and students) is to operationalize these values in their respective roles and to conduct themselves accordingly and in compliance with organizational policies.

Hodinohs]:ni’ Values of Ga`nig)hi:yo: / Kanikoriio odrihwagwa[hs/:’ aterihwakwarihsy]ntshera odihwagwaihshy/……………FAIRNESS degakahs?:gw=h teyoterihwakhahsy]nkwas ad(nida:sa……………………..SHARING gag?y}hsde:’ tyoriway=:ri goya`da:d,nih………………………………..HONESTY ad,nid

Degaeyenawa`g}h?:gye` tekarihwayenawa`kontshera` hogay( ih ………..COOPERATION

]:g,ht ate`nikonhratokenhtshera` ganig/hiyok ………………………………...OPENNESS oihwad]g+hsra` tekanyahesenhtshera` hoyada:d( ni………………...TRUSTWORTHINESS

STUDENT’S RESPONSIBILITIES

Six Nations Polytechnic Policies and Procedures All students are to conduct themselves in compliance with Six Nations Polytechnic policies and procedures including the specific responsibilities set out in this handbook.

It is the instructor’s responsibility to maintain a constructive learning environment for the class. Instructors will determine if and when a disruptive student will be asked to leave the classroom.

In rare cases, disciplinary action is required to resolve complaints. If disciplinary action is required and depending on the severity of the problem and past history of complaints one of several actions might be taken including:

1. Verbal Reprimand 2. Written Reprimand 3. Suspension 4. Dismissal/expulsion

Program Evaluations Program evaluations are confidential. The evaluations are completed by students enrolled in all programs and are collected for the purpose of evaluating overall program delivery and student support services. Program evaluations are completed mid-term each semester and at the end of the term for all courses. Instructors will be informed of evaluation results.

Photocopying Services The student photocopier is located in the computer lab. Reloadable print codes may be purchased from Reception or the Finance Manager. Minimum purchase of $10.00 required.

Class Attendance – No Visitors Polytechnic wishes to ensure a comfortable, safe, respectful and academically inviting learning environment. Therefore, only registered students are allowed to attend class, labs, field trips and field placement activities. Students are responsible for regularly attending all scheduled classes. Students are not allowed to bring babies and children to class.

Academic Problems Students may have problems with their health, family or social life which may affect their ability to complete academic studies. Often students face challenges balancing personal and academic life. Students are responsible for getting a plan/strategy in place to overcome and/or manage problems as they arise. Students are encouraged to talk with their instructor and/or Administration about such concerns.

Late Assignments Assignment due dates are established by individual instructors and communicated either in class or on course outlines. Late assignment guidelines are developed on a course-by-course basis collaboratively between the students and the instructor and are enforced by the instructor.

Incomplete Standing A student may request from the instructor an incomplete grade for medical or compassionate reasons. A recommendation for incomplete standing is granted at the discretion of the instructor and communicated to the administrative staff in the form of an incomplete (INC) grade on the grade submission form. A student who has been granted an incomplete grade must complete the requirements for the course 2 weeks prior to the transcript issuing date (see transcripts section for dates). The instructor who grants an incomplete standing in any course is responsible for marking all course work and submitting the final grade to the administrative staff at the date designated. Incomplete grades outstanding beyond 60 days after the final exam date of the course will become a failing grade unless other arrangements are made to complete outstanding requirements.

Deferred Examinations Deferred examinations must be approved by and arranged with individual instructors at least one week before the scheduled exam date. Courses where deferred examinations have been arranged will show as incomplete (INC) on the transcript until completed or timeline has passed. Students who do not make arrangements prior to an exam and miss the exam will receive a failing grade.

Withdrawals If for any reason a student must withdraw from a course or their program, the student must meet with the Student Success Officer to complete the required forms.

The official date of withdrawal is the date the withdrawal form is received by the Office of the Registrar. Students jeopardize their academic record if they fail to complete the paperwork.

If a student withdraws from a program within the first ten days of the semester, there is no record of enrollment.

If a student withdraws from a program after the refund date but before the “withdrawal with academic penalty” date, the student will be assigned a ‘W’ grade on the academic record in all of their courses. There is no return of fees.

Withdrawal after the “withdrawal without academic penalty” date may result in an ‘F’ grade on the academic record. Specific course grades will be determined by the individual course professor’s record. Grades are assigned in compliance with the ‘Course Grade System’. Withdrawal without academic penalty falls between the refund date and a date representing 70% of the total course duration calculated from the course start date.

If a student stops attending class and later completes a withdrawal form, the official withdrawal date will NOT be backdated to the date the student stopped attending class. The official date will be used for calculation of refunds, if applicable.

Tuition fee refund guidelines are determined by the mainstream college and universities with the exception of withdrawals from the Native University Program for which refunds are calculated on a percentage basis as follows:

NUP ONLY - REFUND CALCULATION Full Year Courses Single Semester Courses Prior to 3rd class 80% refund 80% refund Prior to 4th class 50% refund 50% refund

NUP Only – Repeat Policy A student who has paid for and completed a course but did not pass may repeat one time only to upgrade his/her mark from a fail to a passing grade without need for further tuition cost providing: 1) the course is offered again; 2) minimum enrolment is met; and 3) the student has no outstanding accounts with Six Nations Polytechnic.

Program Continuation in Subsequent Years of Study Students who are continuing studies in the same program in subsequent years must register in their selected courses without need to reapply.

Certificate/Non-credit Courses To receive a certificate of completion for a short term continuing education course, participants must be in attendance for no less than 80% of the scheduled classes and/or demonstrate the established proficiency level.

Final Examinations Students may contact the Administration to arrange to view their final examinations to understand how their mark was derived. Final examinations are not released to students and must be viewed in the company of administration staff.

Transcripts Official transcripts are generated at the end of the fall semester (January 15), winter semester (May 15), and summer semester (September 14). Additional transcripts must be requested using the Transcript Request form. As of January 1, 2012 there will be no charge for Six Nations Polytechnic official transcripts.

Passing Grades 50% is considered a passing grade for all courses unless otherwise specified in the course outline. For the NUP program universities will only accept a 60% to transfer individual course credits.

Admission (Native University Program) A student must attain an academic average of 60% in order to gain admission into a general Bachelor of Arts program in one of the six universities in the consortium. The student must still apply to the university of choice.

STUDENT SERVICES

Students are supported in their studies and continued education planning through the offices of Six Nations Polytechnic’s Program Manager/Registrar and Student Success Officer.

Student Success Officer (SSO) A Student Success Officer is available to assist students with academic, social and emotional support. The SSO is available to assist students with registration and withdrawal of courses and to provide student services to support student academic success.

SSO office hours are from 8:30a.m. to 4:00 p.m. Monday to Friday. You may make an appointment with the receptionist to see the SSO. Specific hours will be set up for student consultations therefore students will need to make an appointment with the SSO.

Student Centre A student centre is provided for the sole use of students. They may use it for study, leisure or group work. The student centre is not an instructional area, therefore, instructors are not to use the centre to hold classes. Students may be directed to use the centre for individual work projects. The centre is located on the lower level of the SNP building.

Food Bank A food bank has been set up in order to assist students. The SSO and receptionist will assist students in accessing the food bank supplies. Any donations to the food bank are welcomed and encouraged.

Kitchen Facilities Conveniently located adjacent to the Grand River Room are kitchen facilities for instructor/student use. Please keep the kitchen as clean as possible and remember to clean out items left in the fridge. No regular food service is available other than the vending machines.

Vending Services Vending machines are located in the classroom wing. If the vending machine takes money and does not deliver the product, please see the receptionist for a refund during normal business hours which are Monday to Friday 8:30a.m. to 4:00 p.m. The receptionist may provide a small amount of change but does not have sufficient funds on site to “break” large bills.

Quiet Room From time to time students need a space where they may go when they are stressed or overwhelmed with emotions created from a sensitive classroom topic. The quiet room is a designated place for this purpose. Instructors are asked to encourage students to use the room as needed. The room is located next to the entrance to the kitchen.

STUDENT REPRESENTATIVE SNP BOARD OF DIRECTORS

Each year, the Six Nations Polytechnic Board of Directors welcomes a student representative to serve on the Board. The student representative will be a current student of the Corporation or a former student of the Corporation within the last two years in either full time or part time studies. The student representative is a non-voting participant on the board. The student representative will have all of the privileges as other board of directors but will not be involved in any voting or selection or in-camera discussions. Student candidates must be nominated and seconded by student peers. The nominee must then write his/her campaign speech and deliver it at the Annual General Meeting (AGM) at 6 pm on September 26th, 2013. Members of the corporation present at the AGM will vote for the Student representative. The vote will enable the elected student to attend the November Board meeting. This is a volunteer position and a great opportunity to learn about how the Institute is governed.

More information will follow in the coming weeks, please watch the bulletin boards or see the Student Success Officer for more information.

GENERAL OPERATING POLICIES AND PROCEDURES

School Closures For pending school closures due to adverse conditions, please listen to the following radio stations: CKRZ – 100.3 FM Six Nations CKPC – 92.1 FM Brantford

Please check Six Nations Polytechnic Facebook page for updates. An administrative staff member will contact those instructors and faculty outside of the listening area as soon as the information is made available.

Class Cancellations If for some reason an instructor cannot attend class and wishes to cancel a class, the instructor is responsible to contact students to let them know of the cancellation and inform the Program Manager as well. All cancelled classes must be re-scheduled at an approved time frame with students and administrative staff.

Make Up Classes All classes missed due to school closure will be rescheduled by the instructor. All classes are offered based on the required number of hours of instruction for each course.

Bulletin Board Located in the classroom west wing hallway, there is a Student Bulletin Board where information such as community events, job postings, career related materials, scholarships and awards, Six Nations Polytechnic events, rental and housing enquiries, student messages and lost/found articles will be posted. Postings must be authorized and initialed at reception or they will be removed from the bulletin board.

Cell Phones and Pager Use All students with cell phones and/or pagers are required to turn them off or have them on vibrate in the class. Instructors will determine the protocol for cell phone use in the class. At a minimum, a student is to leave the classroom causing minimum disruption if he/she must use his/her cell phone.

Computer Lab

NO FOOD OR DRINKS ARE ALLOWED IN THE COMPUTER LAB!!

Instructors may take students to the computer lab for instructional purposes. The computer lab must be booked in advance.

Please remember the computer lab is for completing assignments and for research work. Failure to comply with the computer lab policies may result in removal from the lab. Repeated violations can result in suspension of all privileges in the computer lab.

Emergency/Fire Procedures Please see postings for designated fire emergency exits. Once you hear the fire alarm, please respond in the following manner: a. Leave your classroom and ensure everyone is out of the classroom and close the door behind you. b. Exit the building always using the closest possible exit. c. Always exit the building in an orderly manner keeping safety in mind. d. Remember to remain calm during this situation. e. Once you have exited the building please remain at least 300 feet or 100 meters away from the building. f. You will be signaled when it is safe to return to the building.

Outside building entrances are to be kept clear to allow the Six Nations Fire Department and their vehicles easy access to the building. The Fire Department will investigate the cause of the alarm and determine when it may be safe to re-enter the building. Parking in designated parking lots is very important for this purpose.

Instructor/Student Messages Please be advised that only calls that involve emergency situations will be forwarded to students. The receptionist will do their best to try to reach the student or instructor in the case of an emergency.

If you are calling for an instructor who is unavailable, the receptionist will take a message and place it in the instructor’s mailbox. Please be assured that all information released to us will remain strictly confidential. We do not give out staff or instructor phone numbers.

Parking Lot Six Nations Polytechnic parking is free. Students are encouraged to park in the west parking lot. Six Nations Polytechnic parking is not responsible for loss or theft of any items in vehicles. Please ensure you lock your vehicle and hide valuables out of sight.

Please do not park next to the building in undesignated parking areas since these are deemed fire or emergency routes.

Handicapped Parking and Accessibility Six Nations Polytechnic endorses fair and equal access to education for students with disabilities. As such, we have designated two handicapped spaces directly in front of the building. These are accessible to students and instructors with a valid handicapped sticker only. The front doors, student washrooms and all classrooms are wheelchair accessible.

Bicycles, Skateboards and Roller Blades Usage Students are encouraged to use any transportation that is available to them, however, bicycles, skateboards and in-line skates are not allowed inside the building.

Lost/Stolen Articles All are responsible to safeguard their own personal property at all times. Six Nations Polytechnic is not responsible for items lost, stolen or damaged on the premises including the parking lots. Lock car doors at all times. Lost items, if found, can be turned into or claimed from the receptionist.

Recycling “Six Nations Polytechnic, a native focused institution of learning, has a moral responsibility to the people to take a lead role in the preservation of our environment.” Excerpt from SNP Philosophy Statement.

To this end, we encourage everyone to please recycle paper, glass bottles, cans and plastic. Recycling containers are located in key areas in the building.

Safe and Healthy Enforcement and Discipline It is everyone’s responsibility to observe and promote safe and healthy work and learning practices and environments. All are expected to observe safety rules, use any protective equipment provided, and immediately report any hazardous conditions or injuries.

Smoke-Free Environment Six Nations Polytechnic is a smoke-free learning and work environment. Smoking is permitted outside the building at least 25 feet away from the building and away from major entrances. People who violate the smoke-free policy will be subject to disciplinary action in accordance with student and staff policies including being asked to leave the premises. In all cases, the right of the non-smoker to protect his or her health and comfort will take precedence over an individual’s desire to smoke.

Substance Abuse Alcohol and illegal drugs are not permitted on Six Nations Polytechnic property. Anyone under the influence of illegal drugs or alcohol will be subject to disciplinary action up to and including dismissal from employment, expulsion from a program and/or lawful removal from the property.

THE NATIVE UNIVERSITY CONSORTIUM

Consists of the following universities:

Brock University McMaster University 500 Glenridge Ave 1280 Main St W St. Catharines ON L2S 3A1 Hamilton ON L8S 4K1 (905) 688-5550 (905) 525-9140 www.brocku.ca www.mcmaster.ca

University of Guelph University of Waterloo 50 Stone Road E 200 University Ave W Guelph ON N1G 2W1 Waterloo ON N2L 3G1 (519) 824-4120 (519) 888-4567 www.uoguelph.ca www.uwaterloo.ca

Wilfrid Laurier University Laurier Brantford 75 University Ave W 73 George Street Waterloo ON N2L 3C5 Brantford ON N3T 2Y3 (519) 884-1970 (519) 756-8228 www.wlu.ca www.wlu.ca/~wwwbrant/

University of Western Ontario 1151 Richmond Street London, Ontario Canada N6A 3K7 (519) 661-2111 www.uwo.ca/

ACCREDITING PARTNERSHIP COLLEGES

Mohawk College Niagara College 135 Fennell Avenue West 300 Woodlawn Rd Hamilton ON L9C 1E9 Welland ON L3C 7L3 (905) 575-1212 (905) 735-2211 www.mohawkcollege.ca www.niagaracollege.ca

IMPORTANT TELEPHONE NUMBERS and Websites

Police: 911 Steve’s Towing: (519) 445-0182 Ambulance: 911 Gané Yohs Medical Clinic: (519) 445-2251 Fire: 911

Emily C. General (519) 445-4665 Gaweni:yo High school (905) 768-7203 Grand River Post Secondary Office (519) 445-2219 GREAT (519) 445-2222 I.L. Thomas Elementary (519) 445-0433 J.C. Hill Jr. High School (519) 445-2256 Lloyd S. King Elementary (905) 768-3222 Newstart (905) 768-2739 Oliver M. Smith (519) 445-0078 Six Nations Day Care (519) 445-4411 Six Nations Polytechnic (519) 445-0023 Six Nations Public Library (519) 445-2954 Six Nations Welfare/Innovations (519) 445-2084

Websites: Ontario Universities Application Center - www.ouac.on.ca Ontario College Application Handbook - www.ontariocolleges.ca

Six Nations Polytechnic Staff Directory

Reception – Kenny McNaughton 519 445 0023 Ext. 0 [email protected]

President/CEO - Rebecca Jamieson Pres Admin -Patricia Greene Ext. 227 [email protected] Ext. 247 [email protected]

Dir. of Institutional Advancement - Linda Parker Program Manager/Registrar - Dawn Bomberry Ext. 228 Ext. 221 [email protected] [email protected]

Records Management Officer - Becky Jonathan Finance Manager - Tanis A. Hill Ext. 238 [email protected] Ext. 232 [email protected]

Student Success Officer - Michelle Thomas Facility Manager - Brad Thomas Ext. 234 [email protected] Ext. 241 [email protected]

Maintenance - Corey Green Development Officer – Sara General Ext. 241 [email protected] Ext. 243 [email protected]

Deyohahá:ge: Senior Projects Coordinator Rick Hill Ext. 240 Admin Assistant - Heather Bomberry [email protected] Ext. 237 [email protected]

Translations Coordinator- Linda Staats Archive Assistant - Chris Montour Ext 244 [email protected] [email protected]

Six Nations Achievement Centre 519 445-2512 Coordinator - Kimberly Murphy Administrative Assistant - Angela Skye [email protected] [email protected]

Organizations located at Six Nations Polytechnic

CURA Writing team Woodland Cultural Centre - Memorial University Joanne Longboat Tracy Deer Hayendaje' Longboat

STUDENT POLICIES

ACADEMIC DISHONESTY POLICY

This policy outlines the process the Institute has established to handle allegations of dishonesty and leads to the Student Academic Appeals Policy and Procedures. Examples of academic dishonesty include plagiarism, cheating, and falsification of data.

