I believe success in my educational journey is ... · 2 • Personal challenges also affect many Aboriginal students. Balancing academic and personal responsibilities is difficult

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EXECUTIVE SUMMARY

I believe success in my educational journey is characterized by a supportive educational environment shaped by educational policies, and

the positive faculty, Elders-in-Residence, staff, colleagues, guest speakers, and community members. – Aboriginal Student Retention

Survey

The overall objective of this project is to provide a better understanding of the enrolment behaviour of Aboriginal students attending VIU and to identify factors that contribute to this behaviour. Recommendations are provided to help mitigate attrition and improve retention rates. This study addresses the following research questions: 1. What are the attrition and retention rates for Aboriginal students at VIU and how do these

compare to non-Aboriginal students? 2. What are the primary influencing factors of Aboriginal student attrition? 3. What conclusions can be drawn when comparing retained Aboriginal students and those that

left VIU prior to graduating? a) Do retention rates differ by student demographic characteristics? b) Do retention rates differ by student academic characteristics?

• By headcount, approximately 8% of VIU’s total students are Aboriginal. Over the past

three years, there has been an average of 1,350 self-declared Aboriginal students at VIU (this is likely an underrepresentation of the actual number of Aboriginal students). Throughout this report ‘Aboriginal students’ is used to refer to ‘self-declared Aboriginal students’.

• The attrition rate for Aboriginal students in 2011 was approximately 5% lower than for non-Aboriginal students (35% and 40%). Female Aboriginal students have 10% higher attrition rate than their male counterparts yet have higher grade point averages.

• First-to-second year retention rates for Aboriginal students in the Bachelor of Arts program has increased 16% from the 2009 cohort to the 2011 cohort (49% to 65%).

• From 2007 to 2011, Aboriginal student certificate cohorts have an average one-year completion rate of 49%. For the same time period, non-Aboriginal student cohorts have an average one-year completion rate of 59%.

Approximately 2,200 current and former Aboriginal students were invited to participate in the online survey to determine their level of satisfaction, services received, progress towards their goals, and challenges to completion (18% response rate, 388 respondents). The 388 respondents were made up of 225 current students, 91 graduates, and 72 leavers. The survey was also designed to explore students’ reasons for leaving VIU, definitions of success, and ways VIU can help Aboriginal students complete their education journey. The survey participants included all (VIU) self-declared Aboriginal students who were enrolled at VIU between 2007 and 2013 and was administered February, 2013. Five focus group sessions were also conducted that included a total of 32 participants. The focus groups were comprised of current and former students.

• The main reasons for leaving prior to finishing a credential are financial – 78% of students find it a challenge to pay bills.

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• Personal challenges also affect many Aboriginal students. Balancing academic and personal responsibilities is difficult.

• Most respondents found the level of challenge in their courses to be about right or difficult. Comments indicate the challenge was rewarding with only 4% of students indicating courses were “Very difficult”.

• There is a feeling of urgency to preserve knowledge about traditional practices such as singing, storytelling, drumming, and languages coming from Aboriginal students. Only 40% of respondents were satisfied with the amount and quality of Aboriginal content in their courses and programs.

Students provided hundreds of comments and suggestions that can help inform VIU’s programming, support services, and activities for Aboriginal students. Suggestions from Aboriginal students focused on the importance and usefulness of mentorship, role models, and Elders; acknowledging and valuing Aboriginal culture and knowledge in the classroom; teaching and sharing knowledge about Aboriginal culture outside of the classroom (history and facts but also singing, language, prayers…); and, ensuring that classrooms are culturally sensitive.

As an Aboriginal I find excitement in my future once my goals are accomplished I look forward to obtaining a full time career within my

nation and for success to happen I need the resources available to me. – ASRS

The Elders in the courses are extremely positive, and also having First Nations authors, as we need to be reflected in the course content and we

need to be challenged. – ASRS

Even if I am not enrolled in any Aboriginal studies it is wonderful to see it applied in my courses. – ASRS

Recommendations in this report address the areas of Aboriginal self-identification, engaging with high school students, community-based programming, targeted retention strategies, financial challenges, personal challenges, academic challenges, and cultural engagement. The quantitative analyses are informative and can serve as a baseline for future improvements. However, it is the richness of the qualitative comments that provide insight regarding the needs and aspirations of Aboriginal students at VIU. All comments have been provided to the Director of Aboriginal Education to be used at her discretion.

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TABLE OF CONTENTS

Executive Summary ........................................................................................................................ 1 Table of Contents ............................................................................................................................ 3

List of Figures ................................................................................................................................. 5 List of Tables .................................................................................................................................. 6

1 Introduction ......................................................................................................................... 7 1.1 Project client and purpose ....................................................................................... 8 1.2 Project objectives and scope ................................................................................... 8

2 Definitions......................................................................................................................... 10

3 Literature Review .............................................................................................................. 11 3.1 Aboriginal student retention ................................................................................. 11

4 Methodology and Limitations ........................................................................................... 13 4.1 Aboriginal student data collection ........................................................................ 13

4.1.1 Aboriginal Student Retention Survey ....................................................... 13 4.1.2 Focus group meetings ............................................................................... 13

4.2 Qualitative research with other participants ......................................................... 14 4.2.1 Semi-structured interviews ....................................................................... 14

4.3 Quantitative analyses ............................................................................................ 15 4.3.1 VIU Retention model ................................................................................ 15 4.3.2 VIU Student Experience Survey (SES) .................................................... 15

4.4 Limitations ............................................................................................................ 15 4.4.1 Self-Identification ..................................................................................... 15

5 Aboriginal Student Profile at VIU .................................................................................... 17 5.1 Full-time and part-time students ........................................................................... 17 5.2 Headcount distribution by gender ......................................................................... 18 5.3 Headcount distribution by age .............................................................................. 18 5.4 Headcount distribution by credential type ............................................................ 19 5.5 Summary: Aboriginal Student profile at VIU ....................................................... 21

6 Research Question 1: What is the attrition rate for Aboriginal students at VIU and how do these rates compare with VIU’s non-Aboriginal student population? ......................... 22 6.1 Bachelor and diploma programs ........................................................................... 23 6.2 Bachelor programs ................................................................................................ 24 6.3 Bachelor of Arts – first-to-second year retention rates ......................................... 25 6.4 2007 Bachelor cohort – year-over-year rates and six-year graduation rate .......... 25 6.5 Certificate program completion ............................................................................ 26 6.6 Summary of findings for Question 1 .................................................................... 28

7 Research Question 2: What are the primary influencing factors of Aboriginal student attrition? ............................................................................................................................ 29 7.1 Primary reasons for leaving .................................................................................. 29 7.2 Reasons for leaving – other findings .................................................................... 30

7.2.1 Financial difficulties ................................................................................. 33

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7.2.2 Personal challenges ................................................................................... 37 7.2.3 Academic preparation ............................................................................... 38 7.2.4 Goals and motivation ................................................................................ 41 7.2.5 Cultural engagement ................................................................................. 45 7.2.6 Student services ........................................................................................ 50 7.2.7 Role of faculty members ........................................................................... 54

7.3 Summary of findings for Question 2 .................................................................... 56 8 Research Question 3: What conclusions, if any, can be drawn when comparing retained

Aboriginal students and those that left VIU prior to graduating? ..................................... 58 8.1 Demographic characteristics ................................................................................. 58

8.1.1 Age groups and gender – by enrolment status .......................................... 58 8.2 Academic characteristics ...................................................................................... 59

8.2.1 Full-time/part-time – by enrolment status ................................................. 59 8.2.2 Grade point average – by enrolment status ............................................... 60 8.2.3 First-year and second-year Standing – by enrolment status ..................... 60 8.2.4 Grade point average - by age groups and enrolment status ...................... 61

8.3 Summary of findings for Question 3 .................................................................... 61 9 Recommendations ............................................................................................................. 62

10 Works Cited ...................................................................................................................... 67 11 Appendix ........................................................................................................................... 69

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LIST OF FIGURES Figure 1: Aboriginal student headcount at VIU from 2009/10 to 2011/12 ................................... 17 Figure 2: Percentage of Aboriginal and non-Aboriginal students at VIU from 2009/10 to 2011/12

............................................................................................................................................... 17 Figure 3: Percentage of full-time Aboriginal and non-Aboriginal students at VIU from 2009/10

to 2011/12 .............................................................................................................................. 18 Figure 4: Female/male Aboriginal and non-Aboriginal students at VIU in 2011/12 ................... 18 Figure 5: Distribution of Aboriginal and non-Aboriginal students at VIU by age in 2011/12 ..... 19 Figure 6: Distribution of Aboriginal and non-Aboriginal students by credential type in 2011/1221 Figure 7: First-to-second year retention rates for Bachelor and Diploma programs at VIU for

cohort entry years 2009 to 2011 ............................................................................................ 23 Figure 8: Six-year graduation rates for Bachelor and Diploma programs at VIU for cohort entry

years 2005 to 2007 ................................................................................................................. 23 Figure 9: First-to-second year retention rates for Bachelor programs at VIU for cohort entry

years 2007 to 2011 ................................................................................................................. 25 Figure 10: First-to-second year retention rates for Bachelor of Arts at VIU for cohort entry years

2009 to 2011 .......................................................................................................................... 25 Figure 11: Retention and graduation rates for Aboriginal and non-Aboriginal students in

Bachelor programs at VIU For cohort entry year 2007 ......................................................... 26 Figure 12: Certificate completion rates - Aboriginal and non-Aboriginal students ..................... 27 Figure 13: Issues identified as challenges for Aboriginal students ............................................... 32 Figure 14: Challenges for leavers compared to current students and graduates ........................... 33 Figure 15: Financial challenges - major and minor ...................................................................... 34 Figure 16: Funding sources for Aboriginal students ..................................................................... 34 Figure 17: Personal challenges – health and family ..................................................................... 37 Figure 18: Percentage of students caring for dependents ............................................................. 37 Figure 19: Intensity of challenge in courses ................................................................................. 39 Figure 20: Academic challenges faced by Aboriginal VIU Students ........................................... 41 Figure 21: Amount and quality of Aboriginal content in curriculum ........................................... 45 Figure 23: Particpation in Aboriginal-focused activities .............................................................. 49 Figure 24: Satisfaction with Aboriginal-focused activities .......................................................... 49 Figure 25: Level of usage - student services ................................................................................. 50 Figure 26: Satisfaction with student services ................................................................................ 51 Figure 27: Level of usage – comparing leavers and current/graduates ........................................ 51 Figure 28: Strategies to increase faculty/student interaction ........................................................ 54 Figure 29: Age group distribution for 2011 Aboriginal student cohort ........................................ 58 Figure 30: Gender for cohort entry year 2011 .............................................................................. 59 Figure 31: Part-time / full-time Aboriginal students in Master, Bachelor, and Diploma programs

at VIU for cohort entry year 2011 ......................................................................................... 59 Figure 32: First-year and second-year standing for cohort entry year 2011 ................................. 60

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LIST OF TABLES Table 1: VIU Aboriginal Student Retention Survey sample ........................................................ 13 Table 2: Aboriginal student headcount – Ministry totals compared to VIU self-declared totals . 15 Table 3: Bachelor and diploma cohort sizes ................................................................................. 22 Table 4: Survey respondents ......................................................................................................... 29 Table 5: Reasons for leaving - survey ........................................................................................... 29 Table 6: Items covered by First Nations and Métis funding ......................................................... 35 Table 7: Difficulty with First Nations or Métis funding – qualitative comments by category ..... 35 Table 8: Number of hours worked ................................................................................................ 36 Table 9: Highest level of education prior to enrolling at VIU ...................................................... 38 Table 10: Positive examples of Aboriginal course and program content ..................................... 45 Table 11: Ideas for including Aboriginal content – qualitative comments by category ............... 47 Table 12: reasons for not accessing the Gathering Place - qualitative comments by category .... 50 Table 13: Categories of student suggestions for support services ................................................ 52 Table 14: Multi-year program cohort sizes ................................................................................... 58 Table 15: Average age of 2011 student cohort ............................................................................. 58 Table 16: First year grade point average by enrolment status ...................................................... 60 Table 17: Number of students with a grade point average inmulti-year programs ...................... 60

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1 INTRODUCTION Higher education institutions, worldwide, are grappling with how best to provide academic programming to meet student demand given that an estimated 75 – 80% of all jobs now require post-secondary education (Canadian Council on Learning, 2006). This involves seeking ways to improve both access as well as the retention of non-traditional students such as Aboriginal students, students with disabilities, low-income students, mature students, and “first generation” students, i.e. those whose parents do not have not have post-secondary education. Numerous studies confirm that post-secondary education results in both individual and social benefits. These include higher employment rates (84% for university graduates two years after graduation), increased earnings (40% more than high school graduates on average), higher rates of social participation (e.g. post-secondary graduates are 50% more likely to vote in Canadian elections) and longer life expectancy (Canadian Council on Learning, 2006) (Association of Atlantic Universities, 2011). Aboriginal students however face a number of challenges that make reaping these benefits more difficult. There is an abundance of evidence regarding the negative repercussions of residential schools and the loss of culture and family relationships that Aboriginal people in Canada have experienced. A recent report by the Canadian Human Rights Commission (2013, p. 3) confirms that persistent “barriers to equality of opportunity” exist and that when compared to non-Aboriginal people living in Canada, Aboriginal people:

• Have lower median after-tax income; • Are more likely to experience unemployment; • Are more likely to collect employment insurance and social assistance; • Are more likely to live in housing in need of major repairs; • Are more likely to experience physical, emotional or sexual abuse; • Are more likely to be victims of violent crimes; and • Are more likely to be incarcerated and less likely to be granted parole.

