Indigenous Students 2020
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October 2008
Volume 20 Issue 8 Published monthly by the Union of Ontario Indians - Anishinabek Nation Single Copy: $2.00 October 2008 IN BRIEF Saskatchewan first province Film school launched Treaty education mandatory TORONTO– With files from the Office of the Treaty Commis- Artist and film- The Leader-Post sioner (OTC) and the Federation maker Shirley REGINA – Saskatchewan be- of Saskatchewan Indian Nations Cheechoo has came the first province to imple- (FSIN). It came as a result of the fulfilled her ment mandatory treaty education 2007 Throne Speech, in which the dream of launch- on Sept. 15, which was also the provincial government commit- Shirley ing a film and ted to mandatory treaty education Cheechoo 134th anniversary of the signing television train- of Treaty 4. for children from kindergarten ing centre for Native youth Under the new agreement, ev- through to Grade 12. and people of diversity. The ery student in the province will be Speaking for the 42 member Weengushk Film Institute educated about the true meaning communities of the Anishinabek will be located on Manitoulin of the treaties and what it means to Nation, Grand Council Chief Beau- Island. be treaty people. cage applauded the Saskatchewan “This is exactly what we’d initiative, but said it shouldn’t have like to see happening in our ter- taken the establishment of a treaty Fire funding ritory and across Canada,” said commission to make it happen. Anishinabek Nation Grand Coun- “The Ipperwash Inquiry rec- out of date cil Chief John Beaucage. “Un- ommendations call for the estab- By Margaret Hele less today’s students who will be lishment of a treaty commission SAULT STE. -
8791 NAC Ann Rep Eng:9916 NAC Ann Rep Inuk Eng
ANNUAL REPORT MOVE FORWARD WITH US 2005-2006 Grise Fiord Resolute Nanisivik Pond Inlet Arctic Bay Clyde River Qikiqtarjuaq Cambridge Bay Igloolik Taloyoak Hall Beach Pangnirtung Gjoa Haven Kugluktuk Kugaaruk Iqaluit Repulse Bay Cape Dorset Kimmirut Baker Lake Coral Harbour Chesterfield Inlet Rankin Inlet Whale Cove Arviat Sanikiluaq Head Office Campus Locations Community Learning Centre Nunavut Research Institute Research Centres On the Cover: Stephanie Taptuna, Office Administration Certificate Program. Letter of Transmittal am pleased to forward the Annual Report for Nunavut Arctic College (NAC) for The Board understands the vital role Nunavut Arctic College plays in the Ithe period July 1st 2005 – June 30th, 2006. This report includes copies of the development of Nunavut and is committed to providing the leadership needed College’s financial statements, as well as highlights of activities and to ensure the College provides quality post-secondary training in a fiscally accomplishments during the year. responsible manner. This year’s report shows that Nunavut Arctic College is in a much stronger The Board of Governors of Nunavut Arctic College looks forward to financial position than in previous years and, as a result, the deficit accumulated continuing to work with you as we prepare the College for the future. Thank you from previous years has been eliminated. Increased demand for programs by for the support you have provided Nunavut Arctic College over the past year. government and industry kept staff at the Regional Campuses and Learning Centers throughout Nunavut busy during the 2005-2006 academic year. Sincerely, Partnerships with the Regional Inuit Organizations made it possible to offer employment related programs in communities in every region. -
Year Three Self-Evaluation Report (File 1)
Table of Contents: Year Three Self-Evaluation Report (File 1) I. Institutional Overview 1 II. Basic Institutional Data Form 3 III. Preface 15 A. Brief update on institutional changes since the last report 15 B. Response to topics previously requested by the Commission 17 IV. Update Chapter One: Mission, Core Themes, and Expectations 18 A. Executive Summary of Eligibility Requirements 2 and 3 18 B. Standard I.A, Mission 18 1. Mission statement 18 2. Interpretation of mission fulfillment 18 3. Articulation of an acceptable threshold of mission fulfillment 20 C. Standard I.B, Core Themes 22 1. Core Theme 1: Academic Quality 22 2. Core Theme 2: Cultural Integrity 