Six Nations Polytechnic is committed to ensuring academic integrity in all learning and evaluation processes which take place in the institute. High standards of academic behaviour benefit all students – past, present and future. Academic dishonesty, in whatever form, erodes the values of the educational institution and discourages students who pursue their academic endeavors honestly. To protect academic integrity and the rights of all students, Six Nations Polytechnic has developed this policy on Academic Dishonesty, which clearly outlines dishonest academic practices and the penalties to be imposed for such behaviour. Cheating, in any form, will not be tolerated.

A Definition of Academic Dishonesty

Academic dishonesty, in its broadest sense, refers to a conscious and deliberate attempt to obtain academic credit through deception and or fraudulent means. Specific examples of academic dishonesty include, but are not limited to the following:

Plagiarism

1. Presenting, in whole or in part, material done by someone else, or the ideas, language, or other intellectual property of someone else, as one’s own work, that is without appropriate acknowledgment of the source of the material. 2. Plagiarism applies to all assignments including but not limited to essays, laboratory, diagrams, drawings and computer projects. 3. Incorporating direct quotations or large sections of paraphrased material in a report without appropriate acknowledgement. 4. Plagiarism should be distinguished from co-operation and collaboration. Students may be expected to work together on assignments and present the results, either collectively or individually. This is acceptable provided that the instructor is aware of whose work is being presented.

Essays, Assignments, Tests, Examinations

1. Submission of an essay, assignment, exam written, in whole or in part, by someone else as one’s own work. 2. Preparation of an essay or assignment for submission by another student. 3. Copying an essay or assignment or permitting one’s work to be copied.

4. Buying or selling of essays or assignments. 5. Using unauthorized aids or material. 6. Submitting for credit any academic work for which credit has been previously obtained or is being sought in another course or program of study without the knowledge and approval of the instructor to whom the work is submitted. 7. Obtaining through theft, bribery, collusion, or purchase an examination or test paper in advance of the date and time for writing of the examination or test. 8. Unauthorized possession of an examination or test in advance of the date and time for writing of the examination or test, however obtained, unless the student reports the matter to an appropriate source as soon as possible after receiving the copy. 9. Falsifying data or using data compiled by someone else, without the knowledge and permission of the instructor. 10. Inappropriate use of computer technology to obtain an unauthorized academic advantage on an assignment, test or examination. 11. Impersonating a candidate in an examination or test, or allowing someone to impersonate you during an examination or test. 12. Falsification of an academic credential.

Note: This list presents examples of various acts of academic dishonesty, but is not intended as a complete and exhaustive list. In situations where students are unsure of the appropriateness of specific academic behaviour, they are strongly advised to discuss the matter with the instructor to avoid any suspicion of dishonesty and or disciplinary action.

Penalties for Academic Dishonesty

NOTE: Once the instructor has reported the incident to the Program Manager, the Program Manager will interview the student. The Program Manager will then consult with the instructor to decide on one or more of the following actions, as appropriate:

1. The Instructor will issue a verbal warning to the student when there is a strong suspicion of academic misconduct.

2. The Instructor will issue a written reprimand or warning when there is proof of academic misconduct of a minor nature and advise the Program Manager.

3. The Instructor may require re-submission of the same or an alternate assignment. The Instructor may limit the grade for resubmitted or alternative assignment.

4. The Instructor may assign a grade of zero “0” or “F” for the assignment, test or examination with no opportunity to resubmit. Depending on the proportion of the final grade for the course, the assignment, test or examination re-writes, this could result in a failing grade being issued for the course.

5. Assignment of a failing grade of “F” reflected on the transcript for the course in which the offence was committed.

6. Suspension from the Institute, for a period not less than the end of the semester/intake in which the student is enrolled, nor longer than one full year. This penalty will result in automatic failures reflected on transcript for all courses in which the student is registered, and no fees will be refunded for that semester/intake. Students who have been suspended from Six Nations Polytechnic as the result of academic dishonesty must apply for re- admission subject to the conditions which are in effect for students who re-apply following unsatisfactory performance.

7. Expulsion from Six Nations Polytechnic. This penalty will result in automatic failures reflected on transcript for all courses in which the student is registered, and no fees will be refunded. Students who have been expelled from the Institute as a result of academic dishonesty will not be allowed to re-apply or be re-admitted to any Institute program or course for a period of not less than 3 years. Re-application to Six Nations Polytechnic will be reviewed on a case-by-case basis.

Procedures for Academic Dishonesty

1. When academic dishonesty is suspected, it is the responsibility of the instructor and the invigilator (if applicable) to investigate fully the situation to determine proof of misconduct. The instructor will retain possession of unauthorized aids, examination, suspect essays, assignments, etc. to assist in the investigation. Unsubstantiated claims of dishonesty will not be pursued. However, when there is a strong suspicion of academic dishonesty, but no conclusive proof, the instructor may at his/her discretion issue an oral reprimand/warning to the student(s) involved (penalty #1).

2. Where there is conclusive and documented evidence that indicates an act of academic dishonesty has taken place, the instructor together with the Program Manager will meet with the student(s) involved to discuss the matter, uncover any extenuating circumstances, and reach a decision about the student’s status. Given the scope of the offences, there are no specific timeframes for implementation of the Academic Dishonesty Policy, but it is expected that any case of a suspected infraction of the policy and the imposition of a penalty will be carried out in a timely fashion.

Penalty Determination

When it has been determined that the student has committed an act of academic dishonesty, the instructor and the Program Manager, together, will decide on an appropriate penalty, using the range of disciplinary penalties outlined in this policy. In assessing a penalty, they should give due consideration to:

 The severity of the offence  Any previous record of academic dishonesty

Penalties which can be imposed at the Program level range from reprimand to a failing grade of “F” in the course (Penalties #1-5 above).

Once a decision has been reached, the Program Manager will notify the student in writing within seven calendar days. In the case when a penalty of failure in the course has been levied, a notation will be entered on the student’s transcript identifying the reason for the failure in the course. The notation will be expunged from the student’s record when he/she is eligible for graduation. No withdrawal from the course in question will be processed at any time.

In the case of serious offences, or second or subsequent offences by the student (e.g.- penalties of suspension or expulsion), the matter will be referred to the President who will be responsible for determining an appropriate penalty. The President will review the evidence, and the student’s record, and may investigate further before reaching a decision. The President will immediately notify the Registrar, in writing, that an investigation is underway. Once a decision has been reached, the student will be notified by the Registrar, in writing, of the penalty for the offence, additional implications identified below and, if appropriate, the consequences of repeated academic dishonesty. The letter sent to the student should also reference Appeals Procedures should he/she wish to challenge the decision. The letter will be accompanied by a copy of the Academic Offences Form, signed by the instructor and Program Manager which will be maintained in the Registrar’s office.

With respect to the falsification of an academic credential, the penalty imposed will be denial of admission to a program/course, or expulsion from Six Nations Polytechnic (Penalty #7 above).

When there is evidence to suggest that an academic credential has been falsified the matter (including all relevant documentation) will be referred immediately to the Registrar for investigation.

In the case of admission to Six Nations Polytechnic, the Registrar will write to the individual denying admission to the program/course, excepting under the conditions identified in Penalties for Academic Dishonesty, #7. In the case of expulsion from the program, the Registrar will consult with the President who will write to the student.

Implications of a suspension

A notation will be entered on the student’s transcript identifying the reason for the suspension. The notation will be expunged from the student’s record when he/she is eligible for graduation. This penalty will result in automatic failures for all courses in which the student is registered, and no fees will be refunded for that semester. No withdrawal from the courses in question will be processed at any time. Students who have been suspended from Six Nations Polytechnic as the result of academic dishonesty must apply for re-admission subject to the conditions, which are in effect for students who re-apply following unsatisfactory performance.

Implications of an expulsion

A notation will be entered on the student’s transcript identifying the reason for the expulsion from Six Nations Polytechnic; the notation will remain on his/her transcript indefinitely. This penalty will result in automatic failures for all courses in which the student is registered, and no fees will be refunded for that semester. No withdrawal from the courses in question will be processed at any time. Students who have been expelled from Six Nations Polytechnic as the result of academic dishonesty will not be allowed to apply for re-admission for a period of not less than 3 years.

Implications of criminal acts

It should be noted that some forms of academic dishonesty might involve criminal acts, which are liable to criminal prosecution as well as expulsion from Six Nations Polytechnic, for example, theft and impersonation. A statistical report on academic dishonesty will be prepared annually in the Registrar’s Office, summarizing information presented in the Academic Offences Forms.

Summary of Disciplinary Penalties

Disciplinary penalties for academic dishonesty will be levied consistently. Discipline will be progressive and tied to the severity of the offence. Penalties for second and subsequent offences will be significant. The following table outlines disciplinary penalties for specific examples of academic dishonesty.

Academic Offence Appropriate Penalty Plagiarism Any of numbers 2-5, depending on the extent of the offence Submitting an essay, assignment, etc. of another as one’s #2-5 own work, or permitting one’s work to be submitted under the name of another student Falsifying research data or other material in an essay, or #2-5 assignment Unauthorized submission of one’s own academic work for #1-5 which credit has already been obtained or is being sought Copying from another student in an assignment, test or #4 or 5 examination situation, or knowingly permitting a student to copy Possession of unauthorized materials or aids in a test or #4 or 5 examination Unauthorized and unreported possession, however #6 or 7 obtained, of an examination or test in advance Inappropriate use of computer technology to obtain an #2-7 unauthorized academic advantage on an assignment, test or examination Impersonating a candidate in an examination or test, or #7 allowing someone to impersonate you during an examination or test Falsification of an academic credential #7 Second or Subsequent Offence #4-7, depending on the nature of the offence

ACADEMIC APPEALS POLICY

The Academic Appeals Policy provides standardized procedures across the Institute to ensure reasonable and equitable treatment of student concerns related to a final grade.

The Policy incorporates two separate levels of appeal:

 An initial process to require dialogue between the instructor and the student  A structured review by the Program Manager if the initial review process does not result in a resolution to the student.

Throughout the appeals process, the onus is on the student challenging a final grade to initiate each stage of the appeal, and to provide full and complete documentation to support the appeal. Please Note: documentation throughout the appeals process will be limited to material submitted with the Level I Appeal Form. No additional supporting documentation will be accepted during the appeals process.

Instructors and administrative personnel involved in any stage of the appeals process are accountable for discharging their respective responsibilities fairly and according to established timeframes.

Except in unusual circumstances, as determined by the Program Manager, the student advancing the appeal will be allowed to continue in requisite courses until the appeals process is finalized.

The decision of the Grade Appeal Panel will be final and binding. The following outcomes are possible and acceptable:

 The final grade is adjusted upward.  The final grade is adjusted downward.  The final grade remains unchanged.

The transcript status of “I” (Incomplete is assigned and an Incomplete Form is issued to the student by the instructor). This outcome should only be used in circumstances where documentation supports such an approach.

The Academic Appeals Policy provides a final avenue for review to ensure that the appeals process is conducted according to established policy and procedure. The Procedural Appeal can only be initiated in situations where there is clear evidence that the Level II review process was conducted inappropriately.

PROCEDURES

Level I

The student will provide written notice to the instructor who issued the grade that he/she wishes to appeal and arrange to meet at a mutually convenient time. Notice is to be provided within 14 calendar days of grades being posted by the Registrar.

It is the student’s responsibility to provide the instructor with a well-documented statement of the issue and the outcome he/she desires. The student will use the standardized Level I Appeal Form, available from the Registrar’s Office, for the purpose and deliver it to the instructor, with a copy to the Program Manager’s Office, at least seven calendar days before the start of the meeting.

The Program Manager (or designate) shall immediately determine if the instructor is available (i.e. due to vacation, etc.) to handle the Level I Appeal. The Program Manager Chair may extend the Appeals timeframe if the instructor is not immediately available.

The student and the instructor will meet at the pre-arranged time. This meeting will take place within 14 calendar days of the student providing notice of intent to appeal. This meeting will be conducted in a courteous, respectful manner, and provide both parties with the opportunity to present their understanding of the situation, and reach a resolution.

The student will receive a written decision from the instructor concerning the grade within 14 calendar days of the initial meeting. The student may receive the decision by picking it up at the Program Manager’s office or by registered mail. The instructor will also provide a copy of his/her written decision to the Program Manager.

A Level I Appeal may result in any one of the following outcomes:

 The final grade is adjusted upward.  The final grade is adjusted downward.  The final grade remains unchanged.

The transcript status of “I” (Incomplete) is assigned and the instructor issues an Incomplete Form to the student. This outcome should only be used in circumstances where documentation supports such an approach.

Note: Under exceptional circumstances, timeframes may be adjusted at the discretion of the Program Manager.

Level II

If the student is not satisfied after receiving the instructor’s letter documenting the decision reached in Level I, the student can request a review of the grade by the Grade Appeal Panel. This formal step will be taken within seven calendar days of receipt of the instructor’s written decision from Level I.

To initiate Level II, the student will complete a Level II Appeal Form and pay a fee of $25.00 at the Registrar’s Office in the Administration Department at Six Nations Polytechnic. After the fee has been paid, the student will deliver a copy of the fee receipt and the completed Level II Appeal Form to the Program Manager. This will serve as official notice of intent to move to Level II of the Appeals. The Level II Appeal form will include a copy of the original supporting documentation which the student filed with the Level I Notice of Appeal. No additional documentation will be added at this stage of the appeal.

The Program Manager (or designate) shall assemble a Grade Appeal Panel to review the Level II Appeal. The Grade Appeal Panel shall have the following structure:

Panel Chair: (non-voting) Program Manager (or designate)

Panel Members: (voting) Instructor #1 (subject expert) Instructor #2 (preferably from another program)

Student #1 (designated by SNP Student’s Association)

The Program Manager is responsible for providing the Grade Appeal Panel with a copy of the original documentation submitted by the student.

A meeting of the Grade Appeal Panel will take place within 14 calendar days of receipt of the request for review. Written notice of the date, time and location of the meeting will be provided to the student and the instructor at least seven calendar days in advance of the meeting. While not mandatory, both parties are encouraged to attend this meeting. Representation on behalf of either the student or instructor is not permitted at this stage of the appeals process.

The Program Manager will provide written notification of the Grade Appeal Panel’s decision and reasons for that decision to the student and the instructor within seven calendar days of the meeting. The decision of the Grade Appeal Panel will be made by majority vote, and is considered to be final and binding.

