TABLE OF CONTENTS Appendix A: UCN Implementation Team Terms of Reference Appendix B: UCN Elders’ Consultations Summary Report Appendix C: UCN Symposium Report Appendix D: University College of the North Act Appendix E: Governance Models of Selected Non-Aboriginal and Aboriginal Post-Secondary Education Institutions Appendix F: Facilities Development Summary Appendix G: Academic Plan: Degree Program Development Appendix H: First Year Program at UCN Appendix I: International Program Considerations for UCN Appendix J: UCN Research Strategy Appendix K: Centre for Aboriginal Studies and Research Development Report Appendix L: Centre for Aboriginal Languages Development Report Appendix M: An Outline for the Establishment of an Aboriginal Justice Institute within the University College of the North Appendix N: UCN Library Plan Appendix A University College of the North Implementation Team Terms of Reference UCN Implementation Team TERMS OF REFERENCE Mandate To provide guidance and leadership in the planning and development of University College of the North (UCN). Implementation Team An Implementation Team will be appointed by the Minister of Advanced Education and Training, composed of a chair, 4-5 professional staff and one support staff, the majority of whom will be respected Aboriginal educational leaders. The Team will report and be accountable to the Minister of Advanced Education and Training. In order to enhance the Implementation Team’s work, the following support will be provided: a) Steering Committee – appointed by the Minister of Advanced Education and Training to provide advice to the Implementation Team. This committee will be composed of individuals mainly from the north, the majority of whom represent the north’s diverse Aboriginal population. b) Working Groups – appointed by the Chair of the Implementation Team on an as-needed basis. These working groups will consist of individuals mainly from the north who have expertise in specific topics/issues pertinent to the establishment of UCN (eg, governance structures, legislation, programming, etc.). c) Departmental support – staff within Advanced Education and Training as well as the Council on Post-Secondary Education, will provide expertise and knowledge as requested by the Implementation Team. Guidelines/Principles The Implementation Team is charged with developing UCN consistent with the following principles: • That UCN be learner centered – ie, place the interests of the students above all others in order to support their growth through life’s journey; • That UCN be characterized by a culture of respect, openness, inclusiveness and tolerance; • That UCN reflect the Aboriginal reality and cultural diversity of the North; • That UCN be dedicated to community and northern development in the widest sense: cultural, economic and environmental; • That UCN be regionally and community based, adopting innovative curriculum design and delivery to serve a vast territory; and • That UCN have a strong labour market focus. Roles and Responsibilities The Implementation Team will be responsible to conduct the following activities: 1. Recommend an appropriate governance structure for UCN that ensures the principles of northern leadership are respected. One such model to be explored is a Board of Governors that determines overall direction, with an Education Council that oversees academic programming. 2. Establish the parameters for a Centre for Aboriginal Studies and Research. This center will serve as a core feature of UCN to ensure Aboriginal knowledge and practices are embedded throughout. Some of the essential components of the Centre will include an emphasis on the development of Aboriginal-based curriculum, seminars, workshops and conferences. The Centre will also serve as a focal point for Aboriginal/northern research, extending the frontiers of knowledge for the benefit of all northern people. This research agenda would then be controlled and owned by the people of the north. 3. Recommend a program delivery system that harmonizes UCN’s operation with existing post-secondary education institutions and delivery mechanisms. This will require the team to address a large variety of issues, examples including: • developing initial agreements to create the opportunity for offering joint degrees (in particular with existing programs in Social Work, Nursing, and Education); • facilitating credit transfer agreements; and • investigating and resolving collective bargaining issues. 4. Develop a threefold facilities plan for Government’s consideration that would address: • The needs of Thompson and The Pas; • The needs of UCN’s community-based operations; and • The appropriate electronic infrastructure that will be required to integrate a decentralized institution. 5. Establish the parameters for an Aboriginal Justice Institute with a province-wide mandate that will be self-governing within UCN. 6. Work with government to draft the legislation that will affirm the dual nature of UCN as a college and university, and empower it to award certificates, diplomas and degrees. 7. Develop a phased plan that will establish an Arts and Science program. Initially this program will offer a degree in Aboriginal and Northern Studies. 8. Review and make recommendations to enhance existing student assessment and academic preparation programs. 9. Develop a plan for the recruitment of appropriate staff and faculty for UCN. Particular attention should be paid to the development and recruitment of Aboriginal faculty and staff. 10. Pursue federal cost-sharing opportunities. Timeframe and Reporting • The Implementation Team will be operational for a period of 12 to 18 months, starting June 2003. The Chair will provide regular reports to the Minister of Advanced Education and Training and at the request of the Minister, meet with the Northern Caucus. • Throughout the implementation process, information will be shared with northern residents and stakeholders. • Once UCN’s Board of Governors is established, it is anticipated that the Implementation Team will report to both the Board and the Minister of Advanced Education and Training until completion of the Implementation Team mandate. July 4, 2003 Appendix B University College of the North Elders’ Consultations Summary Report UCN Elders’ Consultations Summary Report University College of the North Implementation Team June 2004 UCN Elders’ Consultations Summary Report Table of Contents Introduction ...........................................................................................................4 First Elders’ Consultation (October 27-28, 2003)..................................................4 Second Elders’ Consultation (January 12 & 13, 2004)..........................................6 Third Elders’ Consultation (March 23, 2004).........................................................7 Fourth Elders’ Consultation (May 3 & 4, 2004) .....................................................8 Common Trends that Emerged from the Four Elders’ Consultations..................10 Recommendations to the UCN Interim Council ..................................................10 List of Participants: UCN Elders’ Consultations ..................................................11 Introduction During its mandate, a series of four Elders’ Consultations was hosted by the UCN Implementation Team. The first consultation (October 27-28, 2003) was held to determine further Elder involvement and input within the development process of UCN. The second consultation (January 12-13, 2004) was held to follow up on the first consultation and further integrate Elder involvement and guidance into the UCN development process. The purpose of the third consultation (March 23, 2004) was to provide feedback to the Elders on the UCN implementation process, and in particular to report on the proposed governance structure of UCN and the inclusion of a Council of Elders. The main objective of the fourth consultation (May 3-4, 2004) was to discuss definitions and guidelines for working with Elders within post-secondary education settings, to further discuss the governance structure of UCN and in particular the role of the Council of Elders within that structure. First Elders’ Consultation (October 27-28, 2003) The Consultation began by building a shared vision of UCN as the Elders considered the question “What is your vision of UCN?” This was followed by a consideration of the question “What is your vision of the role of elders within UCN?” The second day was devoted to looking at the question of governance (Paminikéwin in Cree). The Elders were asked to consider “How do you see the role of Elders within the governance of UCN?” Time was also given to consider “Is there an alternate name besides University College of the North?” The UCN Implementation Team Members and Steering Committee members present then had the opportunity to respond to what they heard and listened to during the consultation, so that the Elders could hear how their words were received. In response to the guiding questions, the following key points arose: 1. Shared vision of UCN as: • bringing culturally relevant education closer to home; • benefiting all northerners, including economically, socially and culturally; • contributing to providing a sense of direction for youth; • a place where educators are culturally proficient (understand the needs and experiences of northern students). 2. Variety of roles for Elders within UCN, including: • development and delivery of programs and courses, including assessment of students