25 3. Core Theme 3: Student Success 28 V. Chapter Two: Resources and Capacity 32 A. Executive Summary of Eligibility Requirements 4 through 21 32 B. Standard 2.A: Governance 35 C. Standard 2.B: Human Resources 54 D. Standard 2.C: Education Resources 58 E. Standard 2.D: Student Support Resources 67 F. Standard 2.E: Library and Information Resources 79 G. Standard 2.F: Financial Resources 84 H. Standard 2.G: Physical and Technological Infrastructure 93 VI. Conclusion 100 Support Documents I. Related Materials (Provided in print and Adobe Acrobat format – File 2) A. Year One Self-Evaluation Report, February 25, 2011 B. Year One Peer-Evaluation Report, March 1 – May 20, 2011 C. Aaniiih Nakoda College Catalog, 2013-2014 D. Aaniiih Nakoda College Personnel Policies and Procedures Manual E. Aaniiih Nakoda College Board of Directors Policies and Procedures Manual F. Aaniiih Nakoda College Finance Policies and Procedures Manual G. -
Educating the Mind and Spirit 2006-2007
Educating the Mind and Spirit 2006-2007 ANNUAL REPORT ENVISIONING OUR POWERFUL FUTURE MISSION The American Indian College Fund’s mission is to raise scholarship funds for American Indian students at qualified tribal colleges and universities and to generate broad awareness of those institutions and the Fund itself. The organization also raises money and resources for other needs at the schools, including capital projects, operations, endowments or program initiatives, and it will conduct fundraising and related activities for any other Board- directed initiatives. CONTENTS President’s Message 2 Chairman’s Message 3 Tribal Colleges and Students by State 4 The Role of Tribal Colleges and Universities 5 Scholarship Statistics 6 Our Student Community 7 Scholarships 8 Individual Giving 9 Corporations, Foundations, and Tribes 10 Special Events and Tours 12 Student Blanket Contest 14 Public Education 15 Corporate, Foundation, and Tribal Contributors 16 Event Sponsors 17 Individual Contributors 18 Circle of Vision 19 Board of Trustees 20 American Indian College Fund Staff 21 Independent Auditor’s Report 22 Statement of Financial Position 23 Statement of Activities 24 Statement of Cash Flows 25 Notes to Financial Statement 26 Schedule of Functional Expenses 31 1 PRESIDENT’S MESSAGE The Circle of Life, the Circle of Hope Dear Friends and Relatives, ast year I wrote about the challenges that faced Gabriel plans to graduate with a general studies the nation and how hope helps us endure those degree from Stone Child College, then transfer to the L -
Inuit Students' Experiences of Postsecondary Education
Qallunaaliaqtut: Inuit Students’ Experiences of Postsecondary Education QALLUNAALIAQTUT: INUIT STUDENTS’ EXPERIENCES OF POSTSECONDARY EDUCATION IN THE SOUTH THIERRY RODON Université Laval FRANCIS LÉVESQUE Université du Québec en Abitibi-Témiscamingue SHEENA KENNEDY DALSEG Carleton University ABSTRACT. The purpose of this study was to learn from the experiences of post- secondary Inuit students from Canada. Through surveys, interviews, and focus groups, we realized that despite the challenges associated with pursuing post- secondary education in the South, most respondents perceived their experience to be positive. Lack of access to sufficient and equitable funding was perceived by respondents to be a significant barrier, as was the lack of readily available information for prospective students from Inuit Nunangat. We conclude with a brief discussion of possible actions for improving access to university education in Inuit Nunangat, notably that governments should not only focus on training and should develop programs that reflect Inuit students’ needs and aspirations. QALLUNAALIAQTUT: L’EXPÉRIENCE DES ÉTUDIANTS INUITS DANS LES ÉTABLISSEMENTS POSTSECONDAIRES DU SUD RÉSUMÉ. L’objectif de cette étude est de mieux comprendre l’expérience des étu- diants inuits du Canada. Au moyen d’enquêtes, d’entrevues et de groupe focus, on constate qu’en dépit des défis importants rencontrés par ces étudiants, leur expérience est globalement positive. Les participants ont toutefois noté que le manque de financement et le manque d’information sur les études postsecon- daires étaient les obstacles les plus importants. En conclusion, on explore les actions qui permettraient d’améliorer l’accès aux études postsecondaires dans l’Inuit Nunangat, en insistant notamment sur le fait que l’on ne doit pas se concentrer uniquement sur les programmes professionnels, mais que l’on doit aussi répondre aux besoins et aspirations des étudiants inuits. -
