Aboriginal Service Plan Three Year Plan 2016/17-2018/19 ASP Thre… · Aboriginal Service Plan Three –Year Plan 2016/17-2018/19 Submitted to the Ministry of Advanced Education February

Aboriginal Service Plan Three –Year Plan

2016/17-2018/19

Submitted to the Ministry of Advanced Education

February 5, 2016

Creating a Shared Path: Aboriginal Service Plan Three-Year Plan: 2016/17-2018/19

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Letter from Dr. Valerie Kuehne, Provost and Vice-President Academic .................................................. 3

Acknowledgements ..................................................................................................................................... 4

Situational Context ...................................................................................................................................... 5

Institutional Commitment ........................................................................................................................... 7

Engagement ................................................................................................................................................. 8

a) Description of Indigenous Student Engagement ................................................................................................. 8

b) Description of External Partner Engagement...................................................................................................... 9

Policies and processes to ensure respectful use of Traditional Knowledge and/or Indigenous Intellectual

Property ..................................................................................................................................................... 12

Overview of Proposed Plan ...................................................................................................................... 13

Proposed Programs and Activities for 2016/17 ....................................................................................... 14

2016/17 Overall Budgets ........................................................................................................................... 25

Appendices ................................................................................................................................................ 26

Appendix 1: Proposed Governance Structure ....................................................................................................... 26

Appendix 2: UVic Programs and Services with an Indigenous Focus ...................................................................... 27

Appendix 3: ASP Student Feedback 2015-16 ........................................................................................................ 37

Appendix 4: ASP Indigenous Community Partners’ / Advisory Council’s emails of support .................................... 39


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Letter from Dr. Valerie Kuehne, Provost and Vice-President Academic

The Honourable Andrew Wilkinson Minister of Advanced Education PO Box 9080 STN PROV GOVT Victoria, BC V8W 9E2 Dear Minister Wilkinson: On behalf of the University of Victoria, I wish to extend my sincere thanks and appreciation to the Ministry of

Advanced Education for its continued support of the University of Victoria’s Aboriginal Service Plan.

Now in our eighth year, the University of Victoria is pleased at our progress in creating a welcoming and

culturally safe space for Indigenous students and community members. The range of Indigenous student

supports, programs and other community-based learning opportunities continue to grow, and each year we

build on the lessons learned and skills developed through our partnerships with local communities. Over the

past ten years, enrolment of Indigenous students has continued to increase across all faculties and in many

diverse programs of study.

In addition to our strengths in Indigenous-focused programs including Social Work, Child and Youth Care,

Indigenous Education, Indigenous Language Revitalization and Law, we have approved a new Diploma in

Indigenous Community Development and Governance. The Gustavson School of Business is offering a new

non-credit Canadian Aboriginal Management Program and, with the Tribal Resources Investment

Corporation, has formed the Northwest Aboriginal Canadian Entrepreneurs Program to support Indigenous

people or communities who want to start their own businesses.

This year, we are especially proud of the work that has been carried out to create our first Indigenous Plan.

This plan flows from the university’s Strategic Plan, incorporates recommendations from the recent Truth

and Reconciliation Report, and aligns with the Aboriginal Post-Secondary Education and Training Policy

Framework and Action Plan.

Specific initiatives developed within this year’s Aboriginal Service Plan reflect our ongoing commitment to

supporting Indigenous student success, and maintaining strong partnerships with other post-secondary

institutions, First Nations communities, and urban Aboriginal organizations.

We look forward to continuing this rewarding work, and once again extend our thanks to the Ministry for its

support.

Yours sincerely,

Valerie S. Kuehne, Ph.D. Provost and Vice-President Academic


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Acknowledgements

“We acknowledge and respect the Lekwungen-speaking peoples on whose traditional territory the

university stands and the Songhees, Esquimalt and WSÁNEĆ peoples whose historical relationship with the

land continues to this day.”

Please note: The Office of Indigenous Affairs (INAF) continues to work with the six local First Nations as part of the process of finalizing a revision of the University’s land acknowledgement (above) to express most appropriately our respect for the peoples on whose land we live, work, love and study.

The Office of Indigenous Affairs would like to formally acknowledge our Aboriginal Service Plan Community Partners for their commitment to leadership of the ASP initiative at UVic. Over the last eight years, members have shown great dedication to the well-being and support of their communities, organizations and Indigenous students. Their time and commitment is greatly appreciated (see Appendix 4).

ASP Community Partners

Camosun College, Janice Simcoe (Tanya Kirkland) En’owkin Centre, Lauren Terbasket (via Tania Muir) WSÁNEĆ School Board, Curtis Olsen (Dawn Smith)

Songhees Nation, Chief Ron Sam (Francine L’Hirondelle) Esquimalt Nation, Chief Andy Thomas (Dorthea Harris)

Tsawout First Nation, Chief Harvey Underwood Tsouke Nation Chief Gordon Planes (Michelle Thut)


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Situational Context

The University of Victoria (UVic) finds itself in a challenging and opportunity-filled context in regards to Indigenous education. The university’s catchment area includes fourteen First Nations, along with a sizeable Indigenous urban population and a significant Métis community. All of these communities are facing distinct challenges and all are experiencing similar demographic shifts. In line with trends across the province and nation, local Indigenous populations both on and off reserves are younger and growing more rapidly than the general population. While the proportion of Indigenous youth in the region is on the rise, post-secondary access rates have not grown at a comparable pace.1

Post-secondary institutions across British Columbia are working to make their learning environments more welcoming, reflective and inclusive of Indigenous peoples and ways of knowing through the establishment and growth of partnerships with Indigenous communities locally and provincially. The outcomes of these collaborations remain constrained by the external economic environment. For instance, our community partners face significant socio-economic factors such as inadequate federal funding, low high school completion rates and low mobility – identified barriers to access and completion of post-secondary education (PSE).2

Inadequate funding is one of the most prevailing factors impacting Indigenous post-secondary education in the region. This issue stems from the limitations inherent in the Post-Secondary Student Support Program (PSSSP) and Indian Studies Support Program (ISSP) which, in turn, prompt more rigid and restrictive policies at the band level. In many cases, funding policies limit the levels of support available to Métis, non-status, part-time, non-band member and/or off-reserve students. The temporary and short-term funding arrangements intended to supplement core resources significantly limit the opportunities of our partners to engage in ongoing community capacity building and educational planning over the medium to long term.3 As a result, our partners have continuously identified the need for funding that is appropriate, predictable and sustainable to support community and educational strategic planning in order to protect their educational rights and interests and improve community educational frameworks, standards, resources and policies.

Furthermore, the funding that was once available to Indigenous communities directly, the ISSP, was recently discontinued and repurposed as the current Post Secondary Partnership Program, through Aboriginal Affairs and Northern Development Canada (AANDC). Thus the annual funding that communities were able to apply for, reflecting their own educational choices and priorities, was changed to a funding source granted to post-secondary institutions — eliminating the autonomy and control the Indigenous communities once held. The ISSP supported many community initiatives and was able to regularly support many Indigenous institutions of adult higher learning. Limitations of funding, such as the ineligibility of travel expenses, also place further stress on communities seeking to partner with post-secondary institutions to deliver community-based programs in more isolated communities.

High travel costs and low mobility in some remote areas also represent significant barriers for Indigenous learners in the region. Indigenous students often have to leave small communities and relocate to larger urban settings to attend post-secondary institutions and PSSSP and other funding sources do not support regular travel back to home communities. Even as the number and range of distance and community-based options continue to grow, community-based programs rarely receive sustainable funding and lack the resources to provide academic, personal and cultural supports similar to those available to on-campus students. Additionally, community-based students often face substantial costs associated with travelling to campus for orientations, practica or other on-campus or off-reserve program components. The remoteness of many small Indigenous communities is also a significant factor in the disparity between Indigenous and non-Indigenous high-school completion rates. Many Indigenous children and youth live in communities that offer a narrower range of local educational services and options that, in turn, limit access and admission to post-secondary institutions.

1 http://www.aved.gov.bc.ca/ccl_question_scans/documents/5-Aboriginal_Access_and_Participation.pdf 2 http://www.aved.gov.bc.ca/aboriginal/documents/strategy.pdf 3 http://www.aadnc-aandc.gc.ca/eng/1100100033682/1100100033683


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Our experiences as an Aboriginal Service Plan (ASP) institution over the past eight years have demonstrated repeatedly that communities are enthusiastic about the identification and development of partnership opportunities. Ongoing consultations with our partners have also identified emerging areas of interest; specifically, these include the need for decolonization and/or Indigenization initiatives across campus and the need for streamlined and enhanced partnership and engagement processes. Whether these opportunities are campus - or community-based, we have entered into a number of formal and informal agreements and have delivered successful programming that is responsive to community needs while also demonstrating the university’s commitment to Indigenous education, including the Indigenous language revitalization cohorts with WSÁNEĆ and Nuu-chah-nulth communities.

Furthermore, in recent years of development and delivery of the ASP, communities have identified an interest in learning more about partnership/engagement opportunities across campus in regards to programming, research, outreach and reciprocal learning. In order to best serve our community partners, including those who have not been engaged previously through the ASP, we needed a broader framework to streamline our partnerships, engagement, programming and activities; such a framework has been developed to ensure that all of these efforts worked towards institutional priorities and goals developed in consultation with Indigenous community partners. At the institutional level, through our work on the Indigenous Plan (IP), we have developed a proposal for governance structures (see Appendix 1) that will ensure Indigenous community and student voices are represented and engaged in the ongoing work and consultations around the IP, including the implementation of the identified priorities and actions. These institutional governance structures will replace the previous ASP Advisory Council in 2016/17 and following years to ensure that considerations for partnership engagement are comprehensive across the university and not solely focussed on ASP-funded programming.

Throughout our work on the ASP, the IP and other initiatives, such as the development of the Indigenous Cultural Acumen Training (ICAT) pilot module and our response to the Truth and Reconciliation Commission Calls to Action, we have learned that there is intense interest in and extensive support for programming that actively engages in decolonization and Indigenization. Indigenous and non-Indigenous faculty, students and staff across campus and throughout the Victoria community are excited about, and highly engaged with, the work being done. While centering on the priorities and goals of our Indigenous communities and partners, the proposed governance structures and Indigenous Plan align with the university’s Strategic Plan.