The following outcomes are possible solutions to the Level II appeal:

 The final grade is adjusted upward.  The final grade is adjusted downward.

 The final grade remains unchanged.

The transcript status of “I” (incomplete) is assigned and an Incomplete Form is issued to the student by the instructor. This outcome should only be used in circumstances where documentation supports such an approach.

Note: Under exceptional circumstances, timeframes may be adjusted at the discretion of the Program Manager.

Procedural Appeal

If the student believes that the Grade Appeal Panel meeting was not conducted in a manner consistent with the policy, he/she can submit a letter to the President documenting the concerns and requesting a review of the conduct of the meeting. This will be done within seven calendar days of the meeting of the Grade appeal Panel.

The President will decide if a review of the conduct of the Grade Appeal Panel meeting is to be held according to criteria established in the Academic Appeals Policy. If the President decides that a review is not warranted, the Institute will consider the Academic Appeals Policy completed.

If a decision is made to proceed with a review of the meeting, the President will investigate the conduct of the meeting. This investigation will be completed within seven calendar days of receipt of the letter requesting the review.

If the investigation reveals procedural flaws with the conduct of the Grade Appeal Panel meeting, the Grade Appeal Panel will be re-established, and the final grade re-examined according to the procedures outlined in Level II.

STUDENT CONDUCT AND DISCIPLINE POLICY

In fulfilling its mission, the Institute recognizes that students have both rights and responsibilities. The Student Conduct policy is designed to safeguard rights and outline responsibilities to ensure that the learning experience is productive, stimulating and meets the expectations of students. The policy clearly sets out students’ rights, standards of conduct, consequences of unsatisfactory behavior and appeal procedures in case of dispute. The Institute encourages student participation in the revision of the Student Conduct policy.

All students are to conduct themselves in compliance with Six Nations Polytechnic policies and procedures.

In accordance with the values that guide all involved with Six Nations Polytechnic, it is the responsibility of students to conduct themselves professionally. This includes: 1. Regular attendance and arriving on time fully prepared for the class. 2. Treating others with respect to maintain the dignity and self-esteem of every person.

In general, any conduct which interferes with the successful implementation of the Institute’s mission is subject to disciplinary action. The Student Conduct policy governs the following:

1. Conduct on Institute premises 2. Conduct immediately before, during, and immediately after Institute sponsored events or related activities held off campus 3. Conduct at any student event under the jurisdiction of the Institute notwithstanding and in addition to any consequences resulting from any breach of policy, rule and regulations of any agency authorized to manage the property.

The list below provides specific examples of the type of conduct which the Institute will not tolerate and which will attract disciplinary action. This following list is not exhaustive of the conduct which may be subject to disciplinary action:

 Conduct which violates any federal or provincial law, including but not limited to the Criminal Code of Canada, Narcotic Control Act, Food and Drugs Act and Control Drugs and Substances Act.

 Conduct which interferes with or obstructs Institute authorized activities including administrative, recreational, athletic or disciplinary actions.

 Conduct which violates any of the non-academic policies published by the Institute.

 Specific conduct which will not be tolerated includes vandalism, theft, disruptive behaviour, fighting, possession, use or sale of illegal drugs (including non-prescription or non-approved drugs), use of alcohol, infliction of bodily harm, physical or verbal abuse, racial slurs and smoking in restricted areas.

What disciplinary action can be imposed?

The nature of the offense and the student’s previous record of conduct determines the disciplinary action in any particular situation. Without limiting the generality of the foregoing, the following disciplinary actions may be taken individually or in various combinations:

Warning with no record Warning noted in the student’s record Probation Temporary suspension from one or more facilities or services of the Institute An order requiring the student to perform in-house community service Permanent suspension from one or more facilities or services of the Institute Financial restitution Referral to appropriate external authorities for legal action Required training and or education Withholding grades Temporary suspension from the Institute Dismissal or withdrawal from the Institute

What general procedures are followed?

Unless otherwise set out, the following general procedures of initial and formal investigation will be followed.

Initial Investigation

Complaints must be documented and filed with the Program Manager within five days of the offending conduct. The Program Manager will immediately notify the President of the complaint.

The Program Manager will conduct the first level of investigation. The Program Manager has the discretion to meet with the complainant and or the individual whose conduct is being questioned (the accused) to address the concerns of the complainant and receive a verbal response from the individual whose conduct is being questioned in an informal manner in an attempt to resolve the matter. In the event the matter is not resolved at the Program Manager level, the complaint becomes formal.

Formal Complaint and Response

The Program Manager will forward the written complaint to the individual whose conduct is being questioned within five working days from the date that the written complaint is received by the Program Manager and request that the individual respond to the complaint in writing within five working days from the date of the written request from the Program Manager.

The Program Manager will conduct the investigation or may appoint an investigator who will be provided with a copy of the complaint and the written response from the individual whose conduct is being questioned. The investigator will conduct the investigation in his/her sole and absolute discretion including but not limited to conducting interviews with both the complainant and the individual whose conduct is being questioned as well as any other individuals who may have information or documentation relevant to the matters in issue.

The investigator will be required to complete the investigation and present a report within 10 working days to the President, who depending upon the contents of the report, will either dismiss the complaint or impose a consequence for the conduct. The report of the investigator shall include a copy of the complaint and the response from the individual whose conduct is being questioned, along with a summary of the investigation and conclusions drawn based upon the information or documentation received during the course of the investigation, including findings of credibility but the investigator shall not make any recommendations regarding the ultimate disposition of the complaint.

The President shall render a decision in writing within three days of the receipt of the report from the investigator. A copy of the President’s decision will be forwarded by regular mail to both the complainant and the individual whose conduct is being questioned and will be deemed to be received three days after the date of mailing.

DISRUPTIVE STUDENT BEHAVIOR IN THE LEARNING ENVIRONMENT

Disruptive behavior is defined as any activity which affects the learning environment in a negative way. Conduct examples include behavior that is offensive, abusive, intimidating and or unwelcome to other class members and or the instructor.

Policy Statement

Six Nations Polytechnic fully supports the rights of students to attend lectures, laboratories, shops and other learning experiences and evaluations that are conducted in an orderly, safe and effective way without unnecessary disruption and inappropriate behavior on the part of other students.

Disruptive behavior is defined as any activity, which affects the learning environment in a negative way. When behavior becomes offensive, abusive, intimidating and or unwelcome by other class members and or the instructor who is responsible for providing academic leadership, remedial or disciplinary action must be taken. The instructor has the final authority to determine what constitutes inappropriate/disruptive behavior for a given learning environment. For purposes of this document, the learning environment includes classrooms; laboratories, field trips, clinical settings, field placements, and any other location on or off Six Nations Polytechnics property where faculty supervised learning activities are taking place.

In addition to the procedures outlined in this policy, the Institute fully supports the instructor’s rights to take appropriate measures to maintain a safe, orderly and effective learning environment. These measures include, but are not restricted to the following:

 Establish rules of behavior  Designate seating arrangement  Establish safety rules  Require students to visit Counseling or Medical Services

Responding to Disruptive Behavior

Whenever disruptive behavior occurs, the instructor normally may take any of the following measures, which she/he judges appropriate to establish and or maintain the appropriate learning environment.

1. Verbal direction to the student to cease the disruptive behavior immediately and to behave in an appropriate manner as directed by the instructor. If the student does not comply; or if the instructor judges the incident to be significant, the student will be directed to leave the classroom immediately.

2. When a student has been asked to leave the classroom, the instructor and the student must meet to discuss the incident. This meeting must take place before the next scheduled lecture/lab (of the course in which the incident occurred).

If the student fails to attend the meeting, or if the results of the meeting are unsatisfactory, the instructor will ban the student from attending further classes until the Program manager has reviewed the incident and a decision rendered.

In exceptional circumstances, the instructor or the student may independently determine that a resolution is not possible and may request an immediate review by the Program Manager.

3. If a student refuses to leave a classroom or is insubordinate, the instructor will:

a. Advise the student directly or through the Program Manager that he/she is temporarily suspended from classes until his/her actions have been reviewed and the appropriate discipline imposed under this policy; and or advise the class to remain while the instructor obtains assistance from Programs and Service Administrator or the Program Manager to remove the student; or

b. Advise the other students that the class is terminated, then leave the classroom and report the incident to the Program Manager verbally and in writing and request an immediate review.

4. If a student takes, or threatens to take, by work or action, any physical action against the instructor and or any students(s).

a. The instructor may immediately terminate the class, leave the learning environment and report the incident, verbally and in writing, to the Program Manager.

b. The student will be automatically suspended from all classes with the particular instructor until the incident has been reviewed and appropriate disciplinary action has been taken. “Probation” will be the minimum discipline applied. c. The police may be called.

5. If disruptive behavior occurs during a test/exam setting, in addition to directing the student to leave the examination classroom, the instructor may seize the student’s test and may partially or totally invalidate the student’s test – according to existing policies on academic dishonesty/discipline.

Levels of Discipline

1. Verbal in class warning (may be one or more). 2. The direction to leave the classroom must be obeyed by the student. The student must meet with the instructor and agree not to be disruptive in future classes. 3. Once the instructor has reported the incident to the Program Manager, the Program Manager will interview the student. The Program Manager will then consult with the instructor to decide on one or more of the following actions, as appropriate:

a. The instructor and Program Manager determine that no additional discipline is required. A record of the incident is to be maintained.

b. A written warning from the Program Manager is issued and a copy kept on file. c. The student is placed on probation. The Program Manager will issue a letter to the student specifying the conditions of probation, length of time and further action if incidents of disruptive behavior re-occur during the period of probation.

d. The student is suspended. The Program Manager will issue a letter to the student advising of the formal suspension:  from any or all classes involving the instructor for a specified period not less than one, but no more than three weeks, or from  a program for a specified time period – not less than one, but no more than two weeks.

e. Compulsory withdrawal/expulsion: The President will issue a letter to the student stating either:  compulsory withdrawal from Six Nations Polytechnic is required and that re-entry to the program or future program requires the approval of the President, or

 the student is expelled from Six Nations Polytechnic and the conditions (if any) under which the student may apply for re-entry for study at Six Nations Polytechnic.  the Police may be called.

DISCRIMINATION AND HARASSMENT

The following definitions may be helpful in determining whether you or someone you know is experiencing discrimination or harassment:

Discrimination

The Ontario Human Rights Code (OHRC) does not provide a definition for the term discrimination. However, the intent and meaning of the Code along with interpretations of the term contained in judicial decisions suggest that, discrimination is differential treatment based on a personal characteristic which has an adverse impact on an individual or group. Examples of personal characteristics include race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status or disability. Discrimination robs people of their dignity and their ability to fulfill their capabilities. It is important to note that any person or group can discriminate and any person or group can be the target of discrimination. Discrimination can take on several forms:

Sexual Discrimination - includes discrimination on the basis of gender, sex, sexual orientation, etc.

Racial Discrimination - includes discrimination on the basis of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, etc.

Discrimination on the basis of Disability - involves discrimination against a person on the basis of their physical, psychological or mental ability or impairment.

Harassment

The Ontario Human Rights Code defines harassment as "engaging in a course of vexatious comment or conduct that is known or ought reasonably to be known to be unwelcome". This definition has been adopted by Six Nations Polytechnic. The following definitions may further assist with understanding the term harassment and what it entails:

"a course" - in most cases, there must be more than one incident for behaviour to be defined as harassment. However, courts in Canada have found that a single unwelcome incident, if serious enough, can be sufficient to support a harassment complaint. "vexatious"- unwelcome and has little or no useful, legitimate purpose in the context in which it takes place.

"comment or conduct" - the use of the two terms - comment or conduct - includes actions and words. The actions or words may or may not be aimed at the person complaining of harassment; they may not be aimed at anyone at all. If they are unwelcome and create a poisoned environment, they could be considered harassment.

"known or ought reasonably to be known" - this phrase encompasses both a subjective and objective element. Even if a person is not aware that her behaviour is unwelcome (subjective), if a reasonable person in the same situation would have known that the behaviour was unwelcome, then that person "ought reasonably to have known" that her behaviour was unwelcome.

"unwelcome" - this simply means that the person who has brought the complaint does not wish to be exposed to the behaviour. Unwelcome is in the eye of the beholder. Harassment is often an abuse of social power, but it is important to remember that any person can harass any other person. Harassment is often defined to include any behavior that creates an intimidating, demeaning or hostile environment. Harassment can take on different forms:

SEXUAL HARASSMENT

Sexual Harassment - includes harassment on the basis of sex, gender or sexual orientation. Sexual harassment is one or a series of comments or conduct of a gender-related or sexual nature that is known or ought reasonably to be known to be unwelcome or unwanted, offensive, intimidating, hostile or inappropriate.

Employees and students of Six Nations Polytechnic have the right to be free from:

Sexual solicitation or advance made by a person in a position to confer, grant or deny a benefit or advancement.

Reprisal or threat of reprisal for the rejection of a sexual solicitation or advance where the reprisal is made by a person in a position to grant, confer, or deny a benefit or advancement.

Sexual Harassment (includes but is not limited to):

 Unwelcome remarks, jokes, innuendoes or taunting about a person’s body, attire, gender, or sexual orientation.

 Unwanted and inappropriate physical contact such as touching, kissing, patting, hugging or pinching.

 Unwelcome enquiries or comments about a person’s sex life or sexual preference.

 Leering, whistling, or other suggestive or insulting sounds.

 Inappropriate comments about clothing, physical characteristics or activities.

 Posting, keeping or displaying materials, articles, or graffiti, etc. which is sexually oriented, including electronic publication of same.

 Requests or demands for sexual favors which include, or strongly imply, promises of rewards for complying (e.g. job advancement opportunities, improved academic grades) and or threats of punishment for refusal (e.g. denial of job advancement or opportunities, diminished academic grades).

RACIAL HARASSMENT Racial Harassment includes harassment on the basis of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, etc.

GENERAL HARASSMENT General Harassment - includes harassing behavior not on any of the grounds discussed above (i.e. bullying or personal harassment).

Who Can File A Complaint?

Any full or part-time student who feels that his/her rights under this policy have been violated is encouraged to follow the complaint procedure outlined in this policy.

The Complaint Process:

Confidentiality

Confidentiality is to the benefit of all parties involved in the complaint process. Six Nations Polytechnic understands that it is difficult to come forward with a complaint of harassment or discrimination. Six Nations Polytechnic recognizes both the complainant and respondent’s interest in keeping the matter confidential. To protect the interests of all parties involved, confidentiality will be maintained throughout the complaint process to the extent possible under the circumstances and except as required by law.

Confidentiality Does Not Mean Anonymity – In the instance of a formal complaint, a fundamental principle is that the respondent must be informed of who has made the allegations. In addition, proper investigation of a complaint may require the disclosure of the identity of the complainant to third parties.

Formal Mediation

At any point in the complaint process, a complainant may request or suggest that formal mediation be instituted to assist the resolution of the complaint. If the parties are agreeable, Six Nations Polytechnic will arrange for a mediator, who has not been involved in the complaint up until that time, to conduct the mediation.

Right to Withdraw Complaint – A complainant has the right to withdraw a complaint at any stage in the complaint process. Six Nations Polytechnic may be required to continue to act on the issue identified in the complaint in order to comply with its legal obligations.

Safety – When Six Nations Polytechnic determines that the safety of an individual or the community is at risk; it will act to the best of its ability to address this situation. This may mean that for the purposes of safety, the procedures outlined in this policy, including confidentiality, will be set aside.

Time Limit for Filing – All complaints must be initiated within two weeks of the incident occurring. In extenuating circumstances, Six Nations Polytechnic will consider a complaint filed beyond the two week limitation up to a maximum of one month.

Extending Time Frames – the President may extend any of the time frames for the steps outlined under “Stages of the Complaint Process” upon mutual agreement of the parties. All parties must be advised of an extension prior to the original date of the conclusion of the step.

Resolution in Writing - the Institute through written correspondence to the parties will note the resolution of the complaint.