Fnti Student Handbook 2020/2021
FNTI STUDENT HANDBOOK 2020/2021 Mission To share unique educational experiences, rooted in Indigenous knowledge, thereby enhancing the strength of learners and communities. Vision Healthy, prosperous, and vibrant learners and communities through transformative learning experiences built on a foundation of Indigenous knowledge Motto Sharing and Learning 2 Table of Contents Words of Welcome 4 Contact Information 5 Rights of the Student 6 Responsibilities of FNTI 7 Responsibilities of Student 9 Program Information 10 Placement 11 Fees Information 12 Policy: Student Conduct, Behaviour and Discipline 14 Policy: Program Progression 18 Policy: Class Cancellation 19 3 Words of Welcome To Our Valued Students, Welcome to the FNTI Family, a strong network of 4,000+ members who have come together over the past 35 years. This is our 35th year of delivering quality post-secondary programs rooted in culture and Indigenous ways of knowing in partnership with recognized Ontario colleges and universities. Our unique model of braiding teaching, learning and healing in the classroom allows our students to fulfill personal and professional goals while maintaining connections to family and community while studying. We support our learners through their educational journey and through the process of deepening their Indigeneity. The world has changed dramatically since March, however FNTI remains committed to these key principles. Our new virtual environment allows us to maintain uninterrupted, culturally- rooted programming across Ontario. It has been built with you in mind, and our faculty, cultural advisors and student success facilitators are eager to support you through this exciting and unprecedented chapter. Once again, my sincerest congratulations on choosing to study at FNTI this year! Best regards, Suzanne Katsi'tsiarihshion Brant President 4 CONTACT INFORMATION Main Campus/Head Office 3 Old York Road Tyendinaga Mohawk Territory, ON K0K 1X0 Local: 613-396-2122 Toll Free: 800-267-0637 Fax: 613-396-2761 Hours of Operation 8:30 a.m. -
Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and Their Program Choices
Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Program Choices by Pamela Williamson A dissertation submitted in conformity with the requirements for the degree of Doctor of Higher Education Graduate Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education of the University of Toronto © Copyright by Pamela Williamson (2011) Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Post-Secondary Program Choices Doctor of Higher Education 2011 Pamela Williamson Department of Theory and Policy Studies in Education University of Toronto Abstract The exploratory study focused on First Nation students and First Nation education counsellors within Ontario. Using an interpretative approach, the research sought to determine the relevance of the counsellors as a potentially influencing factor in the students‘ post-secondary program choices. The ability of First Nation education counsellors to be influential is a consequence of their role since they administer Post- Secondary Student Support Program (PSSSP) funding. A report evaluating the program completed by Indian and Northern Affairs Canada in 2005 found that many First Nation students would not have been able to achieve post-secondary educational levels without PSSSP support. Eight self-selected First Nation Education counsellors and twenty-nine First Nation post- secondary students participated in paper surveys, and five students and one counsellor agreed to complete a follow-up interview. The quantitative and qualitative results revealed differences in the perceptions of the two survey groups as to whether First Nation education counsellors influenced students‘ post-secondary program choices. -
2003 15Th Year Evaluation Report