Further, the Aboriginal population in Canada grew by 45% between 1996 and 2006, a significantly higher rate than the non-Aboriginal population which increased by 8% during the same time period (Statistics Canada, 2013). According to the Canadian Centre for Policy Alternatives, 40% of Canada’s Aboriginal children live in poverty (compared with 17% for all Canadian children) and trail the rest of Canada’s children on measures of “wellbeing: family income, educational attainment, crowding and homelessness, poor water quality, infant mortality, health and suicide” (2013, p. 7). The implications of these challenges are evident in measures that are used for reporting on educational success. For example:

• 40% of Canada’s Aboriginal population aged 20 – 24 years has not completed high school compared to 12.5% of non-Aboriginal youth (Smith, 2011).

• Amongst the Aboriginal population 8% have completed a university degree as compared to 19% of the general population in Canada (Statistics Canada, 2013).

Although further analysis of the challenges facing Aboriginal people is outside the scope of this project, it is important to be sensitive to and aware of the day-to-day reality for some Aboriginal students as this can affect their learning and in turn, the development of strategies to support learning.

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1.1 PROJECT CLIENT AND PURPOSE This project supports Vancouver Island University’s (VIU) intention to promote the success of Aboriginal students, as articulated in the Academic Plan (VIU, 2010). One of VIU’s priorities, as outlined in the 2013/14 Aboriginal Service Plan, is to increase access, transition, retention, completion and satisfaction for Aboriginal learners (p. 7). At VIU more than 1,300 self-declared Aboriginal students were registered in 2011/12 which represents 8% of the total student population, third highest amongst BC post-secondary institutions that contribute data to the provincial Central Data Warehouse (this does not include the research universities in British Columbia). Although the enrolment numbers are known, less is known about the success of Aboriginal students – do they complete their programs? Have they met their goals? If not, why not? This project derives retention and graduation rates for Aboriginal students as well as gathers meaningful information from students themselves about challenges they face. This study was initiated in response to concerns that many Aboriginal students struggle during their first year and, consequently, leave their program of study. This report examines the enrolment patterns of Aboriginal students at VIU to determine whether this is the case and, if so, to identify the underlying factors that contribute to attrition and provide recommendations that would improve retention. This study was requested by the Director of Aboriginal Education at VIU and is supported by the Provost and Vice-President Academic. The results of this project will be used to make evidence-based decisions with regard to developing targeted student retention strategies. The results of this project will also serve as a benchmark for future analyses and evaluations of such strategies.

1.2 PROJECT OBJECTIVES AND SCOPE The overall objective of this project is to provide a better understanding of the enrolment behaviour of Aboriginal students attending VIU and to identify factors that contribute to this behaviour. Recommendations are provided to help mitigate attrition and improve retention rates.

• A profile of Aboriginal students at VIU is provided including a description of academic and demographic characteristics as well as general enrolment levels and trends.

• Attrition and retention rates for Aboriginal students enrolled in multi-year programs (Diploma, Bachelor, and Master) for recent years are provided.

o About 35% (2011/12) of Aboriginal students are enrolled in multi-year programs. As such, a separate analysis is also provided regarding the completion rate for Aboriginal students in Certificate programs in academic years 2009 to 2011.

• Key findings from an online survey administered to over 2,000 current and past Aboriginal students are provided. Quantitative information pertaining to a variety of factors including the use of student services and satisfaction levels, challenges faced by Aboriginal students, and the quantity and quality of Aboriginal content in courses and programs is provided. As well, findings from open-ended questions that explore reasons for leaving VIU, definitions of success, and ways VIU can help Aboriginal students complete their education journey are provided.

• To compare demographic and academic characteristics of Aboriginal students across enrolment statuses (attrition and retention), findings from an analysis of Aboriginal students from the 2011 cohort for multi-year programs are summarized.

This study addresses the following research questions:

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1. What are the attrition and retention rates for Aboriginal students at VIU and how do these compare to non-Aboriginal students?

2. What are the primary influencing factors, of Aboriginal student attrition? 3. What conclusions can be drawn when comparing retained Aboriginal students and those

that left VIU prior to graduating? a) Do retention rates differ by student demographic characteristics? b) Do retention rates differ by student academic characteristics?

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2 DEFINITIONS Term Definition Aboriginal Students Students who self-identify as Aboriginal on their VIU student record. Attrition The number of commencing students in year (x) who neither complete their credential

nor return to study in the following year (x + 1); also presented as a percentage of all commencing students.

ASRS Aboriginal Student Retention Survey Commencing Students Students enrolled for the first time. Completer Students who have completed a post-secondary credential. Departure Used to describe attrition students; includes Leaver students and transfer students. Student Engagement Generally accepted as the time and energy that students devote to educationally sound

activities inside and outside of the classroom, and the policies and practices that institutions use to induce students to take part in these activities.

First Generation Student A student who does not have a parent with post-secondary education / credential Former Students Students who no longer attend VIU, including leavers, transfers, and graduates Full-time/FT In reference to VIU students, includes students that have a 60% or greater course load

relative to the program requirements in a given academic year *when used in reference to literature in this report the term may vary slightly

Full-Time Equivalent/ FTE

A measure of instructional activity as it relates to a program of study. The principle is that a full-time student within a program of study, within one year, produces 1 FTE.

Grade Point Value/ GPV Unofficial grade point average for each academic year for a student Graduates/Graduation Students who have been recorded as completing a credential. Student Headcount A count of individual students regardless of the number of courses enrolled International students Students registered at VIU who pay international student fees (i.e. students who are not

Canadian citizens or permanent residents) Leaver(s) Students who leave VIU prior to completing a credential and did not transfer to another

post-secondary institution Non Aboriginal Domestic and international students that do not self-declare as Aboriginal Part-time/PT Students who have less than a 60% course load relative to the program requirements in a

given academic year * *when used in reference to literature in this report the term may vary slightly

Persistence Attribute of students who are retained and register in subsequent academic years Post-secondary education/PSE

Formal education after high school that can be counted towards earning a recognized credential or qualification.

Retention/Retained students

Retention rate measures the percentage of students enrolled in one year who enrol in the subsequent academic year.

Student Experience Survey/SES

Comprehensive survey conducted at VIU in February, 2013.

Transfer students/Transfers

Students who leave VIU and enroll at another post-secondary institution

VIU Region An area encompassing Nanaimo, Parksville, Qualicum, Ladysmith, Cowichan, Duncan and Powell River

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3 LITERATURE REVIEW

3.1 ABORIGINAL STUDENT RETENTION While there is a considerable body of literature related to enrolment management, and retention strategies in particular, there is little research specific to Aboriginal students. In general, student attrition is attributed to: the availability of courses, academic experience, social engagement, student services, goal commitment, and personal or financial factors (Simon Fraser University, 2007). While these factors likely impact Aboriginal students as well, a study on the retention of Aboriginal students in Atlantic Canada notes that Aboriginal students face additional barriers including: adequate preparation for university, access and affordability, and racism and discrimination (Canadian Council on Learning, 2009). The Canadian Council on Learning (CCL) study involved interviews with 59 Aboriginal students at 17 universities throughout Atlantic Canada. Their study identified six key areas of concern (2009, p. 18): 1 Amongst the research participants, nearly one-third were not aware of resources available to

them; 2 Post-secondary institutions that offered more visible, accessible resources reported higher

usage rates as well as satisfaction levels; 3 The existence of Aboriginal resource centres was deemed ‘critical’, as this area provided

students with educational assistance and resources; 4 Three key barriers to success identified included moving from small, isolated communities to

larger, urban areas, racial discrimination, and financial difficulties related to tuition, housing, living expenses, daycare and transportation;

5 Many of the participants reported that they did not feel a sense of belonging at their post-secondary institution although the existence and use of student resource centres, or lounges, were recognized as providing emotional support, a sense of community, and peer support; and,

6 The report indicated that many Aboriginal students felt it was important to complete a post-secondary education in order to gain knowledge and skills that would allow them to compete for higher-level jobs in today’s competitive workforce.

In 2010, Thompson Rivers University published a paper entitled “Why Do Aboriginal Students Stay or Leave Thompson Rivers University?” (Walton, Hamilton, Arnouse, & Johnson, 2010). This study was a quantitative analysis of 430 Aboriginal Bachelor students who began programs at TRU between 2004 and 2009. Using administrative and survey data, TRU assessed the relationship between Aboriginal student degree completion and five factors – age, gender, university grade point average (GPA), home location, and student engagement. The study reported that age, gender, and home location (urban/rural) were not related to program completion; however, GPA was strongly related. Results of the National Survey of Student Engagement (NSSE, 2012) were also examined. The “Supportive Campus Environment” scale was the only significant predictor of Aboriginal student retention. NSSE also asks respondents about the educational level of both parents; however, the TRU analysis indicated this was not related to Aboriginal student retention. TRU’s report therefore recommended strengthening academic support, for those who need assistance, to help raise Aboriginal students’ level of academic achievement. Other recommendations included increased support for non-academic responsibilities, more “exit and

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return” policies, and interviewing Aboriginal students to determine how best to enhance the social environment at TRU. Studies related to enrolment retention consistently find that the single most important factor contributing to student completion is the role of faculty members. In a CBC news report, John Hodson, Chair of Lakehead University’s Aboriginal Education department, commented that current teaching methods “…often leave Aboriginal students assaulted by the ignorance or misconceptions of their teachers.” (Hodson, 2012). He goes on to comment that teachers do not have the education to know how to work with Aboriginal students. Another study, conducted in 2005 at Cochrane High School in Regina, albeit with only 12 participants, also noted the relationship between teachers and curriculum with Aboriginal students’ self-concept and identity, as well as their hopes and dreams (Dr. Stirling McDowell Foundation for Research into Teaching Inc.). This limited literature review provides general insights into potential impediments to Aboriginal student retention and success at VIU and provided a starting point for determining an appropriate research methodology. To provide a more complete context, data regarding grade 12 completion and post-secondary transition rates in British Columbia and the VIU Region for Aboriginal and non-Aboriginal students were considered.

• Six-year completion rate: This is the proportion of students who graduate within six years from the first time they enroll in grade eight. For all students in BC graduating from public and independent schools, the six-year graduation rate has been consistent at about 80% from 2007/08 to 2011/12. For Aboriginal students, the rate in 2011/12 was only 56.4%. Although significantly lower, the rate for Aboriginal students has increased almost 10% since 2007/08. In the Nanaimo school district, completion rates overall and for Aboriginal students fall below the provincial rates (71.6% and 49.9%) (Ministry of Education, 2013).

• Post-secondary immediate transition rate: This is the proportion of students who have graduated from public and independent schools in BC and make the transition to public post-secondary institutions in BC. Rates are reported for immediate transition (students register in post-secondary the year after they graduate from grade 12) as well as after one, two, three years and more years later. A higher proportion of BC non-Aboriginal students make immediate transitions to post-secondary education than BC Aboriginal students (54% compared to 40%).

• Post-secondary cumulative transition rate: Aboriginal students transition at a higher rate after one, two, and three year waiting periods. For example, after four years, Aboriginal students from the 2006/07 graduating class came to within 5% of non-Aboriginal students (67% compared to 73%). In VIU’s region, the four-year cumulative transition rate for Aboriginal students from the same graduating class exceeded that for non-Aboriginal students by 8% (78% compared to 70%) (Student Transitions Project, 2013).

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4 METHODOLOGY AND LIMITATIONS The project was guided by a mixed-methods research design, including both quantitative and qualitative methodologies. This approach combined the benefits of both methodologies, using the qualitative investigation to contextualize quantitative findings. As Tinto (2006) says, “Knowing why students leave does not tell us, at least not directly, why students persist” (p. 6). Four data sources were considered: past and current Aboriginal student online survey and focus groups, other key stakeholder semi-structured interviews, and secondary data analysis of existing data. Although the Office of University Planning and Analysis does not require approval of the Research Ethics Board to undertake research for administrative purposes, a proposal was submitted and approved by the VIU Research Ethics Board in January 2013 (Appendix A).