Trivial, Frivolous or Vexatious Complaints – Trivial, frivolous or vexatious complaints or complaints made in bad faith, shall result in sanction against the complainant. The severity of the sanction will be determined based on the seriousness and impact of the complaint and may include paying for the cost of the investigation.

Reprisal – All employees or students have a right to be free from reprisal or threat of reprisal as a result of filing a complaint or being party to the investigation of a complaint. Anyone found guilty of reprisal shall be subject to disciplinary action as per the provision under Trivial. Frivolous or Vexatious Complaints.

THREATS, ACTS OF VIOLENCE & WEAPONS POSSESSION

Six Nations Polytechnic is committed to establishing and maintaining a working and learning environment which is free of violence and intimidation. Six Nations Polytechnic encourages all individuals on its premises and participating in related activities to solve their differences and disputes in a non-violent and rational manner.

Policy

Violence is defined as any action, by word or deed or possession of a weapon, which does or is perceived to threaten or violate the rights or safety of an individual. Physical and verbal threats or intimidation are also considered to be violent acts and should be reported.

Threats which don’t directly or specifically imply a criminal act should be reported to the Program Manager, Six Nations Polytechnic. Examples include ( but are not limited to):

“I’m going to get you someday.” “I know what kind of car you drive, and where you live.”

“Your job is on the line if you don’t do as I say”.

Threats, which specifically indicate that a criminal act may be committed, should be reported to the Program Manager of Six Nations Polytechnic and the Police. Examples include (but are not limited):

“Give me a copy of your assignment or I’ll hurt you bad.”

“Me and my buddies are going to kick your head in.”

“I’ve got a knife and I’m going to stick you.”

“Try that again and I’ll kill you.”

Act of violence where a weapon of any form is used, and or where physical contact takes place between the victim and perpetrator, are considered to be assault of one form or another.

Examples of the various types of assault include (but are not limited to): Common Assault Aggravated Assault Assault Causing Bodily Harm Assault With a Weapon Sexual Assault

Other acts that will not be tolerated include (but not limited to):

Extortion Robbery Weapon Possession

Procedures

Employees, students and visitors are urged to report all incidents of violence and intimidation to the Program Manager. The report may be made in person or through another individual if the victim cannot immediately report the incident. Security measures will then be initiated to ensure the victim’s safety and respond to the incident. Depending on the severity of the incident, or by request of the victim, the police may be involved. The primary responsibility of Six Nations Polytechnic upon receiving a report of violence is to ensure the safety of the victim(s). Staff

38 will call the police if the incident involves assault, or some other form of criminal activity. The victim always has the option to call the Police before or after notifying the Program Manager. The Program Manager may contact the community crisis intervention service.

Not everyone is trained to respond to incidents of violence. Common sense and good judgement must always be used, with one’s personal safety of utmost concern. One of the most important tasks when faced with a situation is not to antagonize the perpetrator.

If verbal threats are made, immediately report the incident to the Program Manager or anyone of the administrative support staff.

If assault is threatened, imminent, or taking place and you feel it is in your best interest not to intervene, either leave the area immediately, or allow the perpetrator to leave unimpeded, then report the incident to the Program Manager.

Where you personally are involved and can’t leave, have someone else you trust make the call to the Program Manager giving them as much information as you can about the incident. Always make an effort to note the perpetrator’s description, direction of travel, last known whereabouts, and name if possible. If property is being damaged and you feel unable to assist in the prevention, do not intervene. Call the Program Manager or any designated person available. The designated person will then be responsible for the following immediate action:

1. Ensure that the victim is safe.

2. If necessary, or if requested, call the police, logging the time of the call and details of their response.

3. If necessary or if requested, call Medical Services or First Response.

4. Regardless of the location of the incident, i.e., in class, parking lot, notify the Program Manager immediately.

5. The Program Manager or Designated person shall have the responsibility of carrying out the following tasks:

a. Conducting the initial investigation and if necessary or requested, involve the police in that investigation; and making an initial finding regarding the incident; and reporting that finding as noted hereafter.

b. Keeping the victim(s) and potential victim(s) informed at all times.

c. If necessary, distributing warning notices and photos of the offender to the appropriate service areas and departments.

d. Advising the victim(s) to report the incident to the police so that an occurrence record is generated for future reference.

e. Issuing a Trespass to Property Notice if requested.

f. Calling a debriefing meeting after all proceedings to evaluate the response and actions of all parties involved.

g. If the offender is a student or employee, the Program Manager or designate must: review the finding made by the initial investigation.

h. Immediately implement the appropriate disciplinary action outlined in the section entitled DISCIPLINARY LEVELS, and notify any concerned individuals who may be affected by this action.

i. Deliver notice of disciplinary action in writing to the offender in person or by registered mail or courier to the offender’s last known address that day.

j. If the offender is a student, inform Six Nations Polytechnic of the disciplinary action. In the case of a suspension or dismissal, revoke their photo ID card. The student may request that the designate person initiate an investigation.

If the offender is an employee, inform the President of the disciplinary action. The employee may request that the President initiates an investigation.

Disciplinary Levels

Students will be suspended from some or all classes for the time period stated, or dismissed from Six Nations Polytechnic, depending on the severity of the incident. A written record of any or all-disciplinary action shall be kept in the Student’s file.

The following disciplinary actions by Six Nations Polytechnic are recommended for the various incidents of violence, which may take place.

Uttering threats and verbal abuse of another individual: First Offence – Suspension from Six Nations Polytechnic for not less than one week and not more than three weeks, the conditions of which depend on the severity and circumstances of the incident.

Repeat offences will draw more severe penalties up to and including dismissal. In the case of dismissal, the reinstatement period shall be commensurate with the severity and frequency of the offence. The police will be contacted at the request of the threatened individual.

Assault and other acts of violence:

First Offence – Dismissal/removal from Six Nations Polytechnic. The reinstatement period shall be commensurate with the severity of the offence. The police will be contacted at the request of the victim.

Second Offence – Dismissal/removal from Six Nations Polytechnic No reinstatement possible.

Possession and or use of a weapon, or object used as a weapon:

First Offence – Dismissal/removal from Six Nations Polytechnic. No reinstatement possible. The police will be contacted.

Investigations, Appeals and Reinstatement

The initial investigation surrounding an incident of threats may be conducted by Six Nations Polytechnic. The police will be requested to investigate incidents of assault or weapons possession. Six Nations Polytechnic provides the following secondary investigative procedure for students who feel they have been treated unfairly as per this policy.

1. The offender has the right to request a second investigation into an incident. When the offender is a student, the Program Manager will be responsible for dealing with this investigation. When the offender is an employee, the President of Six Nations Polytechnic will be responsible for handling the investigation. When the offender is a guest or visitor, the Program Manager will deal with the investigation.

2. In each case, a team of two impartial investigators who have not had previous involvement in the incident will be appointed by the President within 24 hours of the request for a second investigation. They will conduct a thorough investigation. The investigators will meet with the offender, the victim, the instructor, and any other person or persons who may have information about the incident. The alleged offender and victim may be accompanied by legal counsel and or another individual. The investigators should consult with the Institute’s legal counsel and the police prior to the investigation,

to ensure that the offender’s and victim’s right are protected, and that the integrity of any police investigation is not compromised or hindered.

3. The investigators shall submit a report to the President, the victim(s), and offender(s), on their findings within five working days after the appointment. Where the results of this second investigation show that disciplinary action is justified, the President shall notify the offender(s) and the victim(s) in writing within 24 hours of the submission of the report. In addition to any disciplinary action already implemented, further action may be recommended including:

 Education and Counseling  Additional Disciplinary Action  Review of Policy and Procedure  Recommendations for Changes

4. Where the results of the investigation show that disciplinary action is not justified, or a lesser penalty is appropriate, the appropriate designate shall notify the offender(s) and the victim(s) of the decision in writing within 24 hours of the submission of the report and close the file.

In order to fully comply with its obligations, the Institute may initiate or continue an investigation in the absence of a student request to do so.

In the event that an individual is shown to have initiated proceedings under this policy and procedure in a frivolous or malicious manner, the Institute may take formal disciplinary action in the form of a written/verbal reprimand and or suspension and or dismissal against that individual.

COMPUTING AND TELECOMMUNICATIONS POLICY

The policy applies to all computing and telecommunications facilities and refers to all hardware, data, software, networks and facilities association with information resources at Six Nations Polytechnic.

Given the rapid pace of technological change, the decentralization of computing, and the proliferation of computers, networks and users of varying capabilities in the Institute setting, it is essential that these systems be protected from misuse and unauthorized access.

This policy is established to:

 Inform all users of their rights and responsibilities relative to telecommunications security and computer awareness.  Encourage proper etiquette and behavior when accessing information resources.  Help maintain the security of Six Nations Polytechnic resources.

Telecommunications equipment, including computer systems, e-mail, voicemail, networks, and associated facilities, provided by Six Nations Polytechnic are owned by the Institute and are only to be used to support the instruction and administrative functions of the Institute. If faculty, staff or students bring personally-owned equipment into the Institute environment, they will be required to adhere to existing campus policies and standards as use of their equipment may compromise data and network security and affect the work of others.

Six Nations Polytechnic reserves the right to limit, restrict, or extend computing and telecommunication privileges and access to its information resources. Computing and telecommunication resources are not to be used for commercial purposes or non-institute related activities without written authorization from the Finance and Facilities Manager.

Members of the Institute community who use the Institute’s computing and telecommunications equipment and information resources must act responsibly. All users of Institute-owned or Institute-leased computing and telecommunications must respect the right of other users, respect the integrity of the physical facilities and controls and respect all pertinent license and contractual agreements.

Acceptable Use – The use of computers and telecommunications equipment is based on common sense, common decency and civility.

Unacceptable Use – Unacceptable use includes but is not limited to the following:

1. Misrepresenting your identity or affiliation through the use of computers and telecommunications equipment.

2. Sending harassing, intimidating, abusive or offensive material to or about others.

4. Intercepting, disrupting or altering electronic communications packets.

4. Causing congestion on the network or voicemail equipment by such things as the propagation of “chain letters”, “broadcasting” inappropriate messages to lists or individuals, or excessive use of the shared data store of the e-mail post office.

5. Unauthorized entry into a computer file, for the purpose of using, reading or changing its contents.

6. Unauthorized transfer of one or more files or part of the data contained within a file.

7. Unauthorized use of another’s identification and password.

8. Use of computing facilities to interfere with, or alter the work of another student, instructor, or Six Nations Polytechnic staff member.

Enforcement

Failure to adhere to the Computing and Telecommunications Policy could result in suspension where appropriate.

MEDIATION PROCESS

Any individual involved in a conflict or dispute matter may request mediation. Mediation is voluntary and must be acceptable to all parties involved. The mediator will meet each individual separately to ascertain if mediation is appropriate and to arrive at an understanding of the issues from each perspective.

If mediation is both appropriate and agreeable to all parties, a joint meeting will be scheduled for the parties by the mediator, according to the time frame stipulated in the appropriate policy.

An Agreement to Mediate, which outlines the mediation process, will be signed by all parties to the mediation.

If mediation is successful, the mediator will draft a Memorandum of Understanding reflecting the resolution of the issues. All parties and the mediator will be expected to sign the memorandum, a copy of which will be provided to each individual and the Program Manager.

If mediation is unsuccessful, the parties will be advised of other options to be considered.

Please contact the Program Manager to discuss the mediation procedure.

KEY DATES 2013-2014 (Post-Secondary Programs)

Term Fall 2013

SNP Full Time Programs Application Deadline Aug. 15, 2013 Classes Start – ECE only (term three) Aug. 26, 2013 Student Orientation – Grand River Room Aug. 28, 2013 Instructor Teaching and Learning Plans are due Aug. 28, 2013 Statutory Holiday – Labour Day Sept. 2, 2013 Instructor Orientation Sept. 3, 2013 Classes Start – NUP, OLD, SNP College Programs Sept. 3, 2013 Last Day to Register – OLD Sept. 10, 2013 Last Day to Register – SNP College Programs Sept. 10, 2013 Last Day to Register – NUP Sept. 17, 2013 Tenth Day – College Programs (last day to withdraw with refund, except Sept. 17, 2013 ECE): Annual General Meeting and Board Elections (Student rep.) Sept. 26, 2013 Statutory Holiday: Thanksgiving Day Oct. 14, 2013 Mid-term assessments due Oct. 21 - 25, 2013 Mid-term Break University Programs Oct. 21 – 25, 2013 Instructor Focus Group Meetings Oct. 21 - 29, 2013 Mid-term Assessment available online–college Programs Oct 28, 2013 Registration Begins for Winter Semester Nov. 1, 2013 Last Day to Withdraw – SNP College Programs (without receiving grades, Nov. 13, 2013 except ECE) Application Deadline – Winter Term Nov. 15, 2013 EXAM BAN – NUP and OLD (no tests or exams during class) Nov. 25 – Dec. 2, 2013 Classes End – ECE only Nov. 29, 2013 PSET Bursary application deadline (if available) Nov. 29, 2013 Classes Start – ECE only (term four) Dec. 2, 2013 Last Day to Withdraw – OLD and NUP (without receiving grades) Dec. 2, 2013 Regular Classes End – OLD and NUP Dec. 9, 2013 Exams – OLD and NUP Dec. 10-16, 2013 Marks Due for SNP College Programs Dec. 17, 2013 Marks Due for OLD and NUP Dec. 17, 2013 Academic Review of Marks Dec. 19, 2013 Marks Available online (Niagara College only) Dec. 19, 2013 Six Nations Polytechnic Closed (inclusive): Winter Holiday Break Dec. 23, 2013 - Jan. 3, 2014

Winter Term 2014

Classes Start – NUP, OLD, and SNP College Programs Jan. 6, 2014 Last Day to Register – SNP College Programs Jan. 10, 2014 Last Day to Register – OLD Jan. 17, 2014 Last Day to Register – NUP Jan. 17, 2014 Tenth Day – SNP College Programs (last day to withdraw with refund, Jan. 17, 2014 except ECE): Family Day – Statutory Holiday Feb 17, 2014 Mid-term assessments due Feb 24 - 28, 2014 Mid-term Assessment available online Mar. 3, 2014 Mid-term Break University Programs Mar. 10 – 14, 2014 Last day to withdraw (without receiving grades) - college Mar. 18, 2014 Classes End – ECE only Mar. 28, 2014 Statutory Holiday: Good Friday Apr. 18, 2014 Easter Monday Offices closed but classes are running April 21, 2014 EXAM BAN – NUP and OLD (no tests or exams during class) April 7 - 11, 2014 Classes End – NUP and OLD April 17, 2014 Classes End – SNP college programs April 25, 2014 Exam week for NUP and OLD April 14 - 18, 2014 Winter marks due for University and College Programs April 28- May 1, 2014 Academic Review / Bursary Applications May 9, 2014 Final grades available online May 5, 2014 SNP Annual Celebration/Graduation June 14, 2014 Spring Convocation Niagara College June 17-20, 2014 Statutory Holiday – Canada Day July 1, 2014 Term Length for College Programs 15 weeks (7+1+7) Term Length for University Programs 14 weeks

Six Nations Polytechnic 2013-2014

SEPTEMBER OCTOBER WK S M T W T F S WK S M T W T F S 5 1 2 3 4 5 1 1 2 3 4 5 6 7 6 6 7 8 9 10 11 12 Sep 2 Statutory Holiday Labour Day 2 8 9 10 11 12 13 14 7 13 14 15 16 17 18 19 3 15 16 17 18 19 20 21 8 20 21 22 23 24 25 26 Oct 14 Statutory Holiday Thanksgiving 4 22 23 24 25 26 27 28 9 27 28 29 30 31 5 29 30 NOVEMBER DECEMBER WK S M T W T F S WK S M T W T F S 9 1 2 14 1 2 3 4 5 6 7 10 3 4 5 6 7 8 9 15 8 9 10 11 12 13 14 11 10 11 12 13 14 15 16 16 15 16 17 18 19 20 21 12 17 18 19 20 21 22 23 17 22 23 24 25 26 27 28 Dec 23 to Winter Break SNP Closed 13 24 25 26 27 28 29 30 18 29 30 31 Jan 3

JANUARY FEBRUARY WK S M T W T F S WK S M T W T F S 5 1 1 1 2 3 4 6 2 3 4 5 6 7 8 2 5 6 7 8 9 10 11 7 9 10 11 12 13 14 15 3 12 13 14 15 16 17 18 8 16 17 18 19 20 21 22 Feb 17 Holiday - Family Day 4 19 20 21 22 23 24 25 9 23 24 25 26 27 28 5 26 27 28 29 30 31 MARCH APRIL WK S M T W T F S WK S M T W T F S Mar 10-14 Midterm Break 9 1 14 1 2 3 4 5 Apr 18 Statutory Holiday Good Friday 10 2 3 4 5 6 7 8 15 6 7 8 9 10 11 12 Apr 21 SNP Admin Closed Easter Monday - clases running 11 9 10 11 12 13 14 15 16 13 14 15 16 17 18 19 12 16 17 18 19 20 21 22 17 20 21 22 23 24 25 26 13 23 24 25 26 27 28 29 18 27 28 29 30 14 30 31

Student Success Tips:

1. When in class listen, think, take notes, ask questions and ask for help if you need it.

2. Understand what is expected of you for assignments and the due dates for each one.

3. Schedule your semester starting with classes, assignments, tests then schedule the time to do your research, assignments and study.