NASA’s South Dakota Space Grant Consortium 15th Year Evaluation National Space Grant College and Fellowship Program Program Performance and Results (PPR) Report South Dakota Space Grant Consortium Dr. Sherry O. Farwell, Director South Dakota School of Mines and Technology 501 East Saint Joseph Street Rapid City, SD 57701 Phone: 605-394-1975 Fax: 605-394-5360 [email protected] Submitted October 16, 2003 1 Table of Contents Title Page ……………………………………………………………………………….. 1 Table of Contents …………………………………………………………………….…. 2 Executive Summary and Consortium Impact …………………………………………... 3 Introduction ……………………………………………………………………………... 5 National Program Emphases ……………………………………………………………. 7 Program Elements Consortium Management ……………………………………………………….. 10 Fellowship/Scholarship Program ……………………………………………….. 13 Research Infrastructure Program ……………………………………………….. 14 Higher Education Program ……………………………………………………... 18 Precollege Education Program …………………………………………………. 22 Public Service Program: General Public and External Relations ………………. 26 Statement of Consortium Concurrence …………………………………………………. 27 2 Executive Summary and Consortium Impact The South Dakota Space Grant Consortium (SDSGC) has facilitated tremendous advances in educational outreach and research in subject areas critical to NASA’s unique mission. Over the past 12 years since it’s inception, the SDSGC has greatly stimulated the growth and impact of our expanding network of industry, academic, and governmental organizations; thereby bringing the Consortium’s educational and research -
Program Listings
Program Listings Confederation College is located in the city of Thunder Bay, a culturally CAMPUSES diverse community that serves as the education and government hub of Thunder Bay » northwestern Ontario. Located in the heart of one of the finest outdoor 1450 Nakina Drive recreation and tourism destinations in Canada, Confederation College P.O. Box 398 students enjoy the benefits of living and learning in a community that Thunder Bay, ON provides a rich lifestyle right at your doorstep. Canada P7C 4W1 Dryden » At Confederation College we change lives through learning. We are Fort Frances » committed to meeting the needs of our learners, employers and communities, Geraldton » and we are here to help you succeed in meeting your life goals. To arrange Kenora » for a Thunder Bay campus tour call (807) 475-6110 or book a tour online. Marathon » Red Lake » Sioux Lookout » Wawa » ADMISSIONS SERVICES FOR PROSPECTIVE STUDENTS The minimum admission requirement Click the title to visit Department webpage: for a postsecondary program is an Admissions & Recruitment » (807) 475-6213 Ontario Secondary School Diploma, Career & Placement Services » (807) 475-6193 or its equivalent, with minimally 2 senior credits at the college, college Centre for Continuing Education » (807) 475-6550 /university or university preparation Counselling Services » (807) 475-6110 level. Some programs have Distance Education » 1-800-563-9435 additional admission requirements. For specific admission requirements, Financial Aid » (807) 475-6637 please see the program descriptions Fitness Centre » (807) 475-6239 included in this publication, visit the General Inquiry » (807) 475-6110 Admissions website or contact our Health Centre » (807) 475-6169 Admissions Office at (807) 475-6213. -
Digital Fluency Expression of Interest
January 6, 2021 Digital Fluency Expression of Interest Please review the attached document and submit your application electronically according to the guidelines provided by 11:59 pm EST on February 3, 2021. Applications will not be accepted unless: • Submitted electronically according to the instructions. Submission by any other form such as email, facsimiles or paper copy mail will not be accepted. • Received by the date and time specified. Key Dates: Date Description January 6, 2021 Expression of Interest Released Closing Date and Time for Submissions February 3, 2021 Submissions received after the closing date and 11:59pm EST time will not be considered for evaluation Submit applications here By February 28, 2021 Successful applicants notified Please note: due to the volume of submissions received, unsuccessful applicants will not be notified. Feedback will not be provided eCampusOntario will not be held responsible for documents that are not submitted in accordance with the above instructions NOTE: Awards for this EOI are contingent upon funding from MCU. 1 TABLE OF CONTENTS 1. BACKGROUND .................................................................................................................... 3 2. DESCRIPTION ....................................................................................................................... 4 WHAT IS DIGITAL FLUENCY? .......................................................................................................... 4 3. PROJECT TYPE ..................................................................................................................... -