All of the high-level goals that have shaped this proposal are community-driven initiatives, and fit with UVic’s strategic plan (and new draft IP) and ASP goals. All are geared towards meeting the needs voiced by Indigenous learners and communities during previous years of the ASP. If funded, the programs proposed for ASP funding will enhance our partnership engagement and continue to support the success of Indigenous students at the university and beyond. We are asking for multiple staff positions to resource this plan and secure its objectives. This request reflects the stage of UVic’s Indigenization/decolonization process in terms of the provincial span of our partnerships, the broad demographic of our students and the broad range of available research and programming options. The new staff positions address intersecting but distinct workloads and objectives arising from on-campus service delivery, off-campus service delivery and partnership engagement. Efficient program development and delivery in each of these realms depends on having adequate staff and resources to ensure that we can work towards all the goals of the ASP while finding a balance between on-campus service provision and community engagement and support.


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Institutional Commitment

UVic’s Strategic Plan4 clearly identifies the university’s commitment to enhancing its relationship with Canada’s First Peoples and to increasing the enrolment of Indigenous students by building on the success of LE,NONET and other programs to coordinate, develop and enhance recruitment, retention and completion rates for Indigenous students in all faculties. The success of initiatives funded by the ASP and other sources is evident in the enrolment of Indigenous, Métis, Inuit students across the eight years of ASP funding. In response to the Uvic Strategic Plan, in the 2014/15 and 2015/16 academic years a team of faculty, staff, students led by the AVP Academic Planning developed- the IP, which will support the university in meeting its identified commitments in areas related to Indigenous education over the coming years. The IP, which will be finalized in fall 2016, will guide and direct future ASP-related work and proposals, ensuring alignment between the ASP, the IP and the UVic Strategic Plan. We continue to focus on the development of new and innovative academic programs that reflect our institutional commitment to Indigenous peoples. A new Diploma in Indigenous Community Development and Governance to be offered through the School of Public Administration was recently approved. The Gustavson School of Business is offering new non-credit programming in management and entrepreneurship in association with Indigenous communities and organizations. A new Indigenous Studies Major Program with an experiential focus is in development, building upon our successful interdisciplinary Indigenous Studies Minor. A graduate certificate in Indigenous Nationhood is being developed through a partnership between faculty members in Indigenous Governance, Law and Political Science. Several of these programs involve fundraising with external partners with a goal to begin recruitment in 2016-17. (For a more detailed list of UVic programs and services with an Indigenous focus see Appendix 2).

In terms of student support programs, work continues in a number of areas. The Faculty of Social Sciences is piloting mentorship programming for new-to-UVic Indigenous students in collaboration with the LE,NONET Campus Cousins student leadership program. Other Indigenous student support staff and centres across campus (including the Indigenous Student Support Centre in the Faculty of Human and Social Development, the Cultural Support Coordinator in the Faculty of Law and the Indigenous Advisor in the Faculty of Education) continue to collaborate with the Office of Indigenous Affairs (INAF) to plan, implement and communicate programming and events that strengthen the Indigenous community on campus. New Student Orientation continues to work INAF to enhance programming for all students by including local Elders and community members in a welcome to the territory as well as to enhance program offerings specifically for Indigenous students. INAF and the Native Students Union (NSU) continue to work together to ensure that cultural, social and academic supports and well-being programming meet the needs of students and is student-initiated and student-led as much as possible (e.g., Indigenous Resurgence Month events, tutoring, weekly yoga, bi-weekly fitness classes, beading, drumming, weaving, etc.). This is accomplished through regular meetings between the NSU Council and INAF and invitations to meetings with other people or groups as appropriate (e.g., AVP Student Affairs).

UVic, INAF and community partners continue to develop strategies for the transition of successful projects and new programs into sustainable funding in appropriate departments and units. For example, the LE,NONET Mentorship and Financial Aid Coordinator was base-funded in 2015-16 at 1.0 FTE along with a 3-year pilot budget to support mentorship programming. Term funding for the LE,NONET Experiential Learning Coordinator continues at 0.5 FTE for 2016-17 (Co-op and Career portion) and base funding has been confirmed for 2016-17 to continue offering the LE,NONET program, including an additional 0.5 FTE for the Experiential Learning Coordinator (INAF portion), 0.8 FTE for the Academic Coordinator, program delivery for the Preparation Seminar and funding for student stipends for Community Internships and Research Apprenticeships. Since funding through the Royal Bank of Canada ended for the Indigenous Student Mini-University Summer Camp in 2014, the university continues to offer this outreach/access program to grade 9-12 Indigenous students in BC.

4 www.uvic.ca/strategicplan

http://www.uvic.ca/strategic


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Engagement

a) Description of Indigenous Student Engagement (note: see Appendix 3 for more details on ASP Student

Feedback 2015-16)

Student Group

Engagement

Interests

Outcomes

Students Generally

Student surveys distributed at 9 ASP events between September 2015 and December 2015; 121 surveys were completed and returned.

Indigenization initiatives for UVic’s campus

Culturally-safe places Additional resources and

supports for graduate students

Assistance connecting with local communities and Elders regarding research and/or cultural support

Financial aid Support for attending

academic conferences/ workshops

Creation of Indigenous Studies Major program

Students provided input to the Indigenous Plan

Tutoring support for graduate students

2 Indigenous students received Student Activity Grant and other funding support through their Faculties to attend and present at academic conferences

Native Students Union (NSU)

Regular meetings between INAF Director and NSU Council (and as requested with Director of Indigenous Academic & Community Engagement, various deans, AVP Student Affairs, AVP Academic Planning)

Increase in guest speakers and both academic and cultural events

Enhanced collaboration between INAF and NSU

Increased opportunities to engage in institutional governance bodies

Increased opportunities to connect to land and water

Increased involvement in activities that take place within First Peoples House (e.g., assisting with co-hosting duties; offer students training on being good hosts)

2 Indigenous student representative seats in proposed governance structures for 3 separate bodies

Proposed enhancement of current land/water-based opportunities

LE,NONET Campus Cousins

Ongoing discussions with LE,NONET Campus Cousins to identify ways of partnering on cultural activities and gatherings on campus and in communities.

Develop greater opportunities for all students to spend time on the land and in communities

Creation of a community garden

New Australian student exchange

Cultural support Gathering Our Voices Mini-University

chaperones


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b) Description of External Partner Engagement

Partner

Engagement

Interests

Outcomes

Esquimalt Nation Chief Andy Thomas

Meetings between September and November to discuss current learner priorities and potential for other community-based programs and supports.

Issues/Concerns: UVic territory

acknowledgement Interests: support

services for K-12 students in the form of individual learning plans, career transition plans, and cultural awareness opportunities for school district staff; increased opportunities for all UVic students to develop a relationship with the land through land and water-based opportunities/programs.

Activities: Negotiation of service agreement to provide tutorial support for high school students; follow up with Pathways & Opportunities workshop in community that includes a campus tour.

Additional opportunities: Learners invited to apply to Indigenous Mini-University for summer 2016.

Songhees Nation Chief Ron Sam (Francine L’Hirondelle)

Ongoing in-person meetings with Songhees Education Coordinator, Cultural Coordinator, Youth Leadership Program, Lekwungen Language Class Coordinator and updating priorities with program staff and Chief Ron Sam.

Issues/Concerns: lack of support for K-12

and adult learners; need for more tutoring support; addressing language and culture loss

Interests: support services for K-12 students in the form of individual learning plans, career transition plans, and cultural awareness opportunities for school district staff; continue to develop and strengthen relationship between UVic and Songhees

Activities: Increased presence of UVic at Songhees Wellness Centre through events/meetings (e.g., venue for CIRCLE Gathering 2016, INAF staff retreats, planning for upcoming UVic conferences in 2017);

Additional opportunities: learners invited to attend Pathways & Opportunities, Indigenous Mini-University, language revitalization gatherings.

Tsawout Nation Chief Harvey Underwood

Regular relationship-building meetings with Council member / INAF Program Manager to evaluate and modify goals and timelines of partnership initiatives. Saanich Adult Education Centre who need assistance meeting the prerequisites for applications to post-

Issues/Concerns: need for more

opportunities for K-12 learners to access programs and supports to enhance transitions to post-secondary education

Interests: social services, education, health and social development within

Invited to speak with Chief and Council to provide an update and establish a new timeline for upcoming year’s plan.

Activities: developed service agreement for provision of tutoring services to high school students and adult learners attending the Saanich Adult Education


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Partner

Engagement

Interests

Outcomes

secondary institutions. University, language revitalization gatherings.

community; need for more program outreach in Tsawout

Centre. Additional opportunities:

learners invited to attend Pathways & Opportunities, Indigenous Mini-U

T’Sou-ke Nation Chief Gordon Planes (Michelle Thut)

Meetings throughout summer 2015 to revisit previous priorities of Renewable Energy Forum, Ladybug Nursery, T’Sou-ke Arts Group (TAG) and support to high school students.

Issues/Concerns: need more opportunities

to build upon renewable energy initiatives; need for funds to support community initiatives

Interests: support and opportunities to develop and implement a collaborative sustainability project with UVic; longer term proposal for the creation of a Centre for Indigenous Sustainability

Additional opportunities: learners invited to attend Pathways & Opportunities, Indigenous Mini-University, language revitalization gatherings, and to work cooperatively on arts and cultural projects through T’Sou-ke Arts Group (TAG).

WSÁNEĆ School Board Curtis Olsen (Dawn Smith) Nation(s): Pauquachin Nation, Tsartlip Nation, Tsawout Nation, Tseycum Nation

Meetings with Acting Director to discuss opportunities for more tutorial support for adult learners. More presentations / discussions between January-April 2016 with adult learners around education and career planning.

Issues/Concerns: lack of comprehensive

transition plan for learners transitioning from Aboriginal-controlled education institutes to provincial post-secondary institutions (e.g., Saanich Adult Education Centre to Camosun/UVic); lack of funding and services for community-based students; need for appropriate institutional support from UVic

Interests: support services for community-based students; transition supports/services for students

Additional opportunities: learners invited to attend Pathways and Opportunities, Indigenous Mini-University, language revitalization gatherings.

Camosun College Janice Simcoe (Tanya Kirkland)

Bi-annual partnership meeting at Camosun with Director, Indigenous student advisors and ASP team to provide updates

Issues/Concerns: need to streamline the

transition from Camosun to UVic for Indigenous students

Activities: worked with Camosun and UVic Nursing program to develop support systems for students transitioning


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Partner

Engagement

Interests

Outcomes

and to evaluate/track progress of initiatives, and to identify new goals.

Interests: continue to support students transitioning from Camosun to UVic; enhance and support the relationship between Camosun and UVic staff; commit to the continued development and support of Vancouver Island Nats’amaat Group (VING)

to UVic. Two staff lunches per

year: one at UVic and one at Camosun to share information and provide updates

Meetings with ASP Coordinator to strategize and update on priorities, new initiatives and coordination of Elders’ schedules.