4. Follow your schedule.

5. Review your notes before each class. Summarize them for test and exam review.

6. Enjoy your studies.

NOTES

Future Programs

Ogwehoweh Concurrent Disorders Language Degree (Graduate Certificate) Program Start date: April 2013 he degree program is ************* scheduled to be ready for T September 2013. Be First Nations Child prepared and enroll in the Advocate Ogwehoweh Language diploma program to earn transferrable hese programs are credits. pending development T and implementation. Bachelor of Social Work courses

ix Nations Polytechnic will be offering courses that S can be applied to a Bachelor of Social Work degree on a part-time basis. Contact us for more information on Tel: 519-445-0023 upcoming courses. Like us on Facebook

Table of Contents

Hodinohs?:n[ Values of Ga`nig)hi:yo:/Kanikoriio ...... 1

Philosophy ...... 2

Mission Statement ...... 2 Programs

University: Native University Program – First Year ...... 3

Ogwehoweh Language Diploma ...... 4

Ogwehoweh Language Degree ...... 5

Indigenous Sustainability ...... 5

College: Early Childhood Education ...... 6

Office Administration-General ...... 7

Police Foundations………………………...... 8

Continuing Education Homework Support Program ...... 9

Professional Development:

Director of Education for First Nation Communities - Part II ...... 10

Principal of First Nation Schools - Part II ...... 10

Other Services: Contact North ...... 11

Deyohahá:ge: - Indigenous Knowledge Centre ...... 12

Six Nations Achievement Centre ...... 12

Application Process ...... 13 Information

Contact Information ...... 14

Student Services ...... 15

Student Funding Information ...... 16

Frequently Asked Questions ...... 17 & 18

Admission Requirements at a Glance ...... 19

Notes ...... 20

Six Nations Polytechnic

Page 1 Six Nations Polytechnic

Philosophy

If a people do not keep pace with others perhaps it is because they hear a different drummer. Allow them to step in harmony to the music which they hear however measured or far away. Our cosmology places Native people in a balanced familial relationship with the universe and the earth. In our languages the earth is our Mother, the sun – our Eldest Brother, the moon – our Grandmother, the plants and animals – our brothers and sisters. From this view our people believe that all elements of the natural world are connected physically and spiritually and are to interrelate to each other to benefit the whole. The responsibility then falls on the people to peacefully maintain nature’s delicate balance to ensure that unborn generations can enjoy what we enjoy today. Six Nations Polytechnic accepts this responsibility and is devoted to facilitating the will and determination of our community to maintain an environmentally friendly world through education, training and research. Six Nations Polytechnic, a native focused institution of learning, has a moral responsibility to its people to take a lead role in the preservation of our environment. Through the Hodinohso:ni:/ Rotinonhshonni world view of our universe we will assist in the survival of life on this planet through research, study of alternative views, and dissemination of information. Six Nations Polytechnic will endeavour to keep up with the beat of the 21st century and at the same time offer the understanding inherent in our language and culture. In this way the people may receive an education that assists them to keep pace with both drums. Six Nations Polytechnic will take a lead role in bridging the chasm of understanding between the two cultures of our lives and create an atmosphere for healing our differences so that we can both look with optimism into the 21st century. Six Nations Polytechnic has the role and responsibility, as an institution of the people of Six Nations, to offer the opportunity to be educated to ensure languages and culture survive. It also has the responsibility to provide an education that enables our people to survive in both worlds. Six Nations Polytechnic is becoming the catalyst that offers the opportunity and place for our Native scholars and elders to share their knowledge with all our people and to offer the non-Native an opportunity to study a different world view.

Created and written by Harvey Longboat Sr.

Mission Statement

Six Nations Polytechnic is an indigenous community-controlled, community based center that addresses human and resource development issues and needs from an indigenous perspective. Six Nations Polytechnic offers programs and courses of study in partnership with all levels of government; commissions; industries; commerce and other education and training institutions with an emphasis on developing and promoting the retention of Hodinohso:ni/Rotinonshonni culture and languages and to reflect the cultural values of Hodinohso:ni/Rotinonshonni.

Special Mission The institute will ensure that all service components will reflect the cultural values and traditions of our people. At the same time, the focus toward culture and language must address the issues and concerns of all Indigenous peoples.

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Native University Program - First Year University

Six Nations Polytechnic in cooperation with a consortium of Program of Study* six universities in the Six Nations area, facilitates a community based Native University Program - First Year. Note: Full time students must select a course load equivalent to a minimum of four credits.

The consortium consists of: Course # Name Credits

Brock University Term One (Fall) McMaster University PS 101 Introduction to Psychology 0.5 ENGL 109 Introduction to Academic Writing 0.5 University of Guelph INDIG ST 1A03 Introduction to Indigenous Studies 0.5 University of Waterloo ABST 1P01 Introduction to Mohawk Language 0.5 or University of Western Ontario ABST 1P03 Introduction to Cayuga Language 0.5 Wilfrid Laurier University Optional: HS 1001 Personal Determinants of Health 0.5

Term Two (Winter) The program allows students the opportunity to achieve a PSYC 102 Introduction to Psychology 0.5 total of five credits on a full-time or part-time basis while DRAMA 223 Communications & Public Speaking 0.5 INDIG ST 1AA3 Introduction to Contemporary attending classes at Six Nations. Credits achieved with a Indigenous Studies 0.5 minimum grade of 60% are transferable into MA 63-105 Mathematical Modeling 0.5 undergraduate degree programs offered at the consortium Optional: universities. Students who achieve an academic average HS 1002 Social Determinants of Health 0.5 ABST 1P02 Mohawk Language II 0.5 of 60% in the four core courses will gain automatic or admission into second year studies of a general Bachelor ABST 1P04 Cayuga Language II 0.5 of Arts degree program in the consortium university of their choice.

*subject to change Admission Requirements Ontario Secondary School Diploma or equivalent with acceptable grade levels. All students will be required to take an assessment test for academic skills. Mature applicants considered on an individual basis. Start Date: September 2013

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Ogwehoweh Language Diploma

The Ogwehoweh Language Diploma Program is Academic Language Pre-Session offered in partnership with McMaster University’s All applicants to the Language Diploma program will be Indigenous Studies Program and is accredited by required to complete a test to show they have an the Centre for Continuing Education. Upon understanding of the basics of the language. completion of the program, students can continue This test is currently being developed and planned for into the Degree program and complete an implementation for the 2014 co-hort. undergraduate degree in the language. See details of the Ogwehoweh Language degree program. The Ogwehoweh Language Diploma Program seeks to further: Program of Study

The continued development of Ogwehoweh Note: The Ogwehoweh Language Diploma can be taken in cultural understanding within an Ogwehoweh either Mohawk or Cayuga language. language context. All courses are six hours per week. Each class is three This program basically serves four groups of hours, twice per week. students: Those taking courses for their own interest and to Course # Name Credits fulfill University requirements; Those minoring in Ogwehoweh Studies; YEAR 1

Those pursuing advanced certificates in Term One (Fall) Ogwehoweh language or culture; and 298-101/201 Introductory Language 1.0 Those majoring in Ogwehoweh Studies. 298-102/202 Introduction to Orthography 1.0 Advanced Standing Term Two (Winter) Upon completion of the Diploma, students wishing to 298-103/203 Language in Motion 1.0 continue their studies may transfer their credits to an 298-104/204 Intermediate Grammar 1.0 undergraduate degree program in the language OR may receive credit for up to 24 units of academic YEAR 2 work towards their undergraduate degree program at McMaster University. Term Three (Fall) 298-105/205 Conversational Language 1.0 Admission Requirements 298-107/207 Applied Orthography 1.0 Students wishing to enter the Ogwehoweh Language Diploma must have at least one of the Term Four (Winter) following: 298-106/206 Intensive Language 1.0 298-108/208 Culture and Tradition 1.0 an Ontario Secondary School Diploma (OSSD) or equivalent be a mature student, see below* Year II continues: September 2013 be deemed an exceptional case by the admissions screening committee Next new intake: September 2014 Note: Some applicants may be required to attend an academic language pre-session. These admission requirements are consistent with those of diploma programs offered by the Centre for Continuing Education. *A Mature Student, as defined in the Undergraduate Calendar of McMaster University, has not attended secondary school or college on a full-time basis for at least two years; and has not previously attended university.

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Ogwehoweh Language Degree

The Ogwehoweh Language Degree program continues the Admission Requirements study of language acquisition and extends the Ontario Secondary School Diploma or equivalent with development of understanding of traditional Ogwehoweh acceptable grade levels. Mature applicants considered on an individual basis. belief systems in context with topics introduced in Must have introductory level language knowledge. traditional thought.

The Ogwehoweh Language Degree Program is designed ***Pending program accreditation. as a university undergraduate degree program with a specialization in the acquisition of either Mohawk or Program of Study Cayuga. The program of study is currently unavailable as

the program is still in the development and Students who have completed the two-year Ogwehoweh accreditation stages. Please watch for updates Language Diploma program have earned transferable on our website at www.snpolytechnic.com and credits towards this degree. on our Facebook page.

Tentative start date: September 2013 Indigenous Sustainability

Indigenous Peoples have unique knowledges and McMaster University and Six Nations Polytechnic have languages that guide their relationships with all living successfully collaborated to meet challenges that many things. These ways of being function as systems of postsecondary institutions have struggled with. More sustainability that have been passed onto present specifically, it is the valuing of indigenous knowledge generations by their ancestors and have helped and education that has served as the foundation of this Indigenous peoples thrive in times of peace and persist success. through times of peril. **Pending program accreditation. First Nation communities are deeply grateful for this ancient knowledge and recognize that traditional Program of Study

methods of accessing and transferring it have been The program of study is currently unavailable diminished by colonization and imperialism. It is both a as the program is still in the development and desire and a challenge to revitalize these systems of accreditation stages. Please watch for sustainability using all the methodologies available, updates on our website at including higher education. www.snpolytechnic.com and on our Facebook page.

Tentative start date: September 2013

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Early Childhood Education

The Early Childhood Education (ECE) Program is a two Program of Study year diploma program offered in partnership with Niagara College. YEAR 1

Term One Career Opportunities EDUC1127 Field Placement Seminar I 2 Graduates of this program may find work in: childcare EDUC1129 Working with Infants and Toddlers 2 centres, early learning programs, extended day programs EDUC1133 Foundations of ECE - I 3 for School-aged children, Family and Children’s agencies, EDUC1332 Music and Drama - Preschool I 2 community pre-school programs, family resource COMM1133 Writing Strategies 3 programs/Ontario Early Years Centres or home childcare. HDEV1121 Child Development I 2 PSYC1100 Introductory Psychology 3 Admission Requirements PRAC1101 Field Placement I 2

Ontario Secondary School Diploma (OSSD), or equivalent, Term Two including the following required courses: English - any EDUC1128 Young Children and Stress 3 Grade 12 (C) or (U), or equivalent. EDUC1229 Field Placement Seminar II 1 EDUC1231 Working with School-Age Children 2 Recommended Courses and/or Recommended Skills EDUC1233 Foundations of ECE - II 3 (Not Required for Admission): EDUC1403 Music and Movement 1 HDEV1221 Child Development II 2 Individuals and Families in a Diverse Society - Grade 12 PRAC1205 Field Placement II 5 (M). Issues in Human Growth Development - Grade 12 (M). YEAR 2

Parenting and Human Development - Grade 12 (E) or Term Three Parenting - Grade 11 (O). EDUC1215 Science Methods in Early 2 Living and Working with Children - Grade 11 (C). Childhood Settings Introduction to Anthropology, Psychology, and Sociology - EDUC1328 Anti-bias Approach in the Preschool 2 Grade 11 (M). EDUC1329 Field Placement Seminar III 1 Volunteer, co-operative or community service work EDUC1331 Naturalistic Observation Research 3 experience with groups of young children aged 0-5 years. Method EDUC1333 Working with Families 2 SOCL1327 Child Abuse and Family Violence 2 Program Requirements PRAC1305 Field Placement III 4 Students need to be aware of processes concerning the Criminal Reference Check (CRC), the Health Requirement Term Four and Transportation and their responsibilities concerning EDUC1429 Field Placement Seminar IV 2 such. Please see the Application Package for more details EDUC1431 Children with Special Needs in 2 on these. The Preschool

EDUC1432 Program Administration 3 EDUC1447 Entry to Practice 2 HDEV1433 Child Health and Well-Being 2 ABST 1058 Spirit of the Two Row Wampum 3 PRAC1416 Field Placement IV 4

Start Date: January 2013

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Office Administration - General

The Office Administration -General Program is a one year Registration certificate program offered part-time in partnership with If you have received your letter of acceptance and have Niagara College. Niagara College has articulated accepted our offer of admission, you may contact the agreements providing students with degree completion and Student Success Officer to register for classes. credit transfer opportunities with many other colleges and universities. This program has a modified delivery model to accommodate continuous intake one course at a time. Join Program of Study the program as new courses start (if pre-requisites are Course # Name Credits met). ADMN1120 Office Environment I 3

ADMN1221 Customer Relations in Society 3 This program offers: ADMN1126 Business Document Formatting 3 Up-to-date sophisticated skill sets that meet industry CAPA1183 Word Processing Fundamentals 4 needs Comprehensive computer training prepares students CAPA1197 Spreadsheets I 3 for the Microsoft Application Specialist certification COMM1110 Communications for Office 3 Simulated office projects provide practical preparation Administration for an office environment MATH1107 Mathematics 3 Students will gain the administrative knowledge to be ADMN1120 Office Environment II 4 "office-ready" within one year CAPA1223 Advanced Word Processing 4 Career Opportunities CAPA1262 Spreadsheets II 3 This program provides the essential technical and administrative skills required for today's workplace. CAPA1858 Access I 4 Graduates are employed as: CAPA1142 Presentation Skills 3

Administrative Assistants COMM1213 Business Communications 4 Customer Service Representatives Receptionists Office Assistants Front Desk Coordinators Admission Requirements Ontario Secondary School Diploma (OSSD), or equivalent, including the following required courses: English Grade 12 C or U, or equivalent. Recommended Courses and/or Recommended Skills (Not Required for Admission): Mathematics Grade 11 C, U or M. The 5th course, Customer Relations in Society, Note: Testing or other supplemental evaluation may be will start January 2013 and there is still room in required. this course if you wish to apply. The 6th course, Communications for Office Administration will be offered in May 2013. The 7th course, Mathematics, will be offered in September 2013. None of these courses have pre-requisites so if you wish to take a course please call or come in to apply.