4.1 ABORIGINAL STUDENT DATA COLLECTION Two methods were used to collect student data: an online survey and focus groups.

4.1.1 ABORIGINAL STUDENT RETENTION SURVEY Approximately 2,200 current and former Aboriginal students were invited to participate in the online Aboriginal Student Retention Survey (ASRS) to determine their level of satisfaction, services received, progress towards their goals, and challenges to completion. The survey was also designed to explore students’ reasons for leaving VIU, definitions of success, and ways VIU can help Aboriginal students complete their education journey. All comments and suggestions offered by students were provided to the client on a confidential basis. (See Appendix B for final survey instrument, which differs slightly from the version approved by the Research Ethics Board in Appendix A.) The survey participants included all self-declared Aboriginal students who were enrolled at VIU between September 1, 2007 and January 31, 2013 and was administered February 2 - 24, 2013. An email invitation including a link to the survey, and specifying the purpose of the project, and incentives for participation was sent, followed by three reminder messages to students with incomplete surveys, for a total of no more than four contacts. The survey was originally intended to run for two weeks; however, due to a low response rate survey participants were provided with an additional week in which to complete the survey. TABLE 1: VIU ABORIGINAL STUDENT RETENTION SURVEY SAMPLE

Online Survey: Population size: 2325 Minus: returned emails -115 Minus: confirmed they were not Aboriginal -5 Actual sample: 2205 Completions (including partial): 388 Response rate: 18%

4.1.2 FOCUS GROUP MEETINGS Five focus groups were conducted that included a total of 32 participants. The focus groups were comprised of current students, former students, and a combined group of both current and former students. The first focus group meeting was held at the Tillicum Lelum Aboriginal Friendship

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Centre in Nanaimo. The next three focus group meetings were held at the Gathering Place, Nanaimo campus and the last focus group meeting was held at the Cowichan campus. To ensure the environment was conducive to open discussion:

• Meetings were held in spaces convenient and comfortable for participants • An Aboriginal administrator conducted all of the focus groups sessions • Participants were offered refreshments and a $25 gift card to a local grocery store as

incentives

TILLICUM LELUM FOCUS GROUP – CURRENT STUDENTS In partnership with VIU, the Tillicum Lelum Aboriginal Friendship Centre offers Aboriginal students with an opportunity to complete Adult Basic Education courses while participating in traditional cultural practises. A focus group of 10 current students was conducted at the Tillicum Lelum Aboriginal Friendship Centre to gain insight into Aboriginal students from urban areas who experienced challenges in the K-12 education system.

NANAIMO FOCUS GROUP – FORMER STUDENTS Of the 41 former students telephoned, 6 agreed to participate in a focus group and 4 of these actually attended. It was hoped that two focus groups of 6 to 8 former students could be held but given the time and effort expended to fill one group it was decided to proceed with just one. The former student group was composed of three leavers and one current graduate student.

NANAIMO FOCUS GROUPS - CURRENT STUDENTS Two focus groups composed of current students were held to gain insight into the differences between students who continue at VIU and those who leave. These participants were recruited from a cohort of 74 students who indicated in the ASRS that they would be interested in participating in further research. Recruitment was done by both phone and email. Of the 9 who committed to participate, 6 current students attended the first focus group and of the 9 who committed to participate in the second focus group, 7 current students attended for a total of 13 participants.

COWICHAN CAMPUS FOCUS GROUP – CURRENT AND FORMER STUDENTS The Cowichan Campus focus group included both current and former students. These participants were recruited from a cohort of 19 current and former students from the Cowichan area who indicated in the ASRS that they would be interested in participating in further research. Recruitment was done both by phone and by email. Of the 7 students who committed, four current students and one former student attended. See Appendix A for Focus Group Questions in the Research Ethics Board submission. Focus group summaries have been provided to the client on a confidential basis.

4.2 QUALITATIVE RESEARCH WITH OTHER PARTICIPANTS

4.2.1 SEMI-‐STRUCTURED INTERVIEWS To gain further insight into factors that influence Aboriginal student attrition, fifteen semi-structured interviews with a cross-section of key stakeholders (university administrators, Elders, instructors, Aboriginal advisors, counselors, a high school principal, as well as community

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partners) were conducted. Two interviews with students were also conducted with students who were unable to attend a focus group. See Appendix A for list of interviewees and interview questions. Interview summaries have been provided to the client on a confidential basis.

4.3 QUANTITATIVE ANALYSES

4.3.1 VIU RETENTION MODEL Student cohorts in multi-year programs (Bachelor, Diploma, and Master's) for academic years 2003/04-2011/12 were analyzed using VIU’s data retention model. The model defines retention as returning to any program at VIU, which may or may not be the same as the initial student program. This model was used to report overall attrition and retention rates for question #1 as well as provided the cohort for study in question #3.

4.3.2 VIU STUDENT EXPERIENCE SURVEY (SES) VIU conducted a Student Experience Survey (SES) for all current students in January 2013 (VIU, 2012/13). Of the more than 8,000 eligible participants, over 3,500 students responded, producing a 43% response rate. The SES included nearly 180 questions dealing with student opinions and experiences related to their program of study, instructors, goals, morale, skills, VIU services, financial status, and overall experience at VIU. Of SES respondents, 309 or 9% (3,548 total respondents), were Aboriginal students providing an additional and timely source of data by which to compare Aboriginal and non-Aboriginal student experiences. Relevant findings from SES are referred to in section 9 of this report.

4.4 LIMITATIONS

4.4.1 SELF-‐IDENTIFICATION Aboriginal students have the option of self-identifying when they apply to VIU and may also indicate if they identify as First Nations (status, non-status, treaty, or non-treaty), Métis, or Inuit. Students are also able to change their Aboriginal status at any time during their studies by updating their student record. Students who self-identify have access to Aboriginal programs and services, including those offered at the Gathering Place located on the Nanaimo campus. The Gathering Place provides access to tutoring, advisors, and Elders. Not all Aboriginal students self-identify upon application or admission to VIU. Those who self-identify in the K-12 system, or at other post-secondary institutions, but not at VIU cannot be included in VIU-specific research under the Freedom of Information and Protection of Privacy legislation. Hence, when reporting the number of Aboriginal students at VIU the enrolment numbers are lower than those reported by the Ministry of Advanced Education. The ministry includes students who self-identified in K-12 and at other BC public post-secondary institutions prior to enrolling at VIU. TABLE 2: ABORIGINAL STUDENT HEADCOUNT – MINISTRY TOTALS COMPARED TO VIU SELF-DECLARED TOTALS

2007/08 2008/09 2009/10 2010/11 2011/12 VIU Totals 1,099 1,231 1,366 1,367 1,323

16

Ministry Totals

1,830 1,980 2,085 2,105 2,015

From 2007/08 to 2011/12, the total number of students self-declaring as Aboriginal at VIU has ranged from 60-65% of the total number of students the Ministry has identified as Aboriginal. It is hard to determine which number more accurately reflects VIU’s Aboriginal student population. Some reasons for the discrepancy are:

• Some students that were identified as Aboriginal in the K-12 system may not, as adults, identify themselves as Aboriginal people.

• The question on VIU’s application form: “Do you identify yourself as an Aboriginal person, that is, First Nations, Métis, or Inuit?” is prefaced by the following statement: “Vancouver Island University is dedicated to providing access to Aboriginal students and supporting them in their efforts to achieve their goals.” Some students may be reluctant to self-identify as Aboriginal because they feel they will be treated differently or their declaration may not be handled in a confidential manner.

• In other cases, the K-12 Aboriginal status could have been in error or without the student’s knowledge.

• The meaning of the phrase “identify as an Aboriginal person” varies from person to person, and is open for interpretation.

Given that VIU self-identified Aboriginal students make up about 60% of the Ministry’s numbers, it is likely that the VIU self-identified totals are an underrepresentation of the actual number.

17

5 ABORIGINAL STUDENT PROFILE AT VIU The number of self-identifying Aboriginal students at VIU has remained relatively stable over the past three academic years with 1,323 enrolled in 2011/12 (Figure 1,). As shown in Figure 2, as a percentage of the overall student body, the percentage of Aboriginal students has been increasing slightly in recent years in part due to the declining number of non-Aboriginal students over the same time period. In the most current incomplete academic year (not shown), VIU’s Aboriginal student headcount is 1,370, or 8.25% of 16,601. FIGURE 1: ABORIGINAL STUDENT HEADCOUNT AT VIU FROM 2009/10 TO 2011/12

FIGURE 2: PERCENTAGE OF ABORIGINAL AND NON-ABORIGINAL STUDENTS AT VIU FROM 2009/10 TO 2011/12

5.1 FULL-‐TIME AND PART-‐TIME STUDENTS In terms of the percentage of students enrolled in full-time and part-time studies, the percentage of Aboriginal students in full-time studies ranged from 45 – 51% between academic years 2009/10 and 2011/12, a consistently higher proportion than the 38 – 41% for non-Aboriginal students.

Source: Based on the October 19, 2012 data extract.

` Source: Based on the October 19, 2012 data extract. Percentages have been rounded.

18

FIGURE 3: PERCENTAGE OF FULL-TIME ABORIGINAL AND NON-ABORIGINAL STUDENTS AT VIU FROM 2009/10 TO 2011/12

5.2 HEADCOUNT DISTRIBUTION BY GENDER Males are under-represented at the post-secondary level in general; however, there is a marked discrepancy at VIU between Aboriginal and non-Aboriginal students. Amongst Aboriginal students, 64%, consistently over the past four years, are female. By contrast, over the past five years, 54 – 56% of non-Aboriginal students are female. FIGURE 4: FEMALE/MALE ABORIGINAL AND NON-ABORIGINAL STUDENTS AT VIU IN 2011/12

5.3 HEADCOUNT DISTRIBUTION BY AGE The percentage of students under the age of 30 is approximately 60% for both Aboriginal and non-Aboriginal students. Above the age of 30, however, the distribution of students is considerably different with 21% of Aboriginal students aged 30 – 39 as compared to 13% of non-Aboriginal students. Figure 5 also shows that 17% of non-Aboriginal students at VIU are over the age of 50 as compared to 7% of the Aboriginal student population. In the 50 years and older category, the activity is primarily Elder College which has not yet attracted many Aboriginal learners (less than 10 since 2008).



19

FIGURE 5: DISTRIBUTION OF ABORIGINAL AND NON-ABORIGINAL STUDENTS AT VIU BY AGE IN 2011/12

5.4 HEADCOUNT DISTRIBUTION BY CREDENTIAL TYPE The distribution of Aboriginal students by credential type is similar to that of non-Aboriginal students, as can be seen in


20

Figure 6. Approximately 30% of all students are in Bachelor programs. The distribution of Aboriginal students by credential type in 2011/12 was more concentrated in the Certificate, Developmental, and Bachelor programs (63%) than non-Aboriginal students (54%). Aboriginal students were underrepresented in the Apprenticeship and post-degree categories. Non-Credentials attract the highest proportion of both Aboriginal and non-Aboriginal students. This activity is made up of continuing education courses (non-credit) that do not lead to a credential of any type. Recent community-based curriculum development activity between VIU and Aboriginal communities is combining credit and non-credit activity and does not fit the any of the definitions of credentials offered at VIU. Therefore, this activity is currently split between the non-credential category for non-credit courses and the credential type of the credit courses. This means that the activity cannot be tracked at the program level. New processes would enable reporting and measurement of this activity.

21

FIGURE 6: DISTRIBUTION OF ABORIGINAL AND NON-ABORIGINAL STUDENTS BY CREDENTIAL TYPE IN 2011/12

5.5 SUMMARY: ABORIGINAL STUDENT PROFILE AT VIU In summary, the profile of Aboriginal students at VIU shows:

• By headcount, approximately 8% of VIU’s total students are Aboriginal. • Over the past three years, there has been an average of 1,350 self-declared Aboriginal

students at VIU (as noted earlier this is likely an underrepresentation). • A higher proportion of Aboriginal students are taking full-time studies compared with

non-Aboriginal students: the percentage of Aboriginal students in full-time studies ranged from 45 – 51% between academic years 2009/10 and 2011/12, a consistently higher proportion than the 38 – 41% for non-Aboriginal students.

• 64% of Aboriginal students are female compared with about 55% of non-Aboriginal students

• A higher proportion of Aboriginal students are in the 30-39 age category than non-Aboriginal students. The ratio of VIU students under the age of 30 is approximately 60% for both Aboriginal and non-Aboriginal students at VIU.

• The distribution of student headcount by credential type is similar for Aboriginal and non-Aboriginal students. About 30% of both groups are in Bachelor programs. However, there are a higher proportion of Aboriginal than non-Aboriginal students in Developmental and Certificate programs.


22

6 RESEARCH QUESTION 1: WHAT IS THE ATTRITION RATE FOR ABORIGINAL STUDENTS AT VIU AND HOW DO THESE RATES COMPARE WITH VIU’S NON-‐ABORIGINAL STUDENT POPULATION?

VIU’s retention model was used to answer this question. It is important to note the following factors:

• The retention rate is calculated as the percentage of students entering a specific cohort year who are still registered at VIU or have completed a credential, i.e. retention + graduation.

• Attrition refers to students who leave prior to completing their credential. • The retention and attrition rates for this section include only Bachelor and Diploma. • If a student moves from one multi-year credentialed program to another without

completing the first, their records are merged into the most recent program of study. • Students who transfer to another post-secondary institution are included in the attrition

rate. • Percentages are always based on the original size of the cohort.