En’owkin Centre Lauren Terbasket (Tania Muir)

Meetings at UVic between En’owkin and UVic Fine Arts (Visual Arts, Writing, History in Art), Linguistics, Education and Continuing Studies (CALR).

Issues/Concerns: improved access to

information on bursaries and scholarships at UVic; transferability of CALR program; support for community-based programs; need for retention support and language revitalization.

Interests: supports for community-based students; transition supports/services for students; streamlined partnership engagement processes; development of an umbrella protocol agreement.

Additional Opportunities: Update service agreements; work with Director of Indigenous Academic and Community Engagement to build an umbrella protocol/collaboration agreement similar to the WSANEC agreement developed 2014-15.


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Policies and processes to ensure respectful use of Traditional Knowledge and/or Indigenous Intellectual Property

The University of Victoria recognizes its responsibility to ensure that ethical conduct and appropriate protocols are followed to ensure the respectful use of any Traditional or Cultural Knowledge and/or Intellectual Property in the development and the delivery of the 2016/17 ASP.

We are committed to protecting the rights of our partnering communities in the collaborative development of joint initiatives and in all realms of research, program and service delivery occurring through the ASP. This commitment is demonstrated through the University’s Human Ethics in Research Policy, which protects the rights of human research subjects by ensuring that any UVic research involving human participants or human biological materials meets the ethical standards required by Canadian universities and national regulatory bodies.5 It is also reinforced through a number of other institutional policies and protocols that focus specifically on protecting the rights of Indigenous peoples including the Faculty of Human and Social Development Standards document Protocols & Principles for Conducting Research in an Indigenous Context.6

In academic program or curriculum development with Indigenous partners the university’s academic units typically enter into affiliation agreements to ensure that ownership of materials relating to Indigenous language, culture and tradition remain with the Indigenous community in accordance with the university’s Intellectual Property Policy.7 Recently, a joint committee has recommended a new intellectual Property Policy to replace the current policy. We expect this revision to be discussed and considered in the fall. The draft contains an express commitment to the recognition of Indigenous rights, including cultural knowledge and expressions that may not always be included within general definitions of intellectual property. It will also contain the commitment of the university and members of the university to respect the cultural property of Indigenous people in its varied forms.

In developing or formalizing partnerships through protocol agreements, memoranda of understanding or memoranda of agreement, the Office of Indigenous Affairs also outlines appropriate principles and processes to protect the intellectual and property rights of our partners under proposed collaborations. While these agreements are tailored to the unique context of each partner, all emphasize the importance of observing cultural customs and practices with respect to traditional knowledge and sacred knowledge, and outline mutually-agreed upon standards concerning the cultural and intellectual property rights of participating communities.

5 http://www.uvic.ca/research/conduct/home/regapproval/humanethics/index.php

6 http://web.uvic.ca/igov/uploads/pdf/protocol.pdf

7 http://www.uvic.ca/universitysecretary/assets/docs/policies/GV0215_1180_.pdf


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Overview of Proposed Plan We are now in our eighth year as an ASP institution and are pleased to report that the first year of this new three-year cycle (2015-16) proceeded as planned. As we head into the second year, there are two main initiatives on campus that will help inform the future strategy and work of the ASP:

the development of our first Indigenous Plan, and

the development of CAS (Council for the Advancement of Standards) Professional Standards for Higher Education for the Office of Indigenous Affairs (INAF). On campus, an Indigenous Plan committee was formed in late 2014 to develop an initial set of

principles, goals, objectives and strategies to provide direction with respect to Indigenous student recruitment and success, faculty and staff support, Indigenous community engagement, and communication and governance that align with UVic’s Strategic Plan. The Indigenous Plan (IP) will guide and direct the second and third years of our ASP cycle. The IP aligns with the institutional goals, objectives, recommendations and policy direction of:

1. UVic’s 2012-2017 Strategic Plan: A Vision for the Future, 2. 2015-2018 Student Affairs Division, Council for the Advancement of Standards in Higher Education

Initiative (CAS), 3. 2020 Vision for the Future: Aboriginal Post-Secondary Education and Training Policy Framework

and Action Plan, Province of B.C., and 4. 2015 Recommendations of the Truth and Reconciliation Commission. In early 2015, the Division of Student Affairs embarked upon a process to establish program and service

standards and appropriate assessment practices, guided by the Council for the Advancement of Standards in Higher Education (CAS). There are currently no Indigenous CAS standards in any post-secondary institution in North America, so this work will be foundational to other Indigenous offices across British Columbia, Canada and North America. Engagement in this process of developing standards and assessing learning outcomes will happen alongside ongoing internal processes of development and refinement of program evaluation and measurement tools.

Off campus, the ASP team has been meeting in person with existing community partners and members of the ASP Advisory Committee to re-affirm relationships, to consult on the progress of existing projects and initiatives, and to receive feedback and guidance on updated goals and priorities. From these meetings, we received the following feedback:

INAF and UVic need to update formal, written community partner agreements to reflect updated goals and priorities of existing partners.

Transition programs continue to be a top priority, including opportunities to spend time on campus prior to registering and attending classes.

It is important to Indigenous students that we maintain a culturally safe environment where Indigenous students can meet, access services, host events and have a ‘home-away-from-home.’

Community-based language, culture and arts, human and social service, and management and economic development programs are all important in further developing community partnerships amongst First Nations communities and urban organizations.

There needs to be a ‘working definition’ of Indigenization and decolonization that enables strategies, projects, and initiatives to be envisioned, developed, delivered and evaluated in a consistent manner.

Strategic planning for the ASP and the Indigenous Plan has involved both campus and local community partners, and has provided opportunities to revisit, refresh and align project goals and objectives across the institution.


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Proposed Programs and Activities for 2016/17

Title Indigenous Plan (IP) Coordinator

Minimum or Additional Funding

Minimum Funding

New or Continuing

New

Category Partnerships and engagement (including agreements) and Policy Initiatives

Description Expectations include: project management and coordination of priorities identified in the

IP; internal and external communication management; support for the Indigenous Plan

Implementation Committee; coordinating funding requests with key stakeholders to best

meet goals and priorities identified in the IP, including ASP funding proposals and

reports.

Facilitates the negotiation and manages the strategic planning of newly proposed and/or

continuing initiatives identified in the IP, including ASP-funded initiatives.

In collaboration with key stakeholders, develops new processes and templates for

partnership and collaboration agreements for community-based program delivery.

Works with key stakeholders to identify sustainable funding sources for new and ongoing

Indigenous Plan initiatives for UVic and community partners; develops

proposals/reports/presentations.

A new title and reassessment of this position is underway to account for increased responsibilities and duties.

Rationale Coordinator ensures the ASP aligns with and supports the IP.

Coordinator required to collaborate with key UVic and community stakeholders (including service/program delivery units and staff) to collect appropriate program assessment and tracking information to determine future programming priorities and sustainable funding plans (as applicable) to meet institutional and funding requirements (including AVED).

Related Goals

ASP Goal #2: Strengthens partnerships and collaboration in Aboriginal post-secondary

education.

2012 Aboriginal Policy Framework Goal # 1: Systemic change means that the public post-secondary education system is relevant, responsive, respectful and receptive to Aboriginal learners and communities; and relationships between public post-secondary institutions and Aboriginal communities are based on mutual respect.

Measuring Success

The success of this position will be measured through: the establishment of annual expectations/outcomes for the position in regards to the IP and the ASP; the demonstrated ability of the IP Coordinator to develop and manage timelines for various stakeholders and clearly communicate across the institution and out to external partners and groups.

The development of an annual report for the IP (of which the ASP will be a key component) will identify progress on priorities, activities and goals, including data on community partnerships and Indigenous student recruitment, enrolment and completion rates.

Location(s) UVic / INAF, local communities

Timing Start Date April 1, 2016

End Date March 31, 2017

Duration Twelve months


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Title Indigenous Plan (IP) Coordinator

Future Plans

IP Coordinator will continue to build out project plans for initiatives in the IP, including those funded through ASP. It is our intention to build base funding for this position so that it becomes a permanent position that ensures that ASP initiatives are clearly aligned with institutional priorities and goals in the IP and the UVic Strategic Plan.

Budget 2016/17 2017/18 (*proposed) 2018/19 (*proposed)

Ministry (ASP)

$72,000 $56,250 $38,500

Institution Contribution

$ $18,750* $38,500*

Other or In-Kind

$ $ $

Total $72,000 $75,000 $77,000

Expense Breakdown for 2016/17

Item Amount

Salary (1.0 FTE)

$60,000 salary plus $12,000 Mandatory Employment Related Costs (MERCs)

Activities/ Programs Delivered in Aboriginal Communities (where applicable)

support, capacity and readiness of the Aboriginal community

n/a

Title Elders’ Voices


Minimum Funding

New or Continuing Continuing

Category Student support services and initiatives and Policy initiatives

Description Based on analysis of ASP and Elders’ Voices from 2012 to 2015, and

feedback from current members of community and Elders’ Voices,

undertake a process to revisit Elders’ roles, responsibilities and formal

relationship within INAF and UVic.

Develop a renewed ‘Elders’ Charter’ in conjunction with the IP. Ensure that

the new Elders’ Charter clarifies the role of Elders: where they are involved

in policy development and protocol guidance; curriculum development and

design; initiatives related to the TRC recommendations; cultural safety;

and any policies and practices around traditional knowledge and

intellectual property. This Charter would include a new organizational chart

reflecting new roles and responsibilities.

Continue to enhance current Elders-in-Residence program to include

guidance on student projects involving traditional knowledge and

additional cultural and land-/water-based opportunities to share in Elders’

teachings,

The University has base funded the Cultural Protocol Liaison position at

0.5 FTE to support the Elders Voices program. The Cultural Protocol

Liaison coordinates the on-going development of Elders programs and

services (including the development of proposals and reports) for the First

Peoples House and works to enhance access to Elders services for the

broader UVic community. The Cultural Protocol Liaison reviews and


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responds to various requests from students, staff, faculty, administration

and external community through email, telephone calls and in person (in

their homes or a suggested meeting place) requesting Elder involvement

across campus and ensuring appropriate protocol is being followed. The

incumbent continues to build on and strengthen the Elders’ Voices

partnership with Camosun College. The Cultural Protocol Liaison

coordinates the Elders’ schedules to minimize load and stress on the

Elders.

Rationale Further clarifying the role of Elders will enable the university and INAF to

identify funding, spaces, and other resources that will be needed to ensure

initiatives with goals relating to the TRC, traditional knowledge, intellectual

property, and protocols are met and well-managed.