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Police Foundations

Police Foundations Offered in partnership with Program of Study Niagara College YEAR 1 Career Opportunities Policing, one of the most physically and mentally Term One demanding professions, is in the midst of COMM1104 Communications I 3 GOVT 1210 Politics and Public Administration 3 unprecedented hiring. LAWS 1101 Canadian Criminal Justice 2 If you are committed to a future in policing, this program will help you achieve your career goals. LAWS 1123 Basic Private Police Procedures 3 PHED 1108 Fitness and Lifestyle Management I 1 In addition to public police agencies, career PHED 1159 Fitness Lab I 1 opportunities include: PSYCH 1101 Psychology 3 Private investigation SOCL 1103 Sociology and the Canadian Society 3 Private security Term Two The NC Difference COMM 1204 Communications II 3 Reality-based curriculum emphasizes applied COUN 1245 Crisis Intervention 1 learning CRIM 1201 Criminology 3 and frontline policing/investigative skills LAWS 1304 Criminal and Civil Law 3 Faculty includes former police officers with LAWS 1401 Provincial Offenses 3 extensive PHED 1208 Fitness and Lifestyle Management II 1 investigative experience PHED 1259 Fitness Lab II 1 Numerous job recruitment opportunities Provincially-renowned Mentoring and Ride-Along PHIL 1329 Ethics and Code of Conduct 2 programs SOCL 1209 Contemporary Problems and Community offered Resources 3 Protection, Security and Investigation or Police Foundations training are mandatory requirements YEAR 2 for hiring into Canada’s Military Police Force Term Three Admission Requirements LAWS1304 Police Powers 3 Ontario Secondary School Diploma (OSSD), or PFPP1304 Interviewing and Investigations 3 equivalent, including the following required PFPP1309 Criminal Code and Police Services Act 4 courses: PFPP1311 Principals of Investigation and Articulation 2 English - any Grade 12 (C) or (U), or equivalent. PFPP1409 Community Policing 3

PHED1308 Fitness and Lifestyle Management III 1 Recommended Courses and/or Recommended Skills PHED1359 Fitness Lab III 1 (Not Required for Admission): SOCL1430 Multiculturalism and Diversity in Canada 3 Understanding Canadian Law - Grade 11 (M). Canadian Politics and Citizenship - Grade 11 (O). Term Four Aboriginal Beliefs, Values, and Aspirations in LAWS1305 Youth in Conflict with the Law 3 Contemporary Society - Grade 11 (C). LAWS1402 Criminal Code and Federal Statutes 2 Introduction to Anthropology, Psychology, and PFPP1404 Investigation and Evidence 3 Sociology - Grade 11 (M). PFPP1405 Conflict Management in Law Enforcement 3 Challenge and Change in Society - Grade 12 (M). PFPP1410 Traffic Management 4 PFPP1411 Criminal Procedure and Trial Preparation 2 Program Requirements—Students with criminal PHED1408 Fitness and Lifestyle Management IV 1 charges or convictions for which a pardon has not PHED1459 Fitness Lab IV 1 been granted, will be significantly limited in employment opportunities in the field of criminal ABST 1058 Spirit of the Two Row Wampum 3 justice. Start Date: September 2013

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Continuing Education

Six Nations Polytechnic offers courses and programs for Please watch our website at www.snpolytechnic.com for a variety of purposes. Students may wish to complete a updates on Continuing Education opportunities, certificate program, complete credits towards their high workshops and seminars. You can also find us on school diploma, complete post secondary education Facebook. through on-line learning or have a general interest in lifelong learning. Six Nations Polytechnic will be celebrating our 20th anniversary in 2013 so also watch for special events General Interest and Professional Development courses throughout the year to mark this milestone. are also available and designed to meet the needs of the workforce.

Homework Support Program

Homework Support offers Six Nations youth in grades 5- who are at risk and for those students who need a quiet, 12 homework assistance in all subject areas in a relaxed, supportive environment where they can complete supportive learning environment. In previous years, the assignments. grade levels were set at 6-12 but through contact with parents and teachers we are finding that grade 5 students Program Dates: could benefit from homework support also. Students have Homework Support will be offered Monday to Thursday access to the internet/computers to complete assignments evenings at Six Nations Polytechnic from 6:00pm to and projects. Students are required to bring their 8:45pm. homework, books and any materials that will assist the tutors in supporting their needs. The location is a quiet place for all to work and study. We offer tutor support There will be three fully qualified teacher/tutors available especially for Math and Science (Chemistry, Biology, every evening for assistance. The computer lab is available Calculus and Physics) courses in secondary school so that on certain nights for students to print their assignments. these students have a dedicated tutor who works with the One tutor will be designated and trained in: curriculum expectations. Secondary Math and Science curriculum expectations. Elementary Math and Science curriculum expectations. Our goal is to support students in all areas of their Elementary and Secondary Language Arts, academic achievements through continued homework Geography, History, Independent Research Projects support during the evenings as required. Our tutors work at and other subject areas. the various elementary and secondary schools with our students and have an expertise in their subject area of We will be offering monthly mini-workshops for students on support. Time Management, Organizational Skills, Use of Agendas

and Pre-planning for assignments. Once a month for the Through individual and/or group tutoring, students will first hour of the program, workshops will be implemented receive assistance with all aspects of homework for elementary and secondary students. assignments. Use of computer programs for Math, Science and Literacy will provide additional support for students

One on one instructor support

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Director of Education for First Nation Communities

Part II of the Director of Education for First Nations Who should attend? Communities is a professional development course that Directors of Education will be offered for one week during July 2013. Directors of Education are challenged to enable principals, teachers School board members and community to engage in the teaching/learning for Principals of First Nation schools their children in the First Nation Schools. The Directors of Teachers of First Nation schools Education for First Nations Communities course is being offered in support of this challenge. There will be a selection of topics offered ranging from the following: Funding Agencies Education Authorities Education Document Review Self sponsor Education Law Tuition Fees Reverse Tuition Agreements $1,000.00 includes lunch, refreshments and shuttle Student Assessment service from Brant Best Western, Brantford Orientation for New Teachers Special Education Funding Program Dates Raising the Standard The Directors of Education Program is offered in two Alternative Funding Sources sessions: Know Yourself - Keirsey’s Four Temperaments Part II - July 22 to July 26, 2013 Case Studies To Apply No Pre-requisites Call or visit Six Nations Polytechnic at 519-445-0023 to request an Admissions Application Package.

Principal of First Nation Schools

The Principal of First Nation Schools is offered in partner- Tuition Fee Options: ship with Seven Generations Education Institute. Tuition fees of $670.00 per summer session, includes ac-

commodations, course binder, week-day lunch and re- The framework for the Principal of First Nation Schools freshments. program is modular based. Candidates will examine the Tuition of $150.00 per summer session applies to those areas of study as they relate to current educational policies who do not need accommodations. and practices for First Nation schools.

Admission Requirements Program Dates Principal of First Nations Schools program is offered in two Proof of Ontario Teaching Certificate or a bachelor degree parts: in education, with a minimum of two years of successful teaching in a First Nation community. Part II - July 8 to July 19, 2013

Candidates not meeting the admissions requirements may To Apply audit if they have an equivalent Native Language Teaching Call or visit Six Nations Polytechnic at 519-445-0023 to certificate from a recognized course with a minimum of request an Admissions Application Package. two years of successful teaching a First Nation community, and are employed as the Principal of a First Nation school. Submit completed Admissions Application Package along with: All high school, college and university transcripts Funding Agencies Copy of Ontario Teaching Certificate Education Authorities Copy of photo identification Self sponsor

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Contact North

Contact North, Ontario’s Distance Education & Training Network is a publicly funded organization dedicated to increasing access to post secondary education in small and rural communities in Eastern and Southwestern Ontario. Contact Suzy Burning at 905- 768-0108, toll free at 1-877-999-9149 or for more information visit their website at www.contactnorth.ca.

IMPORTANT DATES

Grand River Post Secondary Education Office application deadlines are:

January 17 for spring/summer semester

May 17 for fall/winter semester

September 17 for winter semester

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Deyohahá:ge: - Indigenous Knowledge Centre

Deyohahá:ge: means “Two Roads” and represents two streams of Currently, Deyohahá:ge: is involved in a number of projects: knowledge that could serve the personal and academic growth for young scholars. In one stream are the great works of Western Philosophy and Bi-Cultural Science Training Workshops for Teachers Practice. Within the other stream are the enduring values, philosophies Translation of the J.N.B. Hewitt Collection from the National and practices of the Indigenous Mind. Together, these two roads offer Anthropological Archives, Smithsonian Institution. young scholars more avenues to pursue as they attempt to gap what War of 1812 Commemorative History exists in the academy and what exists in the Indigenous communities. Curriculum Development and In-Service Training Traditional Arts Training Deyohahá:ge: offers the space, resources and assistance in searching for more meaningful connections regarding the role that Indigenous Deyohahá:ge: operates under the guidance of the Indigenous Knowledge Knowledge can play in a variety of academic disciplines. Researchers, Guardians, respected community advisors. students, teachers and community members can use the services of Deyohahá:ge: to help in their own research, identify best practices in fields More information can be found on the SNP website. of study, locate culturally-accurate resources for teaching and curriculum development, research historic documents and manuscripts, and gain Contact Information: advice on the underlying themes and meanings of their chosen topic. Heather Bomberry, Administrative Assistant Deyohahá:ge: has a small research library, a number of historic manuscripts, an audio-visual archive, a collection of videos and a large [email protected] number of historic illustrations, photographs and digital resources. Since 519-445-0023 x237 Deohaha:ge is a fairly new operation, everything has not been inventoried or is accessible on line, so contact Heather Bomberry, Deyohahá:ge:

Administrative Assistant to discuss your research needs. If relevant material is available make an appointment to visit the Centre and examine the materials on hand.

Six Nations Achievement Centre

The Six Nations Achievement Centre is a community-based agency that Networking has provided service to the community of Six Nations for over twenty The Six Nations Achievement Centre is a member of the Brant Literacy years. The centre provides free instruction in basic math; English; Service Planning and the Ontario Native Literacy Coalition. computers and essential skills to adults who need to increase their Brant Literacy Service Plan (LSP) Members include: academic skills for entry into higher level of education and/or to obtain employment. Literacy Link South Central Mohawk College Mission Statement Literacy Council of Brant The mission of the Six Nations Achievement Centre is to provide, through a non-profit organization, free tutoring in Literacy and Basic Skills, in a Community Living Brant culturally sensitive manner. CNIB Literacy Program Grand Erie Learning Alternatives What is offered? Academic related Assessments Funding Six Week “Pre-GED” Connection Program Funding provided by Ministry of Training, Colleges and Universities, and Literacy and Basic Skills Branch. One-to-one tutoring

Essential Skills and Workforce Literacy Contact Information Refresher Workshops Coordinator – Kim Murphy Assistant – Angela Skye Career and/or College Preparation sessions 2160 Fourth Line Online Learning Ohsweken ON N0A 1M0 Computer training for adults with no computer experience (519) 445-2512 Telephone Crafting for Employment Workshops (519) 445-4416 Fax Email: [email protected]

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Application Process

To Apply 1. Pick up an admissions application package at Six Nations Polytechnic 2160 Fourth Line, Ohsweken 2. Submit completed package along with: All high school, college and university transcripts A copy of status card Application fees Application Deadlines You are advised to submit your application well in advance of the deadlines given below. Applications will be accepted beginning: January 2013 Last day to apply for full-time studies (for equal consideration): August 15, 2013 Last day to apply for part-time studies: before the start of the first class Registration If you have received a letter of acceptance and have accepted an offer of admission, you may call the Student Success Officer during regular business hours to set a registration appointment. Registration will not begin until July 2, 2013. Program Dates Fall Semester - September - December 2013 Winter Semester - January - April 2014 Processing Fees 1. New Applicants—For all new applicants to Six Nations Polytechnic, there is a processing fee of $30.00 for all programs. In addition there may be other processing fees such as OCAS fees (for college students only). 2. Ontario College Admission Service On-line Processing Fees *$95.00 (OCAS). All students enrolling in a college program are required to register with OCAS. OCAS is a centralized, one-stop processing centre for all Ontario colleges. Once students have been admitted to a college program at SNP, students are required to make application to OCAS—students must have a credit card or be able to use debit bank cards to pay these fees. This is a mandatory requirement. 3. McMaster University Continuing Education New Student Fees *$39.00—New Students applying to the Ogwehoweh Language Diploma program are required to pay an additional new student fee as well as the SNP processing fees.

Call and book an appointment with the Student Success Officer if you need assistance.

*subject to change

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Contact Information

519-445-0023 Phone Bonnie Freeman, Chair General 519-445-4416 Fax D. Kevin Martin, Vice-Chair www.snpolytechnic.com Danya Hill, Secretary/Treasurer Ima Johnson, Cultural Advisor Six Nations Polytechnic Board of Michelle Davis Mailing PO Box 700 W. Simon Hill, Student Rep Ohsweken, ON N0A 1M0 Directors Lottie Keye Ron McLester 2160 Fourth Line Steve Montour Location Ohsweken, Ontario Melba Thomas Six Nations of the Grand River Robert Johnson, SN Council Representative

Administrative Staff Rebecca Jamieson, President-Chief Executive Officer Tanis A. Hill, Finance Manager 519-445-1810 Direct Line or ext. 227 or ext. 232 or email [email protected] [email protected] Becky Jonathan, Receptionist Dawn Bomberry, Program Manager/Registrar ext. 222 or email [email protected] ext. 221 or email [email protected] Kim Murphy, Coordinator, Six Nations Achievement Heather Bomberry, Administrative Assistant Centre ext. 244 or email [email protected] 519-445-2512 or email [email protected] Sara General, Development Officer Cheryl Porter, Records Management Officer ext. 243 or email [email protected] ext. 238 or email [email protected] Pat Greene, Administrative Assistant Angela Skye, Administrative Assistant ext. 247 or email [email protected] 519-445-2512 or email [email protected] Rick Hill, Senior Projects Coordinator, Brad Thomas, Facility Manager/Custodian ext. 240 or email ext. 241 or email [email protected] [email protected] Michelle Thomas, Student Success Officer ext. 234 or email [email protected]

Location

Toronto

Lake Ontario Kitchener Oakville Cambridge Hamilton St. Catharines Woodstock Niagara Falls London SNP Welland Buffalo Simcoe Nanticoke Port Dover Lake Erie

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Student Services

Academic Accommodations Student Orientation Academic accommodations are very limited for students. Make an The orientation will take place on Wednesday, August 28, 2013. appointment with the Student Success Officer to discuss options. Students must attend orientation to pick up the student handbook, purchase textbooks (if available), take a tour of the building, pick up Apply for programs classroom schedules and student cards. Lunch is provided. All prospective students are encouraged to apply and will be considered on the basis of evidence of probable success in their chosen program. Photocopy/Fax Applicants must be formally accepted before they can register in credit Students may access pay per use photocopy service and fax service at courses. reception.

Assessment Registration Each year an assessment is carried out to determine students’ To register for classes, information will be mailed with Offers of functioning level in the areas of math, essay writing and computer skills. Admission. Contact the Student Success Officer at 519-445-0023, ext. The assessment is mandatory for Native University Program students but 234 to arrange an appointment once you have accepted the offer. is available for all our students wishing to improve their skills. Student Cards Bursaries and Scholarships Student cards will be available at orientation. In addition, Native The Student Success Officer is available to provide assistance with University Program students will also be issued McMaster University bursary and scholarship applications. library cards in order to access their library service.

Class Start Dates Student Counselling Services Most classes will begin Tuesday, September 3, 2013. Check final class Career, academic and social counselling services are available to all schedules for other important dates and details. Note: Six Nations students, full-time and part-time. Contact the Student Success Officer Polytechnic is closed on Monday, September 2, 2013 for Labour Day. at 519-445-0023, ext. 234 to arrange an appointment.