To analyze retention rates, Aboriginal students in Bachelor and Diploma programs from 2007/08 to 2011/12 were included. Masters programs were excluded since enrolment is very small and didn’t begin until 2008. TABLE 3: BACHELOR AND DIPLOMA COHORT SIZES

Aboriginal student cohort sizes Academic Year Bachelor Diploma Master Grand Total 2005 116 59 175 2006 117 35 152 2007 122 48 170 2008 129 43 4 176 2009 161 42 2 205 2010 165 35 2 202 2011 138 28 6 172 2012 148 39 4 191

23

6.1 BACHELOR AND DIPLOMA PROGRAMS First-to-second year retention rates for Aboriginal students in Bachelor and Diploma programs are fairly consistent and comparable to retention rates for non-Aboriginal students. When considering cohorts from 2007/08 - 2011/12, both Aboriginal and non-Aboriginal students experienced their lowest first-to-second year retention rate for the 2010 cohort at 57% and 59% respectively. Aboriginal students had their highest first-to-second year retention rate with the 2007 cohort at 65% while non-Aboriginal students peaked at 67% with the 2008 cohort. For the most part, first-to-second year retention rates for non-Aboriginal students have been slightly more positive than those for Aboriginal students - with the greatest percent difference (4%) occurring for the 2009 cohort. However, in the 2011 cohort, a higher percentage of Aboriginal students were retained (either graduated or continued on at VIU) than non-Aboriginal students by almost 5% (Figure 7). Conversely, the attrition rate for Aboriginal students in the 2011 cohort was approximately 5% lower than for non-Aboriginal students (35% and 40%). Even though the rates are similar for the two students groups, this does not mean that the rates are acceptable. Improving retention and graduation rates for all students at VIU is important. Ten-year retention tables for Aboriginal and non-Aboriginal students can be found in Appendix C. FIGURE 7: FIRST-TO-SECOND YEAR RETENTION RATES FOR BACHELOR AND DIPLOMA PROGRAMS AT VIU FOR COHORT ENTRY YEARS 2009 TO 2011

As shown in Figure 8, the percentage of Aboriginal students who completed Bachelor and Diploma programs within six years ranged from 27 – 36% for cohorts starting between 2005 and 2007. This is significantly lower than the 39 – 42% six-year graduation rate for non-Aboriginal students. However, it should be noted that the difference between the rates for each group is decreasing at a fast rate (from a 15% difference to a 6% difference over three years). FIGURE 8: SIX-YEAR GRADUATION RATES FOR BACHELOR AND DIPLOMA PROGRAMS AT VIU FOR COHORT ENTRY YEARS 2005 TO 2007

VIU Retention Model June 17, 2013

24

6.2 BACHELOR PROGRAMS When Bachelor programs are considered on their own, Aboriginal students’ first-to-second year retention rates are very comparable to those of non-Aboriginal students and sometimes higher. The first-to-second year retention rates for the 2011 Aboriginal student cohort in Bachelor programs are 6 percentage points higher than for non-Aboriginal students.


25

FIGURE 9: FIRST-TO-SECOND YEAR RETENTION RATES FOR BACHELOR PROGRAMS AT VIU FOR COHORT ENTRY YEARS 2007 TO 2011


6.3 BACHELOR OF ARTS – FIRST-‐TO-‐SECOND YEAR RETENTION RATES The Bachelor of Arts is the most popular program offered at VIU. Interestingly, first-to-second year retention rates for Aboriginal students in the Bachelor of Arts program has increased 16% from the 2009 cohort to the 2011 cohort (49% to 65%). Over the same period, rates for non-Aboriginal students declined 6% (from 59% to 53%). Comparisons for other programs at VIU are not provided due to low sample sizes. FIGURE 10: FIRST-TO-SECOND YEAR RETENTION RATES FOR BACHELOR OF ARTS AT VIU FOR COHORT ENTRY YEARS 2009 TO 2011

6.4 2007 BACHELOR COHORT – YEAR-‐OVER-‐YEAR RATES AND SIX-‐YEAR GRADUATION RATE

First-to-second year retention rates are most often cited because a large number of students leave during or after their first year of study. However, it is important to consider year-over-year rates

64%

62% 60%

56% 63%

63%

64% 63%

55%

57%

45%

50%

55%

60%

65%

2007 2008 2009 2010 2011

Bachelor Program 1st-‐to-‐2nd Year Reten?on Rates

Aboriginal Students

Non-‐Aboriginal Students


26

as well as the number of students graduating. The percentage of students graduating from a Bachelor program within six years is a widely used indicator of student success. The most recent cohort that can be analyzed for year-over-year retention as well as six-year graduation is the Bachelor cohort from 2007. Figure 11 shows that the six-year graduation rate is 6% lower for Aboriginal students than non-Aboriginal students. However, Aboriginal students are narrowing the gap between non-Aboriginal students in six-year graduation rates and first-to-second year retention rates in multi-year programs. FIGURE 11: RETENTION AND GRADUATION RATES FOR ABORIGINAL AND NON-ABORIGINAL STUDENTS IN BACHELOR PROGRAMS AT VIU FOR COHORT ENTRY YEAR 2007

6.5 CERTIFICATE PROGRAM COMPLETION As noted, retention rates provided thus far include students in multi-year programs, typically Diploma and Bachelor programs. This section provides completion rates for Aboriginal students in Certificate programs from 2007 to 2011 (13% of Aboriginal students in 2011/12). Completion rates are provided for after one year, two years, and three years. Rates for Aboriginal students and non-Aboriginal students are provided for comparison. Most Aboriginal and non-Aboriginal students complete within two years of beginning a Certificate program. Figure 12 shows Certificate completion after one, two, and three years as well as non-completion. For the 2010/11 and 2011/12 cohorts, data for subsequent years’ enrolments is not complete. The red portion of the bars indicates completion within one year of beginning a Certificate program. Aboriginal students complete within one year at a lower rate than non-Aboriginal students with an average one-year completion rate of 49% over a five-year period (2007/08 – 2011/12). For the same time period, non-Aboriginal student cohorts have an average one-year completion rate of 59%. Completion rates after two years (red + green) are


27

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Aboriginal Students -‐ Cer?ficate Comple?on

1 Year 2 Years 3 Years Incomplete

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

Non-‐Aboriginal Students -‐ Cer?ficate Comple?on

1 Year 2 Years 3 Years Incomplete

more comparable for the two groups (4-year average of 66.8% for Aboriginal students and 72.1% for non-Aboriginal students). It should be noted that the cohort sizes are much different with the Aboriginal student cohorts’ average size at just over 90 and the non-Aboriginal student cohort’s average size at just fewer than 1,200. FIGURE 12: CERTIFICATE COMPLETION RATES - ABORIGINAL AND NON-ABORIGINAL

STUDENTS Source: Based on the October 19, 2012 data extract.

28

6.6 SUMMARY OF FINDINGS FOR QUESTION 1 Bachelor and Diploma programs

• The first-to-second year retention rate for Aboriginal students in Bachelor and Diploma programs is about the same or slightly lower, within 2 – 5%, of non-Aboriginal students.

• The six-year graduation rate for Aboriginal students in Bachelor and Diploma programs is approximately 6% percentage points lower than that for non-Aboriginal students.

• The gap is narrowing between Aboriginal and non-Aboriginal students when comparing six-year graduation rates and first-to-second year retention rates.

Bachelor programs • First-to-second-year retention rates for the 2011 Aboriginal student cohort in Bachelor

programs is 6 percentage points higher than for non-Aboriginal students. Bachelor of Arts

• First-to-second year retention rates for Aboriginal students in Bachelor of Arts programs has increased 16% from the 2009 cohort to the 2011 cohort (49% to 65%). Over the same period, rates for non-Aboriginal students declined 6% (from 59% to 53%).

Certificate programs • From 2007 to 2011, Aboriginal student Certificate cohorts have an average one-year

completion rate of 49%. For the same time period, non-Aboriginal student cohorts have an average one-year completion rate of 59%.

• After two years, the cumulative rates are more comparable. For example, in the 2010 Certificate program cohort, 73.8% of Aboriginal students had completed their Certificate compared to 75.6 of non-Aboriginal students. The average two-year completion rate (2007-2010) is 66.8% for Aboriginal Certificate students and 72.1% for non-Aboriginal Certificate students.

29

7 RESEARCH QUESTION 2: WHAT ARE THE PRIMARY INFLUENCING FACTORS OF ABORIGINAL STUDENT ATTRITION?

While the percentage of Aboriginal students who are retained and complete their program of study is comparable to that of non-Aboriginal students and/or improving, it is important to better understand the reasons for Aboriginal student attrition. There were 388 respondents to the ASRS. The survey grouped the respondents into current students, graduates, and leavers (left VIU prior to completing a credential). TABLE 4: SURVEY RESPONDENTS ASRS Respondents Current Students 225 Graduates 91 Leavers 72 Total 388

7.1 PRIMARY REASONS FOR LEAVING Leavers were asked to provide the main reason for leaving VIU. Of the 69 students who responded, the primary reason for leaving VIU prior to graduating was financial, whether expressed as financial difficulty, or needing to go to work. A further 16% cited personal family circumstances as their main reason for leaving. Of responses in the “Other” category, most were a variety of reasons; however, three students identified academic probation or failure as their main reason for leaving. Other responses included, “changing mind about career”, “moved” or “stress”. TABLE 5: REASONS FOR LEAVING - SURVEY Reason for Leaving % Decided to go to work 20% Financial difficulty 16% Personal family circumstances 16% Transferred to another institution 13% Personal health circumstances 6% Other reasons 29% Total (Source: ARS; n=69) 100%

In addition to providing a main reason for leaving, forty-one students provided detailed comments around their reasons for leaving. The comments corroborated the findings in which student indicated their main reason for leaving with work/career garnering the most comments followed by personal and financial. Multiple comments describe situations where students were unsure of what direction they wanted to take, but that they planned on returning to VIU or another institution in the future. A few comments also show a lack of understanding regarding some of VIU’s academic policies.

I decided to return to work as I was struggling financially on my allowance

– ASRS

30

It is very difficult to go to school and work with three young children. I plan on returning to school when I can afford the time and the courses. I

may have to wait until my children won't require childcare/daycare. – ASRS

Financial difficulty was the main reason at that time. I went back to work … and with a great deal of emotional support from co-workers, family and friends I am attending [another institution]. I have been able to

access some sponsorship, and through many resources at First Peoples House I have the spiritual and emotional support to continue my

education journey. – ASRS

7.2 REASONS FOR LEAVING – OTHER FINDINGS Questions in the ASRS were designed to uncover specific factors that may be influencing Aboriginal students’ decisions to leave VIU prior to completing a credential or that make their experience at VIU overly challenging or difficult. Ultimately, this information will enable VIU to develop strategies to mitigate the factors that are within VIU’s control. The ASRS asked students whether specified skills or issues were a challenge for them while at VIU. Responses provided valuable information regarding financial, personal, and academic challenges. PAYING BILLS WAS CONSIDERED A CHALLENGE BY THE MOST ABORIGINAL STUDENTS (78%) FOLLOWED BY ‘HEALTH AND WELLNESS’ AND ‘FAMILY RELATIONSHIPS’ (64% AND 61%). ACADEMICALLY RELATED ISSUES WERE MENTIONED MANY TIMES BUT NOT TO THE SAME DEGREE THAT FINANCIAL AND PERSONAL ISSUES WERE MENTIONED.

31

Figure 13 displays issues that were identified as challenges in descending order.

32

FIGURE 13: ISSUES IDENTIFIED AS CHALLENGES FOR ABORIGINAL STUDENTS

Source: ASRS; number of respondents to each question ranged from 198 to 351.

63

84

124

142

152

158

172

174

182

204

210

224

271

0 50 100 150 200 250 300

Finding affordable daycare

Reading skills

Science skills

Wri?ng skills

Math skills

Accessing academic support

Having enough to eat

Finding affordable housing

Exam wri?ng skills

Study skills

Family rela?onships

Health and wellness

Paying bills

Issues iden?fied as challenges for Aboriginal students

Category Issue Financial Finding affordable

daycare Having enough to eat Finding affordable

housing Paying bills Personal Family relationships Health and wellness Academic Reading skills Science skills Writing skills Math skills Accessing academic

support Exam writing skills

33

Source: ASRS; n≥198.

For analysis, the issues were grouped into the categories of Financial, Personal, and Academic to

provide an indication of general types of challenge. Limitations to this analysis are that some students did not provide a response for every issue (did not indicate that the issue was not a challenge). As well, equal numbers of issues in each category were not offered as options. Themes of reasons for leaving and challenges are looked at in closer detail and presented with additional quantitative and qualitative survey findings and comments from the focus groups later in the report. Figure 14 demonstrates the differences between the challenges for leavers and current students/graduates. The green bars indicate which issues were less of a problem for leavers and the red bars indicate which issues were more of a problem for leavers. The data labels provide the difference in percentage points (ppts) for students that find the issue to be a challenge. For example, 9 ppts fewer Leavers indicated that “Finding affordable housing” was a challenge. On the other hand, 11 ppts more Leavers found “Accessing academic support” to be a challenge. FIGURE 14: CHALLENGES FOR LEAVERS COMPARED TO CURRENT STUDENTS AND GRADUATES

Accessing academic support was a greater challenge for leavers than for current students and/or graduates. This could indicate a lack of awareness about services available to students or the ability to access them.

7.2.1 FINANCIAL DIFFICULTIES As previously noted, one of the main challenges faced by Aboriginal students was financial, with 78% of respondents reporting that it was either a major or a minor challenge to pay bills; over half of students (55%) had trouble finding affordable housing; and half (50%) indicating they had trouble finding enough to eat.

Study skills

34

FIGURE 15: FINANCIAL CHALLENGES - MAJOR AND MINOR

Source: ASRS When asked about sources of funding, students were able to select all sources that they accessed while at VIU. Most students selected more than one source. The most common source of funding for Aboriginal students is First Nations education funding. FIGURE 16: FUNDING SOURCES FOR ABORIGINAL STUDENTS

Source: ASRS The First Nations and Métis funding appears to cover different costs for different students. Of the 226 Aboriginal students who received First Nations education funding or Métis funding, self-reported results indicated that most were funded for tuition, books, and a living allowance but not for tutoring (17%). Since academic challenges exist for many respondents, access to tutoring or services to help students learn how to learn, is important.