Continued personal / emotional support contributes to student retention

and completion.

Elders-in-Residence continues to be the highest-rated student support

initiative.

Links to IP: “…Elders, knowledge keepers and community are so integral

to this plan, [thus] we have placed them here, in between the guiding

principles and the five strands of the plan, recognizing how they bind

everything together” (p. 12, University of Victoria Indigenous Plan DRAFT);

Strand 1: Students—Goals and Actions 1a) and 4b); Strand 5:

Governance—Goals and Actions 1h) & i).

Note: budget reduced from $30,000 to $25,000 given the increased support from other units/departments across campus to offer program/faculty-specific cultural support initiatives (including land/water-based opportunities).

Related Goals ASP Goal #3: Increase the receptivity and relevance of post-secondary

institutions and programs for Aboriginal learners, including providing

support for initiatives that address systemic barriers.

2012 Aboriginal Policy Framework Goal # 1: Systemic change means that the public post-secondary education system is relevant, responsive, respectful and receptive to Aboriginal learners and communities

Measuring Success The success of this program will be measured by the number of meetings the Elders have with students throughout the year, the number of activities with Elder involvement both on and off campus and by analyzing feedback of INAF’s Cultural Protocol Liaison, Elders and students. This will be gathered through a combination of surveys, one-to-one interviews and group discussions.

Location(s) UVic / INAF

Timing Start Date September 2016

End Date May 2017

Duration Nine months

Future Plans Future plans include continuing to identify sustainable funding sources to enhance programming beyond current levels. CAS and program outcomes will serve as the base for assessment / review of any program enhancements.

Budget 2016/17 2017/18 2018/19(Estimate)


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(Estimate)

Ministry (ASP) $25,000 $25,000 $25,000


$25,000 + 0.5 FTE Cultural Protocol Liaison



Other or In-Kind $ $ $

Total $50,000+ $50,000+ $50,000+

Expense Breakdown for 2016/17 activities/programs where Ministry funding is greater than $20,000

Item Amount

Elder Honoraria Annual Vancouver Island PSI Elders Retreat

$20,000 + additional work as required (e.g., brush offs or sweats for students, staff, faculty in trauma) (based on $130.00 per 5-hour day) = 20 to 25 hours per week for nine months $5,000 for annual planning retreat to align with the work of Vancouver Island post-secondary institutions. Expenses include transportation, accommodations, meals, any print material, and facilitator.



n/a

Title Pathways & Opportunities


Minimum Funding

New or Continuing Continuing, but with expansion of activities

Category Outreach activities and events

Description 8-10 community workshops on topics such as: education planning from middle school forward; meeting required high school credentials / prerequisites for post-secondary programs; co-op education; career exploration; campus orientation; access to Indigenous student programs and resources; participation in cultural events and activities; enhanced partnership with Camosun College and ASP community partners.

Workshops will be offered primarily in the Southern Vancouver Island region. Workshops will continue to be delivered through the Indigenous Community Liaison and Outreach Coordinator and LE,NONET Campus Cousins and will include participation in annual career fairs.

Rationale Local First Nations communities and the urban Indigenous population in Victoria continue to grow.

These workshops provide excellent opportunities for students to learn about a wide range of options, and also receive one-to-one support in developing their respective education, training and career plans.

Communities have requested additional sessions, which will create space for facilitators, presenters and academic advisors to spend more time working directly with participants.

Related Goals ASP Goal # 1: Increase access, retention, completion and transition


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Title Pathways & Opportunities

opportunities for Aboriginal learners.

2012 Aboriginal Policy Framework Goal # 1: Community based delivery of programs is supported through partnerships between public post-secondary institutions and Aboriginal institutes and communities.

Measuring Success The success of this program will be measured by number of students participating, feedback from participating IAHLA institutions, and number of participating students who ultimately enroll in post-secondary programs, as well as by assessing student/community learning outcomes for specific activities.

Location(s) UVic / INAF, local communities

Timing Start Date August 2016

End Date June 2017

Duration Ten months

Future Plans Ongoing

Budget 2016/17 2017/18 (Estimate)

2018/19 (Estimate)

Ministry (ASP) $8,000 $8,000 $8,000


$2,000 + staffing from INAF, Campus Cousins and other UVic units as required




Total $10,000+ $10,000+ $10,000+

Expense Breakdown for 2016/17 activities/programs where Ministry funding is greater than $20,000

Item Amount



n/a

Title Creating a Caring Community


Minimum Funding


Category Student support services and initiatives and outreach activities and events

Description Services, activities and events focusing on holistic services/programs and

land/water-based experiences including: New Student Orientation and

Week of Welcome (Fall & Winter terms); Week of Wellness (new theme

each term, held in both Fall and Winter terms); weekly Noon Networking

lunches / snacks; weekly Talking Circles; tutors; cultural activities; and

workshops (topics based on student feedback each term, with next year’s

topics to include: shopping & cooking healthy foods on a student budget,

building a study routine, essay writing basics, building your course and

program plan, public speaking, and family histories).


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For Week of Wellness, students recommend the types of activities, gatherings and supports they need to balance wellness with their studies.

Rationale Activities aim to build a strong Indigenous community on campus by

providing spaces to gather and connect and by supporting the

development/strengthening of Indigenous identity through cultural

experiences and connection.

Gatherings may include families of students to identify any supports

families can access. Gatherings will be co-hosted with partners such as

local First Nations, local Métis organizations, Camosun College, local

School Districts, and other urban Aboriginal organizations.

Note: budget increased from $35,000 to $40,000 to address student

feedback and requests to enhance land/water-based experiential

learning opportunities; to address community feedback requesting

additional experiences for all students to begin understanding and

experiencing a relationship with land (and water); and to address

goals identified in the IP.

Links to IP – Strand 1: Students—Goals and Actions 1d), 2a)-c), 3c)-e), 4a)-e).

Related Goals ASP Goal # 3: Increase the accessibility and relevance of post-secondary

institutions and programs for Aboriginal learners, including providing support

for initiatives that address systemic barriers.

2012 Aboriginal Policy Framework Goal # 5: Continuous improvement is based on research, data-tracking and sharing of leading practices.

Measuring Success The success of this program will be measured through attendance tracking and participation surveys; student groups will be surveyed at the end of the academic year (April) to collect quantitative and qualitative feedback about the program as a whole (using student/community learning outcomes). Data gathered this year will serve as a benchmark against which future years’ data will be measured.

Location(s) Throughout UVic campus, First Peoples House, local communities, and online networks.


End Date July 31, 2017




2018/19 (Estimate)

Ministry (ASP) $40,000 $40,000 $40,000


$5,000 (for Noon Networking) + INAF staffing /facilitation

$5,000 (for Noon Networking) + INAF staffing /facilitation

$5,000 (for Noon Networking + INAF staffing /facilitation


Total $45,000+ $45,000+ $45,000+

Expense Breakdown for 2016/17 activities/programs where

Item Amount

Week of Welcome

$5,000 Elders Breakfast – students are introduced to Elders’ Voices, and other Indigenous staff; First Peoples


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Ministry funding is greater than $20,000

New Student Orientation Week of Wellness Noon Networking Student Snacks Cultural Activities

House and campus tours; workshops with various departments; welcome packages. $8,000 Pit cook and other land/water-based experiential learning opportunities. $8,000 ($4,000 for Fall & $4,000 for Winter) Week of Wellness features opportunities for students to meet and network with local First Nations community members and urban Aboriginal organizations, and to take part in a wide range of wellness activities, workshops, presentations and cultural activities. $8,000 Co-hosted with other departments, Noon Networking is a weekly lunch presentation by various UVic departments and programs to provide information about program and course options and available services for Indigenous students. $6,000 Student snacks are made available to students to ensure students are getting the nutrition they need to remain focused and engaged in their respective programs of study. $5,000 (To be delivered in partnership with LE,NONET Campus Cousins). Cultural activities were one of several priorities shared by Indigenous students during 2015-16 consultations. Activities include drumming/singing, arts and crafts workshops, traditional foods workshops, and Indigenous film screenings. Activities are offered 4 evenings per week, with the ASP contributing to cost of materials, supplies and a portion of nutritious snacks.



n/a

Title Community-Engaged Program Supports (previously Community-Based Program Supports)


Minimum Funding


Category Delivery of programs or courses on campus or in Aboriginal communities

Description Provision of community-based supports in access and transition (academic planning & advising, registration process)

Rationale Community-based program supports continue from 2014-15 to assist local First

Nations and Saanich Adult Education Centre to provide workshops and other

supports to adult learners and high school students who need assistance


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meeting the prerequisites for applications to post-secondary programs.

Note: Budget decreased from $35,000 to $30,000 to better reflect titles of

activities. Several initiatives previously included here have moved to the

“Service Agreements” activity to demonstrate the development and

ongoing negotiation and services included in these agreements. This

particular activity now includes: support for the delivery of the Diploma in

Indigenous Community Development and Governance (DICDG) based on

community feedback and support (WSANEC School Board and VNFC)

and goals identified in the IP; support for the En’owkin Centre which

identified, through consultations supported by ASP funding, the need for

financial support for the delivery of student services on-site (including

recruitment, registration support, advising, counselling and other

services) to best serve En’owkin students enrolled in programs offered in

partnership with UVic; and support for collaborations with communities

engaged in community-based language revitalization.

Links to IP: Strand 1: Students—Goals and Actions 1c)-e), 3c); Strand 3: Education—Goals and Actions 1b)-d).

Related Goals ASP Goal #1: Increase access, retention, completion and transition opportunities

for Aboriginal learners.

ASP Goal # 2: Strengthen partnerships and collaboration in Aboriginal post-

secondary education.

2012 Aboriginal Policy Framework Goal # 2: Community based delivery of programs is supported through partnerships between public post-secondary institutions and Aboriginal institutes and communities.

Measuring Success Success will be measured in consultation with partner organizations, focused on participation rates and degree of engagement with the program(s).

Location(s) UVic, First Peoples House, local and regional communities

Timing Start Date September 2016

End Date June 2017

Duration Ten months

Future Plans Similar community-based program supports are anticipated for other First Nations and urban Indigenous community organizations we will be collaborating with later in 2016/17.