OUR COMMUNITY IS OUR STRENGTH EDUCATION IS the ANSWER OUR MISSION and Communities
2019-2020 ANNUAL REPORT OUR COMMUNITY IS OUR STRENGTH OUR MISSION The American Indian College Fund invests in Native students and tribal college education to transform lives and communities. EDUCATION IS THE ANSWER EDUCATION TABLE OF CONTENTS How Your Donations Are Used: Fulfilling Our Mission . 2 Our Impact 2019-20 . 3 Message from the President . 4 Where Our Scholars Study . 6 Meeting Challenges in the Wake of the Pandemic . 8 Rx for Healthy Communities: Investing in Education . 10–15 California Tribe Invests in State’s Future Leaders . 16 Native Representation in Arts and Student Success Are Woven Together into Partnership with Pendleton Woolen Mills . 18 American Indian College Fund Supporters . 20 2019-20 Governing Board of Trustees . 23 Audited Financial Information . 24 1 HOW YOUR DONATIONS ARE USED: FULFILLING OUR MISSION Scholarships, Programs, and Administration Fundraising Public Education 72.08%* 4.55%* 23.37%* OUR COMMITMENT TO YOU For more than 30 years, the American Indian College Fund has been committed to transparency and accountability while serving our students, tribal colleges, and communities. We consistently receive top ratings from independent charity evaluators. EDUCATION IS THE ANSWER EDUCATION • We earned the “Best in America Seal of Excellence” from the Independent Charities of America. Of the one million charities operating in the United States, fewer than 2,000 organizations have been awarded this seal. • The College Fund meets the Standards for Charity Accountability of the Better Business Bureau’s Wise Giving Alliance. • The College Fund received a Gold Seal of Transparency from Guidestar. • The College Fund consistently receives high ratings from Charity Navigator. -
2021 USDA 1994 Tribal Scholars Program College Application
OMB No.:0503-0016 USDA 1994 TRIBAL SCHOLARS PROGARM COLLEGE STUDENT APPLICATION For students seeking careers in Food, Agriculture, and Natural Resource Sciences, and/or other Related Disciplines. Due January 31 , 2021 0 OMB No.:0503-0016 INTRODUCTION Thank you for your interest in the U.S. Department of Agriculture (USDA) 1994 Tribal Scholars Program. The USDA 1994 Tribal Scholars Program was established to strengthen the long-term partnership between USDA and the 1994 Land-Grant Institutions by increasing the number of students studying, graduating, and pursuing careers in in food, agriculture, natural resources, and other related fields of study. The USDA 1994 National Scholars Program is implemented under the USDA Fellows Experience Program (FEP). Successful applicants will receive a temporary appointment to the USDA, not to exceed 4years. Upon successful completion of the degree requirements and the end of the agreement period, the scholar is eligible for conversion to permanent appointment in service to USDA without further competition. The USDA 1994 National Scholar is required to: Be a U.S citizen Have been admitted as well as enrolled as full-time student in a 1994 Land-Grant Tribal College or University. Have a cumulative GPA of 3.0 or better on a 4.0 scale. Have demonstrated leadership and community service. Have submitted an official transcript with a school seal and/or the signature of an authorized school official. Submit an essay that is 500-800 words describing 1) What motivates you to consider a career in public service working for the U.S. Department of Agriculture. Include information about your educational and career goals and how this scholarship may assist you to achieve them; 2) How did you become interested in studying food, agriculture, and natural resource sciences or another related discipline in college.