20%

13%

31%

38%

12%

37%

23%

40%

68%

50%

45%

22%

Finding affordable daycare (n=198)

Having enough to eat (n=345)

Finding affordable housing (n=318)

Paying bills (n=349)

Financial Challenges

Major

Minor

None

18

30

43

56

61

75

82

109

159

7

4

4

8

8

15

19

21

33

0 20 40 60 80 100 120 140 160 180 200

Other, please specify:

Mé?s funding

Scholarships

Bursaries/grants

Family/friends

Personal savings

Employment while a_ending VIU

Student loans

First Na?ons educa?on funding

Funding Sources

Current or graduate Leaver

35

TABLE 6: ITEMS COVERED BY FIRST NATIONS AND MÉTIS FUNDING Cost covered by FN or Métis funding Tuition 96% Books 91% Living allowance 77% Tutoring 17%

Aboriginal students who received First Nations education funding or Métis funding were also asked whether they experienced any difficulty in applying or receiving their education funding. Ninety-seven students indicated that they did not have any difficulty with the funding process. However, 19 leavers and 75 current students or graduates provided over 100 comments across five main themes. TABLE 7: DIFFICULTY WITH FIRST NATIONS OR MÉTIS FUNDING – QUALITATIVE COMMENTS BY CATEGORY Category % Limited funding available 49% Time delays/processing 15% Poor communication with band officers 9% Meeting criteria for grades 6% Limited information on available funding 1% Other 30%

The majority of the respondents’ comments was concerned with limited funding and expressed concern that the amounts provided by First Nations or Métis funding sources did not cover actual costs. Specifically, funding appears to be year-to-year rather than for the length of the program. For example, students in programs of more than one year in length need to reapply for funding each year. This leads to uncertainty and last minute decision-making. Section 6.4 and 6.5 indicate that Aboriginal students may take longer to complete degrees and certificates than non-Aboriginal students. If funding is based on program completion at full-time equivalent course loads, many students’ studies would exceed this time frame, putting even more pressure on finding financial support

I had to take the post-baccalaureate program at VIU because it was the only BEd program where my Band would provide funding. I also had to take out a student loan to supplement that funding as it didn't last past

the fall semester. – ASRS

The first year was great, fully funded and supported, while second year was not as good. During second year, apparently the funds can be cut

without any notice, and it makes for a great deal of stress when funds are played around with. – ASRS

I was denied funding towards the last year and a half of my degree because I did not complete my 4 year degree in the 4 years. – ASRS

36

My band only funds 25 students each year. We have a very high number of people applying, (100+) therefore not making me eligible for funding

every year. – ASRS

Students also expressed frustration around meeting eligibility requirements such as: maintaining certain grades, academic probation, and rules around the types of courses they can take.

I am experiencing difficulty in funding, due to me wanting to transfer my credits from Criminology to First Nations Child and Youth Care. They

don't support me in changing my program. – ASRS

Students mentioned long time delays and extensive paperwork as sources of frustration. Some students also indicated a frustration with limited information, advising, and band communication. Other comments referred to a lack of assistance in negotiating the process for applying for funding and a lack of online information for specific Bands. Positive comments came with regard to the assistance from a VIU staff member and a Band Advisor; students indicated they would not have been able to complete the process without the help of these individuals. Also related to financial difficulties is the need to work. Of the students that reported employment as a source of funding in Figure 16 while at VIU, 62% worked 20 or more hours weekly. TABLE 8: NUMBER OF HOURS WORKED Current or

graduate Leaver Total

Less than 20 34 4 38 20 or more 46 15 61 Total 80 19 99

Many of the students that received First Nations or Métis funding indicated that the funding did not cover the full costs. The conclusion can be drawn that many students need to work, even if they are receiving funding. The need to work puts more pressure on students that are already challenged financially and personally. Focus group participants also mentioned similar challenges they experienced regarding finances.

I'm constantly looking for outside resources to help. – Focus group participant

Funding officers are very strict, you need a minimum GPA OF 3.0; I fell to 2.9 and they wouldn’t fund me for my living allowance during that

time and I appealed and lost. For a single person, rent takes more than half of funding. – Focus group participant

Financial support is also limited – if you start to fall behind in school, band funding is cut. – Focus group participant

37

FIGURE 18: PERCENTAGE OF STUDENTS CARING FOR DEPENDENTS

Source: ARS; n=388.

Students were asked where they access a computer for schoolwork to determine if this was a financial or academic barrier for some students. Over 80% of students (319/388) indicated that they accessed a computer from home. The next most popular choices were computers at VIU (203) and public library (60). Accessing computers does not appear to be a barrier for survey respondents.

7.2.2 PERSONAL CHALLENGES It is clear from the survey and the focus groups that Aboriginal students are faced with personal challenges that may affect their enrolment patterns. FIGURE 17: PERSONAL CHALLENGES – HEALTH AND FAMILY

Source: ASRS Health and wellness issues were also mentioned by nearly two-thirds of students. Family relationships also factored in as a common challenge, reported by 61% of students. When Aboriginal students were asked about which issues were a challenge for them, 224 or 64% indicated that health and wellness was a challenge with 20% indicating this as a major issue. Of respondents to the survey, 207 Aboriginal students (54%) live with at least one dependent (defined as financially dependent in survey).

The percentage of students caring for dependents is higher, although not statistically significant, for students that left prior to completing a credential than for current students or graduates. All students have a finite number of hours for attending class, studying, and completing coursework. Taking care of dependents (like employment or other commitments) restricts the hours available for school. For some, competing obligations restrict the hours available for school to a level below that which an individual requires in order to succeed academically. Focus group participants also voiced concerns around personal responsibilities such as home life, caring for children, and relationships - and the

ability to manage these competing forces.

21%

20%

40%

44%

39%

36%

0% 20% 40% 60% 80% 100%

Family rela?onships (n=345)

Health and wellness (n=351)

Personal Challenges -‐ Major and Minor

Major

Minor

None

38

My home-life takes the focus away from school – balancing school and home life and asking for help is difficult. – Focus group participant

What's challenging is being a single parent and demands of children and meeting their needs. – Focus group participant

My home-life is challenging and the lack of support and understanding from other members of my family. – Focus group participant

The change from reserve life to VIU life, from welfare to bills, there's no preparation for that, or the repercussions, lack of support, and

judgments from family for "changing", it's hard to go back and visit family still on the reserve. – Focus group participant

I need to stop procrastinating and take more initiative but asking for help is difficult. – Focus group participant

7.2.3 ACADEMIC PREPARATION Academic preparation was explored in a variety of ways including academic background, level of challenge of courses, and academic skill challenges. All students in the ASRS responded to the question regarding their previous academic experience. Seventeen percent of leavers had not finished high school compared to 12% of current students and graduates. For both groups, 50% of students reported that they did not have any education higher than high school level. TABLE 9: HIGHEST LEVEL OF EDUCATION PRIOR TO ENROLLING AT VIU Highest level of education prior to enrolling at VIU Leaver Current or

graduate Did not finish high school 17% 12% Graduated from high school 33% 38% Some post-secondary education but did not complete a credential

25% 17%

Completed a certificate or diploma program 18% 21% Completed trades training 1% 3% Completed a bachelor’s degree 4% 5% Other, please specify: 1% 3% 100% 100% Source: ASRS; n=388 Since 83% of leavers had graduated high school or had some post-secondary experience, compared with 88% for current/graduates, attrition is not clearly attributable to lack of academic preparedness. Students were also asked how challenging they found courses in their VIU program. Over 50% indicated that they thought the level was about right with almost 40% found their courses difficult.

39

FIGURE 19: INTENSITY OF CHALLENGE IN COURSES Just over one-half of Aboriginal students reported that the amount of challenge in their program was "about right," with the second-largest group reporting that their program was “difficult”. There was not much difference between current students, graduates and leavers in proportion of each group that thought the level of challenge was "about right"; surprisingly, the group with the smallest proportion who answered "very difficult" was the leaver group. Over 150 comments were received in relation to

level of challenge. Many comments indicated that coursework was difficult but rewarding.

Definitely not easy but surprisingly mind opening. – ASRS

Courses are challenging but not impossible. – ASRS

Difficult, but expected. It was a challenging program, with a lot of information in a short period of time. – ASRS

I enrolled as a mature student, where my studies didn't come easy and learned with challenges, but with dedication. I was successful. – ASRS

I really liked my courses; especially the classes where we had Elder's in Residence attend. The courses were challenging, however, I felt with the

right amount of support I was able to navigate through them easier. – ASRS

Student comments demonstrate the connection between personal and academic responsibilities.

I am self-employed and work all of the time that I am not in class. The difficult part is making sure I have enough time for work, classes, and

studying. – ASRS

Difficulties were more often around personal life issues and challenges occurring while taking courses in my VIU program. – ASRS

Took 5 courses, it was difficult to keep up with assignments and take care of family. Daycare was an obstacle. – ASRS

9%

53%

34%

4%

Easy

About right

Difficult

Very Difficult Source: ASRS; n=385

40

The challenge comes mostly from home life. But I'm sure if I accessed the support services offered it would've helped. Just that I am not sure how

to ask for help from someone which is a part of being Aboriginal. – ASRS

Challenge is managing work, and cultural obligations (big house, funerals). – ASRS

41

As previously noted in section 7.2, many survey respondents experienced academic challenges, particularly in general skill areas such as study skills and exam writing skills. FIGURE 20: ACADEMIC CHALLENGES FACED BY ABORIGINAL VIU STUDENTS

Source: ASRS

I always did poorly on writing papers – I came from the reserve and I didn't feel that there was a bridge to gap from reserve to university. –

Focus group participant

I did not get enough time for help from the Writing Centre. I felt like they were pushing you out the door and I had to get my own English tutor. –

Focus group participant

It's hard for mature learners to enter into VIU –VIU should look at more programs that offer college prep (math and English) for mature students

and in general and have funding for students to come here for prep programs. – Focus group participant

VIU needs more workshops that would help with learning just for First Nation students (e.g. writing essays workshop). – Focus group

participant

7.2.4 GOALS AND MOTIVATION To gain a better understanding of what motivates Aboriginal students at VIU, students were asked what “success” meant to them. Eighty-five percent of students provided a response (328 students provided 387 comments). Themes emerged with 31% of students citing “graduating”

3%

8%

12%

11%

17%

15%

13%

21%

32%

32%

36%

31%

37%

45%

0% 20% 40% 60% 80% 100%

Reading skills (n=349)

Wri?ng skills (n=350)

Science skills (n=286)

Accessing academic support (n=336)

Math skills (n=313)

Exam wri?ng skills (n=351)

Study skills (n=350)

Major

Minor

None

42

and 13% citing “getting good grades” as a sign of success. However, many other definitions of success were offered including “learning and understanding” (12% of respondents), “employment” (12% of respondents), and “giving back to the community” (6% of respondents).

For me success is the excellent grades that I have been able to achieve... Especially in comparison to my high school grades which were as low as they could be without failing. I also define success as getting my diploma

in 2012 and now continuing on to finish my degree in 2014. – ASRS

Completing program and balancing cultural obligations and program requirements. – ASRS

The first in my family to get a degree. – ASRS

Completing my courses while still holding strong to my identity as an indigenous person. Not losing sight of my community and family and the

values that they have instilled in me. – ASRS

Completing all course requirements successfully, hopefully with good grades. Meeting new people and creating a home away from home.

Building of resources at hand. – ASRS

I believe success in my educational journey is characterized by a supportive educational environment shaped by educational policies, and

the positive faculty, Elders-in-Residence, staff, colleagues, guest speakers, and community members. – ASRS

Many comments also conveyed a holistic and transformative perspective. Respondents placed importance on the overall experience and journey rather than specific grades or accomplishments. Many students also expressed gratitude for their experiences.

I define success as overcoming challenges and obstacles that you face in life. There will always be barriers in life and what I have learned is to

seek solutions and support services that can help you overcome these. – ASRS

For me success in terms of my post-secondary education is having my friends and family there to support and encourage me in my journey,

they are very much a part of my success. Also being able to maintain my connection with my culture, traditions and community throughout my

education journey was a measure of success because I want to be able to go back into my community to work with them to make a positive

difference. – ASRS

43

As an aboriginal I find excitement in my future once my goals are accomplished I look forward to obtaining a full time career within my

nation and for success to happen I need the resources available to me. – ASRS

As having my world view expanded, challenged conventional stereotypes, taken more than the basics of the course with me when I

finish. Expanding my mind and improving my skills as a writer, reader, Canadian, and First Nations person. – ASRS

I mainly experienced challenges in first year, trying to make the transition from high school to university, where the pace increased

dramatically, and learning was almost completely independent. – ASRS

Challenges, yes! Raising a young child while attending a school and I also worked a part time job. I had to take Eng 047 twice. – ASRS

I have experienced challenges in achieving success at VIU. My challenges have been mostly related to being away from home and from my family. Being lonely is the number one reason why most people from my community do not go to university or do not finish university. – ASRS

Challenges in achieving success for me, included financial challenges. I worked closer to full time hours, as well as going to school full time.