2018/19(Estimate)

Ministry (ASP) $30,000 $30,000 $30,000


$51,300 (for DICDG delivery plus staffing and communication costs) + staff time and resources for other initiatives




Total $81,300+ $81,300+ $81,300+

Expense Breakdown Item Amount


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for 2016/17 activities/programs where Ministry funding is greater than $20,000

DICDG support

En’owkin

Centre –

student

supports

Language Revitalization

$15,000 Funds prioritized for supporting communities engaged

in the program to limit barriers students have accessing the

program. (Previous consultations have identified as priority

areas: child care support, bus tickets, Elder support, and

enhancing distance/community-based students’ access to

student advising, counselling and financial aid information).

$10,000 Funds to support services for students enrolled in (or

interested in) programs offered in partnership with UVic

(including recruitment, registration support, advising, counselling

and financial aid information).

$5,000 To support the development and launch of new experiential delivery approaches for language revitalization including important work toward language fluency (current partners include En’owkin Centre and Quuquuatsa Language Society).



See Appendix 4

Title Service Agreement Development, Maintenance and Planning


Minimum Funding


Category Partnerships and engagement (including agreements)

Description Service Agreements for supports to T’Sou-ke First Nation, Saanich Adult

Education Centre, Songhees First Nation.

Workshops in resume building and career exploration, and other

workshops that align with new partnerships and collaborations. Most

importantly, supports will be dedicated to initiatives negotiated with all our

local partners to continue to build strong relationships. This will help us

plan in a relevant, responsive, respectful and receptive way for short, mid

and long-term goals.

Existing agreements will be updated to reflect recent changes in

community priorities, and to further strengthen relationships between

communities and the university. This will include reworking and updating

the types of agreements made and content/format of agreements (e.g.,

Protocol Agreements, Service Agreements, and other internal

agreements). Updated agreements will enable UVic’s ASP and IP to

develop plans that complement the work of partner institutions and offer

greater transparency in reports to communities.

Rationale Community-based program supports identified in service agreements continue

from 2014-15 to assist local First Nations and Saanich Adult Education Centre

to provide workshops and other supports to adult learners and high school


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students who need assistance meeting the prerequisites for applications to

post-secondary programs.

Note: Some budget items identified previously in Community-Based

Program Supports have been moved to this item to better reflect those

initiatives resulting from service agreements. This has resulted in an

increased budget from $10,000 to $25,000.

Links to IP – Strand 1: Students—Goals and Actions 1c) & f); Strand 3:

Education—Goals and Actions 1b) & c).

Related Goals ASP Goal # 2: Strengthen partnerships and collaboration in Aboriginal post-

secondary education.

2012 Aboriginal Policy Framework Goal #2: Community based delivery of programs is supported through partnerships between public post-secondary institutions and Aboriginal institutes and communities.

Measuring Success The success of this initiative will be measured by reporting on the number of partnership visits completed and a status report on the completed agreements and in-progress agreements that were resourced with these funds. Qualitative reporting will include brief feedback forms to be administered to our community partners at each partnership meeting to assess the effectiveness of these resources as they pertain to partnership maintenance.

Location(s) UVic, First Peoples House, local and regional communities


End Date July 31, 2017



Budget 2016/17 2017/18 (Estimate) 2018/19(Estimate)

Ministry (ASP) $25,000 $25,000 $25,000


$ $ $


Total $25,000 $25,000 $25,000

Expense Breakdown for 2016/17

activities/programs where Ministry funding is greater than $20,000

Item Amount

Service Agreements

$5,000 Linking UVic Indigenous Experiential Learning

opportunities with T’Sou-ke First Nation Ladybug Organic

Gardens & Nursery (experiential workshops on food

sustainability, restoration of traditional plants and medicines)

and further partnering with INAF Community Kitchens student

programming (Food Safe training followed by food

preparation workshops on healthy eating, budgeting and

traditional foods).

$5,000 Saanich Adult Education Centre (student supports,

tutoring, Elder support); potential Pathways Program

development.

$5,000 Songhees First Nation for Youth Leadership Program

initiatives to meet prerequisites for post-secondary programs.


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$5,000 Esquimalt First Nation for tutoring and personal /

emotional supports for high school students preparing to

enrol in post-secondary programs.

$5,000 Developing community-based supports with Victoria Native Friendship Centre and Metis Nation Greater Victoria (to be determined in partnership with VNFC and MNGV through the development of service agreements with both).



See Appendix 4

Title ASP Advisory Committee

Minimum or Additional

Minimum Funding

Future Plans Note: We are no longer asking for funds to support this activity given that the university is moving to an institutional advisory model. At the last ASP Advisory Committee meeting in May 2016, we proposed this direction and we received support from those present to move forward with this proposed plan. While we are not asking for additional ASP funds for 2016-17 for this activity, we are requesting that the carry forward from 2015-16 be approved to be used in 2016-17 to travel to communities to consult on the best structure for such committee(s) and how they would like to be engaged. Funds would support meetings costs (food, Elders, etc.) as well as travel to the communities and/or for community members to travel to the university.


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2016/17 Overall Budgets

Programs and Activities Supported by Minimum Ministry Funding

Activity/ Program Title

Activity Category

2016-17 2017-18 2018-19

Ministry Institution Ministry Institution Ministry Institution

IP Coordinator Policy

initiatives $72,000 $56,250 18,750* $38,500 38,500*

Elders’ Voices Student support services

$25,000 $25,000+ $25,000 $25,000+ $25,000 $25,000+

Pathways & Opportunities

Student support services

$8,000 $2,000+ $8,000 $2,000+ $8,000 $2,000+

Creating a Caring Community

Student support services

$40,000 $5,000+ $40,000 $5,000+ $40,000 $5,000+

Community-Engaged Program Supports

Outreach activities & events

$30,000 51,300 $30,000 51,300 $30,000 51,300

Service Agreement Development & Planning

Policy initiatives

$25,000 $25,000 $25,000

ASP Advisory Outreach activities & events

$0 $0 $0

Sub-Total $200,000 $83,300+ $184,250 $102,050+ $166,500 $121,800+


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Appendices

Appendix 1: Proposed Governance Structure

Indigenous Community Engagement Council

President Provost

AVP Academic Planning AVP Student Affairs

VP External Relations Director, Indigenous Academic & Community Engagement

Director, Office of Indigenous Affairs 6 Nations

Métis Nation Greater Victoria Elder

VNFC Representative NSU Representatives (one undergraduate and one graduate student)

(Meet twice a year)

Indigenous Plan Implementation Committee

AVP Academic Planning

AVP Student Affairs

Director, Indigenous Academic & Community Engagement Director, Office of Indigenous Affairs

Executive Director, Academic Resource Planning Executive Director, Community & Government Relations

NSU Firekeeper (Meet monthly)

Indigenous Academic Advisory Council

Co-Chaired by: AVP Academic Planning

Director, Indigenous Academic & Community Engagement

Membership appended (Meet four times a year)

Indigenous Partnership Table

Esquimalt Nation Songhees Nation

WSANEC School Board Nuu-chah-nulth Tribal Council

North Island Partners En’owkin Centre Heiltsuk Nation

Métis Nation Greater Victoria Victoria Native Friendship Centre

(Meet twice a year)


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Appendix 2: UVic Programs and Services with an Indigenous Focus

Bachelor of Education (Elementary Curriculum) This elementary degree program provides course work and practicum experience designed to produce a well-qualified elementary school teacher. Students are eligible for a professional teaching certificate and Bachelor of Education (BEd) degree upon successful completion of this degree. This degree program is also offered with an Indigenous Language and Culture focus in a variety of locations off-campus. It is available to students wishing to become certified Indigenous language teachers in BC public schools.

Students completing the first three years of this program are eligible to apply to the BC College of Teachers for a Developmental Standard Term Certificate (DSTC). Currently there are three partnerships with communities: Campbell River for the languages of Kwak’wall/Liq’walla, North Vancouver Island and on in the local territory of W’SANEC for the Coast Salish language of the Klahoose and Homolco and Sliammon peoples. Students are able to continue towards completion of the Bachelor of Education Degree. Bachelor of Education (Elementary Curriculum), Aboriginal Language and Culture This option is currently only available to students preparing to qualify for the BC College of Teachers Developmental Standard Term Certificate in teaching Aboriginal Language and Culture in BC public schools. This program is delivered in a variety of off-campus locations and may be taken on a part-time basis. Bachelor of Education in Indigenous Language Revitalization

This degree program provides course work and practicum experience designed to produce a well-qualified elementary school teacher. Students are eligible for a professional teaching certificate and the Bachelor of Education (BEd) degree upon successful completion of this degree. The program is delivered in a variety of off-campus locations and may be taken on a part-time basis Certificate in Aboriginal Language Revitalization

The Certificate in Aboriginal Language Revitalization (CALR) is offered in partnership between the Faculty of Education, the Department of Linguistics, and the Division of Continuing Studies, in partnership with the En’owkin Centre, Okanagan Nations. The certificate is designed to support the teaching and continuation of Indigenous languages in the schools and in the community.

Participants in the certificate program must complete six core courses and three elective courses. Students must take an elective course in an Aboriginal language or demonstrate other comparable experience such as proficiency in an Aboriginal language.The CALR is designed as a one-year program, primarily delivered in community, and in most cases in a cohort model. For example, there have been programs in Campbell River for the languages of Kwak’wall/Liq’walla, North Vancouver Island and on in the local territory of W’SANEC for the Coast Salish language of the Klahoose and Homolco and Sliammon peoples. It is possible to ladder coursework on the certificate toward a diploma or degree program (Bachelor’s, Master’s or PhD).

The goal of the program is to develop understanding of the complex dynamics of language loss, maintenance, and recovery while also providing practical strategies for work in Aboriginal communities to preserve and revitalize threatened languages. This program is designed to honour traditional knowledge and practices, to recognize and accommodate the realities and needs of diverse communities, and to provide a foundation for both language revitalization activities and for further study in linguistics, education, and/or cultural resource management.

The core courses are offered in Summer Institutes at the En’owkin Centre in Penticton or at the University of Victoria, and at varying times during the year at other locations. Elective courses are offered at the En’owkin Centre, at the University of Victoria, or in community settings. Certificate Program in Foundations in Indigenous Fine Arts This certificate program is offered through the Faculty of Fine Arts in co-operation with the En’owkin International School of Writing and Visual Arts in Penticton, BC.

The program is designed primarily for mature Indigenous students who wish to develop specialized skills in creative writing and/or visual arts in an Indigenous context. Students may complete the program on


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a part-time basis but must successfully complete at least 13.5 units of course work over a period of two to six years.

Admission to the certificate program is made through the En’owkin International School of Writing and Visual Arts: Credit obtained within the certificate program may be transferable to a regular UVic degree program.

Students who wish to pursue a BA or BFA in Visual Arts or Writing at the University of Victoria must re-apply to UVic Undergraduate Admissions and fulfill all normal admission, program and course requirements.