Computer Access Student Centre The newly furnished Student Centre is located on the lower level with a A computer lab is open to all current students. Call for availability or see comfortable seating area, study carrels, and computer and internet hours of access posted on the computer lab door. Please use your own access. memory stick as computers are cleaned and refreshed from time to time to maintain speed. Textbook Sales Culturally Enriched Programs Tax-free and competitively priced textbooks and courseware will be available for purchase at orientation and at the Finance Office. NOTE: Aboriginal instructors provide knowledge and experience that reflect local SNP accepts a maximum of $40.00 in cash but we also take debit and contexts and Hodinohso:ni: (Iroquois) culture. The Indigenous credit card payments or cheque or money order. Knowledge Centre also offers cultural resources and information to enhance course content. Tutorial Assistance Tutorial assistance is available to full time students. Tutorial assistance Handicap Accessible is offered to all students receiving funding through Grand River Post Six Nations Polytechnic is equipped with an elevator, designated parking Secondary Education Office. For more details visit www.grpseo.org/ and automated doors for handicap access. tutoring.html.

Library Resources Wireless Internet Resources specific to Indigenous Studies are available for use in-house Six Nations Polytechnic has wireless computer access. Access codes only and not available for loans. The Nursing program resources are will be provided at orientation. available and can be loaned for a two-week period. Students will be issued student cards to enable them to access mainstream university and college libraries.

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Student Funding Information

Post Secondary Funding Grand River Post Secondary Education Office Southern First Nation Secretariat Phone: 1-877-837-5180 or 519-445-2219. Apply online at Phone: 1-800-668-2609 or 519-692-5868. Apply online at www.grpseo.org. Application deadlines are: www.sfnsapplyonline.com. Application deadlines are: May 17 - fall semester, September 17 - winter semester, May 15 - September enrolment, October 1 - January enrolment, January 17 - spring/summer semester; . April 1 - Intersession/summer school. New Credit First Nation Education Department Ontario Student Assistance Program Phone: 905-768-7107. Application deadlines are: Apply online at www.osap.gov.on.ca. Call Six Nations Polytechnic for April 30 - September start, October 1 - January start, details. February 28 - Spring/Summer Intersession.

Bursaries and Scholarships

Harvey Longboat Sr. Memorial Scholarship Aboriginal Institutes’ Consortium – Student Scholarship This scholarship is awarded in memory of Harvey Longboat Sr. During his Award term with the Six Nations Polytechnic Board of Governors, Harvey created Six Nations Polytechnic, on behalf of the Aboriginal Institute’s Consortium the “Philosophy” by which Six Nations Polytechnic strives to function, in chooses to honour a student in order to provide encouragement and addition to inspiring and guiding the institute with his educational assistance with their post-secondary education. experience and knowledge of the culture.

Six Nations Polytechnic’s Harvey Longboat Sr. Memorial Scholarship is awarded to a full-time student enrolled in the Native University Program Aboriginal Institutes’ Consortium – Instructor Award who has achieved the highest overall average achieved during the Six Nations Polytechnic, on behalf of the Aboriginal Institutes’ Consortium academic year, earning a minimum of 4 credits. (AIC) is pleased to acknowledge exemplary service performed by Instructors through high level of commitment to successful program delivery and student achievement. Marge & Reg Henry Cayuga Language Award

This award is dedicated in memory of Marge and Reg Henry. They were highly respected for their knowledge in Longhouse traditions and Summer Student Jobs - World Class Opportunity! languages. Marge and Reg, both fluent in the Cayuga language, worked Imperial Oil offers students the opportunity to partake in their summer diligently at promoting the preservation of the language and left the legacy student jobs located at their Nanticoke refinery on the North Shore of Lake of the Henry Orthography, a phonetic writing system used to write the Erie, about 40 km from Ohsweken. The Nanticoke refinery processes Cayuga language. more than six billion liters of crude oil annually into gasoline, jet fuel, Six Nations Polytechnic’s Marge and Reg Henry Cayuga Language Award diesel, home heating and heavy fuel oil, asphalt, propane and butane. Six is awarded to a full-time Six Nations Polytechnic student achieving the Nations students enrolled during the current academic school year are single highest grade in a Cayuga language course of the Native University eligible to apply. Contact Six Nations Polytechnic to learn how to apply. Program demonstrating a commitment to maintaining and preserving the Cayuga language.

Vina Loft Mohawk Language Award This award is dedicated in memory of Vina Loft. Vina was a fluent The Linda I. Staats Tuition Bursary Mohawk speaker who worked at promoting the spoken language in many The bursary is in honour of Linda’s commitment and dedication to Six ways. Her first dedication to the retention of the language was to teach all Nations Polytechnic and Six Nations education in general. of her own children to speak the language. The Linda I. Staats Tuition Bursary is open to Aboriginal single parents Six Nations Polytechnic’s Vina Loft Mohawk Language Award is awarded aspiring to complete a university degree by completing the first year of to a full-time Six Nations Polytechnic student achieving the single highest study through the Native University Program at Six Nations Polytechnic. grade in a Mohawk Language course of the Native University Program The bursary recipient must be admitted to and registered to attend the demonstrating a commitment to maintaining and preserving Mohawk Native University Program at Six Nations Polytechnic to exercise a total language. tuition waiver for the academic year (September to April). The successful candidate will not be receiving funding from GRPSEO. Contact SNP for an application or for more information. Watson Parojcic Financial Bursary

Watson Parojcic Financial is well known to many of the First Nations to whom they provide services and are pleased to offer something back to the community for those organizations. This bursary is awarded to full- All bursaries are awarded to students enrolled in Six Nations time students of college programs offered at Six Nations Polytechnic who Polytechnic programs only. Decision are made based on academic have demonstrated excellence in academics and have made a achievement, commitment to learning and contribution to the contribution to the Aboriginal community. Aboriginal community.

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Frequently Asked Questions

What programs does Six Nations Polytechnic Is there an application deadline? offer and when are they available? Full-time post secondary program application deadline is August 15, 2013. Applications received after this date will be treated on a first-come, Six Nations Polytechnic offers a wide range of full-time programs in first-served basis if there is room in the program. partnership with various universities and colleges. This course calendar reflects those opportunities. Some programs are being developed/ Part-time applications will be accepted before the first class. Please note negotiated for delivery through Six Nations Polytechnic. If you wish to be that not all programs allow part-time applicants. Contact Six Nations added to our waiting list for these programs coming soon, please call Six Polytechnic for specific information. Nations Polytechnic at 519-445-0023 and leave your contact information so we can keep you informed as details become available. How will I know Six Nations Polytechnic has Also note that full-time programs begin in September 2013 and some received my application? have continuous intake through out the year. Six Nations Polytechnic will send an Acknowledgement Letter via regular Please visit our website at www.snpolytechnic.com for current mail to you after your application has been received. The information. Acknowledgement Letter may include specific program information that What are the admission requirements? you will need regarding special admission requirements and/or pre- admission testing. Minimum admission requirements Are accommodations provided for students All post secondary programs require an Ontario Secondary School Diploma (OSSD) or equivalent as the minimum requirement. with disabilities? Mature students are considered on an individual basis but must still meet Students with documented disabilities requiring academic the required pre-requisite courses. Testing may be required. Read more accommodations must contact the Student Success Officer (SSO) to find under, “Can I apply as a Mature student?” out what SNP can offer, however there are very limited funds to provide Additional Requirements such. See the SSO for more details or call 519-445-0023, ext. 234. The basic academic requirements listed above pertain to most programs, Do I need to provide my transcript(s)? however exceptions may apply. Some programs may also require: To ensure a speedy application process you must ensure all required specific secondary school courses documents have been received by the Admissions Office within four pre-admission testing weeks of submitting your application, or no later than August 15, 2013 for post secondary programs. Six Nations Polytechnic requires that official attendance at an information session transcripts are submitted. Photocopied, faxed or electronically submission of a portfolio transmitted copies are only accepted if coming directly from the issuing completion of an essay or questionnaire institute. additional assessment of equivalency to required subjects. Can I apply as a Mature Student? It is important to note that meeting admission requirements does not Mature students are considered on an individual basis but must still meet guarantee admission to Six Nations Polytechnic programs. You can find the required pre-requisite courses. Testing may be required. specific up-to-date admissions requirements as well as selection and ranking information posted on our program pages at College programs: www.snpolytechnic.com. A Mature Student, is someone who is age 19 or older without an Ontario Please refer to the inside back cover for a quick reference of the Secondary School Diploma (OSSD) or equivalent, as of the first day of admission requirements for all our post secondary programs. classes. How do I apply and is there an application Mature Student applicants must meet all specific entrance requirements of the program to which they are applying. fee? If you possess an OSSD, regardless of your age or number of years out Admissions Application Packages may be picked up at Six Nations of high school, Mature Student status does not apply. Polytechnic during regular business hours, Monday to Friday, 8:30am to 4:00pm. Electronics copies may be printed from our website at University programs: www.snpolytechnic.com. A Mature Student, as defined in the Undergraduate Calendar of To apply, complete an Admissions Application Package and forward it to McMaster University, has not attended secondary school or college on a Six Nations Polytechnic along with your transcripts from high school, full-time basis for at least two years; and has not previously attended college and university and a non-refundable $30 application fee (if you university. have not paid this previously). The Ogwehoweh Language Diploma program has a non-refundable $69 application fee ($30.00 SNP fee + $39.00 McMaster fee).

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Does Six Nations Polytechnic offer a way for me registration. The balance of the fees deferred will be deducted from funds received. Students are responsible for unpaid fees. Students must still to obtain required courses for admission? make monthly payments until funds are received, in which case you will To obtain high school credits needed to meet the admissions be reimbursed monies paid to date. requirement, applicants may enroll in the Native Diploma Access Late applicants (after August 15, 2013) will not be allowed to make Program offered at Six Nations Polytechnic (subject to sufficient payment plans. Please discuss this with the Student Success Officer. enrolment). This program offers students the opportunity to complete high school credits with in class instruction or independent learning. What must I do if my tuition will be paid by a When will I know if I have been admitted? sponsor? Applications with all supporting documents are screened and a letter of If tuition fees will be paid by your sponsoring agency, please have your acceptance is mailed immediately. You will have four weeks to accept sponsoring agency submit your sponsorship letter faxed to 519-445-4416 our offer of admission. If the offer of admission has not been accepted or mailed to: by the deadline this will be considered a rejection of the offer of Six Nations Polytechnic admission. PO Box 700 Offers of acceptance are conditional for applicants who may be in the Ohsweken, ON N0A 1M0 process of completing admission requirements. An offer of acceptance The letter of approval or confirmation of tuition sponsorship must be will be revoked if proof of successful completion of the required courses received no later than August 15, 2013 to be enrolled in classes for the or any other admission requirements are not met. upcoming term. How do I accept my offer of admission? How do I apply for OSAP? If you wish to accept the offer of admission, please sign and date your Online application procedures and deadlines for applications are letter of acceptance and return the original to Six Nations Polytechnic. available on the OSAP website at www.osap.gov.on.ca. The online Please note that you will need a copy of your signed letter when application will be available in the month of May. applying for funding at such agencies as Grand River Post Secondary If you need access to a computer to apply, visit Six Nations Polytechnic’s Education Office, New Credit First Nations Education, Southern First computer lab. Nation Secretariat or for bursaries and scholarships. What if my program has a health requirement? What if I have been denied admission? Some programs require students to have certain medical and health Candidates may be denied admission when the program and/or waiting criteria such as a completed Communicable Disease Screening Form. list is filled, or when all of the admission requirements have not been Information will be available at the time of registration. Students must met. Applicants may request an admission review. A written request submit completed forms by the deadline indicated and meet all medical must be received within fifteen days of the admission decision. You may criteria. These are necessary for clinical/field placement. Failure to meet contact Dawn Bomberry, Program Manager/Registrar at 519-445-0023, criteria could result in the cancellation of the offer of admission. ext.221 or [email protected]. How do I find out about credit transfer How much is tuition? (exemption) opportunities? The cost of tuition varies between programs. Tuition fee schedule for 2013-2014 will be available after July 1 to pick up at Six Nations Colleges in Ontario and Canada generally offer year for year credit Polytechnic or visit our website at www.snpolytechnic.com. transfer from similar programs. To learn if you are eligible for exemptions or able to transfer credits in any of our programs, please contact Six When is my payment due? How can I pay my Nations Polytechnic at 519-445-0023. Please note courses taken more tuition? than five years ago generally are not given credit for exemption. Option 1: All fees for the current academic year are payable by August What is Prior Learning Assessment and 15th. Recognition (PLAR)? Option 2: Term tuition fees are payable in four term installments. The Six Nations Polytechnic believes that many people acquire college-level first term's installment (plus a $50.00 installment fee) is payable at the learning and skills through various situations such as prior work time of registration. An invoice will be mailed for the remaining term experience, community work, non-credit courses, self-directed study, installments. travel and military service. Candidates who can show that they have Option 3: Students deemed eligible for Ontario Student Assistance achieved the learning outcomes of a specific course may be granted Program (OSAP) funding may opt to pay $250.00 ($200.00 to be applied credits based on an assessment of their prior learning. Contact Six to the amount owing and $50.00 deferral fee). Payment is required upon Nations Polytechnic at 519-445-0023 for information. completion at time of registration. The balance of the fees deferred will be deducted from OSAP. Students are responsible for fees not paid How do I contact Six Nations Polytechnic? from OSAP. Call Six Nations Polytechnic at 519-445-0023, Monday to Friday between Option 4: Students deemed eligible for scholarships and/or bursaries the hours of 8:30 a.m. and 4:00 p.m. or visit our website at may opt to pay $250.00 ($200.00 to be applied to the amount owing and www.snpolytechnic.com or email us at [email protected]. $50.00 deferral fee). Payment is required upon completion at time of

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Admission Requirements at a Glance

Program Academic Requirements Additional Requirements University: Native University Program— OSSD or equivalent Some applicants may be required to First Year attend an academic Pre-Session and/ Mature Student application or Math Readiness Ogwehoweh Language OSSD or equivalent Some applicants may be required to Diploma—Year 1 (for attend an academic Language Pre- September 2014) Mature Student application, see page Session or have completed some 4* introductory level language acquisition Be deemed an exceptional case by the admissions screening committee Ogwehoweh Language Degree Must meet all of the following criteria: Have completed some introductory Program—Year 3 (tentative for degree level level language acquisition September 2013) OSSD or equivalent

All other academic regulations

College: Office Administration-General OSSD or equivalent, including the Recommended courses/skills but not following required courses: required for admission:

English—any Grade 12 (C) or (U), or Mathematics - any Grade 11 C, U or equivalent M.