Even being supported financially from my Band, and working throughout my time at VIU was still challenging financially. Just the cost of rent,

food, parking, gas, and other day to day expenses was difficult to manage when also having to manage school work. – ASRS

Financially, yes. As I was not funded by my band in the end, and travelling to school from Cowichan to Nanaimo through the week was very challenging. I was fortunate to have the support of my mother. –

ASRS

When asked for ideas on how VIU can help Aboriginal students complete their educational journey at VIU, 150 students provided comments. Many comments were directed at increasing awareness about services and activities available to Aboriginal students; many other comments focused on increasing Aboriginal cultural knowledge for faculty members through enhanced curriculum, more Aboriginal faculty members, and sensitivity training; another clear theme was the importance of Aboriginal mentors and roles models and how these initiatives could be enhanced.

CREATE AND BUILD A NATIVE STUDENTS UNION!!!!!!!!!!!!!!!! – ASRS

44

I am now at another University and there are workshops (drum making, moccasin making, speaker series) which have been awesome to go to.

Also, I have had two Indigenous instructors and it was my first time ever having an Indigenous instructor. It was an unforgettable experience

because it was the first time I felt really valued and heard as an Indigenous woman. In the social services program there was not one

Indigenous instructor and/or no course about Indigenous people which is problematic because our people are a growing population and

because of colonialism there are high rates of Indigenous children within the foster care system. Therefore, there needs to be some education

about Indigenous people to ensure the emerging social service students are not causing more harm to an already oppressed group.

– ASRS

Engage with the culture when creating content. Ensure that the professors teaching the courses are culturally sensitive and will stop

racism/bigotry in the classroom. I took a course at SFU on Aboriginal peoples and the law and the discussions got out of hand pretty quickly. It

is not my duty to educate my pupils, it is the teachers. – ASRS

Peer mentorship/helpers with other successful students (similar to the international program) – ASRS

To meet with a learning coach or mentor that will connect and guide the student with the goals for the weekend/ following a schedule to

succeed...to encourage students to keep a time slot open for themselves. To read, to pamper themselves, to bond with their spouse, etc. Maintain

a balance. Encourage students to understand that this time of EDUCATION is only for a short time and that other cultural

responsibilities may need to be placed on hold until completing school... – ASRS

Offer grants and bursaries to those who are on sponsorship... because those who are on sponsorship funding don't get much, we live in poverty with our families while we are here/access to community food bank are there, but does not really support health and nutrition. We are on the

bottom of the food chain. We manage and budget what we can, but it is hard when you have children and are a full time student. I could not

afford X-mas this year. – ASRS

Everyone should be treated with the same importance. Aboriginal students should not be singled out, in my opinion. – ASRS

45

Well I think in the aboriginal bridging program, it would be extremely beneficial if they taught successful note taking classes, and study skills

training and organizational time management classes that were actually in depth, not just a simple hand out. and maybe a way for aboriginal

students to more easily find some kind of system for university courses to have a study buddy type of system, or study group system that you could

maybe just sign up for at the beginning of each semester. – ASRS

7.2.5 CULTURAL ENGAGEMENT Two areas of cultural engagement and student satisfaction were explored through the ASRS: Aboriginal content in curriculum and participation in Aboriginal activities outside of the classroom. FIGURE 21: AMOUNT AND QUALITY OF ABORIGINAL CONTENT IN CURRICULUM

Source: ASRS Forty percent of respondents were satisfied with the amount and quality of Aboriginal content in their curriculum. Another 40% reported they were neither satisfied nor dissatisfied, suggesting a lack of engagement. Leavers were slightly more dissatisfied than current/graduates in regard to both the amount (22% vs. 19%) and quality (21% vs. 16%) of Aboriginal content in their curriculum. When asked how important Aboriginal content is in courses and programs, 75% of respondents indicated that it is important. Many students (200) provided positive examples of Aboriginal content in their courses and programs. These examples can help future development and integration of Aboriginal content into more courses and programs. To begin to understand what is working well for Aboriginal students at VIU, their comments were grouped into seven main themes. TABLE 10: POSITIVE EXAMPLES OF ABORIGINAL COURSE AND PROGRAM CONTENT Positive Examples Total

Role of Faculty / Aboriginal content into the classroom 68 FN specific courses/programs 66 Elder in residence / FN speakers/ FN Instructors 37 Arts & Humanities courses (Arts, English, History, Media Studies) 24

17%

20%

43%

40%

40%

40%

0% 20% 40% 60% 80% 100%

Quality of Aboriginal Content (n=345)

Amount of Aboriginal Content (n=350)

Amount and quality of Aboriginal content in curriculum

Dissa?sfied Neutral Sa?sfied

46

Social Sciences courses (Anthropology, Sociology, Psychology, Criminology, Law)

23

Education-related courses 7 Health & Human Services courses 1 Other 35 Total 261 Students appreciated it when faculty members, regardless of the course being taught, mentioned the history of Aboriginal peoples in Canada and how it ties into current topics. By simply acknowledging history and its impact, Aboriginal students had a feeling of acceptance and recognition.

I have had instructors who are aware of the history of the Indigenous people in this country and are able to correct any biases from students

about Indigenous communities. – ASRS

The faculty allowing me to include my spin on projects. There's more of an openness to incorporate as much Aboriginal culture as I can.

– ASRS

Aboriginal students that did not already have knowledge of traditional teaching especially appreciated the opportunity to learn about Aboriginal content as part of the curriculum, such as First Nations Studies courses or readings of short stories.

English class had short Stories about aboriginal culture and I found it very interesting because I was raised off reserve and don't know many of

my family members from there. – ASRS

I really appreciated learning more about Coast Salish protocols, territory and history because since I live on Vancouver Island and work

in community it is important for me to know in order to work with the people to the best of my ability. – ASRS

The presence of First Nation Elders, speakers, or instructors was also very well received by students.

The Elders in the courses are extremely positive, and also having First Nations authors, as we need to be reflected in the course content and we

need to be challenged. – ASRS

Having Elders within the classroom I have found to be a positive example of Aboriginal content. I have also found that drumming, singing

and a prayer at beginning of class and the proper way to introduce yourself within the classroom as positive. I find that most of the time I do

47

not know a single thing about my other classmates and a real introduction at the beginning of classes is nice. – ASRS

When asked about specific kinds of Aboriginal programs, content, or teaching methods that they would like to see, almost 200 students offered ideas. Seven categories were used to summarize the results. TABLE 11: IDEAS FOR INCLUDING ABORIGINAL CONTENT – QUALITATIVE COMMENTS BY CATEGORY Category Total Traditional practices/programs 54 Integrating more Aboriginal content into existing courses 46 First Nation programs 28 More Aboriginal faculty, elders, mentors, support, tutors 19 Satisfied with current VIU offerings 15 Mandatory First Nations course for all students 8 Aboriginal Student Centre 7 Other 40 Ideas for weaving Aboriginal knowledge into almost every discipline were put forward including: fine arts, visual art, horticulture, history, anthropology, business, languages, culinary arts, law, taxation, herbology, biology, education, fisheries, criminology, child and youth care, English, global studies… An urgency to preserve knowledge about traditional practices, and specifically singing, storytelling, drumming, and languages is very important message that is coming from Aboriginal students.

I think offering a program that teaches people about the diversity of First Nations, Métis and Inuit. A program that is specific to incorporating

First Nations perspectives. – ASRS

I would like to see an Aboriginal Healing Program offered. Learning the traditional foods and ceremonies practiced. This would beneficial to the

many challenging times we face as aboriginal students. – ASRS

I would like to see more languages offered; there is a great need to have these languages available so that the next generation can learn them to

keep them alive. – ASRS

I think most courses should try to include or incorporate some type of aboriginal education or relation to the world. ie: history, poverty,

traditional language. – ASRS

A Coast Salish language course (if not already available). ... Empowerment of First Nation women and men. – ASRS

48

Even if I am not enrolled in any Aboriginal studies it is wonderful to see it applied in my courses. – ASRS

I would like to see aboriginal content within the business courses. I took the business management degree. The only way to get an aboriginal

content is with electives. – ASRS

I would like to see classes with an Aboriginal focus, or at least, one class spent on Aboriginal history, and teachings (example, some people do not

know that traditionally, it is rude to look a person in authority or with respect in a community, in the eyes. This is problematic considering in a

Western society where it is considered rude not to look a person in authority in the eyes.).

– ASRS

It would be nice to have a few First Nations peoples courses (for a degree, not just for people to attend that are in that particular program)

at the Cowichan Campus. – ASRS

Focus group participants also commented on the need for more Aboriginal content.

There is no Aboriginal component in the science program – I am going home to live in a First Nation society after I graduate and I do not feel

prepared to deal in the real world. – Focus group participant

I think not being heard is the biggest frustration – I feel First Nations are totally excluded from all the programs – VIU needs to start

implementing Aboriginal focus in all the courses to make us feel integrated and apart of the school. – Focus group

49

The survey asked students whether they attended any Aboriginal-focused events or activities at VIU. Figure 22 shows the percentage of respondents that experienced each of these events or services. FIGURE 22: PARTICPATION IN ABORIGINAL-FOCUSED ACTIVITIES

Source: ASRS; number of respondents to each question ranged from 343 to351. Students who indicated that they participated in Aboriginal-focused activities were then asked about their satisfaction level with each of them. Satisfaction levels are presented in Figure 23. FIGURE 23: SATISFACTION WITH ABORIGINAL-FOCUSED ACTIVITIES

Source: ASRS; number of respondents to each question who said “yes” to participation ranged from 37 to 145. As shown in Figure 23, satisfaction is very high with all of these events and activities. The conclusion can therefore be made that these activities are meaningful to the students participating in them. However, participation rates are all less than 50%.

11%

21%

29%

29%

33%

38%

38%

42%

0% 10% 20% 30% 40% 50%

Student Mentorship

Aboriginal Speaker Series

Consulta?on with Elders outside of the classroom

Campus Wide Feasts

Welcome Back events

Elders as part of your classroom experience

Aboriginal Student Services

A_ended events where Elders were present

Par?cipa?on in Aboriginal-‐focused ac?vi?es

Percentage of respondents that par?cpated

53%

45%

50%

45%

61%

62%

73%

77%

34%

44%

42%

47%

34%

32%

22%

19%

0% 20% 40% 60% 80% 100%


Welcome Back events

Campus Wide Feasts

Aboriginal Speaker Series

A_ended events where Elders were present

Student Mentorship

Consulta?on with Elders outside of the classroom

Elders as part of your classroom experience

Sa?sfac?on with Aboriginal-‐focused ac?vi?es

Very Sa?sfied Sa?sfied

50

Lower levels of participation could indicate low awareness. When asked about whether or not they have ever accessed services at the Gathering Place, only 41% (140) students answered “Yes”. Over 200 students said they had not accessed services at the Gathering Place. When asked why, the most common responses were that they did not know about it or that they were not interested. TABLE 12: REASONS FOR NOT ACCESSING THE GATHERING PLACE - QUALITATIVE COMMENTS BY CATEGORY Category Total

Have not heard of it/don't know where it is 50 Not interested/didn't need it 47 Too busy/not convenient/not available when I'm on campus 28 Not at Nanaimo campus/hadn't been constructed during my time at VIU 26 Didn't know that it was for me/didn't feel comfortable or welcome/didn't know anyone there

23

Didn't know that there were useful services/the extent of services 21 Other 14 These findings are consistent with the Canadian Council on Learning (CCL) findings that one-third of Aboriginal students were not aware of resources available to them. This study suggest that many Aboriginal students do not know about the Gathering Place, what services are available there, or do not feel that the Gathering Place was an appropriate place for them.

I wasn't aware of the services that were provided, I think my own personal assumptions may have kept me from going. In the past when I

sought help I wouldn't receive it, therefore, I assumed that if I went to the Gathering Place it would have been a similar experience. I went there once I made another Indigenous friend and had lunch but that was the

extent of the visit. – ASRS

I went there a couple of times but didn't feel comfortable. Because I appear white thanks to Scottish genes, I often feel, from people who don't know me, a reverse racism. I understand where that comes from, but it makes it really hard sometimes to fight through that to acceptance. I

always feel like I have to "explain" myself as to why I am there. – ASRS

7.2.6 STUDENT SERVICES FIGURE 24: LEVEL OF USAGE - STUDENT SERVICES

51

Source: ASRS About 82% of respondents accessed the library while only about 20% accessed tutoring services and Personal counseling services. Although library usage is high and admission services usage is 64%, the other services were used by relatively few respondents. Again, while usage was fairly low, satisfaction levels were very high. Level of usage was higher for leavers than current students and/or graduates as shown in Figure 26. FIGURE 25: SATISFACTION WITH STUDENT SERVICES

Source: ASRS; the number of responses to each question who said “yes” to usage ranged from 70 to 342. Leavers accessed services at a higher level than current students and/or graduates. However, satisfaction levels between the two groups are quite comparable suggesting that satisfaction with services was not a factor influencing Aboriginal students to leave before graduating. FIGURE 26: LEVEL OF USAGE – COMPARING LEAVERS AND CURRENT/GRADUATES

55

61

123

122

179

243

17

19

25

27

42

49

0 50 100 150 200 250 300 350

Tutoring Services

Personal counseling

Financial Aid Services


Admissions services

Library resources

Level of usage -‐ student services

Current or graduate Leaver

76%

76%

76%

77%

83%

89%

93%

19%

21%

20%

19%

12%

10%

6%

6%

3%

4%

4%

5%

1%

1%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Tutoring Services

Admissions services

Financial Aid Services

Registra?on services

Personal counseling


Library resources

Sa?sfied Neutral Dissa?sfied

52

Source: ASRS Leavers accessed personal counseling and tutoring services in higher proportions than did current students/graduates.