All students wishing to complete the certificate must satisfy the University of Victoria English requirement. The En’owkin Centre normally provides the English placement essay and required course work to satisfy this requirement.

Indigenous Studies Minor The Faculty of Humanities and the Faculty of Social Sciences jointly offer an interdisciplinary program in Indigenous Studies intended to provide both Indigenous and non-Indigenous students with a core program incorporating Indigenous world-views and ways of knowing.

This is a general program leading to the Bachelor of Arts degree. Students may obtain a minor by completing the requirements for the general program together with a major or honours program, or other degree program, in another department or faculty. The core program will prepare any student intending to enter a vocation jointly serving Indigenous and non-Indigenous peoples. It will further prepare Indigenous students enrolled in professional programs at the University of Victoria who are planning to serve in Indigenous communities. Students in the program are required to take the introductory course (IS 200) and the unit capstone course (IS 400) plus 7.5 units of approved 300-and 400-level courses. Master of Education in Counselling for Aboriginal Communities and Schools A minimum of 24 units of course works is required in the MEd program and a comprehensive exam. Graduates of this program will have the necessary background to provide culturally responsive counselling to Aboriginal communities and in schools. This program is community-based and developed with the support and guidance of local Aboriginal communities. Master of Social Work, Indigenous Specialization This is a specialized program of studies leading to the Master of Social Work (MSW) degree for social workers working in Indigenous social settings. Social workers working for and with Indigenous organizations work in a fundamentally different historical, cultural and administrative environment to those working for non-Indigenous settings. The Indigenous specialization is designed to provide social workers working in Indigenous communities with the opportunity to develop their knowledge and skills within this context. The MSW-Indigenous specialization degree requires a minimum of 15 units which are made up of 9.0 units of course and 6.0 units that consist of either a thesis (6.0) or a project (3.0) and practicum (3.0).

Students accepted into the foundation year without a BSW can request permission to complete the advanced year of their MSW degree with the Indigenous specialization. Master of Social Work (distance delivery), BSW Entry

The Master of Social Work (MSW) program at the University of Victoria will be offered by distance delivery for BSW holders. The Advanced MSW requires a BSW degree with a B+ (6.0) average as a minimum requirement for admission to the program. The admissions selection process is competitive. Not all students who meet the minimum requirements will be admitted. All candidates must have the equivalent of at least two years of full-time post-baccalaureate professional experience in a human service organization. Students accepted into the MSW Advanced Program will be expected to come to campus a minimum of two times throughout their degree program. Master of Social Work (on-campus delivery), non-BSW entry

This program entry will be offered every second calendar year (odd years). Students accepted into the non-BSW entry to the MSW Program will take both foundation and advanced year core courses on campus. (SOCW electives are available by distance education.)

The non-BSW MSW requires a BA degree with a B+ (6.0) average as a minimum requirement for admission to the program. The admissions selection process is competitive. Not all students who meet the


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minimum requirements will be admitted. All candidates must have the equivalent of at least two years of full-time post-baccalaureate professional experience in a human service organization. All updated information on our programs, delivery and applications can be found on the School of Social Work’s website. Master of Social Work (blended learning format)

The May 2012 intake for the Master of Social Work with an Indigenous Specialization program at the University of Victoria will have the next offering in a blended learning format. The MSW Indigenous Specialization program has one intake for the May session (Summer Term May to August) of every even Calendar year. The program is offered through a combination of two summer institutes and web-based instructional delivery. Students within the specialization will begin the (May) summer session by taking SOCW 521, offered on campus.

The MSW Indigenous specialization requires a BSW degree with a B+ (6.0) average as a minimum requirement for admission to the program. The admissions selection process is competitive. Not all students who meet the minimum requirements will be admitted. All candidates must have the equivalent of at least two years of full-time post-baccalaureate professional experience in an Indigenous social service setting. The distinctive feature of this specialized program is the requirement that this practice must be with an Indigenous social service setting Bachelor of Social Work The School of Social Work offers a program of studies leading to the degree of Bachelor of Social Work (BSW) that is fully accredited by the Canadian Association for Social Work Education. Graduates are employed in a wide range of government and voluntary organizations such as family and children’s services, residential care facilities, community centres, mental health clinics, home health care, hospitals, women’s services, corrections and Indigenous social services.

Blended learning is the dominant approach to learning used at the school. This means those courses are taught through both web-based delivery and face-to-face contact with students. Indigenous specialization: Indigenous students completing a BSW degree may choose this specialization to focus on preparing for leadership roles as helpers and healers in Indigenous communities and organizations. Students will develop frameworks that centralize Indigenous knowledge, peoples, nations and communities. Indigenous child welfare specialization: Admission to the Indigenous child welfare specialization is limited to students of Indigenous ancestry. We define Indigenous to be inclusive of students who come from various nationhoods, Métis and Inuit who are Indigenous to North America. 1. Indigenous social work specialization This specialization is a concentration within the BSW program and provides opportunities for Indigenous BSW students to focus their undergraduate program on preparing for leadership roles as helpers and healers in Indigenous communities and various Indigenous organizations. Students will co-create learning environments with other Indigenous students and faculty in the school. 2. Indigenous (child welfare) specialization The intent of this specialization is similar to the Indigenous specialization with an emphasis on the well-being of Indigenous children, families and communities. Admission to the specialization is limited to Indigenous students of North America. Diploma in Child and Youth Care in Indigenous Communities The School of Child and Youth Care has responded to the child and youth care needs of specific cultural groups through the development of community-based, culturally sensitive course work. Certain specific admission criteria apply to applicants in this program. The diploma ladders into the 60-unit degree program in child and youth care.

Option One: Distance Learning. Students pursuing their diploma through the first option must be recommended by the appropriate Indigenous community review body for admission.

Option Two: Community Partnership. Students following option two will follow those criteria specified in a memorandum of agreement with each Indigenous organization. This course work is available only through specific Indigenous community partnerships. Completion of the two years CYCB course work also allows the student to apply to the BC provincial government for certification

http://www.socialwork.uvic.ca/prospective/msw/index.php


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and registration as an Early Childhood Educator, having met the requirements for basic and post-basic Certificates in Early Childhood Care and Education (ECCE) in BC.

Option Two: Community Partnership Bachelor of Child and Youth Care with an Indigenous Specialization This stream is open to all Child and Youth Care students. The following courses must be completed to meet the requirements for the Indigenous stream. In addition to Core CYC courses, students enrolled in the Indigenous Stream take: Diploma in Aboriginal Health Leadership This program is offered through the new School of Public Health and Policy and the Faculty of Human and Social Development. The diploma is a two-year, part-time, community-based program consisting of 18 units of course work offered at third and fourth year level. The program has been designed to attend to the unique knowledge, skills and abilities required for health leadership within the context of Aboriginal people and communities. It is expected that students may have experience working in the health and social service sector and wish to further their education.

The Diploma in Aboriginal Health Leadership is a two-year, part time, community-based program consisting of 18 units of course work offered at third and fourth year level. The program is offered using a blended learning approach, including distance education and in community course offerings. Students are required to attend one onsite component at UVic; a gateway onsite provides an introduction to the program, and learning strategies (online learning) and two course based onsites in the community, one in year one and one in year two.

Applicants will be expected to have completed Grade 12 or equivalent. Ideally applicants will have some post-secondary experience, however all applicants will be considered based on educational preparation and work experience. 1. Special access:

The University of Victoria is interested in extending university-level learning opportunities to residents of British Columbia who may not qualify under the regular categories of admission. The number of applicants admitted under this category is limited by the availability of university resources. Admission under the special category is not automatic. An applicant for admission under the special category must meet the following criteria:

The applicant is at least 23 years of age by the beginning of the session applied, for and The applicant’s academic achievements have been significantly and adversely affected by health,

disability, or family or similar responsibilities. The senate committee on admission, re-registration and transfer selects candidates for admission on the basis of:

their educational history non-educational achievement that indicate an ability to succeed at university

Applicants in this category must submit two special access reference forms from persons specifically able to assess the applicant’s potential for academic success. References from relatives will not be accepted. Applicants must be able to document the nature and extent of their circumstances, and demonstrate the impact these have had on their educational achievements.

Note: Applicants who have attempted a full year or equivalent of university-level courses are not eligible to apply under this category. Applicants under this category must also meet the prerequisites for the program they wish to enter. 2. First Nations, Métis and Inuit: The university welcomes applications from Aboriginal peoples of Canada, including those of First Nations, Métis and Inuit ancestry (including non-status Aboriginal). Applications from Aboriginal peoples of Canada who do not qualify under the other categories admission will be considered on an individual basis by the senate committee on admission, re-registration and transfer. The committee will consider each applicant’s:

educational history non-educational achievements that indicate an ability to succeed at university

Applicants who choose to apply under the “special access” or “First Nations, Métis and Inuit” category must submit two reference forms from persons specifically able to assess the applicant’s potential for academic


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success. If possible, one reference should be from a recognized Aboriginal organization. References from relatives will not be accepted. Applicants must also submit a personal letter outlining their academic objectives. A limited number of students not formally admitted to the program may register for individual courses (if enrolment permits), with the permission of the program coordinator. Master of Arts in Indigenous Governance The Master of Arts in Indigenous Governance is an interdisciplinary program that provides students with a strong foundation in basic and applied scholarly research and a path to understanding government and politics among Indigenous peoples, with a special emphasis on the nature and context of Indigenous governments in Canada. Certificate in the Administration of Indigenous Governance (CAIG) This Faculty of Human and Social Development program is a part-time university credit program. The courses focus on topics such as critical thinking, leadership and management in Indigenous organizations, as well as the legal, political, economic and public policy dimensions of governance in Indigenous communities. The entire certificate program is offered by distance through a combination of distributed learning options and on-campus seminars. Upon completion of eight credit courses, a Certificate in the Administration of Indigenous Governments is granted. Students may also enrol in related programs at UVic, such as the School of Public Administration’s Diploma in Public Sector Management (DPSM) program, in which all of the CAIG courses are eligible for credit towards the diploma. Faculty of Education Indigenous Education

IED 371 The History of First Nations, Métis, and Inuit Education in Canada IED 372 Indigenous Epistemologies IED 373 EI TELNIWT and Indigenous Education IED 473 CENENITEL TW TOLNEW: Helping each other to learn 499/591 Learning and Teaching in an Indigenous World IED 583 Researching with Aboriginal Peoples: Aboriginalizing Research

Educational Psychology and Leadership Studies ED-D 419 Introduction to Indigenous Approaches to Helping and Healing

Faculty of Fine Arts

History in Art HA 280 Introduction to Themes in Indigenous Arts HA 284 Indigenous Arts of the Northwest Coast: Introduction HA 382A Native North American Arts HA 382B Native North American Arts HA 382C Native North American Arts HA 383 Special Topics in North American Indigenous Arts HA 384 Arts of the Northwest Coast HA 480 Advanced Seminar in 20th Century Native North American Arts HA 482 Advanced Seminar in Indigenous Arts HA 484 Advanced Seminar in the Arts of the Pacific Northwest HA 565 Seminar in 20th-Century Native North American Arts HA 582 Seminar in Indigenous Arts HA 584 Seminar in the Arts of the Pacific Northwest

Faculty of Human and Social Development School of Child and Youth Care

CYC 130 Professional Communications in Indigenous Child and Youth Care CYC 131 Child and Youth Care Practice in Indigenous Settings CYC 132 Indigenous Leadership in Child and Youth Care CYC 230 Introduction to CYC Practice in Indigenous Contexts CYC 330 Applied Practice in Indigenous Contexts


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CYC 430 Research Practice in Indigenous Contexts Indigenous community-based child and youth care courses: Note: The following courses are only available when delivered through special community-based programs.