·Secondary School grades from co-op Testing or other supplemental courses and half credit courses are evaluation may be required. not considered. Early Childhood Education Ontario Secondary School Diploma For a detailed list of additional (OSSD), or equivalent, including the qualifications, visit following required courses: www.niagaracollege.ca/content/ Programs/CommunityStudies/ English—any Grade 12 (C) or (U), or EarlyChildhoodEducation.aspx equivalent

Police Foundations Ontario Secondary School Diploma Students with criminal charges or (OSSD), or equivalent, including the convictions for which a pardon has not following required courses: been granted, will be significantly limited in employment opportunities in English—any Grade 12 (C) or (U), or the field of criminal justice. equivalent

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NOTES

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Instructor Handbook 2013-2014

Telephone – 519 445 0023 Fax – 519 445 4416 Email address – [email protected] Web site – www.snpolytechnic.com

Table of Contents OUR PHILOSOPHY AND BELIEF ...... 3 Hodinohs]:ni’ Values of Ga`nig)hi:yo: / Kanikoriio ...... 5 WELCOME ...... 6 INSTRUCTOR’S RESPONSIBILITIES ...... 6 Six Nations Polytechnic Policies and Procedures ...... 6 Course Syllabus, Text and Program Materials ...... 6 Instructor contract, Employee forms and required documentation ...... 6

Indigenous Knowledge Centre - A resource for Cultural Curriculum ... 6 Adaptations ...... 6 Instructor and Student Conduct ...... 6 Complaint Resolution Procedure ...... 7 Class Cancellations ...... 7 Program Evaluations ...... 7 Focus Group Meetings ...... 7 Instructor Preparation Room ...... 7 Photocopying Services ...... 7 STUDENTS’ ACADEMIC RESPONSIBILITIES ...... 8 Class Attendance – No Visitors ...... 8 Academic Problems ...... 8 Late Assignments ...... 8 Incomplete Standing ...... 8 Deferred Examinations ...... 8 Withdrawals ...... 9 Final Examinations ...... 9 Transcripts...... 9 Passing Grades ...... 10 Admission (Native University Program) ...... 10 STUDENT SERVICES ...... 10 Student Success Officer ...... 10 Student Centre ...... 10 Food Bank ...... 10 Kitchen Facilities ...... 10 Vending Services ...... 10 Quiet Room ...... 11 GENERAL OPERATING POLICIES AND PROCEDURES ...... 11 School Closures ...... 11 Make Up Classes ...... 11 Bulletin Board ...... 11 Cell Phones and Pager Use ...... 11 Computer Lab ...... 11 Emergency/Fire Procedures ...... 12 Instructor/Student Messages...... 12 Parking Lot ...... 12 Handicapped Parking and Accessibility ...... 12 Bicycles, Skateboards and Roller Blades Usage ...... 13 Lost/Stolen Articles ...... 13 Recycling ...... 13 Safe and Healthy Enforcement and Discipline ...... 13 Smoke-Free Environment ...... 13 Security of Physical Property and Theft ...... 13 Substance Abuse...... 14 THE NATIVE UNIVERSITY CONSORTIUM ...... 14 ACCREDITING PARTNERSHIP COLLEGES ...... 14 IMPORTANT TELEPHONE NUMBERS and Websites ...... 15 FOCUS GROUP MEETINGS APPENDIX 1 ...... 16 SIX NATIONS POLYTECHNIC STAFF DIRECTORY APPENDIX 2 ...... 17 SIX NATIONS POLYTECHNIC ORGANIZATION CHART APPENDIX 3...... 18 SAMPLE COURSE DESCRIPTION AND SYLLABUS APPENDIX 4 ...... 19 KEY DATES 2013-2014 (Post-Secondary Programs) APPENDIX 5 ...... 22

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Preamble: The moral ownership of the Six Nations Polytechnic are the Ogweho:weh peoples of the Six Nations of the Grand River Territory.

Mega Ends Policy: Self-sufficient, educated, employable Six Nations people with a commitment to Six Nations culture and community, at costs justified by results.

The Foundation of Six Nations Polytechnic Board Policies

OUR PHILOSOPHY AND BELIEF

Six Nations Polytechnic has the role and responsibility, as an institution of the people of Six Nations, to offer the opportunity to be educated to ensure languages and culture survive. It also has the responsibility to provide an education that enables our people to survive in both worlds.

Six Nations Polytechnic is becoming the catalyst that offers the opportunity and place for our Native scholars and elders to share their knowledge with all our people and to offer the non- Native an opportunity to study a different worldview.

Created by Harvey Longboat Sr. 1994

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Belief

The Six Nations Polytechnic Board believes that culturally-based education and life-long learning more positively impacts life.

Values and Organizational Conduct

The Board has identified values to guide the organization. These are stated in Board policy as Hodinohs]:ni’ values of Ga` nig)hi:yo: / Kanikoriio (Values of the Good Mind).

All involved with Six Nations Polytechnic are to review these organizational values along with operational policies.

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Hodinohs]:ni’ Values of Ga`nig)hi:yo: / Kanikoriio odrihwagwa[hs/: aterihwakwarihsy]ntshera odihwagwaihshy/………. FAIRNESS degakahs?:gw=h teyoterihwakhahsy]nkwas ad(nida:sa……………… SHARING gag?y}hsde:’ tyoriway=:ri goya`da:d,nih………………..HONESTY ad,nid

Degaeyenawa`g}h?:gye` tekarihwayenawa`kontshera` hogay( ih…..COOPERATION

]:g,ht ate`nikonhratokenhtshera` ganig/hiyok……. OPENNESS oihwad]g+hsra` tekanyahesenhtshera` hoyada:d( ni……. TRUSTWORTHINESS

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WELCOME

The Board and Staff of Six Nations Polytechnic welcome you to the 2013-2014 academic year. This handbook provides general information and policies related to instructor teaching at Six Nations Polytechnic. INSTRUCTOR’S RESPONSIBILITIES

Six Nations Polytechnic Policies and Procedures All instructors are to perform their contractual duties in compliance with Six Nations Polytechnic policies and procedures including the specific responsibilities set out in this handbook.

Course Syllabus, Text and Program Materials All instructors are to provide a course syllabus (including assignments and due dates), text book requirements and related required program materials to the Program Manager. If an instructor agrees to accept late assignments, the instructor provisions for these must be provided to the student and Administration.

Instructor contract, Employee forms and required documentation Please submit the following documents to the President’s office as soon as possible and before Thursday, September 5, 2013 to avoid delays in payment: two copies of the signed instructor contract, resumé, Confidentiality Form, Confidential Emergency Contact Form, Financial Information Sheet, a void cheque for direct bank deposit and the completed teaching and learning plan/course outline including required text and program materials.

Indigenous Knowledge Centre - A resource for Cultural Curriculum Adaptations All instructors are expected to adapt the course curriculum with cultural understandings and/or applications. Deyohahá:ge: staff is available to assist with locating appropriate resources for this purpose. The Centre also offers workshops and seminars throughout the year for this purpose.

Instructor and Student Conduct In accordance with the values that guide all involved with Six Nations Polytechnic, it is the responsibility of instructors and students to conduct themselves professionally. This includes: a. Regular attendance and arriving on time fully prepared for the class. b. Treating others with respect to maintain the dignity and self-esteem of every person. It is the instructor’s responsibility to maintain a constructive learning environment for the class. Instructors will determine if and when a disruptive student will be asked to leave the classroom.

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Complaint Resolution Procedure If an instructor or student has a complaint and it cannot be resolved at the student-instructor level, then the concerned party is responsible for bringing the complaint to the attention of the Program Manager who will advise on the processes to resolve the complaint. In rare cases, disciplinary action is required to resolve complaints. If disciplinary action is required and depending on the severity of the problem and past history of complaints one of several actions might be taken including: 1. Verbal Reprimand 2. Written Reprimand 3. Suspension (with or without pay if applicable) 4. Dismissal/expulsion.

Class Cancellations If for some reason an instructor cannot attend class and wishes to cancel a class, the instructor is responsible to contact students and administrative staff to let them know of the cancellation. All cancelled classes must be re-scheduled at an approved time frame with students and administrative staff.

Focus Group Meetings Six Nations Polytechnic strives to increase the overall skill levels and academic success of students attending classes at Six Nations Polytechnic. In order to achieve this objective, focus group meetings are a mandatory part of becoming an instructor at Six Nations Polytechnic. Guidelines and composition of the Focus group meetings can be found in Appendix 1.

Program Date Location Dates and times will be emailed to you.

Instructor Preparation Room Instructors are provided with access to the instructor preparation room located next to the computer lab. Instructors will be given a key to access this room where there is a phone, computer, printer, classroom supplies, instructor mailboxes and a photocopier.

Photocopying Services Instructors are responsible to make their own photocopies as needed for class. The photocopier is located in the instructor room. If you have difficulty and the copier jams please do not attempt

[7] to fix it. Please go to the receptionist who has been trained to troubleshoot any difficulties with the photocopier. Receptionist extension is 222.

STUDENTS’ ACADEMIC RESPONSIBILITIES

Class Attendance – No Visitors Six Nations Polytechnic wishes to ensure a comfortable, safe, respectful and academically inviting learning environment. Therefore, only registered students are allowed to attend class, labs, field trips and field placement activities. Students are responsible for regularly attending all scheduled classes. Students are not allowed to bring babies and children to class.

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Withdrawals If for any reason a student must withdraw from a course or their program, the student must meet with the Student Success Officer to complete the required forms.

The official date of withdrawal is the date the withdrawal form is received by the Office of the Registrar. Students jeopardize their academic record if they fail to complete the paperwork.

If a student withdraws from a program within the first ten days of the semester, there is no record of enrollment.

NUP ONLY - REFUND CALCULATION Full Year Courses Single Semester Courses Prior to 3rd class 80% refund 80% refund Prior to 4th class 50% refund 50% refund

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STUDENT SERVICES

Students are supported in their studies and continued education planning through the offices of Six Nations Polytechnic’s Program Manager/Registrar and the Student Success Officer.

Student Success Officer A Student Success Officer is available to assist students with academic, social and emotional support. The SSO is available to assist students with registration and withdrawal of courses and to provide student services to support student academic success. Office hours are from 8:30 to 4:00 p.m. Monday to Friday. Instructors and students are asked to make an appointment with the receptionist to see the SSO.

Student Centre A student centre is provided for the sole use of students. They may use it for study, leisure or group work. The student centre is not an instructional area therefore instructors are not to use the centre to hold classes. Students may be directed to use the centre for individual work projects. The centre is located on the lower level of the SNP building.

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The receptionist may provide a small amount of change but does not have sufficient funds on site to “break” large bills.

GENERAL OPERATING POLICIES AND PROCEDURES

School Closures For pending school closures due to adverse conditions, please listen to the following radio stations: CKRZ – 100.3 FM Six Nations CKPC – 92.1 FM Brantford Please check Six Nations Polytechnic’s facebook page for updates. An administrative staff member will contact those instructors and faculty outside of the listening area as soon as the information is made available.

Make Up Classes All classes missed due to school closure will be rescheduled by the instructor. All classes are offered based on the required number of hours of instruction for each course.

Cell Phones and Pager Use Instructors and students with cell phones and/or pagers are required to turn them off or have them on vibrate in the class. Instructors will determine the protocol for cell phone use in the class. At a minimum, a student is to leave the classroom causing minimum disruption if he/she must use his/her cell phone.

Computer Lab NO FOOD OR DRINKS ARE ALLOWED IN THE COMPUTER LAB!! Instructors may take students to the computer lab for instructional purposes. The computer lab must be booked in advance.

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Emergency/Fire Procedures Please see postings for designated fire emergency exits. Once you hear the fire alarm, please respond in the following manner: a) Leave your classroom and ensure everyone is out of the classroom and close the door behind you. b) Exit the building always using the closest possible exit. c) Always exit the building in an orderly manner keeping safety in mind. d) Remember to remain calm during this situation. e) Once you have exited the building please remain at least 300 feet or 100 meters away from the building. f) You will be signaled when it is safe to return to the building.

Instructor/Student Messages Please be advised that only calls that involve emergency situations will be forwarded to students. The receptionist will do his/her best to try to reach the student or instructor in the case of an emergency.

Instructor messages will be placed in their mailbox in the instructor room. Please check daily or weekly due to the need for students to make contact with you or to deposit outstanding assignments.

Parking Lot • Six Nations Polytechnic parking is free. • Instructors and students are encouraged to park in the west parking lot. • Six Nations Polytechnic parking is not responsible for loss or theft of anything in the vehicles. Please ensure you lock your vehicle and hide valuables out of sight.

Please do not park next to the building in undesignated parking areas since these are deemed fire or emergency routes.

[12] accessible to students and instructors with a valid handicapped sticker only. The front doors, student washrooms and all classrooms are wheel chair accessible.

Lost/Stolen Articles All are responsible to safe guard personal property at all times. Six Nations Polytechnic is not responsible for items lost, stolen or damaged on the premises including the parking lots. Lock car doors at all times. Lost items, if found, can be returned to or claimed from the receptionist.

To this end, we encourage everyone to please recycle paper, glass bottles, cans and plastic. Recycling containers are located in key areas in the building.

Security of Physical Property and Theft Six Nations Polytechnic equipment, materials and supplies must be used only for organizational business and on organizational premises, and must be protected from theft, misuse or damage. No organizational property may be borrowed without the authorization of the Program Manager. In general all material produced by an individual while under contract belongs to Six Nations Polytechnic therefore any misuse or abuse of such material shall not be tolerated and any reproduction of this material must have the Six Nations Polytechnic’s written permission.

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THE NATIVE UNIVERSITY CONSORTIUM

Brock University McMaster University University of Western Ontario 500 Glenridge Ave 1280 Main St W 1151 Richmond Street St. Catharines ON L2S 3A1 Hamilton ON L8S 4K1 London, ON N6A 3K7 (905) 688-5550 (905) 525-9140 (519) 661-2111 www.brocku.ca www.mcmaster.ca www.uwo.ca

University of Guelph University of Waterloo 50 Stone Road E 200 University Ave W Guelph ON N1G 2W1 Waterloo ON N2L 3G1 (519) 824-4120 (519) 888-4567 www.uoguelph.ca www.uwaterloo.ca

Wilfrid Laurier University Laurier Brantford 75 University Ave W 73 George Street Waterloo ON N2L 3C5 Brantford ON N3T 2Y3 (519) 884-1970 (519) 756-8228 www.wlu.ca www.wlu.ca/~wwwbrant/

ACCREDITING PARTNERSHIP COLLEGES

Mohawk College Niagara College 135 Fennell Avenue West 300 Woodlawn Rd Hamilton ON L9C 1E9 Welland ON L3C 7L3 (905) 575-1212 (905) 735-2211 www.mohawkcollege.ca www.niagaracollege.ca

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IMPORTANT TELEPHONE NUMBERS and Websites

Police: 911 Steve’s Towing: (519) 445-0182 Ambulance: 911 Gané Yohs Medical Clinic: (519) 445-2251 Fire: 911

Emily C. General (519) 445-4665 Gaweni:yo High school (905) 768-7203 Grand River Post Secondary Office (519) 445-2219 GREAT (519) 445-2222 I.L. Thomas Elementary (519) 445-0433 J.C. Hill Jr. High school (519) 445-2256 Lloyd S. King Elementary (905) 768-3222 Newstart (905) 768-2739 Oliver M. Smith (519) 445-0078 Six Nations Day Care (519) 445-4411 Six Nations Polytechnic (519) 445-0023 See Appendix 2-Staff Directory Six Nations Public Library (519) 445-2954 Six Nations Welfare/Innovations (519) 445-2084 Websites: Ontario Universities Application Center - www.ouac.on.ca Ontario College Application Handbook - www.ontariocolleges.ca

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FOCUS GROUP MEETINGS APPENDIX 1

Guidelines for Course Focus Group Meetings

Introduction At Six Nations Polytechnic a key objective is increasing the overall skill levels and academic success of our students. In order to achieve this objective, focus group meetings are a mandatory part of becoming an instructor at Six Nations Polytechnic. Focus group meetings of instructors shall be held for the purpose of reviewing student progress, course cultural curriculum adaptations, review of course evaluations, and identify instructor resource needs. Meetings will take place mid-term of the first semester for the purpose of: Identifying curriculum, course materials and equipment needs for effective course delivery. Recommending modifications to program content to meet the future requirements of the program. Assisting in public relations and promotions for the program. Advising and providing human resource expertise relevant to course content. Recommending new types of equipment and resources. Providing counsel and support in matters of student academic success. Please note: Maintaining confidentiality of any information, that could reasonably be defined as being of a confidential nature is imperative. This includes academic records of the students enrolled in the course/program.

Focus Group Committee Membership The membership of the committee shall collectively represent the following: Programs Manager Student Success Officer Instructors Students of the program (optional) Chief Executive Officer The Program Manager will be the chair of the committee and be responsible for managing this committee

Focus Group Committee Operating Procedures 1. Focus group meetings shall be conducted at least once per semester. 2. Secretarial and resource services are provided by the Program Manager. This includes sending out notices of meeting, room, preparing and distributing agendas, minutes and other such activities that might be required from time to time. 3. Meetings will be held at a convenient time for most instructors. If an instructor misses a meeting, they will be expected to give their input prior to the designated meeting. 4. Instructors will be advised through email and will be required to provide an email address for this purpose.

Record of Activity The Focus Group Committee’s record of activities shall be maintained by program staff and be available to the members of the committee upon request.

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