• Leavers were as satisfied with their tutoring experiences as currents/grads. • Leavers were less satisfied with personal counseling than currents/grads (77.7% vs.

85.0%. • There is no significant difference in level of use or satisfaction level of library or

financial services between leavers and current students and/or graduates. Students were asked if there were any supports or services that were not provided that would have been helpful to them. Sixty-nine comments were provided in the following categories. All comments were made available to the client on a confidential basis. TABLE 13: CATEGORIES OF STUDENT SUGGESTIONS FOR SUPPORT SERVICES Categories of suggestions Total FN specific supports/services 16 Financial services/help 13 Tutoring/learning supports 11 Negative comment 7 Technology 4 Other 23

More chances to apply for bursaries/grants/scholarships for both full-time students and part-time students.

Would be nice if they were emailed to the students. – ASRS

Maybe the financial services can reach out more to students to ask if we are interested in setting up a meeting so they may help sort out finances.

Such as students who have previously got a student loan or even budgeting.

– ASRS

Academic counselors - and not just assume that all First nations students want to take FN BA Arts. – ASRS

4

8

10

12

0 2 4 6 8 10 12 14


Admissions services

Tutoring Services

Personal counseling

Leavers accessed more (percentage points)

53

Being more aware that there is FN support services. – ASRS

I would have appreciated someplace or someone to go to, when experiencing racism. Often it was an unintentional student remark but I still needed to talk it over with someone to figure out how to deal with it

in the future. – ASRS

It would have been nice to have found out way earlier in the semester about the free tutoring funding for aboriginal students, through the

gathering place. and it would have also been helpful to have some kind of program or course for aboriginal students. – ASRS

Relationship building, building relationships with other students would be nice to see more of. Then we can build a better support system if we meet other people. Weekly talking circle or stress relieving groups to

hear other aboriginal students. – ASRS

54

7.2.7 ROLE OF FACULTY MEMBERS Students were asked to select the top three strategies that they thought would encourage faculty members to interact with students. FIGURE 27: STRATEGIES TO INCREASE FACULTY/STUDENT INTERACTION

Source: ARS; n≥352 Figure 27 shows that four out of five respondents indicated that a friendly/welcoming demeanor in faculty members is important to encourage interaction with students outside the classroom. Data from the Student Experience Survey showed that Aboriginal students were less likely than non-Aboriginal students to rate their instructors as approachable, helpful and understanding. This information suggests that there is a need for faculty members to be culturally sensitive to needs of Aboriginal students. Students in the focus groups highlighted the importance of relationships with faculty members, other students, and Aboriginal education workers.

The small class sizes allow for extra support from faculty, I like that faculty accommodate to the students' needs. – Focus group participant

What's keeping me here is the instructor's understandability of our culture – especially when there is a death or a need to go to the big

house. – Focus group participant

I like small classes and faculty remember your name. I thought it would be different because I am a mature student but younger students have

been supportive and look up to me. – Focus group participant

I've developed a close knit community with other students. I like the instructors – they want to see you succeed. – Focus group participant

8%

19%

20%

30%

31%

32%

66%

80%

0% 20% 40% 60% 80% 100%

Off-‐campus social events with faculty

Proximity of offices to classrooms

On-‐campus social events with faculty

Social spaces for students and faculty

Encouraging office hours/visits

Experien?al learning opportuni?es

Open door policies

Friendly/welcoming demeanor

55

What's working to keep me here is my connection with Aboriginal educational workers. – Focus group participant

Through the ASRS, 149 students provided comments about their relationships with faculty members. Most comments were positive in nature and described faculty members as friendly, welcoming, and helpful.

The relationships I have made with my faculty was one of the greatest experiences I have had with VIU. I am happy to call a couple of my

professors my friends. – ASRS

The faculty always seemed very helpful, some faculty never fully explained their policies on interaction with them outside of the

classroom though, which left me feeling unsure if they were available etc. – ASRS

Having a relationship with your faculty is very important. It's critical that they understand who you are and where you come from. The more they know about you, the easier it will be for them to teach you. – ASRS

I enjoyed all my instructors, some were more helpful and understanding of my challenges as a full time student and a full time single parent. –

ASRS

I feel that I had a pretty good relationship with a lot of my professors at VIU. I was able to get a lot of help on homework / assignments through visiting them in their offices, most of the time not during office hours. It

was extremely helpful, and I'm not sure I would come even close to getting that sort of support from teachers at a larger university. I think

that is what sets VIU apart from other universities. Things are very focused around learning, and the availability of the faculty was

invaluable in my time there. Most large universities have professors who are focused on research, and who are basically unreachable a lot of the

time. – ASRS

However, a few comments were negative in nature and highlight the need for cultural understanding.

I had a professor who told me on one of my papers that First Nations people were not prominent in business or military therefore they should

not be compared to the cultural sensitivity of doing business internationally. Perhaps faculty in non-First Nations related courses

56

should receive training of some sort on aboriginal issues and awareness. – ASRS

Faculty does not seem to want to interact with students, it seems more of a personality thing (introverts). – ASRS

Making time is important for students who are not from this community. They may have little interaction with anybody outside of school, and

when met with an unpleasant attitude or unhelpful remarks it makes it a further challenge to try to interact with members at the space again. –

ASRS

7.3 SUMMARY OF FINDINGS FOR QUESTION 2 Financial

• The main reasons for leaving prior to finishing a credential are financial – 78% of students find it a challenge.

• Relying on year-to-year funding approval creates stress for students. • Many students are working while attending school and many are working over 20 hours

per week. • Difficulties with negotiating the process for securing financial assistance are a concern

for many survey respondents and focus group participants. This does not give any indication of how many students were not successful in completing the process and therefore did not attend VIU.

Personal • Personal challenges also affect many Aboriginal students. Balancing academic and

personal responsibilities is difficult. • “Health and wellness” and “Family relationships” were cited as challenges for over 60%

of respondents. Academic preparation

• Attrition is not linked to a lack of academic preparedness; 83% of leavers had graduated high school or experience post-secondary education prior to attending VIU. However, most respondents find Study skills and Exam writing skills to be challenging.

• Most respondents found the level of challenge in their courses to be about right or difficult. Comments indicate the challenge was rewarding with only 4% of students responding “Very difficult”.

• Leavers found “Accessing academic support” to be more of a challenge than current/graduates.

• “Study skills” and “Exam writing skills” are challenges for the largest number of Aboriginal students. “Accessing academic support” is also a common challenge.

Other findings • Part of the purpose of this survey question regarding how success is defined was to

determine if measuring completion and retention rates is an appropriate way to gauge success for Aboriginal students. Overall responses indicate that completion and retention are appropriate measure.

57

• There is a feeling of urgency to preserve knowledge about traditional practices such as singing, storytelling, drumming, and languages coming from Aboriginal students.

• Only 40% of respondents are satisfied with the amount and quality of Aboriginal content in their courses and programs.

• Less than half of survey respondents participated in Aboriginal-focused activities. However, satisfaction levels for students that did participate were well over 80%.

• When asked about whether or not they have ever accessed services at the Gathering Place, only 41% (140) students answered “Yes”. Over 200 students said they had not accessed services at the Gathering Place. When asked why, the most common responses were that they did not know about it or that they were not interested. Information and guidance about support services that are available should be more widely circulated.

• Level of use of some student services suggest some services should be accessed more, such as, tutoring and personal counseling.

• Suggestions from Aboriginal students focused on o the importance and usefulness of mentorship, role models, Elders o acknowledgement of Aboriginal culture and knowledge in the classroom o teaching and sharing knowledge about Aboriginal culture outside of the classroom

(history and facts but also singing, language, prayers…) o ensuring that faculty members are culturally sensitive o Increasing awareness of Gathering Place and Aboriginal student services

• The student comments from the survey are rich in content and can inform student success strategies. These comments should be shared in a confidential manner with members of the client’s team.

58

8 RESEARCH QUESTION 3: WHAT CONCLUSIONS, IF ANY, CAN BE DRAWN WHEN COMPARING RETAINED ABORIGINAL STUDENTS AND THOSE THAT LEFT VIU PRIOR TO GRADUATING?

In addition to the information provided through the ASRS, an analysis of the cohort of Aboriginal students who started a multi-year program in 2011 was conducted. This analysis compares students across enrolment statuses (attrition and retention) by demographic and academic variables as of June 17, 2013. The cohort under examination is made up 172 Aboriginal students that began Bachelor, Diploma, and Master programs in academic year 2011. TABLE 14: MULTI-YEAR PROGRAM COHORT SIZES Aboriginal student cohort sizes Academic Year

Bachelor Diploma Master Grand Total

2011 138 28 6 172

8.1 DEMOGRAPHIC CHARACTERISTICS

8.1.1 AGE GROUPS AND GENDER – BY ENROLMENT STATUS

Aboriginal students 24 years and younger appear to be at greatest risk of attrition. Retention strategies specifically aimed at reaching these students should be developed. These students are likely new to post-secondary and may benefit from more communication and general academic skill development. TABLE 15: AVERAGE AGE OF 2011 STUDENT COHORT Enrolment Status Non-

Aboriginal Aboriginal

Attrition 24 26 Retention 23 24

FIGURE 28: AGE GROUP DISTRIBUTION FOR 2011 ABORIGINAL STUDENT COHORT

Source: Based on the June 17, 2013 data extract.

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Graduation 27 31 Overall Average 24 25 Although Aboriginal students’ average age is higher for all enrolment statuses, the overall average is almost equivalent.

Female Aboriginal students from this number outnumber males by more than two to one. However, males have a slightly higher retention rate. Although the difference is not significantly significant, female Aboriginal students may benefit from targeted retention strategies.

8.2 ACADEMIC CHARACTERISTICS

8.2.1 FULL-‐TIME/PART-‐TIME – BY ENROLMENT STATUS

Full-time students have a significantly higher retention rate than part-time students (+28ppts). Reasons for this can be related to financial challenges (part-time studies a result of lack of funding), personal commitments or academic challenges. Exploratory conversations with part-time learners may inform the development of strategies to support them better.

FIGURE 29: GENDER FOR COHORT ENTRY YEAR 2011


FIGURE 30: PART-TIME / FULL-TIME ABORIGINAL STUDENTS IN MASTER, BACHELOR, AND DIPLOMA PROGRAMS AT VIU FOR COHORT ENTRY YEAR 2011


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8.2.2 GRADE POINT AVERAGE – BY ENROLMENT STATUS When comparing first-year grade point average (GPV) for the 2011 multi-year program cohort, Aboriginal students’ results are slightly lower in all enrolment categories than those of non-Aboriginal students. More interesting are the results in Table 17; in the Attrition category only 63% of Aboriginal students are reporting a GPV whereas 80% of non-Aboriginal students are reporting a GPV. This means that almost 40% of Aboriginal students did not complete one credit course in the first year – likely withdrawing from all courses. This group of students (new in multi-year programs) would therefore likely benefit from an Early Alert system where their progress can be monitored and action can be taken before it is too late for that semester. TABLE 16: FIRST YEAR GRADE POINT AVERAGE BY ENROLMENT STATUS 1st Year GPV Non-Aboriginal Aboriginal Attrition 2.87 2.11 Graduation 3.58 3.55 Retention 3.00 2.80 Overall 3.03 2.69 TABLE 17: NUMBER OF STUDENTS WITH A GRADE POINT AVERAGE INMULTI-YEAR PROGRAMS Count of

Students % with GPV

Non-Aboriginal

Aboriginal Non-Aboriginal

Aboriginal

Attrition 915 60 80% 63% Graduation 296 15 99% 100% Retention 1,238 97 94% 91% Overall 2,449 172 90% 82%

8.2.3 FIRST-‐YEAR AND SECOND-‐YEAR STANDING – BY ENROLMENT STATUS

To be categorized as First-Year Standing, a student must have completed fewer than 24 credits; Second-Year Standing students have completed between 24 and 53 credits. For this cohort,

FIGURE 31: FIRST-YEAR AND SECOND-YEAR STANDING FOR COHORT ENTRY YEAR 2011


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retention was clearly higher for students who had completed more credits. This analysis suggests that those who drop out, drop out early.

8.2.4 GRADE POINT AVERAGE -‐ BY AGE GROUPS AND ENROLMENT STATUS When age groups and GPV were analyzed for VIU in general, it is found that GPV consistently increased along with age for every enrolment status. This positive correlation is not as clear for Aboriginal students from the 2011 multi-year program cohort. Aboriginal students from this cohort who were 35 years or older had the highest GPV (graduates) and the lowest GPV (attrition). Other than this anomaly, GPV for Aboriginal students also generally increased with age. The age and GPV correlation may be due to students gaining academic skills, experience, and maturity as they get older. When GPV was compared by gender and enrolment status, female Aboriginal students’’ GPVs were higher than male Aboriginal students in all categories.

8.3 SUMMARY OF FINDINGS FOR QUESTION 3 For the 2011 multi-year programs cohort:

• Aboriginal students between the ages of 25 and 34 have the highest retention rate of all age categories. Age categories with the highest attrition rates are 19-24 and 35+.