CYCB 110 Practicum I: Community Care Settings For Children and Youth CYCB 111 Practicum II: The Whole Child CYCB 112 Practicum III: The Child in the Curriculum CYCB 120 Introduction to Play (ECCE) CYCB 121 Foundations of Curriculum Planning (ECCE) CYCB 122 Curriculum Design and Implementation (ECCE) CYCB 123 The Caring and Learning Environment (ECCE) CYCB 140 Introduction to Human Behaviour CYCB 141 Child Development I CYCB 142 Child Development II CYCB 150 Interpersonal Communications CYCB 151 Communicating with Children and Guiding Children’s Behaviour CYCB 210 Practicum with Developmental Specialization CYCB 211 Practicum in Supported Child Care for Children with Special Needs CYCB 220 Introduction to School-Age Care (CYC) CYCB 221 Introduction to Programs For Adolescents (CYC) CYCB 222 Program Development for Infants and Toddlers CYCB 230 The Ecology of Health, Safety and Nutrition for Children CYCB 231 Administration of Child Care Facilities CYCB 240 Introduction to Supported Child Care for Children with Special Needs CYCB 250 Introduction to Planned Change CYCB 251 Communication Skills for Professional Helpers CYCB 260 Special Topics in Child and Youth Care

School of Nursing NURS 483 Teaching and Learning in Nursing Practice NURS 484 Nursing With Aboriginal Peoples in Canada

School of Public Health and Social Policy Indigenous Peoples’ Health

INGH 450 Culture and Context of Indigenous Health INGH 451 Indigenous Health Trends and Social Determinants of Health INGH 452 Traditional Healing in Indigenous Communities INGH 453 Wise Practices in Indigenous Community Health

School of Social Work SOCW 354 Indigenous Perspectives on Practice Issues SOCW 391 Indigenous Approaches to Healing and Helping SOCW 451 Indigenous Policy Analysis in Social Work SOCW 491 Integration of Indigenous Approaches to Healing and Helping SOCW 492 Protecting Indigenous Children SOCW 521 Indigenous Perspectives on Knowledge and Research SOCW 522 Critical Indigenous Analysis of Social Work Theory SOCW 523 Self-Conscious Traditionalism in Indigenous Social Work Practice Seminar SOCW 524 Critical Indigenous Analysis of Social Welfare Policy SOCW 525 Seminar in Child Welfare Policy and Practice in Indigenous Communities SOCW 526 Seminar in Community Health Policy and Practice in Indigenous Communities SOCW 551 Indigenous Communities: Practice and Policy

Faculty of Humanities History

HIST 358C Natives and Newcomers: Historical Encounters in Canada to 1867 HIST 358F Natives and Newcomers: Historical Encounters in Canada since 1867

Philosophy


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PHIL 209 Philosophy and First Nations Thought Department of Linguistics

LING 159 First Nations Language I LING 172 Introduction to the Languages of British Columbia LING 180A Human Effects of Aboriginal Language Shift and Loss LING 184 Aboriginal Language Materials Development LING 185 Aboriginal Language Revitalization Practicum LING 186 Language in First Nations Culture LING 259 First Nations Language II LING 359 First Nations Language III LING 372 Native Languages of British Columbia LING 401 Salish LING 403 Dene (Athabaskan) LING 405 Wakashan LING 431 History of First Nations Language Research in British Columbia LING 459 First Nations Language IV LING 531 Community-Based Language Research in BC First Nations: A History

Indigenous Languages of the Americas Research Programs Dogrib Textual Studies Dogrib Online Dictionary Halkomelem Morphology Segments, Syllables, and Stress in Salish Language Revitalization in Vancouver Island Salish Communities Salish Prosodic Morphology and Contrast in Optimality Theory

Indigenous Studies minor IS 200 Introduction to Indigenous Studies IS 220 Preparation Seminar for Indigenous Research Apprenticeships and Community Internships IS 320 Indigenous Research Apprenticeship IS 312 Indigenous Community Internship IS 371 The History of First Nations, Métis, and Inuit Education in Canada IS 371 Indigenous Epistemologies IS 373 EL TELNIWT and Aboriginal Education IS 400 Special Topics Seminar In Indigenous Studies

Women’s Studies WS 207 Indigenous Women in Canada WS 340 Indigenous Cinema WS 341 Indigenous Women’s Narrated Lives

Faculty of Law

LAW 340 Indigenous Lands, Rights and Governance LAW 341 Historical Foundations of Aboriginal Title and Government LAW 368 Indigenous Women and the Law

Faculty of Social Sciences Anthropology

ANTH 336 Contemporary Aboriginal Peoples of Canada ANTH 449 Archaeology of the Northwest Coast ANTH 541 Advanced Research Seminar in Indigenous Peoples in Prehistoric, Historic and

Contemporary Contexts ANTH 641 Advanced Research Seminar in Indigenous Peoples in Prehistoric, Historic and

Contemporary Contexts Political Science

POLI 363 Indigenous Politics in Canada POLI 263 The Politics of Indigenous Peoples


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POLI 383 Global Indigenous Nationalisms POLI 421 Advanced US/Canadian Comparative Indigenous Law and Policy

Indigenous Studies minor IS 200 Introduction to Indigenous Studies IS 220 Preparation Seminar for Indigenous Research Apprenticeships and Community Internships IS 320 Indigenous Research Apprenticeship IS 312 Indigenous Community Internship IS 371 The History of First Nations, Métis, and Inuit Education in Canada IS 371 Indigenous Epistemologies IS 373 EL TELNIWT and Aboriginal Education IS 400 Special Topics Seminar In Indigenous Studies

Overview of admission programs

The University of Victoria welcomes applications from Aboriginal peoples of Canada, including those of First Nations, Métis and Inuit ancestry including non-status Aboriginal.

We consider applications on an individual basis from Aboriginal peoples of Canada who don’t qualify under other categories of admission. The senate committee on admission, reregistration and transfer will consider each applicant’s educational history and non-educational achievements that indicate an ability to succeed at university. The Faculties of Education, Human and Social Development and Law hold a percentage of their seats for Aboriginal students.

Faculty of Education

The Faculty of Education is committed to increasing the number of students with First Nations, Inuit and Métis ancestry in our programs and therefore encourages applications from Indigenous people. In recognition of the BC Ministry of Education’s mandate to increase access for Indigenous students, the Faculty of Education has developed special access initiatives:

Reserved seats Five per cent of the positions in all the faculty’s undergraduate programs will be held for Indigenous

applicants who meet the Faculty of Education’s minimum program entrance requirements and Indigenous application requirements.

Exceptional admission Exceptional students who do not meet the standard faculty requirements may be eligible for

admission through a case-by-case review process. Eligibility for special access To be eligible for a reserved seat and/or exceptional admission, an applicant will need to submit the

admissions application form for Indigenous students (available from teacher education advising or the School of Exercise Science, Physical and Health Education) in addition to the general admissions application or application to the School of Exercise Science, Physical and Health Education.

Applicants will be considered for placement in the programs on an individual basis, taking into account such factors as Indigenous identity, academic performance, employment history, relevant experience with young people, evidence of participation within an Indigenous community and a letter of reference.

Admission interview requirement Following the review of an application, an interview (in addition to the program interview) may be

required. This interview will be conducted by the Indigenous education coordinator and adviser. The interview process will take into account geographic distance of the applicant from the campus, and an alternative interview process may be considered.

Faculty of Human and Social Development

Diploma in Aboriginal Health Leadership

The university welcomes applications from Aboriginal peoples of Canada, including those of First Nations, Métis and Inuit ancestry (including Non-status Aboriginal).Applications from Aboriginal peoples of Canada who do not qualify under the other categories admission will be considered on an individual basis by the senate committee on admissions, reregistration and transfer.


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The committee will consider each applicant’s: educational history, and non-educational achievements that indicate an ability to succeed at university. Applicants who choose to apply under the “Special Access” or “First Nations, Métis and Inuit” category

must submit two reference forms from persons specifically able to assess the applicant’s potential for academic success. If possible, one reference should be from a recognized Aboriginal organization. References from relatives will not be accepted. Applicants must also submit a personal letter outlining their academic objectives.

A limited number of students not formally admitted to the program may register for individual courses (if enrolment permits), with the permission of the program coordinator. Faculty of Law The Faculty of Law desires that the number of people of First Nations, Métis and Inuit backgrounds among the ranks of the legal profession increase substantially and, accordingly, encourages inquiries and applications from Aboriginal people. Applications from Canadian Aboriginal people will be considered on an individual basis, taking into account such factors as academic performance, results of the LSAT, employment history, and letters of reference, and past, present and future connection with the Aboriginal community. Applicants with less than three academic years of post-secondary education are rarely offered admission.

If an applicant’s academic background is deemed appropriate, the admissions committee may make an offer of admission conditional upon successful completion of the Program of Legal Studies for Native People, conducted by the Native Law Centre at the University of Saskatchewan. The faculty fully endorses this program, and considerable weight is placed upon First Nations, Métis and Inuit The University of Victoria welcomes applications from Aboriginal peoples of Canada, including those of first Nations, Métis and Inuit ancestry (including non-status Aboriginal). Applications from Aboriginal peoples of Canada who do not qualify under the other categories of admission will be considered on an individual basis by the senate committee on admissions, reregistration and transfer. The committee will consider each applicant’s:

educational history non-educational achievements that indicate an ability to succeed at university. Applicants who choose to apply under the “Special Access-First Nations, Métis and Inuit” category must

submit two reference forms from persons specifically able to access the applicant’s potential for academic success. If possible, one reference should be from a recognized Aboriginal organization. References from relatives will not be accepted. Applicants must also submit a personal letter outlining their academic objectives. Indigenous seats in the Faculty of Law First Year J.D Aboriginal Applicant Category: The Faculty of Law desires that the number of people of First Nations, Métis and Inuit backgrounds among the ranks of the legal profession increase substantially and, accordingly, encourages inquiries and applications from Aboriginal people.