• Female Aboriginal students have a 10% higher attrition rate than their male counterparts yet have higher grade point averages.

• Twice as many Aboriginal students in this cohort attended VIU full-time than part-time. • The retention rate for full-time Aboriginal students is 10ppts higher than the retention

rate for part-time Aboriginal students. • Of Aboriginal students that did not return after first year, only 63% produced a GPV,

indicating that they likely did not successfully complete any courses in their first year. • In general, GPV increased with age for this cohort. One exception was the 35 years and

older attrition group: their GPV was the lowest of all age categories in the attrition group.

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9 RECOMMENDATIONS The purpose of this report was to identify and better understand challenges faced by Aboriginal students in completing their studies at VIU. The following recommendations reflect suggestions for improvement based on the analysis of the findings of this report. Page numbers within the report are provided for reference. The confidential student comments should also be reviewed by those developing and implementing any of the following recommendations. Aboriginal self-identification: In order for VIU, and in particular, the Office of Aboriginal Education, to have an accurate understanding of how many Aboriginal students are attending VIU, it is important for Aboriginal students to self-identify as such. The goal is not to “match” the Ministry’s numbers but rather to be able to connect with and support as many Aboriginal learners as possible. (Refer to page 17 in report.)

1. Explain and circulate the benefits of self-declaring as Aboriginal at VIU. 2. Work with the Student Records and Information Systems departments so that when a

student indicates their Aboriginal status they receive a welcome email including a list of benefits and key contacts. Small incentives such as a coffee card may also encourage students to self-declare.

High school students: Data show that the grade 12 graduation rate and the post-secondary transition rates are lower for Aboriginal students than non-Aboriginal students across the province. Retention rates at VIU are comparable to those for non-Aboriginal students but far fewer Aboriginal students are attending. (Refer to page 12 in report.)

3. Work more closely with School District 68 to build relationships with students in high school and elementary school. For example, implement a Visiting Elders program for elementary schools.

Community-based programming: Recent community-based curriculum development between VIU and Aboriginal communities combining credit and non-credit activity that does not fit the any of the definitions of credentials currently used at VIU. This means that the activity cannot be tracked at the program level. New processes would enable reporting and measurement of this activity. (Refer to page 21 in report.)

4. Explore current processes for registering students in community-based activity (combinations of credit and non-credit). Implement coding procedures that will make this activity reportable.

5. Work with the Office of University Planning and Analysis to examine relationships between demographic, academic, and other Aboriginal student characteristics. For example, is participation in Aboriginal-focused activities correlated with GPV?

6. Work with the Office of University Planning and Analysis to analyze semester-to-semester retention rates and patterns to determine if Aboriginal students are at increased risk of attrition at different times during the academic year.

Targeted retention strategies: About 60% VIU’s Aboriginal students are female. At the same time, the retention rate for female Aboriginal students has lagged that of male Aboriginal students by about 5% in the past two years for multi-year programs. As well, the analysis of the 2011 multi-year cohort indicated a higher grade point average for female Aboriginal students than male Aboriginal students. (Refer to pages 20, 62 in report.)

7. Develop a targeted retention strategy for female Aboriginal students that focuses on their needs – not just limited to their academic needs. This may require further qualitative research.

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Targeted retention strategies: VIU’s Aboriginal student profile has a higher proportion of students in the 30-39 year old age category than non-Aboriginal students. Although Aboriginal graduates in this age category are achieving high grade point averages, this age group has experienced higher attrition than other age groups as well as lower grade point averages for students in the attrition category (2011 cohort). (Refer to pages 21, 62 in report.)

8. Develop an academically-focused retention strategy for older learners (30-39 years). This strategy could tie in to the mentoring program, alumni, or special orientation and ongoing social and academic support activities.

Targeted retention strategies: A higher proportion of Aboriginal students are attending full-time than non-Aboriginal students (50% compared to about 40%). Retention rates are higher for full-time learners and those with second-year standing than part-time learners. (Refer to pages 20, 61,62 in report.)

9. Implement an academically-focused retention strategy that meets the learning needs and schedules of full-time learners to maintain or improve the current retention rates for full-time Aboriginal students.

10. Implement a retention strategy that meets the learning needs and schedules of part-time learners. This may include more than academic support (personal counselling, financial counselling…)

Targeted retention strategies: First-to-second year retention rates are most commonly used as an indicator of success. At VIU, Aboriginal students first-to-second year retention rates are comparable, and at times higher than, those for non-Aboriginal students (multi-year programs). However, completion rates are lower for Aboriginal students than non-Aboriginal students. (Refer to pages 26-28, 31 in report.)

11. Focus on year-over-year retention that ultimately results in students completing a credential. Ensure that continuing students are receiving just as much academic and social support as new students. This could tie into the mentoring program.

12. Identify certificate students that are intending to finish their credential within one year. Implement academic supports for short-term intensive programs. This may tie into portfolio-building initiatives.

Financial challenges: “Paying bills” was cited as a challenge for 78% of survey respondents. As well, the most common main reasons for leaving before completing a credential were “Decided to go to work” and “Financial difficulty”. As well, the process and requirements to secure and maintain First Nations funding is challenging and frustrating for many students. (Refer to pages 35, 33, 38 in report.)

13. Pilot a financial education/budgeting workshop as part of orientation. This could include a financial management support group, not to provide funding but to provide education on how to manage money. Include information on smart shopping, budgeting. Ideas: group buying for discounts.

14. During high school recruitment activities, begin to educate and assist with providing information on funding paperwork and processes.

15. Provide a financial support worker/advisor to navigate funding application process, and eligibility requirements. This person should also be able to advise students on VIU’s academic policies and responsibilities of students.

16. Make recommendations/consult with Bands/Advisory councils on how to make First Nations funding more secure and consistent. Base funding on likely time to completion, not completion time based on full-time course loads.

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17. Create more work opportunities on campus for Aboriginal students through the Campus Career Centre.

Personal challenges: “Health and wellness” and “Family relationships” were cited as challenges for 60% of students. As noted in the introduction, a variety of barriers exist for some Aboriginal students and these can make a student’s life very challenging. These issues are difficult for VIU to address as they are not directly related to educational services. However, informing students about personal services (such as counseling and advising) as well as what social and cultural activities are available is key to supporting From the student comments received through the ASRS, it is clear that many students benefited personally from participating in the Aboriginal-focused activities organized by the Gathering Place (particularly interaction with Elders and mentors). (Refer to pages 35, 7, 50-53 in report.)

18. Implement an increased awareness campaign for Aboriginal students (new and continuing) that includes information about the Gathering Place and all activities and support services that are available to Aboriginal students.

19. Continue or increase Elder interaction and mentorship opportunities, particularly for students identified as experiencing personal difficulties.

20. Create a guiding framework for holistic advising for Aboriginal students. Include phases that meet students’ needs at different points in time. For example, before registering, include advice and assistance with completing the process for financial funding. This will include a long-term education plan that is realistic. Include financial, personal, and academic support.

Academic challenges: Most students were comfortable with the level of academic challenge in their courses. However, “Study skills” and “Exam writing skills” were identified as challenges for most students. Math, writing, science, and reading skills were also cited as challenges by many students but to a lesser degree than the general academic skills. (Refer to pages 35, 42 in report.)

21. Implement regular workshops on “Learning how to Learn” which include studying skills, exam writing skills, and other techniques. Also refer students to the Math and Writing Centres and tutoring services.

22. Connect with the Early Alert system so that when an Aboriginal student is identified as at risk of academic failure, the appropriate Aboriginal student services are contacted.

Cultural engagement: About 40% of Aboriginal students are satisfied with the amount of Aboriginal content in their courses/programs while 75% indicated that it was important to them. 200 students provided positive examples of current inclusion of Aboriginal content and ideas for future inclusion. Student comments communicate a strong desire for more Aboriginal content and cultural sensitivity in the classroom. As well, student satisfaction with Aboriginal-focused activities was very strong (87 to 96% satisfied). However, participation was only at about 40% of students. Student comments indicated that these activities were beneficial to the students personally and academically. (Refer to pages 48-54 in report.) (See recommendation #13 to increase awareness about activities organized by the Gathering Place. Include traditional practices such as artistic activities, practical skills, and language skills.)

23. In partnership with the Associate Vice-President: Academic Planning and Aboriginal Initiatives, strike a task force to develop materials and resources to integrate Aboriginal knowledge into VIU curriculum. Make use of student comments from the ASRS.

24. In partnership with the Associate Vice-President: Academic Planning and Aboriginal Initiatives and the Centre for Innovation and Excellence in Learning, develop and provide

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learning opportunities for faculty members on how to support Aboriginal learners in higher education. Make use of student comments from the ASRS.

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"There needs to be an advocate from VIU that helps students before they start university – an advocate that would provide knowledge on funding,

resources, preparation." – Focus group participant

"VIU should have a support worker who understands First Nations people and can seek student out to help them because First Nation students are often shy and won't seek it." – Focus group participant

"VIU needs to get all First Nation emails and make distribution list to send out information because a lot of students do not walk by here

[Gathering Place] – the old place was central." – Focus group participant

"I think VIU should post success stories of former students and how they found help, funding they received, pamphlets that indicate where to find

help/resources." – Focus group participant

"There should be a First Nation student union or an institution/entity to have outreach to other resources to find funding, networking, job search

resources, drumming nights, smudging, similar to UVIC's Healing Ceremonies." – Focus group participant

"It should mandatory for First Nation history to be a part of VIU programs– as told by Elders, First Nation people." – Focus group

participant

"There needs to be cultural events on campus that educate all VIU students on First Nation cultures." – Focus group participant

"I recommend VIU provides a Life skills coach that teaches budgeting, seeking resources, time management, study-skills, research skills and a

general area that informs First Nation students the service available outside VIU." – Focus group participant

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10 WORKS CITED Association of Atlantic Universities. (2011). Thriving together: Universities and Community in

Atlantic Canada - a social and culturan impact study. MarketQuest-Omnifacts. Canadian Centre for Policy Alternatives. (2013, September 18). Poverty or Prosperity -

Indigenous Children in Canada. Retrieved from http://www.policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2013/06/Poverty_or_Prosperity_Indigenous_Children.pdf

Canadian Council on Learning. (2006, April 16). Post-Secondary Education: The Crucial Link to Employability. Retrieved from http://www.ccl-cca.ca/pdfs/CEOCorner/HUMASubmission20070906EN.pdf

Canadian Council on Learning. (2009). Retention of Aboriginal students in Post-Secondary institutions in Atlantic Canada: an analysis of the supports available to Aboriginal students. CCL.

Canadian Human Rights Commission. (2013, September 16). Equality Rights Data Report on Aboriginal People. Retrieved from http://www.chrc-ccdp.gc.ca/sites/default/files/equality_aboriginal_report.pdf

Dr. Stirling McDowell Foundation for Research into Teaching Inc. (2005). Addressing challenges that impede the success of Aboriginal students at Cochrane High School. Saskatoon SK: Dr. Stirling McDowell Foundation.

Hodson, J. (2012). Professor, Lakehead Univsity. (CBC, Interviewer) Retrieved from Teachers failing Aboriginal students.

Norrie, K., & Lennon, C. e. (2013). Measuring the Value of a Post-Secondary Education. Montreal and Kingston: McGill-Queen's University Press.

NSSE. (2012). National Survey of Student Engagement Institutional Report. Indianna University Center for Post-Secondary Research.

OECD. (2012). Education at a Glance 2012: OECD Indicators. Retrieved from OECD Publishing: http://dxdoi.org/10.1787/eag-2012-en

Simon Fraser University. (2007). Understanding student retention at SFU. Burnaby, BC: Simon Fraser University.

Smith, C. a. (2011). Increasing Accesibility: lessons learned in retaining special population students in Canada. College & University, 86(4), 47-52.

Statistics Canada. (2013, April 16). Archived Content. Retrieved from http://www12.statcan.ca/census-recensement/2006/dp-pd/hlt/97-560/pages/page.cfm?Lang=E&Geo=PR&Code=01&Table=1&Data=Dist&Sex=1&StartRec=1&Sort=2&Display=Page

Statistics Canada. (2013, April 16). Population Growth. Retrieved from http://www.statcan.gc.ca/pub/89-645-x/2010001/growth-pop-croissance-eng.htm

Student Transitions Project. (2013). First ANNUAL Transitions of Eligible Graduates (From STP2011 at 2012-04-12).xlsx. Vancouver, BC: Student Transitions Project.

Tinto, V. (2006). Research and practice of student retention: what next? Journal of College Student Retention 81(1), 1-19.

VIU. (2010). VIU Academic Plan - framing our future. Retrieved 2012 йил 20-June from Integrated Planning - Academic Plan: http://www.viu.ca/integratedplanning/academic.asp

VIU. (2012/13). Student Experience Survey. VIU. (2013). Aborignal Service Plan. Nanaimo: Vancouver Island University.

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Walton, P., Hamilton, K., Arnouse, M., & Johnson, S. (2010). Why do Aboriginal students stay or leave Thompson Rivers University? Kamloops, BC: Thompson Rivers University.

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11 APPENDIX A. Research Ethics Board submission B. Final Online survey instrument C. 10-Year Retention tables

Documents

I believe success in my educational journey is ... · 2 • Personal challenges also affect many Aboriginal students. Balancing academic and personal responsibilities is difficult