Applications from Canadian Aboriginal people will be considered on an individual basis, taking into account such factors as academic performance, results of the LSAT, employment history, letters of reference, and past, present and future connection with the Aboriginal community. Applicants with less than three academic years of post-secondary education are rarely offered admission.

If an applicant’s academic background is deemed appropriate, the admissions committee may make an offer of admission conditional upon successful completion of the Program of Legal Studies for Native People, conducted by the Native Law Centre at the University of Saskatchewan. The Faculty fully endorses this program, and considerable weight is placed upon the evaluation submitted by its director Indigenous Student Support Centre in the Faculty of Human and Social Development As part of an ongoing commitment to supporting the success of Indigenous students, the Faculty of Human and Social Development (HSD) has launched an Indigenous Student Support Centre. The ISSC works closely with the First Peoples House and other Indigenous services on campus and ISSC staff are culturally


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grounded ambassadors both at UVic and within local communities. Navigating through your University experience can be overwhelming at times. The ISSC is here to help you succeed by being available to provide that extra support you may need. The ISSC is responsible for supporting on-campus and distance Indigenous students enrolled in HSD schools: Nursing Public Administration Child and Youth Care Social Work Health Information Science Public Health and Social Policy Indigenous Governance What We Can Do For You Provide cultural, emotional, and academic support Access to resources Quiet study space Offer a snack Weekly Talking Circle Elders in Residence Events for Indigenous students to connect and unwind Indigenous Advisor Our Indigenous Advisor Shauna Underwood is Coast Salish from the Tsawout First Nation in WSÁNEĆ and the Samish Tribe in Washington, with roots in the Nez Perce Tribe in Idaho. As a recent graduate of HSD’s Child and Youth Care program, Shauna understands student needs and concerns. She is available for a wide variety of support including assisting with academic issues by acting as a liaison with HSD schools, connecting students with internal and external resources, as well as emotional and cultural support. Whether you are in need of academic support, need to debrief about a class, or simply feel like a cup of tea, Shauna is here for you. Connect with Shauna by email ([email protected]), phone (250-472-5431), or drop by the Centre anytime. We are open from 8:30am to 4:30pm Monday to Friday and are located in the HSD Building, Room B211. Distance Students Our services are available to you at a distance. We can support you in ways such as connecting you with Elders and tutors.

mailto:[email protected]


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Appendix 3: ASP Student Feedback 2015-16

Note: this feedback was collected anonymously via forms at various ASP-supported events, and through

informal conversations with INAF staff.

“The journey and experiences along the way are what make the destination more meaningful when you

reflect back.”

“ASP activities are holistic – they affect everyone from students, Elders, staff, community, faculties. It is

where connections, understanding, and transformative experiences begin.”

Community

“It is a critical time to remember that the FPH exists to create equity by removing barriers for Indigenous

students. Part of this is acknowledging that systemic discrimination is responsible for most inequality and

sometimes this means treating people differently to achieve that equality. Indigenous programs are not

funded to service everyone, nor should they.”

“How do we ensure that Indigenous students are represented in the Endowment for former youth in care

since we make up over half the youth in care still? There are more Indigenous youth in care now than there

were in residential school.”

“The difference in Indigenous knowledge champions is that their lived experience comes from a life-long

commitment to their people, their customs and their territory that is respected by community. It cross-cuts

several disciplines and some aspects can be shared, but it cannot be replicated.”

“Being a long ways from home, I appreciate having the opportunity to share in local protocols while still

being encouraged to practice and share my own cultural teachings. Being connected to local communities

and the UVic Indigenous community keeps me rooted in my own identity.”

Programs/Services

“Indigenizing evaluation means using our cultural tools to measure the positive effect and applicability for

the community at the other end.”

“ASP is about building the foundational skills and experience that support academic success.”

“The guiding force behind the work is our ancestral teachings. Our traditional way is to demonstrate

teachings, not just talk about them.”

“Decolonization is not just about Indigenous students. It is about unlearning what this country has taught

everyone about our history.”

“Indigenizing standards means going beyond the intellectual and the academic world of the university to

include teachings about personal and social responsibility in a practical and meaningful way to

communities.”


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Student requests and recommendations

Connect programming to TRC, Royal Commission & UVic commitments

Gender equality is an important issue in roles and selection of faculty, staff, Elders

All aspects of goal setting for programming should keep equity and diversity top of mind including the

selection of committees, partners, etc.

Terms of reference/guiding principles for FPH

Indigenous students in non-Indigenous programs at UVic often feel isolated and require programs to be

more responsive and relevant

Support language revitalization in community

Student suggestions for ASP events

Intercultural Connections workshops, Holistic, balanced, seasonal, life issues

Campus Cousins host/ceremony training

Harassment overview for personal safety and healthy conversations

Toastmasters and verbal judo-type communications training

Budget planning

Human Rights/UN (BC Human rights code, UN theme days)

Cultural safety as a human right

Scheduled annual cultural exchange (bridging the divide)

Giving Tuesday initiative (teachings to give back, be thankful)

Genealogy research

Nature walks (seasonal plant identification, use and preparation)

Orientation, welcome, library research techniques

Use of kitchen (Food Safe, healthy, traditional cooking)

Wellness and destressing through the arts/through laughter

Networking

Respectful research on traditional knowledge/protection of Indigenous knowledge training

Notable speaker series of Indigenous UVic alumni who are making a difference in/for their own

communities/people (students requested a balance of community members and academics)

Host/buddy up with an international student for dinner/feast to become closer to the campus and global

community (annual intercultural event)


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Appendix 4: ASP Indigenous Community Partners’ / Advisory Council’s emails of support

Esquimalt Nation

From: Dorothea Harris <[email protected]>

Subject: RE: UVic ASP Proposal Date: February 15, 2016 at 11:52:09 AM PST

To: Lou-ann Neel <[email protected]>

Hi Lou-ann, Sorry I didn’t get back to you right away. Last week really got away from me, and I am just now seeing that I needed to approve the proposal last week. I didn’t realize that it was so time sensitive. Anyhow, I do approve it and Esquimalt Nation is prepared to go forward with the community portion if the funding is approved. Thanks for spending the time with me last week, and I hope that all goes well. Also, I was wondering if you heard anything back from the tutors. Dorothea Harris, Education/Program Coordinator Esquimalt Nation, 1189 Kosapsum Cr. Victoria, BC, V9A 7K7 Ph: 250-381-7861 ext. 103, Fax: 250-384-9309 Email: [email protected]





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Songhees Nation From: Francine L'Hirondelle [mailto:[email protected]]

Sent: February-12-16 10:17 AM

To: Lou-ann Neel, ASP Projects Coordinator

Subject: Re: ASP Proposal for review

Good morning - Songhees Nation supports the ASP proposal attached.



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Tsawout First Nation Sent from my iPad From: Harvey Underwood [mailto:[email protected]] Sent: March-10-16 1:50 PM

To: E .Samantha Etzel, INAF Manager Subject: Fwd: Aboriginal Service Plan 2016-17

Subject: Aboriginal Service Plan 2016-17

Dear Lou-ann,

Thank you for coming to meet us in Tsawout at our duly convened Chief and Council meeting. I am sending

you this email to confirm with you that Tsawout First Nation does support the ASP proposal for this year and

look forward to working with you. HÍSWKE Chief Harvey Underwood.


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W̱SÁNEĆ School Board (WBS) ÍY SȻÁĆEL,

Hope this finds you well today.

On behalf of the W̱SÁNEĆ School Board (WBS) and the Administrator, Curtis Olsen, I am happy to provide

the University of Victoria's Office of Indigenous Affairs with this email indicating WSB/SAEC support for

the Aboriginal Service Plan Proposal 2016-17.

WSB and the Saanich Adult Education Centre (SAEC) value our partnership and appreciate the continued

support for our students and programs. We look forward to the continued relationship and working together

to support students, programs and community.

If you have any questions or concerns, please do not hesitate to contact me at the number listed below.

HÍSW̱ḴE, Dawn

Dawn Smith, EdD Candidate (Nuu-chah-nulth)

Acting Director, Saanich Adult Education Centre

WSANEC School Board

Tel: (250)652-2214 ext. 238

Fax: (250)652-6929


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Camosun College Good Morning Sam, I would like to acknowledge that I met with Lou-ann on February 9th at which time she went over UVic’s ASP Three Year Plan with me and I gave my support as a member of the ASP Advisory Committee. With respect, Tanya

Tanya Kirkland, (Cree) | Special Projects Coordinator

Eyēʔ Sqȃ’lewen: The Centre for Indigenous Education & Community Connections Camosun College, Victoria, BC

o)250-370-3341 c) 250-882-1542 | [email protected] | www.camosun.ca/indigenous


http://www.camosun.ca/indigenous


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En’owkin Centre

From: Tania Muir - CRM Program Director Sent: March-11-16 1:21 PM To: Ruth Young Subject: En'owkin Centre

Hi Ruth, As you know, here in in the Division of Continuing Studies, we have been working with t he En'owkin Centre for the Foundations in Indigenous Fine Arts Program since 1991 and, for the last 10 years have also collaborated in developing the delivering the Certificate in Aboriginal Language Revitalization. While program development, maintenance and delivery are funded within the Division of Continuing Studies, Aboriginal Service Plan Funding has provided support in developing this partnership and opportunities for University/community engagement. This has been of benefit to both the En'owkin Centre and the University pf Victoria students, staff and faculty. Staff from the Division of Continuing Studies and Faculty from Linguistics at UVic are looking forward to travelling to the En'owkin Centre this may to review curriculum for the Certificate in Aboriginal Language Revitalization through the support of ASP funding. We are very appreciative of the opportunity to foster this continued relationship through this funding and look forward to enhancing this partnership with future support. Sincere thanks, Tania

Documents

Aboriginal Service Plan Three Year Plan 2016/17-2018/19 ASP Thre… · Aboriginal Service Plan Three –Year Plan 2016/17-2018/19 Submitted to the Ministry of Advanced Education February